Jump Rope Unit Plan

1st
Beginner

Brianna Shefferly
PED 306
9/9/13

Unit Table of Contents

Page #
1. Unit goal

page2

2. Rationale for teaching the unit

.page 3
3. List of Unit objectives Pages 4-6
4. Unit Overview- Block Plan Calendar
.
5. Daily Lesson plans
...
6. Unit Assessment plan
...
7. Appendix: (may include any or all of the following materials as assigned)
.
a.

Skill Performance Analyses for all skills taught in the unit

b.

Definitions of all Movement Concepts taught in the unit

..

c.

Description/explanation of Introductory Activities used in the

unit

d.

Description/explanation of Fitness Activities used in the unit

..

e.

Description/explanation of Skill Drills used in the unit

.

f.

Description/explanation of Lead-up or Modified Activities used in the unit

..

g.

Description/examples of practice aids, visual aids, handouts, etc. used in

the unit

8. References (materials actually used in the unit)

...
9. Resource Materials Bank (resource materials about this subject to be held for future use)
....

Jump Rope Unit Goal

The goal of this 1st grade unit on jumping and jump rope is to teach basic and skills
(skills including floor lines, hula hoops, Domes, poly-spots, ropes on the floor, two-foot basic
jump, Swinging the rope, and partner cradle) Cognitive domains (safety, how to hold the rope,
skills cues, how to fit the rope, and names of a variety of skills), and personal and social skills
(Respecting space, respecting equipment, and keeping a safe environment)

Unit Rationale

This beginner and intermediate Jump Rope unit made for first grade is for all different
type of learners. The focus is on the teaching of a wide range of jumping and rope jumping
activities and different motor skills.. This is also something fun to do with family and friends
outside of school.
Although jump rope may look like a playground activity, it is necessary to practice and
learn in a physical education class for multiple reasons. In this unit students/ learners will be
challenged to try many different ways to jump rope. Students will learn essential psychomotor
skills, patterns, and movement concepts to apply to their overall knowledge, fitness activities,
and personal and social skills that are critical to help the students be successful learners later in
their lives. Jump rope is a rhythmic activity that can be a fast or slow paced. It teaches
coordination and agility. Balance skills are necessary to be learned for additional skills through
out life, and jump rope is a great activity to form a great base for all ages. Students will be
challenged cognitively when they learn about spatial awareness, and must be conscious of their
surroundings. Jump rope forces the brain to work multiple body parts at the same time while
understanding concepts of timing. Students will also be challenged by learning new skills, and
skills can be modified for differing ability levels.
Students will learn to be respectful individuals throughout this unit by respecting the
space of others, cooperating in team activities, and respecting their own equipment. In terms of
fitness, jump rope has the ability to burn up a significant amount of calories by using the whole
body. Jump rope is a highly cardiovascular activity, so students will be very active in raising
their heart rate, but can also easily adjust the pace based on their own particular abilities. It is an
activity that almost anyone can participate in, and is easily modified for differing ability levels. It
requires one piece of equipment which is fairly inexpensive, and can easily meet any type of
budget.
Jumping will be the start of the lesson and then we will move on to more challenging skills, such
as jumping the rope in a fluid motion. We will start with basic skills on jumping over lines and
objects in different patterns. We will end with the students learning how to jump rope with 2 feet
and one foot in a timely fluid motion. Every student will be able to apply the psychomotor
concepts they have learned throughout the unit by demonstrating what they have learned in
different games that is challenging and fun.

List of Unit Objectives

Psychomotor objectives:
PM1.By the end of class, the learner will correctly demonstrate jumping over Floor lines, Hula
Hoops, Ploy-Spots, and Ropes on the floor 10 times each
Over the lines/object forward and backwards (Jump/hop)
Over the lines side to side (skiers)
Along the object or line moving forward and backward (forward/back)
Creating fun own shape along the object.
Creating letters or numbers along the object
PM 2. The student will demonstrate proper skills to swinging the jump rope by:
Bending knees (Bend)
Elbows in thumbs up (elbows)
Swing rope over head to floor (Swing)
Step over the rope and return it to ready position. (step)
PM3. By the end of class, the learner will correctly demonstrate the proper skills to jump 1 jump
by:

Starting with rope on the ground behind feet.

Arms and elbows at the side hands out (thumbs out)
Swing rope over head (Swing)
(Jump) jumping off of two feet as the rope comes around near the floor
Landing on two feet while firmly

PM4. By the end of class, the learner will correctly demonstrate the basic jump 3 times in a row
(in sequence)
Starting with the rope behind their feet.
Arms and elbows at the side hands out. (thumbs out)
Swing rope over head (swing)
(Jump) jumping off two feet as the rope comes down in front. Jump again as the rope
goes overhead. Repeat!

Cognitive objectives:
C1. Students will demonstrate the understanding of safety by: Showing the awareness of
personal space and control of jump rope at all times.
C2. By the end of the unit, the learner will express their understanding of showing the
correct way to hold the rope, fit the rope,swing the rope, and how to jump.

C3. When asked by the teacher, the learner will express their understanding of when to
jump forward and jump side to side, and how to swing the rope over head.

Affective objectives:
A1.The learner will respect the personal space of other students throughout the jump rope
lesson by staying in their personal space, watching out for students around them, and
using equipment safely.

A2. The learner will show responsibility in equipment management throughout the whole
lesson by keeping their personal equipment in good condition, using the equipment
properly and safely, and by taking care of their equipment at the conclusion of the lesson.

A3. The learner will show active participation and effort to learn in all activities
throughout all lessons.

Skill Performance Analysis

Jump
Part #1:
SPA for performing a correct jump

1.
2.
3.
4.

Students will have feet shoulder width apart

Bend knees so to try to make butt and legs a 90 degree angle.
Push through feet leaving the ground while extending legs
Land firmly on two feet.

Part #2

1.
2.
3.
4.

feet shoulder width apart (Feet)

Bend knees(Bend)
Push extending legs straight to get to the highest point(Push)
Land on two feet(Land)

Part #3
The students can perform a correct jump over objects by:

1.
2.
3.
4.

Feet shoulder width apart (feet)

Bend Knees (Bend)
Push through legs (Push)
Land on two feet (Land)

Part #4
Students will be assessed making sure they get 100% of the words performed correctly.

Part #5
Error
1.Not jumping off two
feet. Knees not bent.

Prevention
Emphasizing bending of
knees and two feet.
Jumping light like we are
jumping on glass.
Reviewing cue words.

Correction
Show students the correct
way to push through legs
and bend knees landing on
two feet. Show a soft land
and a hard land

Part #1:
SPA for the correct skills of swinging a jump rope.

1.
2.
3.
4.
5.
6.
7.
8.

Starting with the rope on the ground behind the feet with one handle in each hand.
Having the hands so that thumbs are facing up.
Arms are bent with elbows in.
Students start to bend knees.
Arms begin to drop slightly in a backward motion.
Rope will then leave the ground rising overhead.
Anticipating the rope coming towards feet.
Jump with feet up as rope goes under feet

Part #2:

1.
2.
3.
4.
5.

Rope starts on ground behind feet.

Thumbs up and elbows in. (Arms in)
Bend knees while swinging arms back. (Bend Knees)
Anticipate rope coming towards feet. (Anticipate)
Jump with feet up as rope goes under. (Jump)

Part #3

PM 2. The student will demonstrate proper skills to swinging the jump rope by:
Bending knees (Bend)
Elbows in thumbs up (elbows)
Swing rope over head to floor (Swing)
Step over the rope and return it to ready position. (step)
Part #4
Students will be assessed through the following combination of resources:

Demonstration of correct form as recorded on the partner task card. (Pictures of the correct
way the swing and jump should look.)

Teacher observation using skills during practice and drills.

Part #5
Error
2. Jumping before the
rope hits the ground.
Jumping after the rope
hits the ground.

Prevention
Emphasizing Anticipation.
This is the key to jumping
at the correct time.
Reviewing cue words.

Correction
Show students the correct
timing and how to
anticipate the rope coming
forward.

SPA For a two foot jump over the jump rope. (Same for PM4. Jumping in sequence)

Part #1:

1.
2.
3.
4.
5.
6.

Starting with the rope on the ground behind feet.

Arms and elbows at the side.
Hands out with thumbs up.
Swing the rope over your head.
Jump off of two feet as the rope comes around near the floor.
Landing on two feet firmly.

