LessonPlanTemplate

Name: Abby&Connor Day:Lesson2 (Stations) Grade:2nd4th

Focus:DifferentJumpRopingSkills

Subfocus:SingleBounce/4CuesofJumpRoping

VASOLs:
2.1 The student will demonstrate approaching (at least two critical elements) and mature form (all
correct critical elements) of locomotor, non-locomotor, and manipulative skills.
a Demonstrate mature form for hop, jump, leap, skip, run, jog, gallop, and slide.
b Demonstrate mature form for jumping forward with self-turn rope and jumping with long rope
(student turn).
2.3 The student will describe the components of fitness and identify physical activities that promote
aerobic capacity, muscular strength, endurance, flexibility, and body composition.
a Describe cardiorespiratory endurance as important for maintaining a healthy heart.
2.4 The student will identify and apply cooperative, respectful, and safe behaviors in physical activity
settings.
a Identify one activity that is enjoyed and done outside of physical education class.
b Identify one activity that is challenging and one way to improve the activity.
c Demonstrate cooperative skills, to include taking turns and sharing equipment.
d Demonstrate safe participation individually and with others.
e Identify two class safety rules.
3.1 The student will demonstrate mature form (all critical elements) for a variety of skills and apply
skills in increasingly complex movement activities.
a Demonstrate a self-turn rope sequence of four different jumps.
3.4 The student will demonstrate an understanding of the purposes for rules, procedures, and respectful
behaviors, while in various physical activity settings.
a Explain the importance of rules for activities.
4.1 The student will refine movement skills and demonstrate the ability to combine them in increasingly
complex movement environments/activities.
4.2 The student will identify major structures and begin to apply knowledge of anatomy to explain
movement patterns.
a Identify and describe the major components of the cardiorespiratory system, to include
heart, lungs, and blood vessels.
4.4 The student will demonstrate positive interactions with others in cooperative and competitive
physical activities.

Objectives:
 SWBATidentifythebenefitsofjumpropeonthebody
SWBATsuccessfullycomplete2rotationsofeachdifferentjump
SWBATdemonstratecooperationduringstationswithpeers

Cues:Ready- Crouch- Jump- Land

Assessment:

Materials/Equipment:
30Jumpropes
6IPads
6cones
18Hulahoops
18Beanbags
6CueCardsofJumpRopingSkills

SafetyPrecautions:Remindstudentsofthe3jumpropingrules.Whenwalkingaroundensure
thatstudentshaveenoughspacebetweeneachothertojumprope.Allunusedequipmentwill
placedofftothesidesotheywillnotbeinthewayofthestudentsortheteacher.Thegymwill
beajudgementfreezonesonoonewillbeafraidtoparticipate.Studentswillbeinstructedto
findopenspacebeforejumproping.

InstantActivity(5minutes):ActiveTicTacToe

Set up: Prepare tic-tac-toe boards using 9 hula hoops (3 x 3). Fill each container with yarn balls
and set near the board. Use floor tape or a jump rope (so it is moveable to match the children's
throwing level) to mark a throwing line at an age appropriate distance for children to throw and
catch. Assign teammates of two. Ask two sets of teammates to go to a tic-tac-toe board (four
students per board). Assign each set of teammates a color for yarn balls to mark the Xs and Os.

Teammates 1: Student A will choose which hoop to stand in. Student B will stand behind the
throwing line and throw the yarn ball to student A. If student A catches the yarn ball in the hoop,
he/she places the yarn ball in the hoop to mark their spot.

Teammates 2: Repeat.
The game continues until yarn balls mark a tic-tac-toe pattern.

Transition:Freeze!CanIhaveeveryonecleanuptheirstationandreturntotheirstarting
line.*waitforallstudentstostandquietlyatstartinglinebeforebringingthemintothecenterof
thegym*WhenIsaygo,walkquietlytothecenterofthegymandhaveaseatinthecircle
withoutsliding.

