Lesson 4 of 7

30 minutes
Curriculum expectations: A1.1, A3.1, B1.2, 1.4
Topics: Movement Competence, Active Living
Jump and Land
Grade 5 | Balancing

Learning Goals

By the end of this lesson, students will be able to:

actively participate, cooperate with others and demonstrate the ability to jump and land safely and in control.

Facility

Gymnasium

Safety Requirements

Refer to the Ontario Physical Education Safety Guidelines at safety.ophea.net.

Equipment List

20 30 mats (1 per student)

5 10 hula hoops

10 12 benches

8 10 ropes with a weighted sock, e.g., a sock with a tennis ball or beanbag attached to one end (1 per
group)

Chart paper

Various pieces of gymnasium equipment (beat board, box horse, benches, etc.)
Teacher Resource 1: Anecdotal Recording Chart

Grade 5 | Balancing | Jump and Land | Page 1 of 5

 Lesson 4 of 7
30 minutes
Curriculum expectations: A1.1, A3.1, B1.2, 1.4
Topics: Movement Competence, Active Living
Jump and Land
Grade 5 | Balancing

Warm-Up

Students will gradually increase their heart rate by participating in the following activity.

Landing on Feet
Students move (e.g., run, gallop, skip) around the activity area.
On a signal, students jump and land and hold a motorcycle position (a safe landing position with knees bent
and arms out in front).
The emphasis is on a controlled jump and a safe, soft landing.
Students practise jumping and landing in a variety of ways (e.g., for height, for distance, hopping with feet
together, hopping with alternate feet, crisscross hops, jumping jacks).

Minds On

Share and clarify the lesson Learning Goals in student-friendly language.

Have students, in pairs, brainstorm what they think safe jumping and landing are. As a class, review the
Success Criteria for Jumping and Landing:

Bend knees, with arms forward for balance.

Weight is forward on balls of feet.
Pump arms a few times as knees bend prior to jumping.
Push off with toes when jumping and reach forward with arms to help gain more distance.
Landing should be controlled.
Use arms to front or sides to help balance the body on landing.

Remind students of key words Toes, Heels, Knees, Freeze to remind them of proper take-off and landing
techniques. Consider writing the phrase and Success Criteria for Jumping and Landing on the board or on
chart paper for future reference.

Introduce and demonstrate the following types of jumps:

Tuck Jump. Keeping the body upright, jump, bringing the knees to the chest.
Star Jump. Keeping the body straight, jump, spreading the legs out and bringing them back together on
landing.

Grade 5 | Balancing | Jump and Land | Page 2 of 5

 Lesson 4 of 7
30 minutes
Curriculum expectations: A1.1, A3.1, B1.2, 1.4
Topics: Movement Competence, Active Living
Jump and Land
Grade 5 | Balancing

Straddle Jump. Keeping the body upright, jump, spreading the legs apart, bringing the toes up to the level of
the hips, and then bringing the legs back together to land.
Scissors Jump. One leg kicks straight out in front of the body and the other leg goes up to pass the first leg as
it comes back down to land.

Lastly, review with students the Success Criteria for Active Participation and Relationship and Social Skills.

A&E - Minds On

Teacher observation with verbal feedback of students knowledge of jumping and landing skills

Teacher observation with feedback of students knowledge of active and safe participation and
relationship and social skills using Teacher Resource 1: Anecdotal Recording Chart (from Lesson 1)

Action

Using a Think Aloud Strategy (see Appendix), demonstrate a two-foot take-off and turn in the air,
emphasizing pumping arms backward, forward and upward to gain height.

Jump Around the Clock

Direct students, in their personal space, to imagine they are standing in the middle of the face of a large clock.
On your signal, students jump, rotating clockwise to face 1 oclock, jump to face 2 oclock, then to 3 oclock,
and so on until they are facing 12 oclock again.
Students repeat this in a counter-clockwise direction (e.g., jump to face 11 oclock, then 10 oclock, and so
on).
Then have students perform various fitness activities at the different times on the clock face. For example,
students start facing 12 oclock and do 10 Jumping Jacks, jump a quarter turn to face 3 oclock and perform
15 Sky Punches, then jump again to face 6 oclock and perform 10 Push-Ups.

Shapes
While performing a fitness activity on the spot, students jump from two feet and make various shapes while in
the air: narrow, curved, twisted, wide, tuck, star, straddle, scissors.
Once landed, students continue with the fitness activity. Next, students move safely around the activity area
(e.g., running, skipping, galloping) and, on teachers signal, students jump again, making various body shapes

Grade 5 | Balancing | Jump and Land | Page 3 of 5

 Lesson 4 of 7
30 minutes
Curriculum expectations: A1.1, A3.1, B1.2, 1.4
Topics: Movement Competence, Active Living
Jump and Land
Grade 5 | Balancing

in the air.
When ready, students can move to equipment (i.e., hula hoops, benches and mats).
Remind students to use Relationship and Social skills when encountering other students in the activity area
and on equipment

A&E - Action

Teacher observation with anecdotal writing of students demonstration of active participation and
application of relationship and social skills using Teacher Resource 1: Anecdotal Recording Chart (from
Lesson 1)

Teacher observation with anecdotal writing of students ability to jump and land safely and in control
using Teacher Resource 1: Anecdotal Recording Chart (from Lesson 1)

Cool-Down

Students gradually decrease their heart rate to a resting rate by participating in the activity below.
Students should also stretch the body parts that have been active throughout the lesson. See Appendix for
stretches.

Shake Shake Shake

Gradually decrease an aerobic activity (e.g., running, galloping, skipping, hopping, walking) in speed and
intensity to a resting rate.
In a large circle, students shake one body part at a time, starting with one arm, then moving to the other arm,
both arms, one leg, the other leg and both legs.
Students then gently shake their heads and hips, and finally, their whole body.
Lead students through stretches while the students remain in a circle.

Grade 5 | Balancing | Jump and Land | Page 4 of 5

 Lesson 4 of 7
30 minutes
Curriculum expectations: A1.1, A3.1, B1.2, 1.4
Topics: Movement Competence, Active Living
Jump and Land
Grade 5 | Balancing

Consolidation

Sock Hop
In groups of 4 5, students form a circle standing arms length apart, with one student in the middle holding
the end of a rope that has a weighted sock attached to the end.
Remind students to use safe landing techniques.
The student in the middle chooses the jump the group will use (e.g., two-foot take-off, one-foot take-off, or
different body shapes, including tuck, straddle, or pike).
Turning in place, the student in the middle moves the rope in a circle, keeping the rope low along the floor.
Students jump over the sock, using the designated jump, as it passes under them.
Students can also travel around the circle as they jump over the rope, using various movement styles.
After five turns, another group member replaces the student in the middle.

A&E - Consolidation

Teacher observation with anecdotal writing of students demonstration of active participation and
application of relationship and social skills using Teacher Resource 1: Anecdotal Recording Chart (from
Lesson 1)

Teacher observation with anecdotal writing of students ability to jump and land safely and in control
using Teacher Resource 1: Anecdotal Recording Chart (from Lesson 1)

Ideas for Extension

Students can combine jumps creating a short sequence.

Notes to Teacher

In Sock Hop, the rope turner should spin the rope at an appropriate speed for the ability of the group.

Grade 5 | Balancing | Jump and Land | Page 5 of 5