Part #2

1.
2.
3.
4.

Start with rope on the ground behind feet.

Arms and elbows at side, hands out. (Thumbs out)
Swing rope overhead. (Swing)
(Jump) jumping off of two feet as the rope comes overhead near the floor.

Part #3

PM3. By the end of class, the learner will correctly demonstrate the proper skills to jump 1 jump
by:

Starting with rope on the ground behind feet.

Arms and elbows at the side hands out (thumbs out)
Swing rope over head (Swing)
(Jump) jumping off of two feet as the rope comes around near the floor
Landing on two feet while firmly

Part#4
Students will be assessed through the following combination of resources:

Demonstration of correct form as recorded on the partner task card. (Pictures of the correct
way the swing and jump should look.)
Teacher observation using skills during practice and drills.

Part #5:

Error

Prevention

Correction

3.Not swinging the

rope at the proper
time.

Reinforce cue words and

elbows in. This will allow
for a more fluid motion of
the rope.

Practice pausing once the rope is

in front of the body and focus on
keeping elbows in before
swinging.

Hitting feet with

jump rope.

10

Unit Block Plan Calendar (UBPC)

(Required Format)

The unit BPC functions as a mini-lesson plan outline written with limited detail.
Refer the reader to the item descriptions in the Appendices for more information.
This may be more easily used and viewed in a landscape format with one page for each week

UNIT WEEK #1
Instructional objectives #
MCS #:
Warm-up activity/topic
Fitness activity/topic
Review
topic(s)
if
applicable
Lesson focus
Applied activity(ies)

UNIT DAY #1
PM1, C1, A1-3

UNIT DAY #2
PM1-2, C1-2, A1-3

Fruit,Veggie,Snack Game
Stretching
PM1, C1, A1-3

Fruit, Veggie,Snack game

Stretching
PM1, C1, A1-3

PM 1
Jumping stationary
objects
N/A

PM1-2
Swinging and stepping
over
N/A

UNIT WEEK #2
Instructional objectives #
MCS #:
Warm-up activity
Fitness activity
Review
topic(s)
if
applicable
Lesson focus
Applied activity(ies)
Assessment(s)

UNIT DAY #3
PM 1-3, C2, A1-3

UNIT DAY #4
PM 1-4. C2, A1-3

Jumping Letters
Stretching (Flex.)
PM1-2, C1, A1-3

Jumping Letters
Stretching and core
PM1-3, C1, A1-3

PM1-3
Swinging, single jump
N/A

PM 1-4
Circle rope jump
N/A

UNIT WEEK #3
Instructional objectives #
MCS #:
Warm-up activity
Fitness activity
Review
topic(s)
if
applicable

UNIT DAY #5
PM 1-5, C3, A1-3

UNIT DAY #6
PM 1-6, C1-3, A1-3

Fruit line jump

Stretching and core
PM1-4, C1,2, A1-3

Fruit Line jump

Stretching and core
PM1-5, C1-2, A1-3

Assessment(s)

11

Lesson focus
Applied activity(ies)
Assessment(s)

PM1-5
Partner craddle
Stations

PM 1-5
Sequence of 3 tricks
Stations

12

Unit Appendix

Appendix _A_

Appendix B__

Type of activity: warm-up,

Type of activity: warm-up

Name of activity: Fruit line jump game

Name of activity: Fruit, Veggie, Snack game

Source of activity information: Brianna Shefferly

Source of activity information: Cj Scholl

Equipment needed: Different colored lines on the ground

Equipment needed: Nothing

Facility set-up needed:

Facility set-up needed:

Safety issues to address: Running into one and other, keeping

eyes up

Safety issues to address: Running into each other

Description/instructions/diagram for activity:

Description/instructions/diagram for activity:

Students will run on the lines while music is playing. When the
music stops the teacher will yell out a fruit. Students need to find
the color line that goes with the fruit color called out. Students
will perform hops or jumps over the line until the music starts up
again.

Students will jump around the gym till I say Fruit! Then I
want you all to make your body look like a fruit you like,
if I say veggie I want you to look like your favorite
veggie! When I say snack food I want you to look like
your favorite snack food but it has to be healthy!

Appendix C__
Type of activity: Fitness Activity
Name of activity: Stretching
Source of activity information: Wave of Creativity
Equipment needed: Nothing
Facility set-up needed:
Safety issues to address: Running into each other, falling from
not having enough muscular strength
Description/instructions/diagram for activity:
Students will pretend that we are at a beach. The teacher will
ask what needs to be done when we go to the beach. Things like
putting on sunscreen and bringing that arm all the way across
your body to get your back. The teacher then will ask what
animals they see when they are at the beach. Students will
answer one at a time and when the animal is said the whole class
will move like that animal. Example, there are crabs on the
beach so all of us will move like a crab.

13

Appendix _E_
Type of activity: Applied activity/warm up game
Name of activity: Jumping Letters
Source of activity information: Dr.Rowe
Equipment needed: Different colored lines on the ground
Facility set-up needed: students will need own personal space
with the jump rope on the ground.
Safety issues to address: slipping on the rope
Description/instructions/diagram for activity:
Students will find a rope that fits them and find their own
personal space. They will make the letters that the teacher says
with their rope. Once the letter is made the students will follow
the rope jumping the letter.

14

Unit Plan
Lesson Contextual Information
(Required for each lesson in unit- you will write 6 lessons)

Lesson #: _1__ of _6__

Time required: _30_ minutes

Grade: 1st

Psychomotor Objectives for this lesson:

Standard 1: The physically literate individual demonstrates competency in a variety of
motor skills and movement patterns.
M.MC.01.01 demonstrate selected elements of space awareness movement concepts
for location in isolated settings.
PM1.By the end of class, the learner will correctly demonstrate jumping over Floor lines, Hula
Hoops, Ploy-Spots, and Ropes on the floor 10 times each
Over the lines/object forward and backwards (Jump/hop)
Over the lines side to side (skiers)
Along the object or line moving forward and backward (forward/back)
Creating fun own shape along the object.
Creating letters or numbers along the object

Cognitive Objectives for this lesson:

Standard #2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics
related to movement and performance.
K.MC.01.10 identify all relationship movement concepts with objects

C1. When asked by the teacher, the learner will express their understanding of when to
jump forward and backward, jump side to side, and how to swing the rope over head.

Affective Objectives for this lesson:

Standard #4: The physically literate individual exhibits responsible personal and social behavior that
Respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health,
enjoyment, challenge, self-expression, and/or social interaction.
A1.The learner will respect the personal space of other students throughout the jump rope
lesson by staying in their personal space, watching out for students around them, and
using equipment safely.

A2. The learner will show responsibility in equipment management throughout the whole

15

lesson by keeping their personal equipment in good condition, using the equipment
properly and safely, and by taking care of their equipment at the conclusion of the lesson.

A3. The learner will show active participation and effort to learn in all activities
throughout all lessons.

Pre-requisite skills or knowledge needed for success in this lesson:

Body Control
Adaptations and/or extensions for this lesson:
a.) Higher objects for students that are easily jumping the low ones.
Management issues for this lesson:
Freeze: Hand on knees eyes on me
Toe to Toe: Find a partner by going toe to toe with another student in class
We will be splitting up into 2 teams for the applied activity. One of the partners in toe- toe will raise their
hand and all the students with a hand up will be a time and the ones with a hand down will be a team.

Safety issues for this lesson:

Students might trip on an object and fall
Students could possibly run into one another

Equipment and/or supplies needed for this lesson:

10 Hula hoops
20 Polly Spots
5 ropes or jump ropes to jump over
the lines on the floor

Facility set-up needed for this lesson:

Notes to self:
Smile! Stay positive!
Remind them to always take off and land on two feet.

Unit Plan
Lesson Plan Teaching Timeline
(Required Format For All 6 Lessons in the Unit Plan- Adjust to Fit Teaching Style Used)

16

Timeline: Instructional and managerial dialogue, directions, explanations, and

diagrams:

Opening Activities:
1mintue

Welcome, roll, call, overview:

Hey everyone how are we all doing today!? I hope you all had a great weekend and were
able to get outside in that nice weather! Are we ready to get started and have some fun
today?

30sec

Transition plan:
When I say Go I want you all to gallop around the jump until I pause the music and say
either, a fruit, veggie, or a snack. Make your body look like your favorite of those foods!
Ready.Go!!!

