By Matthew Basset
Fifth Grade California Content Standard 1.1
“Perform simple small-group balance stunts by distributing weight and base of support.”
Developing this standard has been difficult since it can be very dangerous and a difficult concept for students to understand. The premise behind the standard is to have a group of students perform a pyramid by distributing weight and base of support. At first glance, you can have your students set up a pyramid and check to see if they have good balance and move on from the standard quite quickly. This, however, is not going to help students understand the base of support or distributing weight.
This year I tried to get students more involved. First, we had to discuss the importance of a base of support. A wider base typically has better balance. We also talked about distributing weight so that one (or two) people didn’t have to take the brunt of the weight. I used a basic combative game to help make the connection. I had students face a partner and place their hands together out in front. Their feet are next to each other and they challenge each other to push their hands (only) to a point where one person had to take a step (lost the challenge). Then I directed them to place their feet shoulder width apart and take the same challenge. Which was easier to keep your balance? Then I directed them to take one foot and place it a little in front of the other. Which, of the three, was easiest to keep your balance? The goal was to get the students to see that the base of support could affect the balance of the activity.
After students understood the importance of a base of support we talk about the distribution of weight. We discussed how placing the weight on two locations makes it easier to support than just one location. Three locations are better than two locations, etc.
Finally, the class is ready to start their own small group balance stunts. I use groups of 7-8 people. Each group is handed a worksheet where they place their names (for tracking purposes). The class is directed to come up with five different group balances that share the weight distribution differently each time and also shows different bases of support. My goal is to see different types of pyramids than a typical three level (or four) pyramid. The students are required to make a diagram of the base of support and where each student in the group is going to stand. This process moves into a second class period where students are given extra time to practice balancing skills. After a few scary falls, I’ve decided to tell my students that they cannot go above two levels in a pyramid. This makes them have to work a little harder to come up with different ideas. I also talk about how they can make a pyramid that isn’t in a straight line.
During their assessments, students in each group perform at the same time. This allows me to see how well the groups have prepared but it doesn’t allow a group to get some extra time practicing while another group is performing. The groups who work together are definitely better prepared for this approach at the assessment. I have even had one group who has practiced so much that they were able to get into every one of their group balances in less than four seconds.
Other Connections:
This is a great lesson/unit that will allow connections to over arching standard 5. I constantly have to reinforce the importance of working together (5.5.3) and why it is important to stay safe (5.5.4). I have a few students who are doing all of the planning and not listening to others. I also have to reinforce the importance of allowing everyone to contribute their ideas (5.5.5) and to work with each other to accomplish their goals (5.5.7). The groups who struggle start to work closer together when I discuss the importance of everyone sharing ideas in the group. With a little work next year, my goal is to get students to understand the social concepts while participating in this standard (5.1.1). This way they reinforce the social skills that I’m looking for in class while they are working on a motor skill.
If you right click on the picture and click on the show picture toolbar you will find a lot of new tools to work on your pictures. Here you will find buttons to change the colors, change the contrast, change the brightness of the picture
, crop the picture, rotate the picture and place lines around the picture. The key is to keep making changes until the picture looks like you want it to.
Creating a table can be a great way to organize a lot of information for your students. Instead of writing in a paragraph format, you can divide the information into cells. From the table menu, click insert, and then click table. The table menu pops up for you to develop the table. Change the number of columns that you need by typing in the new number of columns. Remember, columns are the part of the table that goes up and down. Then change the number or rows, the part of the table that goes side to side. Click OK when you have finished inserting the correct number of rows and columns. The new table should appear in your word document.
m Option #2 (Movement Oriented Activity)
There is another way to use the posters, as well. Students can use them to write down the expectations on a worksheet. They can continue to walk around the room and find the information needed on each puzzle. This option makes the activity an individual activity for each student. To continue to work on the team building/group focus, you can also have students become experts in their “field” (or experts on their poster). You can perform a jigsaw teaching program by having one person at each poster match up with someone from all the other posters. The students use their expertise to teach their new teams their piece of the information. Students learn from each other. The key is that students are learning the materials, but you don’t have to lecture them about the process.