Physical Education Jump Rope Lesson PDF

Preview

Summary

PE jump rope lesson plan. Good for any grade in elementary schools...

Description

Christopher Wehrmann EBP2 PE Lesson Plan

General Information Lesson Title: Jump Rope Mania! Subject(s): Physical Education Grade/Level/Setting: Grades 3-5, gymnasium Prerequisite Skills/Prior Knowledge: Students should know how to use a jump rope to jump rope. Students know how to jump up and down and side to side.

Standards and Objectives State/National Academic Standard(s): The Massachusetts Department of Elementary and Secondary Education website for Physical Education standards is listed here: https://www.doe.mass.edu/frameworks/health/1999/1099.pdf The standards themselves do not have letters designated by them. Instead the standards are broken up into what students should be able to do by the end of certain Grade levels.

2.1 "Apply movement concepts including direction, balance, level (high, low), pathway (straight, curve, zizgzag), range (expansive, narrow), and force absorption (rigid, with bent knees), to extend versatility and improve physical performance."

2.3 "Perform rhythm routines, including dancing,to demonstrate fundamental movement skills."

Learning Objective(s): Students given a jump rope, will create and perform a series of tricks/jumps with 9 different skills and 4 jumps in each skill/trick.

Materials ● Jump ropes ● SparkPE Jump Rope performance rubric/list of tricks ● colored dot spots

Technology The Bluetooth speaker and phone/CD player will be used for music during the lesson so students are able to put their jump rope routine to a beat.

● Bluetooth speaker ● teacher's phone/CD player

Instructional Strategies and Learning Tasks

Anticipatory Set: Activity Description/Teacher

● The teacher begins the lesson after warmups by asking students if they remember how to jump-rope. ● Teacher has a student demonstrate how to jump rope.

Student Actions

● Students raise their hands to answer questions about jump roping. ● Student volunteer demonstrates how to jump rope.

Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher ●

The teacher tells students they will be practicing a jump rope routine with a partner during the class period.

● The teacher grabs a jump rope and demonstrates a few skills (two foot jump, Slalom, bell jump, scissors, alternating feet, etc). ● The teacher explains to students that they are to create a routine with at least 9 different jump roping skills. ● Students will write down the tricks/skills on the “Create a Routine” task card. ● Students will be graded on the number of skills, number of jumps in

Student Actions

● The students watch the teacher demonstrate old and new jump rope skills. ● Students get colored spots, task card, jump rope, and head to an open area of the gymnasium.

each skill, a smooth transition skill to skill, and perform the skills under control with good form. Students will also be assessed on jumping skills, landing and turning skills. ● Teacher instructs students to grab a colored spot, jump rope and go to a part of the gymnasium where they have space. This whole process should take 5-7 minutes.

Guided Practice: Activity Description/Teacher

● As students begin practicing the different skills, the teacher circulates the gym to assist when necessary. (10 mins)

Student Actions

● Students practice different jump rope skills.

● After 10 minutes, the teacher stops students to tell them to begin planning their routines and try to have some sort of rhythm to their routine.

Independent Student Practice: Activity Description/Teacher

● Students begin putting together their jump rope routines. (20 minutes)

Student Actions

● Students practice their skills. ● Students work on transitions from skil to skills, trying to keep a smooth transition and maintaining creativity.

Culminating or Closing Procedure/Activity: Activity Description/Teacher

Student Actions

● When there is 15 minutes left in class, the teacher will stop student activity and bring pairs back to

● Students, in pairs, will demonstrate their routines.

demonstrate routine. ● The teacher will grade each pair as they demonstrate their routine. ● The class is dismissed back to their teacher.

Differentiated Instruction

Gifted and Talented:

Gifted and talented students will have to have more than 4 jumps per skill in their routine. This shows that they can handle more difficult tasks. ELL:

For ELLs, the teacher will make available step-by-step pictures of different tricks for ELLs to visually follow. Doing this allows them to participate by looking at each step of a trick as they practice it. Students with Other Special Needs:

To differentiate instruction for Students with Other Special Needs, the teacher will allow the students to place the jump rope on the floor of the gym and jump over the rope. This will allow students with fine motor skill deficiencies to participate in the lesson. This also allows students to practice any skills that are a part of their IEP goals.

Assessment Formative

As the teacher walks around the gym while students are practicing their routines, the teacher will be using a checklist to mark off participation. The teacher will observe students and correct landing and control skills as needed.

Summative

The summative assessment will be graded using the rubric from SparkPE. Students will perform their routine at the end of the gym class period. The teacher will use the SparkPE rubrics to grade each pair on their routine. The rubric is located under “Sources” in the other file linked

with this assignment titled “CWehrmannEBP2Task1PartA”. It is also linked here.

The routine will be scored 0-3. 0 means that the criteria on the rubric has not been met at all. A 1 means that the criteria has partially been met, while a score of 2 signifies that the students have mostly met the criteria. A 3 means that students met all of the criteria on the rubric.

For the jumping, landing, and turning skills assessment, a 0 means that the student can not demonstrate any of the cues. A score of 1 means that the student demonstrates 1 cue all the time with no mistakes. Getting a 2 means that the student shows 2 cues all the time with no mistakes. Finally, a 3 means that all 3 cues happen with no mistakes.

Together, both rubric scores will be added together and divided by 2 to determine the students grade for this lesson.

C. Justifications The justification for the way I presented the lesson in the Presentation Procedure/Modeling section is because I was able to detail the lesson in a clear manner that was easy for students to follow. I demonstrated for the students a few of the tricks they could use. This can be viewed as a way to explain how the assessment will look ,which prepares students for the Presidential Youth Fitness Program that happens every year. Jump roping is an important skill that builds cardiovascular strength and endurance, refine motor skills, and is easy to monitor/test. The CDC says that Physical Activity “can help children and adolescents improve cardiorespiratory fitness, build strong bones and muscles, control weight, reduce symptoms of anxiety and depression, and reduce the risk of developing health conditions.” (“Physical Activity Facts, by CDC, 1/7/2022). (https://www.cdc.gov/healthyschools/physicalactivity/facts.htm

Diversifying the instruction for Gifted and Talented students, ELLs, and Student with Other Special Needs allows participation for all. Tasking the Gifted students to have more than 4 jumps challenges them to be more creative and tests their endurance.

ELLs are able to see what a trick looks like then begin practicing it. In Dynamic Physical Education for Elementary School Children, the authors state on page 113 that activities should “be modified so that all students find success and equity.” Differentiating instruction for the Students with Other Special Needs allows them to focus on IEP goals and be a part of the general education class.

Monitoring student progress and fitness levels may inform the teacher if there are any health concerns that may arise with students. The teacher is also able to discuss with students the overall lesson goals and how the students think they are doing (Pangrazi & Beighle) These types of formative assessments are usually done in elementary education PE classes. Teachers can also use self-assessments with the students to see how students feel about themselves and the lesson. Collecting assessment data on students after the lesson informs the teacher how the students were able to piece together their routine, build up their endurance and helps the teacher correct students. By informally and formally assessing the students, the teacher is able to see what instructional strategies are working and not working. The teacher can use a rubric to collect data and track student progress. The objectivity of an assessment in this manner allows consistency in grading on the teacher’s part, while at the same time concisely telling students what is expected of them. Summative assessments, according to Pangrazi & Beighle, are not always reliable during an Elementary Physical Education class because students are still developing their fine motor skills. Also, units in elementary schools are much shorter than those in middle or high school....