3min

Warm-up activity:
Refer to item in Appendix B

30 sec

Transition plan: Freeze! When I say go we are going to grab our pretend beach
bags next to us and get our sun screen out and wait for further instructions.
Ready Go!

3min

Fitness activity:
Students will spread out and get into the mind set on going
to the beach. We have just arrived at the beach and the first thing we have
to do is make sure we take care of our skin. So we have to put the sun screen
in our hands and rub them together. We have to make sure to get those
hard to reach places. Bring your arm across your body and wipe that sunscreen
on! Now switch hands and make sure you get those shoulders and back!
Now we have to get our legs, start at the top and reach all the way down to
Get your toes! Get the front and back of your legs, we dont want to burn!
Wonderful, now that we are ready for the sun what animals do we see on the
Beach?!? (Students will help answer, be creative in the movements) Crab!
Good so can everyone show me what a crab looks like and moves like?!
Whats another one? Bird!!!! Good how does a bird move!? Another? Seal!!!
Good lets move like a seal!!! Fish! Can we try to move like a fish!? Alligator!!
Okay good! How does an alligator walk!? Good Job everyone!! Any last animals
We might see out there!?? Now do whatever your favorite animal one more
Time! Now its time to go and before we get in the car we have to brush the
sand off our feet and our legs. We have to make sure no sand gets in moms
car!

15sec

Transition plan: Now we are going to take a seat right where we are on the
ground. (Maybe have a few students come in who might be far off in the gym
just so they can hear)

Lesson focus:

17

1min

Anticipatory set:
Thank you all for listen so well. Now I have a question who here knows why jumping might be
important? Good! We will perform better in many things in life. If we jump out of the way of things we
can avoid being injured as well. Who here as ever seen a gymnast run down to do a vault or
someone go up and get a rebound!?!? They have to bend their knees and jump really high up in the
air. Also sometimes we only need little jumps for things like jumping over litter cracks and
Puddles.

Transition plan:

Review if needed:
Not needed for this lesson

Transition plan: Students will remain seated where they are at.
3 min

Instruction/demonstration:
So for all of us to become the worlds best jumpers we need to practice. I am first going to
show you how to jump big jumps and then little jumps without an object then I will show you
how to jump over something.
The first thing is have two feet on the ground. I want to bend my knees and push really hard
high up in the air. Then land on two feet again.
So Bend, Push and land!
Now to jump over something like a polly spot I do the same thing but I have to push forward
as well. So Bend,forward,push and land! We will learn a few more directions tomorrow but
we are going to work on jumping and then jumping forward.
Now lets learn another new skill called, skiers. We will use the same words but we are going
to go side to side now. Bend, push to the side and then now push to the other direction. This
will allow us to just jump around something a different way.

30sec

Transition plan: Stand up where we are at and we are going to practice big
jumps and little jumps together.

2min

Guided practice:
Thank you for all finding your own personal space to practice. Can we all say our cue words
together. First. Bend, Push, and Land. Good! We are going to do two more as high as we
can together! Bend, Push and land! One more really high Bend, push and land. Good now
little less on your push to do a little jump. Bend, push, and land. Two more times, Bend,
push, land. Last one Bend, push, land. Now we are all doing to find a line and practice
jumping over something. Lets say this one all together. Bend, Forward, Push, Land! Good !!!
Turn around now and practice it again. Say it together! Bend, forward, push, land!!!!
Now lets try some skiers. We will use the same words but we are going to go side to side
now. Bend, push to the side and then now push to the other side. Good!! Do two more good
skier jumps!

20 sec

Transition plan: Awesome job on all those different jumps! When I say I say go
I want you all the practice big and little jumps and forward jumps! Keep
practicing your jumps until the music stops. Go!

2min

Individual/partner practice:
Student will practice the different types of jumping. Big, Little, forward, and skiers. They will
be doing this for about 2 minutes so approximately 5 of each jump.

Transition plan:

Drills/practice:
Not needed
20sec

Transition plan: When I say go I want you all to go find a spot a long the zig
zag trail.

5min

Applied activity:
18

You are allowed to go any direction on the trail. But we must make sure to keep our heads
up and watch out for classmates we could run into. Now we are going to play a game. There
will be hula hoops, polly, spots, and rope set up as a trail almost that the students will follow.
When we come to an object we have to jump a little or big jump over the object! So we will be
using our forward jump. Bend, forward, push and land. We are going to practice jumping over
these objects until the music stops! !!! Dont forget about the skier jumps to get around the
objects either. See how many different ways you might be able to jump to avoiding hitting the
object! Ready Go!!!!
30sec

Transition plan: Freeze! Hands on Knees eyes on me! Good!! When I say go I
would like my 1st graders to pick up as many objects as they can and bring
then back over by the picture that matches what they have and place it there
neatly. Then meet me in the listening corner. Go!

Closing Activities:
2min

Lesson closure:

st

Thank you so much 1 graders you did awesome cleaning up and jumping today!
So who can talk me through how to jump high in the air? There were some important words
that will help me. Bend, Push, Land! Good thank you!!! How about how to jump over
something? What word do we add? Forward!!! Good!!

Transition plan:
30sec

Exit/dismissal procedures:
Okay good!! If you are a lady you are going to let the gentlemen walk and line up
first on the black line. Now the ladies. Thank you so much for a great class today like I
said you all did great and I will see you all Thursday have a great rest of this day !
(say all this while we are walking to the door)

19

Unit Plan
Lesson Contextual Information
(Required for each lesson in unit- you will write 6 lessons)

Lesson #: _2__ of _6__

Time required: _30_ minutes

Grade: 1st

Psychomotor Objectives for this lesson:

Standard 1: The physically literate individual demonstrates competency in a variety of
motor skills and movement patterns.
M.MC.01.01 demonstrate selected elements of space awareness movement concepts
for location in isolated settings.
PM1.By the end of class, the learner will correctly demonstrate jumping over Floor lines, Hula
Hoops, Ploy-Spots, and Ropes on the floor 10 times each
Over the lines/object forward and backwards (Jump/hop)
Over the lines side to side (skiers)
Along the object or line moving forward and backward (forward/back)
Creating fun own shape along the object.
Creating letters or numbers along the object
PM 2. The student will demonstrate proper skills to swinging the jump rope by:
Bending knees (Bend)
Elbows in thumbs up (elbows)
Swing rope over head to floor (Swing)
Step over the rope and return it to ready position. (step)
Cognitive Objectives for this lesson:
Standard #2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics
related to movement and performance.
K.MC.01.10 identify all relationship movement concepts with objects

20

C1. When asked by the teacher, the learner will express their understanding of when to
jump forward and backward, jump side to side, and how to swing the rope over head.
C2. By the end of the unit, the learner will express their understanding of showing the
correct way to hold the rope, fit the rope, swing the rope, and how to jump.

Affective Objectives for this lesson:

Standard #4: The physically literate individual exhibits responsible personal and social behavior that
Respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health,
enjoyment, challenge, self-expression, and/or social interaction.
A1.The learner will respect the personal space of other students throughout the jump rope
lesson by staying in their personal space, watching out for students around them, and
using equipment safely.

A2. The learner will show responsibility in equipment management throughout the whole
lesson by keeping their personal equipment in good condition, using the equipment
properly and safely, and by taking care of their equipment at the conclusion of the lesson.

A3. The learner will show active participation and effort to learn in all activities
throughout all lessons.

Pre-requisite skills or knowledge needed for success in this lesson: Jumping up,
Landing lightly and jumping forward.
Adaptations and/or extensions for this lesson:
a.) Students that might be having difficulty with rope try without rope.
b.) Students that have a harder time with it could complete the skill 3 times instead of 10.
c.) Students that are having an easy time may help out other will a hard time with teacher approval.
Management issues for this lesson:
Freeze: Hand on knees eyes on me
Toe to Toe: Find a partner by going toe to toe with another student in class
We will be splitting up into 2 teams for the applied activity. One of the partners in toe- toe will raise their
hand and all the students with a hand up will be a time and the ones with a hand down will be a team.

Safety issues for this lesson:

Students could possibly run into one another.

21

Students could trip and fall

Equipment and/or supplies needed for this lesson:

Jump Ropes
Gym floor lines

Facility set-up needed for this lesson:

Notes to self:
Smile! Have fun with the lesson! Have students create different shapes with rope.

Unit Plan
Lesson Plan Teaching Timeline
(Required Format For All 6 Lessons in the Unit Plan- Adjust to Fit Teaching Style Used)

Timeline: Instructional and managerial dialogue, directions, explanations, and

diagrams:

Opening Activities:
1min

Welcome, roll, call, overview:

st

Hello 1 graders!! Did everyone get to go outside and play before it started to snow, or in the

22

snow?!?
30sec

Transition plan:
When I say Go I want you all to gallop around the gym and find a line practice all of our
different jumps we learned. When you here a different song I want you to jump a different
way! Ready Go!

3min

Warm-up activity:
Go over jumping again! Working on all of different jumps! Find a line and jump. Change to
different jumps when the song changes.

20sec

Transition plan:Freeze! When I say go we are going to grab our pretend beach
bags next to us and get our sun screen out and wait for further instructions.
Ready Go!

3min

Fitness activity:
See appendix C

Time
Needed

Transition plan:

Lesson focus:
2min

Anticipatory set:
I have a question for everyone. Why do we think it might be important to how to jump in
different directions? Good! Yes to move out of the way of others. It also will help us in our
sports and in busy places. Also when we learn how to swing our hands and wrists, when
turning the rope it will help prevent injury. It could also help us with our dance moves!

20sec

Transition plan: When I say go I want you all to go find your own place around
the gym and practice our jumps from last time. Ready Go!

1min

Review if needed:
We need to practice our jumps without the jump rope again. Jumping forward and back.
Remembering to Bend, Push and Land.

20 sec

Transition plan: Freeze. When I say go I would like all of you to come in closer
to were you can hear and see me. Ready go.

3min

Instruction/demonstration:
To get to become a great jumper we need to practice the swinging of the jump rope
over our head. So to make sure we all get the motion down correctly. I will show you
all first then we will practice together.

PM 2. The student will demonstrate proper skills to swinging the jump rope by:
Bending knees (Bend)
Elbows in thumbs up (elbows)
Swing rope over head to floor (Swing)
Step over the rope and return it to ready position. (step)
We will practice the jumping with the swing next class but today we are working on
breaking down the jumping and then the swinging. We need to makes sure that we
can get the basics down before we can move on.
Before We start swinging the rope we need to learn how to make the rope fits us.
To make sure that the jump rope is right for you. Step on the rope with two feet and

23

20sec

then stretch it up. It should reach right to your arm pits. If it goes over it will be too
long.
Transition plan: When I say go. I want the ladies to come up and find a rope
that fits them and then spread out with extra personal space. Then gentlemen
will follow. Ready Go!

2min

Guided practice:
You all did a great job finding the ropes that fit you and your personal space! Now we are
going to practice swinging the rope together. We need to make sure that we say our cue
words as we swing the rope.
Start with the rope behind your feetGood.
Bend
Swing.
Anticipate the rope.
Step
Good!!
Now we are going to practice saying it together again.
Bend
Swing
Anticipate.
Step.
Looks good!!
Bend
Swing
Anticipate
Step

30sec

Transition plan:Good job first graders! Your swings are looking really good
right now!! When I say go I want you to practice doing 3 swings on your own.
Making sure to step over the rope and getting back to the ready position.
Ready Go.

2min

Individual/partner practice:
Now we are going to practice just the swinging of the rope over our head. Using our cue
words if they help! Keep your own personal space and swing the rope over head three times.
Once it hits your feet I want you to step over the rope so it will be in the ready position again.

Time
Needed
Time
Needed
20sec

Transition plan:

7min

Applied activity:

Drills/practice:
Transition plan:Freeze!!!! Good thank you 1st graders! When I say go I need
you all to go toe to toe with a partner. Ready go! Now one raise your hand.
That person please come over to the right side and other ones with their
hands down please come to the left.
We are now going to do a relay race! This race each person will go to half court and back.
We are going to start off by doing our swing and step. When we reach a hula hoop we need
to hold onto our rope and jump in and then out of the hoop. Once we are out we need to do
our swing step again! Get to half court and then turn around and come back. Once the
person on your team is back then the next is allowed to go. Once you have gone and come
back please sit down behind the line so we know who is done!

20sec

Transition plan: Awesome job 1st graders!!! You all did a great job with that
game!!!

Closing Activities:
24

2min

Lesson closure:
Good job everyone! So who can show me how we get our knees ready
When we have the jump rope behind our feet? Good! Bend our knees.
who can show me how we have our arms when we swing the rope?
Awesome elbows in thumbs up! Now when do I step over the rope?
Right when it hits the ground!! Great job!!!

20sec

Transition plan: When I say go I would like the ladies to please go out their
jump ropes back and then line up. Then the boys will follow! Go!

15sec

Exit/dismissal procedures:
Thank you for all lining up so nicely and putting the ropes back! Now its time to be nice and
quite for Mrs. Greendoor!!! Have a great day!

Assessment:
Two foot jump with rope: Rubric- First Grade

NAMES

Avery
Nolan
Logan
Olivia
Marley

Psychomotor skill
Overhand throw
Elbows Swing
Step
in
2
2
2
2
2
2
2
2
1
1
1
1
2
2
0
2
2
2

Cognitive
knowledge
how to fit
rope
2
2
1
1
0
2

P-S
behavior
Safety
2
2
2
1
2
0

TOTAL
POINTS

NOTES

10
10
8
5
6
8

Chris

25

Tori
Ericka
Pat
Ian
mason
Cam
Andy
Devin
Blaine
Vicky
Sam
Toni

Unit Plan
Lesson Contextual Information
(Required for each lesson in unit- you will write 6 lessons)

Lesson #: _3__ of _6__

Time required: _30_ minutes

Grade: 1st

Psychomotor Objectives for this lesson:

Standard 1: The physically literate individual demonstrates competency in a variety of
motor skills and movement patterns.
M.MC.01.01 demonstrate selected elements of space awareness movement concepts
for location in isolated settings.
The student can demonstrate the appropriate timing of swinging the rope by:

26

1.
2.
3.
4.
5.

Rope behind feet.

Thumbs up elbows in. (Arms in)
Bend knees while swinging arms back. (Bend Knees)
Anticipate the rope swinging. (Anticipate)
jump as it goes under feet. (Jump)

PM3. By the end of class, the learner will correctly demonstrate the proper skills to 1 jump by:

Starting with rope on the ground behind feet.

Arms and elbows at the side hands out (thumbs out)
Swing rope over head (Swing)
(Jump) jumping off of two feet as the rope comes around near the floor
Landing on two feet while firmly

Cognitive Objectives for this lesson:

Standard #2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics
related to movement and performance.
K.MC.01.10 identify all relationship movement concepts with objects

C1. When asked by the teacher, the learner will express their understanding of when to
jump forward and backward, jump side to side, and how to swing the rope over head.
C2. By the end of the unit, the learner will express their understanding of showing the
correct way to hold the rope, swing the rope, and how to jump.

Affective Objectives for this lesson:

Standard #4: The physically literate individual exhibits responsible personal and social behavior that
Respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health,
enjoyment, challenge, self-expression, and/or social interaction.
K.MC.01.01 identify all space awareness movement concepts for location. (self-space and
general space)
A1.The learner will respect the personal space of other students throughout the jump
rope lesson by staying in their personal space, watching out for students around them, and
using equipment safely.

27

A2. The learner will show responsibility in equipment management throughout the whole
lesson by keeping their personal equipment in good condition, using the equipment
properly and safely, and by taking care of their equipment at the conclusion of the lesson.

A3. The learner will show active participation and effort to learn in all activities throughout all
lessons

Pre-requisite skills or knowledge needed for success in this lesson:

Jumping objects,
Swinging arms forward.
Personal Space: Extra!!!!!
Adaptations and/or extensions for this lesson:
a.) Appling different timing for the students to jump over the rope.
b.) Allowing students to do the double bounce if they cant get one.
Management issues for this lesson:
Freeze: Hand on knees eyes on me
Toe to Toe: Find a partner by going toe to toe with another student in class
We will be splitting up into 2 teams for the applied activity. One of the partners in toe- toe will raise their
hand and all the students with a hand up will be a time and the ones with a hand down will be a team.

Safety issues for this lesson:

PERSONAL SPACE! Jump ropes need an even bigger personal space bubble. We need to make sure
There is no swinging of the rope times when I classmate is too close. At least two arm lengths away from
Other classmates.

Equipment and/or supplies needed for this lesson:

About 25 jump ropes.
25 polly spots
1 cone
Computer or video cart to show the jump rope clip.

Facility set-up needed for this lesson:

Students will be moving through out the gym during this lesson.

28

Notes to self:
Personal space!!!! Safety!
Make sure that all polly spots are spaced out so that when students swing they will not hit
classmates.

Smile! Have fun and be very engaged move around with the students!

Unit Plan
Lesson Plan Teaching Timeline
(Required Format For All 6 Lessons in the Unit Plan- Adjust to Fit Teaching Style Used)

Timeline: Instructional and managerial dialogue, directions, explanations, and

diagrams:

Opening Activities:
1 min

Welcome, roll, call, overview:

Hey everyone how are we all doing today!? I hope you all had a great weekend and were
able to get outside in the snow!?!? Are we ready to work on some jump rope skills?!

2 min

Transition plan:
When I say go I want to have my men of the room walk over to the jump ropes and find a
rope that fits you then find your own space. Then set the rope on the ground. Then I will tell
the ladies to go after the boys. Ready? Go. When I say go I want all of you to make different
letters with the jump rope and practice jumping in the shape of the letter. We will start
together. A ready go!!!
Thank you all for doing such a great job!

4 min

Warm-up activity: Jumping letters!! Instructions above ^

30 sec

Transition plan: Freeze!!! When I say go I want please all walk back over and

29

place your jump ropes in the correct spot then find your own space around the
gym. Go!
5min

Fitness activity: Students will spread out and get into the mind set on going
to the beach. We have just arrived at the beach and the first thing we have
to do is make sure we take care of our skin. So we have to put the sun screen
in our hands and rub them together. We have to make sure to get those
hard to reach places. Bring your arm across your body and wipe that sunscreen
on! Now switch hands and make sure you get those shoulders and back!
Now we have to get our legs, start at the top and reach all the way down to
Get your toes! Get the front and back of your legs, we dont want to burn!
Wonderful, now that we are ready for the sun what animals do we see on the
Beach?!? (Students will help answer, be creative in the movements) Crab!
Good so can everyone show me what a crab looks like and moves like?!
Whats another one? Bird!!!! Good how does a bird move!? Another? Seal!!!
Good lets move like a seal!!! Fish! Can we try to move like a fish!? Alligator!!
Okay good! How does an alligator walk!? Good Job everyone!! Any last animals
We might see out there!?? Now do whatever your favorite animal one more
Time!

30sec

Transition plan: Good! Freeze! When I say go please walk in baby steps over
to the listening corner! Go

Lesson focus:
2min

Anticipatory set:
Alright everyone thank you for walking over here with such great baby steps! So I have two
Questions. Who knows what jump roping is and why is it important? It keeps us in great shape
and helps us to have quick feet for sports or just jumping over cracks and puddles.

45 sec

Transition plan: When I say go I want the ladies to walk over and find a rope
that fits you and find your own personal space! With extra space! Ready Go!

N/A

Review if needed:
Warm up jumping letters was the review.
Transition plan:
Not needed

5min

Instruction/demonstration:
Lets get started by getting a jump rope and explore different ways we can
Turn it with two hands on the rope.
- Bring your rope with you over to the listening corner.
Now who here has ever seen a really good jump roper?!? Well I am going to show you
Something to get really excited about jumping rope!!! (Show video on jump rope girl-worlds
Best jumper.) Now are we excited to be able to do all these tricks one day!!!! Today though,
we are going to start at the beginning with swinging and the basic two foot jump! Which are the
most important because as you saw in here the Worlds Best jumper still uses these skills!
So we are all on our way to be the next best jumpers!

30

Now that we know the really advanced skills I am going to show you all the first very
important skill. Remember last week when we practiced the anticipation of the
rope? We ill be using that and adding too it. We will use this skill every time we jump
rope. Please everyone stay seated and where you can see as I show you the first
skill in full speed: Swinging the Rope over head with two hands and jump.

Starting with rope on the ground behind feet.

Arms and elbows at the side hands out (thumbs out)
Swing rope over head (Swing)
(Jump) jumping off of two feet as the rope comes around near the floor
Landing on two feet while firmly
Where is the rope when I jump?
Where are my hand placed on the rope?
Where are my thumbs pointing?
Where are my arms? In or out?
Where are my hands when Im jumping over the rope? More up or down?

30sec

Transition plan: When I say Go I want you all to gallop and find your own
personal space in the gym. Ready Go Freeze! Thank you for finding your
own space.

1min

Guided practice:
Did everyone find their own personal bubble, with extra room?! Good!
Swinging with a jump!
Now we are going to work on this skill together!!!
Ready position!
Elbows in Thumbs up!
Swing!
Jump!!!!
Good lets try it again!
Ready position!
Elbows in Thumbs up!
Swing!
Jump!!!!

20sec

Transition plan: Freeze. Set our jump ropes on the ground behind us. Good!
When I say go I want all of you stay in our own space and practice swinging
the rope 10 times with a jump! Remember your cue words.

2min

Individual/partner practice
Swinging the rope with a jump now!! 10 times! When they are finished they are to put the
jump rope on the ground behind them!

10sec

Transition plan:
When I say go I want you to find someone and go toe to toe! If you dont have

31

a partner please walk to the center of the gym. Ready go!!!

N/A

Drills/practice:
Not Needed.

20sec

Transition plan: Now one partner raise their hand. Please walk to the right side
of the gym and the other please come to the left! Thank you!! Now each team
had 10 sec to think of a team name. Ready go!

5min

Applied activity:
Now we are going to play a game called Sqush the bugs!!!! Team one, your goal is to get to
a polly spot and do our swing with a jump that we learned! Once you have jumped over the
rope onto the polly spot team one you need to flip it over so no number is showing! Team two
you are doing the same skill of jumping over the rope onto the polly spot but you all want to
flip them back over to the number is showing! The team with the must numbers showing at
the end just has the most numbers showing!! Because we are all winners! I will have music to
start the game and when they music stops we need to freeze!!!

30sec

Transition plan: Freeze! When I say go, I need all of you to grab the polly spots
and your jumps and put them back. Then come join me at the circle. Ready go!

Closing Activities:
2min

Lesson closure:
Okay thank you so much for helping clean up and you all did awesome today!!!!
Now with this jump rope by my feet what is the first thing I need to do with my
Hands? How do I pick it up? Where do my fingers go? Now my feet? How
About my arms? Now what do I do with my legs when Im getting ready to jump?
When I swing the rope, when do I want to be jumping? How do I get the timing?
Good!! Perfect thank you for walking me through that!!
Why is jump roping important!? Good so we can have fast feet like the lady in
The video and also to keep us safe to jump over sticks and puddles!

10sec
1min

Transition plan: Okay good!! Now give yourselves a round of applause!

Exit/dismissal procedures:
Okay good!! If you are a lady you are going to let the gentlemen walk and line up
first on the black line. Now the ladies. Thank you so much for a great class today like I
said you all did great and I will see you all Thursday have a great rest of this day !
(say all this while we are walking to the door)

Notes on Equipment management: Make sure that everyone keeps their personal space and does not
hit another classmate while swinging.
Resources:
Junior Jumpers Developing Rhythmic Jumping Skills.. MAHPERD Packet

Summary Unit Assessment Rubric

32

Two foot jump with rope: Rubric- First Grade

NAMES

Avery
Nolan
Logan
Olivia
Marley

Psychomotor skill
Overhand throw
Thumbs Swing Jump
up
2
2
2
2
2
2
2
2
1
1
1
1
2
2
0
2
2
2

Cognitive
knowledge
Anticipation
of swing
2
2
1
1
0
2

P-S
behavior
Personal
Space
2
2
2
1
2
0

TOTAL
POINTS

NOTES

10
10
8
5
6
8

Chris
Tori
Ericka
Pat
Ian
mason
Cam
Andy
Devin
Blaine
Vicky
Sam
Toni

33

Unit Plan
Lesson Contextual Information
(Required for each lesson in unit- you will write 6 lessons)

Lesson #: _4__ of _6__

Time required: _30_ minutes

Grade: 1st

Psychomotor Objectives for this lesson:

PM1.By the end of class, the learner will correctly demonstrate jumping over Floor lines, Hula
Hoops, Ploy-Spots, and Ropes on the floor 10 times each
Over the lines/object forward and backwards (Jump/hop)
Over the lines side to side (skiers)
Along the object or line moving forward and backward (forward/back)
Creating fun own shape along the object.
Creating letters or numbers along the object
PM 2. The student will demonstrate proper skills to swinging the jump rope by:
Bending knees (Bend)
Elbows in thumbs up (elbows)
Swing rope over head to floor (Swing)
Step over the rope and return it to ready position. (step)

PM3. By the end of class, the learner will correctly demonstrate the proper skills to jump 1 jump
by:

Starting with rope on the ground behind feet.