Introduction(5minutes):

Hiboysandgirlstodaywearegoingtointroduce5newjumpstoday:doublesideswingand
jump,skier,bell,sidestraddle,andforwardstraddle.Hasanyoneheardofthesedifferentjumps
before?ConnorandIaregoingtodemonstratethesejumpsbeforewesplityouupintostations
topracticethesejumps.Oncewefinishdemonstrating,youwillbeputatastationwithanIPad.
Atthestation,youwillopentheIPadandwatchthevideoofthejumpbeforepracticing.

Transition:Countstudentsoffby6.Onlycountstudentswhoyoubelievearereadyto
moveontoastationbasedontheirabilitytositstillandquietly.Havestudentswaittobegin
untilinstructedtodoso.

ContentDevelopment(45minutes):Stations

S1(4):DoubleSideSwingandJump
1. Swingtheropetoyourrightside.
2. Swingtheropetoyourleftside.
3. Astheropecomesdownonthethirdturn,spreadyourhandsapartandjump
overtherope.
E1:Seeifyoucansuccessfulcompletejumpbackwards
C1:Seehowmanytimesyoucancompletejumpinarow

S2(4):Skier
1. Jumpovertheropesideways6to12toyourleftandlandonbothfeet
together.
2. Jumpovertheropesideways6to12toyourrightandlandonbothfeet
together.
E1:Seeifyoucansuccessfulcompletejumpbackwards
C1:Seehowmanytimesyoucancompletejumpinarow

S3(4):Bell
 1. Jumpforward6to12overtherope.Landonbothfeettogether.
2. Jumpbackward6to12overtherope.Landonbothfeettogether.
E1:Seeifyoucansuccessfulcompletejumpbackwards
C1:Seehowmanytimesyoucancompletejumpinarow

S4(4):SideStraddle
1. Jumpovertheropeandlandwithyourfeetspreadshoulderwidthapart.
2. Jumpovertheropeagainandlandwithyourfeettogether.
E1:Seeifyoucansuccessfulcompletejumpbackwards
C1:Seehowmanytimesyoucancompletejumpinarow

S5(4):ForwardStraddle
1. Jumpovertheropeandlandwithyourleftfootforwardandyourrightfoot
back.Yourfeetshouldbeabout8to12apart.
2. Jumpovertheropeagainandreverseyourfeetbeforelanding.
E1:Seeifyoucansuccessfulcompletejumpbackwards
C1:Seehowmanytimesyoucancompletejumpinarow

S5(4):SingleBounce(Review)
E1:Seeifyoucansuccessfulcompletejumpbackwards
C1:Seehowmanytimesyoucancompletejumpinarow
Assessment:Usethesameassessmentsheettoseeimprovementintheircues
ofJumpRoping.

*ForEachStation*

IndividualInstruction:

LowSkilledStudents:Allowstudentstogoattheirownpaceandstayattheirability
level.Thisisatimeforstudentstochallengethemselves

HighSkillStudents:Allowstudentstochallengethemselvesaccordingtotheirability.If
theycangofasterandlong,allowthemtodothat.
SSN:Allowthestudenttouseadifferentsizeropeifthathelps.Youcouldalsouseno
ropeifthatiswhatisbestforthestudent.

Transition:Alrightboysandgirls,timetocleanupourstationandheadbacktoour
cone.IwillknowyourgroupisreadytomoveonwhenIcanseethateveryoneisstanding
quietlybythecone.*Waitforstudentstostandquietlybyconebeforeallowingstudentsto
rotate*Walktoyournextconeandbegin.
Closure(5minutes):*Bringstudentstocenterofgym*Cananyonetellmeanewtypeofjump
ropingwelearnedtoday?(callonstudentsuntilall5stationsaresaid).Cansomeoneremindme
whatabenefitofjumpropingis?Whichcomponentoffitnessisjumproping?Cananyone
remindmeofthe4cuesofJumpRoping?

References:

Reflection: