Week 20 Exploring Jumping – Jumping over a Moving Rope (b)

GRADE	TOPIC	UNIT
Kindergarten	Exploring Jumping – Jumping over a moving rope.	Games
Equipment Needed Jump Ropes, Stereo, Music for travel and stop, hoops Content Standard Benchmarks or Common Core Standards Locomotor Movement 1.11 Jump over a stationary rope several times in succession using forward and back and side-to-side movement patterns. Fitness Concepts 3.1 Participate in physical activities that are enjoyable and challenging. Aerobic Capacity 3.2 Participate 3-4 days per week in moderate to vigorous physical activities that increase breathing and heart rate. Body Composition 3.6 Sustain continuous movement for increasing periods of time, while participating in moderate to vigorous physical activity. Flexibility 3.5 Stretch shoulders, legs, arms, and back without bouncing. Self Responsibility 5.1 Identify feelings that result from participation in physical activity. 5.2 Willingly participate in physical activities. Social Interaction 5.3 Demonstrate the characteristics of sharing in a physical activity setting. 5.4 Describe how positive social interaction can make physical activity with others more fun. Group Dynamics 5.5 Participate as a leader and a follower during physical activity. Learning Goals, Objectives, Expected Outcomes Psychomotor Jump over a rope using a two-foot take off and a two-foot landing. Hold a rope and jump over it without touching the rope with their feet as they jump. Spin a rope safely on the ground for a partner who will jump over it. Successfully jump at least 5 times over a rope while it is moving toward them. Cognitive Verbally review the points of jumping learned last lesson. Verbally describe how to time when to jump over a moving rope. Affective Have fun. Play safe.
ACTIVITY	PROCEDURE AND TRANSITIONS WITH MODIFICATIONS AND OR ACCOMMODATIONS	SETUP DESCRIPTION OR DIAGRAM
Entrance Routine	Welcome, stand in an own space inside the boundaries.
Part 1 Warm-up/Review 5 minutes	Travel – Stop practice and movement Pick a travel stop song that you haven’t tried yet! Encourage the children to try a variety of ways to travel each time the music stops and begins again.
Transition	Get a rope, find a new own space and put your rope on the ground in your own space.
Part 2 New skill or concept 15 – 20 Minutes	“Lay your rope out in a straight line on the floor in your own space. When I say go, I want you to jump over your rope, using two feet to take off and two feet to land. Be sure to start on one side of the rope and land on the other. You can keep jumping back and forth until I say stop. “Stop. When you are jumping, what do you look at so that you know you are going to land on the other side of the rope? Don’t answer me now, I want you to practice a couple of jumps and then tell me when I stop you again. Go.” As the students are working I will walk around asking them what they are looking at. “Stop, Raise your hand to tell me what you are looking at.” (The rope) After asking a couple of students I will decide if they need an alternate question, (This time when you jump, look at three different things. First do a couple jumps never looking down, only look up to the sky. Then do a couple jumps where you close your eyes and jump. After that do a couple jumps and look at the rope while you do this. Which one worked better? – Looking at the rope.) If a couple answers are looking at the rope we will discuss why and then move on. “You look at the rope so that you know where you are going to jump to. After you see where the rope is you can jump to a place just beyond it so that you don’t land on the rope. This time, I want you to hold the rope with one hand, but keep your body close to the ground, so the rope can stay close to the ground, and jiggle the rope so that it wiggles back and forth. You can show them an example. I will also use words like snake to create a visual. Once they can do that I will ask them to get a partner and sit back to back. One partner will put away their rope and get a mat. Bring the mat back to their own space One partner will jiggle the rope so that it stays touching the ground. The other partner will jump over the rope, trying not to touch it. Each partner should take three jumps and then switch. Keep going until I say freeze. The jiggling partner should kneel or squat down on the mat to help keep the rope down. Now, in your own space, I want you to stand and hold your rope in one hand. When I say go, I want you to slowly spin around in a circle so that the end of your rope doesn’t come off the floor. Be sure you stay in your own space. Ready go. What happens if you go to fast? (The rope comes off the ground) This time try to keep half of your rope on the ground. What do you have to do with your body so that half of your rope can be on the ground? (Keep your body crouched a little lower or in a medium level) While the rope is spinning around, the other partner, I want you to try to jump over it as it comes toward you. See if you can do it three times and then let your partner have a try. Make sure to let both partners have a turn spinning the rope for practice. “What do you look at as you are jumping over the rope?” (The rope.) This time as you work, I want you to think about how you know when it is time to jump over the rope. Ready go. “Stop. How did you know when to jump?” (As the rope approaches you, jump so that when you are in the air, the rope is passing underneath you.) Each time I stop the class to talk, we will count pulse. I want to keep them focused on their heart rate, seeing that jumping rope is a great way to exercise your heart.	As they are jumping I will remind them and ask them about the points of the jump that we learned last lesson. As you jump, lift your head. Bend your knees on your landing to help cushion the landing. Again, I will ask an alternative questions if they do not understand the first question. Remind them to make sure the rope is staying on the ground .
Transition
Part 3 Practice 5 – 10 Minutes	“Stop. The partner that spun the rope first will travel first. When I say go, one partner is going to do two jumps over the rope, and then travel to another rope, and jump over another person’s rope. Each time you do two jumps you can go to a new rope. Be sure there is not already someone jumping at that rope already. If there is, go find a different rope. See how many different spinners you can try before I say stop. “Spinners and jigglers, each time you have a new jumper, change the way you move the rope, spin one time and then jiggle the next time. This way you wont get to dizzy!” After a couple minutes, I will ask them to switch rolls so that the other partners can try jumping.
Transition	One partner will put away the rope and get a mat for stretches the other partner will keep the mat they were working on.
Part 4 Stretching & closure Taking it Home 5 Minutes	Cool Down Choose 3 stretches to do with the class. Review What was easier, jumping over a rope laying on the ground or moving? Staying on the ground, of course! What was easier, jumping over the jiggle, or spinning rope? (jiggle) (Why? Cause spinning ropes are harder to time, or to know when to jump.) When you were trying to jump over the moving rope, what did you have to do? Look at the rope, and jump just as it came to you so that it would go under your feet while you were in the air! Closure Great job being safe today. I really liked how safe the spinners were moving the rope.

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