Arms and elbows at the side hands out (thumbs out)
Swing rope over head (Swing)
(Jump) jumping off of two feet as the rope comes around near the floor
Landing on two feet while firmly

PM4. By the end of class, the learner will correctly demonstrate the basic jump 3 times in a row
(in sequence)
Starting with the rope behind their feet.
Arms and elbows at the side hands out. (thumbs out)
Swing rope over head (swing)
(Jump) jumping off two feet as the rope comes down in front. Jump again as the rope
goes overhead.

Cognitive Objectives for this lesson:

Standard #2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics
related to movement and performance.

34

K.MC.01.10 identify all relationship movement concepts with objects

C1. When asked by the teacher, the learner will express their understanding of when to
jump forward and backward, jump side to side, and how to swing the rope over head.
C2. By the end of the unit, the learner will express their understanding of showing the
correct way to hold the rope, swing the rope, and how to jump.

C3.Students will be able to show and understanding of how to swing arms and jump at
the same time.

Affective Objectives for this lesson:

Standard #4: The physically literate individual exhibits responsible personal and social behavior that
Respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health,
enjoyment, challenge, self-expression, and/or social interaction.
A1.The learner will respect the personal space of other students throughout the jump rope
lesson by staying in their personal space, watching out for students around them, and
using equipment safely.

A2. The learner will show responsibility in equipment management throughout the whole
lesson by keeping their personal equipment in good condition, using the equipment
properly and safely, and by taking care of their equipment at the conclusion of the lesson.

A3. The learner will show active participation and effort to learn in all activities
throughout all lessons.

Pre-requisite skills or knowledge needed for success in this lesson:

Body Control
Swinging of the rump
Jumping (Forward, backward, skiers)

35

Adaptations and/or extensions for this lesson:

If students are having a hard time slow down the tempo.
If it is too easy we can make the tempo and swinging of the rope faster to make them jump over it sooner.

Management issues for this lesson:

Freeze: Hand on knees eyes on me
Toe to Toe: Find a partner by going toe to toe with another student in class
We will be splitting up into 2 teams for the applied activity. One of the partners in toe- toe will raise their
hand and all the students with a hand up will be a time and the ones with a hand down will be a team.

Safety issues for this lesson:

Students tripping and falling over the rope if jump is not completed.

Equipment and/or supplies needed for this lesson:

Jump Ropes

Facility set-up needed for this lesson:

Notes to self:
Use this space for reminders to yourself ahead of class and/or for post-lesson notes about how the
lesson went, or behavior problems to note in your grade-book (for future reference).

36

Unit Plan
Lesson Plan Teaching Timeline
(Required Format For All 6 Lessons in the Unit Plan- Adjust to Fit Teaching Style Used)

Timeline: Instructional and managerial dialogue, directions, explanations, and

diagrams:

Opening Activities:
1min

Welcome, roll, call, overview:

Hey everyone how are we all doing today!? I hope you all had a great weekend and were
able to get outside in the snow!?!? Are we ready to work on some jump rope skills?!

20sec

Transition plan:

st

When I say go I need all my 1 graders to go find a rope that fits them. Find your own space
and set the rope on the ground. Ready Go.
3min

Warm-up activity:
See Appendix E

20sec

Transition plan: Freeze! When I say go we are going to grab our pretend beach
bags next to us and get our sun screen out and wait for further instructions.
Ready Go!

3min

Fitness activity:
See appendix C

20sec

Transition plan: When I say go I need everyone to gallop over to the listening
corner. Go

Lesson focus:
2min

Anticipatory set:
Now that we have learned how to jump, swing, and jump one time over the rope we are going
to learn how to do it 3 or more times in a row!!! Can anyone tell me why this would be
important to Learn how to do?? Yes good! So we can learn to have quick feet and land lightly.
We might need to jump many times in a row not having time reloading our legs.

Transition plan:

Review if needed:
Not needed

Transition plan:
4min

Instruction/demonstration:
We are going to start off by learning how to swing the rope at a consistent tempo. Who can
tell me what tempo is?....good it is the speed of the rhythm, sometimes it can be fast and

37

sometimes it can be slow. Now this isnt music class but we can relate many different things
from our others classes in PE. So now we are going to place the rope in all of our right hands
and swing the rope up and over just like we would if we were actually jumping rope. I want
you all to notice how I am keeping a good tempo. Very nice I love how some of you started to
clap to the beat of the rope. That is rhythm and the speed at which you were clapping is the
tempo.
45sec

Transition plan: Alright I know it sounds like I just said a bunch of stuff but it
will be very easy to learn I want those wearing red shirts to go get a rope that
is the proper size and find space in the gym. Now I want those wearing grey!
And now green! Ok everyone else go a head! Now remember we need to make
sure our personal bubbles are blown up a little more with jump ropes.

3min

Guided practice:
Here is where the students will now perform the skill of swinging the rope to match the tempo
of me beating the tambourine. We will go through it three or four times at different tempos to
make sure the students understand the differences in tempo.
( I might need to review the cue words to some students but we have gone over these cues
before)
After the students have gone through with their right hand I want to challenge them and try a
few tempo changes with our left hands. (If students are having a hard time keeping up with
the tempo with their left hand we will slow the tempo down.

Transition plan:
3min

Individual/partner practice:
For our individual practice the students are now going to actually jump rope to try and match
the tempo. This may be very difficult for some students but I want to challenge all the
students to try their best. We will first start with no tempo. The students will be just jumping
rope on their own. When I see that all the students are actually jumping rope I will start to
beat on my tambourine to try and get a few students to match tempo with me if I have
students that are not matching I will go by them and try to help them recognize the tempo
better. Now I want all my students to be able to match the tempo as they are jumping rope by
I understand the differences we have in motorskill development. So this activity might show
up as a warm up later in our unit.

Transition plan:

Drills/practice:
Not needed
30sec

Transition plan: Freeze!!!!!!!!!! Alrighty when I say go I want you to go over

and place your jump ropes back. BUT we must stay quick like a mouse while
we do it! Then after you put your rope away come to the center circle
Ready.SET.GO!!!!!!!

7min

Applied activity:
For our applied activity we are going to have all the students line around the center circle. We
are going to play a game that many of these kids probably have seen on Wipeout! I will have
a long rope. I will be spinning the rope around and the students have to jump over the rope
with out hitting the rope. As I call a student out they must step into the circle and attempt the
jump over the rope as it approaches them. Once they have successfully completely the jump
they will run out before the rope comes back around. I will then call out another student and
they will have to do the same thing. As we continue to go around I may start to call out two or
three students to jump over the swinging rope. If the students are really good we can call out
whole class and they all have to try and step in and take one jump and run out.

20sec

Transition plan: Wow that was great! When I say go, I want everyone to JUMP
like BUNNIES over to the listening corner!

Closing Activities:

38

1min

Lesson closure:
Alright so that was great I can see many of you are getting this whole
jump thing down! What is something we learned today about jumping
ropegood! Now what do we need to change to jump rope faster?........
.Very good! Our tempo! Way to go!

15sec

Transition plan: Now everyone line up at the door and lets wait for Mrs.
Greendoor

15 sec

Exit/dismissal procedures:
Great job! Now I want us all be play a game while we wait match my tempo with your claps!

