Feb.

27th Skipping 1, 2, 3
Date Lesson Title Grade Level
30 mins Physical Education Unit Lesson 2
Time in Lesson Subject
#

Learner Outcomes from the Program of Studies

What SPECIFIC outcomes will be addressed in this lesson?

Organizing Idea: Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan
Grade 1: Students investigate the benefits of physical activity.
Grade 2: Students investigate physical activity and relate it to personal experience.
Grade 3: Students examine how participation in a variety of challenging physical activities fosters well-being.

Organizing Idea: Movement Skill Development: Developing physical literacy through movement and active living supports well-being across a
lifespan.
G.1 - Students demonstrate how movement can support different types of physical activities
G. 2 - Students refine and apply spatial awareness across a variety of physical activity contexts.
G3. Students investigate and demonstrate how elements of movement support physical activity.

Main objective in simple (grade 6 reading level) language Assessment Strategies

How will students have changed in what they understand/know/are able to What will I seek as evidence of learning? How will I employ formative
do/appreciate as a result of this lesson? assessment? How will I use prior assessments in this lesson?

By the end of this lesson students will be able to perform (at least) one of
the skills at each station for 4 consecutive jumps.
Students will participate in movement/physical activity to develop/increase
confidence and to foster well-being.
Students will self assess their ability to perform 3 skills continuously
for 4 jumps, offering a thumbs up, down or sideways to indicate their
personal success.
Observation of students’ engagement and participation in the
activities.

Resources Personalization/Differentiation
What materials/resources/technology will be required? How will I attend to the needs of ALL learners in this lesson?

24 skipping ropes students will be given the choice of using a hula hoop (for beginner
5 hula hoops skippers) or a skipping rope
Skills will be demonstrated as well as posted on the wall
Adapted from Wiggins, Grant & J. McTighe (1998)
 How will I ENGAGE (Hook) students in the lesson; ACTIVATE prior knowledge; and LINK this lesson connect to prior lessons?

By practicing these skills, we will be building toward some skipping relays and skipping games in the future. We will be building off of skills
learned from last class such as single hop and double hop jumps, and single leg hops.

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

What is the TEACHER doing? What are the STUDENTS doing? Approx. time
Reviewing safety elements and other considerations (how to Students will be broken up into 3 groups, performing 5 mins
measure your rope) specified motions from line to line in relay fashion
Introducing warm-up relay - two footed hops
Breaking students up into 3 groups - single foot hops
Students will be seated in their relay group watching 3 mins
Review and demonstrate skipping skills at each station
demonstrations

Once students are at their designated skipping station, they 17 mins

will choose which skill they are practicing (5 mins at
Station 1: each station
- Regular skipping (forwards/backwards) w/ transition
- Jog step time built in)
- Running skips
Station 2:
Send students to their designated skipping station
- “Skier” jumping (side to side)
- Saddle steps (wide then narrow)
- Single leg hops (forwards/backwards)
Station 3:
- “Rocker” step (back and forth)
- “Elevator” jumps (slowly lowering)
- Criss-cross skips

Adapted from Wiggins, Grant & J. McTighe (1998)

 Conclusion
How will I ensure students leave understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

Ask the students which skill was their favorite to perform, give the opportunity for students to demonstrate skill for the class. Get them to give a thumbs up, down or sideways if they could perform three of the
posted skills for 4 consecutive jumps.

PRE-SERVICE TEACHER SELF-REFLECTION

In your self- reflection of your lesson, please consider the following questions:

1. What went well in your lesson? What were the strengths of the lesson?
2. What needs refinement? What might you do differently next time?

These additional questions can help guide your response to the two self– reflection questions above:

● How do you feel your students experienced this lesson?

● How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
● How did you employ formative assessment for/of/as learning?
● Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those requiring
accommodations?
● Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?

Adapted from Wiggins, Grant & J. McTighe (1998)

Adapted from Wiggins, Grant & J. McTighe (1998)