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27
Lesson
Plan 4: Fast, slow, low, high, narrow, wide
Unit
27: Gymnastics
activities - unit 5
Year Group: 5
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Author |
Katie Marl |
Subject
Area |
P.E. |
Subject Type |
Module |
Subject Topic |
Gymnastics activities - unit 5 |
Lesson Title |
Fast, slow, low, high, narrow, wide
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Learning Outcome |
Children will be able to use a variety of fast, slow, low, high,
narrow and wide shapes, balances and jumps.
Children will
be able to devise a sequence on large apparatus.
Children will
be able to set out and use large apparatus safely and
co-operatively.
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Curriculum 2000 Objectives |
P.E.: 1a) b),
3a) b), 4b), 5c), 8a) b). |
Lesson Length |
45 Minutes |
Resources
Needed |
Large apparatus. |
Lesson Summary |
Warm up
Talk to the children about the importance and necessity of warming
up before physical activity. Ask children to find a space and
carry out their own warm up, stretching and warming up all parts of
their body.
Introductory
Activity
Soft running (on toes) around room. On commands - 'low',
'high', 'fast', 'slow', 'long', 'squat', 'wide', 'narrow' - children
perform a jump, roll or balance in response. Repeat several
times to allow time for exploring and experimenting with different
shapes, jumps and balances. Ask them to try different
take-offs - 1 foot, 2 feet, swapping feet, and to explore changing
direction with a jump.
Development
Remind the children of the safety rules and procedures when setting
out large apparatus. Split the class into small groups and
have each group set up an area of large apparatus. Follow
through with safety checks, explaining to the children how you check
and the importance of it.
For the first
task, ask children to devise a 'high/low' sequence on their
own that reflects the title. Provide a short time on the
apparatus, followed by performance of some sequences, and comments
and suggestions from the class.
Concluding
Activity
Rotate the children around the apparatus so that each group has a
chance to work on each set up of large apparatus. Select
children to perform their sequence before each rotation onto the new
apparatus. Provide a new sequence title for each change -
'slow/fast', 'long/squat', 'wide/narrow' etc.
Cool down
Once the apparatus is away, explain that the children are going to
practice fast and slow movements. Start with running - on
command 'slow' or 'fast' children respond appropriately, moving
around the room. Repeat for jumping and moving on the
floor. End with standing up from the floor, and sitting down
from standing - emphasising 'slow' to calm the activity.
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Extension Activities |
Children could devise a sequence with a partner to respond to the
title, using following and mirroring actions. |
ICT opportunities |
Children could use a publishing or word processing package to create
a list of rules for setting out large apparatus. Photographs
of children setting up climbing frames/ropes correctly could be
included. The rules could be displayed in the hall.
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Teacher Factfile |
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Assessment Cues
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Can children set out and use large apparatus safely and
co-operatively?
Can children
respond to a sequence title exploring a variety of levels, speeds,
directions and shapes?
Do children
build on skills used on small apparatus?
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