39

Unit Plan
Lesson Contextual Information
(Required for each lesson in unit- you will write 6 lessons)

Lesson #: 5__ of _6__

Time required: _30_ minutes

Grade: 1st

Psychomotor Objectives for this lesson:

Standard 1: The physically literate individual demonstrates competency in a variety of
motor skills and movement patterns.
M.MC.01.01 demonstrate selected elements of space awareness movement concepts
for location in isolated settings.
PM1.By the end of class, the learner will correctly demonstrate jumping over Floor lines, Hula
Hoops, Ploy-Spots, and Ropes on the floor 10 times each
Over the lines/object forward and backwards (Jump/hop)
Over the lines side to side (skiers)
Along the object or line moving forward and backward (forward/back)
Creating fun own shape along the object.
Creating letters or numbers along the object
PM 2. The student will demonstrate proper skills to swinging the jump rope by:
Bending knees (Bend)
Elbows in thumbs up (elbows)
Swing rope over head to floor (Swing)
Step over the rope and return it to ready position. (step)

PM3. By the end of class, the learner will correctly demonstrate the proper skills to jump 1 jump
by:

Starting with rope on the ground behind feet.

Arms and elbows at the side hands out (thumbs out)
Swing rope over head (Swing)
(Jump) jumping off of two feet as the rope comes around near the floor
Landing on two feet while firmly

PM4. By the end of class, the learner will correctly demonstrate the basic jump 3 times in a row
(in sequence)

40

Starting with the rope behind their feet.

Arms and elbows at the side hands out. (thumbs out)
Swing rope over head (swing)
(Jump ) jumping off two feet as the rope comes down in front. Jump again as the rope
goes overhead.

PM5. By the end of class, the learner will correctly demonstrate how to cradle swing the jump
with a partner by:

Cognitive Objectives for this lesson:

Standard #2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics
related to movement and performance.
K.MC.01.10 identify all relationship movement concepts with objects

C1. When asked by the teacher, the learner will express their understanding of when to
jump forward and backward, jump side to side, and how to swing the rope over head.
C2. By the end of the unit, the learner will express their understanding of showing the
correct way to hold the rope, swing the rope, and how to jump.

C3.Students will be able to show and understanding of how to swing arms and jump at
the same time.

Affective Objectives for this lesson:

Standard #4: The physically literate individual exhibits responsible personal and social behavior that
Respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health,
enjoyment, challenge, self-expression, and/or social interaction.
A1.The learner will respect the personal space of other students throughout the jump rope
lesson by staying in their personal space, watching out for students around them, and
using equipment safely.

A2. The learner will show responsibility in equipment management throughout the whole
lesson by keeping their personal equipment in good condition, using the equipment

41

properly and safely, and by taking care of their equipment at the conclusion of the lesson.

A3. The learner will show active participation and effort to learn in all activities
throughout all lessons.

Pre-requisite skills or knowledge needed for success in this lesson:

Tempo,
Jumping
Swinging of the jump by ones self first.
Communication

Adaptations and/or extensions for this lesson:

a.) Make the tempo faster and slower for each group as needed.
Management issues for this lesson:
Freeze: Hand on knees eyes on me
Toe to Toe: Find a partner by going toe to toe with another student in class
We will be splitting up into 2 teams for the applied activity. One of the partners in toe- toe will raise their
hand and all the students with a hand up will be a time and the ones with a hand down will be a team.

Safety issues for this lesson:

Hitting the jumper in the middle with the rope.
Hitting classmates as the walk by.
Tripping over the rope if the jump is not completed.
Equipment and/or supplies needed for this lesson:
Jump rope
Music
Facility set-up needed for this lesson:

Notes to self:
Smile! Have fun! Remind them of their cue words!!

42

Unit Plan
Lesson Plan Teaching Timeline
(Required Format For All 6 Lessons in the Unit Plan- Adjust to Fit Teaching Style Used)

Timeline: Instructional and managerial dialogue, directions, explanations, and

diagrams:

Opening Activities:
1 minute

Welcome, roll, call, overview:

Hello students!!!! How are we all doing today?! Did everyone go play in the
Snow we got last night!?

20sec

Transition plan:
We are going to practice our jumping again so we are going to play the fruit, veggie line game.

3min

Warm-up activity: See Appendix A

20sec

Transition plan: Freeze! When I say go we are going to grab our pretend beach
bags next to us and get our sun screen out and wait for further instructions.
Ready Go!

3min

Fitness activity:
See appendix C

Time
Needed

Transition plan:

Lesson focus:
2min

Anticipatory set:
Today we get to learn something new and very exciting!! We are going to learn how to swing
The rope with a partner. Do we have any idea on why this might be important? Good, We
Will need it for good communication with one another. When we are swinging we need to
Make sure to talk to our partner so we are swinging the rope at the right time. Also there
Are a ton of great games you can learn to play when you have a turn turners!!

Transition plan:

Review if needed:
Not needed

Transition plan:
2min

Instruction/demonstration:
Since this is a new skill and there is only one of me, we might have to use our imagination a little
bit. We are going to have to pretend that I have one end of the rope in my hand and all I am
going to do is work on making a U with my hand. Going up and then back down swinging in a
fluid motion always trying to keep tempo with my partner who will be down on the other end. We
are not doing circles today no O just U back and forth and back and forth

43

15sec

Transition plan: I want us all to stand up now and we are going to practice this
skill together.

2min

Guided practice:
Here the students will all be standing making U together. I will stand in front facing them and
mirror what they do. We will all go up to the right first, so the teacher will go to the left. Our hand
will started at about waist height, right around the belly button. We will all swing to the right bring
our right arm straight almost to where our arm and shoulder make a straight line. Then we will all
swing it back down together. Swinging past our belly buttons, bringing our arm across our body,
keeping our arm straight , to where our right hand will be almost directly in front of our left
shoulder. We will continue making theses U without a rope for a short time.

30sec

Transition plan: When I say go I would like you all to go toe to toe with a partner.
Go. Now one partner raise their hand. That person is going to come up and grab
any jump rope and walk it back to their partner. We are going to find extra space
in the gym so not to hit other groups.

3min

Individual/partner practice: Now that we have found our own space we are
going to practice making the u with our partner and the rope. Everyone is
going to start with it in their right hand so we will all be on the same page.
When you are doing this with your partner I want you to try your best to
Match each others tempo. We need to make sure that our timing of the rope
Hitting the ground is the same. So that means our arms and hands need to be
Doing the same thing at the same time. If it helps you to make a u and say up
And across you can do that! You want to make a u together 5 times before
We can move one to the next thing. Making sure the timing of the rope it the same
Is very important for the next step!
Transition plan:

Drills/practice:
Not Needed
20sec

Transition plan: I want you all to set the rope on the ground where it is. Now I am
going to clap a certain and number and that is the number of people I need in a
group. Clap, Clap, Clap. 3!!! Good! Now I need each group of 3 to find a jump rope
and wait for further instruction.

7min

Applied activity:
For this applied activity we are going to add a jumper who will start in the middle of the rope were
the rope is at its lowest point. The swingers will swing up to the side where they not hit the
jumper. They will start to make their u. It will be half of the u and then the person in the
middle will have to jump over the rope as it comes toward their feet. The jumper will find a
consistent tempo in the jump as the swingers keep that tempo together. They will all start when
the music starts and then stop when then music stops. Once it is stopped one swinger will
become the jumper and the jumper will become the swinger. We will make sure that everyone
does each position.

20sec

Transition plan: Music is stopped. Freeze!! When I say Go I would like one person
to please wrap the rope up and bring it to the bin. Then everyone else please
come to the listening corner. Ready Go!

Closing Activities:
2min

Lesson closure:
You all did a great job listening to directions!!! You all did a great job not making any o today!
We will eventually learn how to do those! What letter do we want to make though? U Very good!!!!!
What is a very important part when you are a swinger? Yes! To stay at the same tempo as your

44

Partner!! What is important as the jumper? Good! To keep up with the swings of the swingers and
To find a tempo in the jump. Very good!
20sec

Transition plan: You all did excellent today! Now if you have on pink you can walk
over to the door and line up. Green. Now Blue. Now everyone else can go line up!

20sec

Exit/dismissal procedures:
As we stand in line everyone will practice their u or wand motions! Remembering to start at the
Belly buttons and keep those arms a little below the shoulders as the swing up!

Unit Plan
Lesson Contextual Information
(Required for each lesson in unit- you will write 6 lessons)

Lesson #: _6__ of _6__

Time required: _30_ minutes

Grade: 1st

Psychomotor Objectives for this lesson:

Standard 1: The physically literate individual demonstrates competency in a variety of
motor skills and movement patterns.
M.MC.01.01 demonstrate selected elements of space awareness movement concepts
for location in isolated settings.
PM1.By the end of class, the learner will correctly demonstrate jumping over Floor lines, Hula Hoops,
Ploy-Spots, and Ropes on the floor 10 times each
Over the lines/object forward and backwards (Jump/hop)
Over the lines side to side (skiers)
Along the object or line moving forward and backward (forward/back)
Creating fun own shape along the object.
Creating letters or numbers along the object
PM 2. The student will demonstrate proper skills to swinging the jump rope by:
Bending knees (Bend)
Elbows in thumbs up (elbows)

45

Swing rope over head to floor (Swing)

Step over the rope and return it to ready position. (step)

PM3. By the end of class, the learner will correctly demonstrate the proper skills to jump 1 jump
by:

Starting with rope on the ground behind feet.

Arms and elbows at the side hands out (thumbs out)
Swing rope over head (Swing)
(Jump) jumping off of two feet as the rope comes around near the floor
Landing on two feet while firmly

PM4. By the end of class, the learner will correctly demonstrate the basic jump 3 times in a row
(in sequence)
Starting with the rope behind their feet.
Arms and elbows at the side hands out. (elbows in)
Swing rope over head (swing)
(Jump ) jumping off two feet as the rope comes down in front. Jump again as the rope
goes overhead.

Cognitive Objectives for this lesson:

Standard #2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics
related to movement and performance.
K.MC.01.10 identify all relationship movement concepts with objects

C1. When asked by the teacher, the learner will express their understanding of when to
jump forward and backward, jump side to side, and how to swing the rope over head.
C2. By the end of the unit, the learner will express their understanding of showing the
correct way to hold the rope, swing the rope, and how to jump.

C3.Students will be able to show and understanding of how to swing arms and jump at
the same time.

Affective Objectives for this lesson:

Standard #4: The physically literate individual exhibits responsible personal and social behavior that
Respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health,
enjoyment, challenge, self-expression, and/or social interaction.

46

A1.The learner will respect the personal space of other students throughout the jump rope
lesson by staying in their personal space, watching out for students around them, and
using equipment safely.

A2. The learner will show responsibility in equipment management throughout the whole
lesson by keeping their personal equipment in good condition, using the equipment
properly and safely, and by taking care of their equipment at the conclusion of the lesson.

A3. The learner will show active participation and effort to learn in all activities
throughout all lessons.

Pre-requisite skills or knowledge needed for success in this lesson:

Jumping
Swinging of the rope
Jumping rope
Changing directions
Tempo
Communication

Adaptations and/or extensions for this lesson:

a.) students are allowed to make their own adaptation in this lesson. What ever they are comfortable
with when it comes to the skills.

b.) If they are having a hard helping them think of ideas for their skills.
Management issues for this lesson:
Freeze: Hand on knees eyes on me
Toe to Toe: Find a partner by going toe to toe with another student in class
We will be splitting up into 2 teams for the applied activity. One of the partners in toe- toe will raise their
hand and all the students with a hand up will be a time and the ones with a hand down will be a team.

Safety issues for this lesson:

Tripping, hitting themselves or others with the jump rope.

Equipment and/or supplies needed for this lesson:

Jump rope

Facility set-up needed for this lesson:

47

Notes to self:
Smile! Have fun! Tell the kids to be creative and have fun with the lesson! It doesnt have to be
something that we learned!

Unit Plan
48

Lesson Plan Teaching Timeline

(Required Format For All 6 Lessons in the Unit Plan- Adjust to Fit Teaching Style Used)

Timeline: Instructional and managerial dialogue, directions, explanations, and

diagrams:

Opening Activities:
1min

Welcome, roll, call, overview:

Hello students!!!! How are we all doing today?! Did everyone go play in the
snow we got last night!?

20sec

Transition plan:
When I say go I need all of you to get into 3 lines for me. One on the base line the other in
front of them and other in front of them. Ready go!

3min

Warm-up activity:
Thank you all so much for getting in those great lines facing me. Now what we are going to
do is experiment with the directions we are going to jump in. When I point to the right I want
you all to jump sideways to the right. When I point to the left I want you all to jump sideways
to the left. When I point forward I want you all to jump forward, when I point backwards I want
you all to jump backwards. A tricky one might be when I point at a diagonal I want you all to
jump in a diagonal direction. Are we ready to try!? Make sure you are always looking at me
so you know what direction to go in. But also remember dont hit or run into anyone next to
you.

20sec

Transition plan: Freeze! When I say go we are going to grab our pretend beach
bags next to us and get our sun screen out and wait for further instructions.
Ready Go!

3min

Fitness activity:
See Appendix C

Transition plan:

Lesson focus:
2min

Anticipatory set:
Why do we think it might be important to learn how to invent our own skills!? Good! So we can
explore our own minds and learn to think on our own! It is very important to be creative with
Things that we learn. Learning how to make our own routine is also a way that we can put
Everything together that we have learned in this unit!

Time
Needed
1min

Transition plan:

Review if needed:
The applied activity is a review of all the different skills we have learned
through out the unit.
Transition plan:

3min

Instruction/demonstration:

49

For todays activity we are going to create our own routines in groups! So we
Understand and know what a routine is I am going to show you the Worlds
Best Jumper video again!!! Last time we watched it after we experimenting!
This time we are going to watch it before to see if when we are doing our
Routines we might be able to try to do some of the skills she performs!
(Video is the demonstration of the routines)
Transition plan:

Guided practice:
Not needed
20sec

Transition plan: When I say go I want all the students wearing black to go get a
rope that fits them and find their own space! With extra room in your bubble!
Ready Go! Now wearing grey! And everyone else!

4minutes

Individual/partner practice:
Now that we have found our own space I want you all to try to be as creative as you can with
your skills! Try things that she did in the video! Practice, jumping, swinging, turning in all
different ways!!! Experiment with jump rope!

20sec

Transition plan: Freeze. When I say go I want you all to get into groups of 3.
Ready go! (If there is a group of 4 that is okay as well )

5min

Drills/practice:
Students will get into groups of 3-4 students. Here they will each think of one skill that they want to
incorporate into show for the applied activity. Each student must think of one! Be creative!! This
can be thing you want it to! The only requirement is they must incorporate the jump rope some how.
Then they will put each skill together, doing one right after the other, to make their routine. This is
their practice time to think of the skills and then put all of them in a row together.

20sec

Transition plan: Go ahead and stay standing where you are just make sure you
can see the groups that are performing!

10min

Applied activity:
Each group is going to take turns doing their routine together! Each of them will try their best
to stay on tempo with their group and do the same skills at the same time. You want students
to be creative and invent skills that we might not have leaned!

20sec

Transition plan: Thank you all for sitting so quietly in your groups after the
show was done!! If you all could just come in a little closer so we arent all
spread out that would be wonderful! Thank you!

Closing Activities:
2min

Lesson closure:
Those routines were awesome!!! I loved seeing how creative a lot of you were with the jumping,
Turning of the rope and swinging! This skill really shows me all the different skills you all have
learned over this lesson!!! You know how to swing and jump together! You all also have great
Tempo now! Your timing of the swing and jump is wonderful!!!!

Transition plan:
1min

Exit/dismissal procedures:
The students wearing grey you may all go ahead and walk over to line up at the door. Black
Now. Pink. And now the rest of you. With no talking and a show of hands who is going to go
Home and show their parents their routine they learned today!?!? Good! Okay now lets all be
Quite for Mrs. Greendoor!!! Thank you!

50

Two foot jump with rope: Rubric- First Grade

NAMES

Avery

Psychomotor skill
Overhand throw
Elbows Swing Jump
in
2
2
2
2
2
2

Cognitive
knowledge
sequencing
2
2

P-S
behavior
Personal
Space
2
2

TOTAL
POINTS

NOTES

10
10

51

Nolan
Logan
Olivia
Marley

2
1
2
2

2
1
2
2

1
1
0
2

1
1
0
2

2
1
2
0

8
5
6
8

Chris
Tori
Ericka
Pat
Ian
mason
Cam
Andy
Devin
Blaine
Vicky
Sam
Toni

52

Unit Plan References

Dr. Rowe- Everyday I asked for help!
Cody-James Scholl
Dan Burd- Caledonia Elementary School
PE Central
Dynamic Physical Education for Elementary Students, Pangrazzi, R Beighle,A.

53

54

55