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K-2: Leaping, Jumping, Hopping

by Bozena Mielczak, Learn NC

This basic movement lesson focuses on leaping, jumping, and hopping skills.

A lesson plan for Grades K–2 Healthful Living Education

Learning outcomes

As a result of this lesson, students should improve their leaping, jumping and hopping skills.

Time required for lesson: 30 minutes

Materials/resources

  • tape player
  • tape with prerecorded warm-up routine
  • hoops
  • 5 tumbling mats,
  • 4 segment vaulting box
  • 2 trampolines
  • 2 tunnels
  • incline mat

Pre-activities

Equipment needs to be set up before the start of the lesson: basic movement circuit around the gym and hula hoops in circle formation in the middle. See this diagram. Pre-recorded tape is used for the whole grading period. Flash cards with jump, hop, skip words are attached to my whistle chain, which I show when appropriate during directions.

Activities

1. The students enter the gym and immediately start movement around the gym on the basketball line with the tunes of warm-up music. Routine includes almost 5 minutes of alternating walking with more intensive movement and practicing space awareness by attempting to keep constant spacing from other students while they walk, jog, walk, gallop, walk, skip, walk, slide, walk, hop, walk, dog walk. During the walking segments the students perform arms, legs, and torso exercises to the beat of the music (I use Wizard of Oz tunes). Jogging, galloping, skipping, and hopping is done to specific music for each, which the students learn to identify, so after several lessons, instructions are unnecessary. (5 minutes)

2. When music stops, the students continue walking around the gym until they get to their assigned numbers for lesson introduction (5 students in each line facing the information board.) This allows for quick check of attendance. The new lesson is briefly introduced. Teacher demonstrates leap, hop, jumps (2:2, 1:2), and asks the students to name the movements. (3 minutes.)

3. After the lesson introduction, the teacher leads students’ line around the hoops (a couple of hoops more than the number of students). As the line stretches around the hoop circle, the students step, then leap, 2 leg jump, and hop from hoop to hoop (about one lap each). Teacher makes comments on students’ movements. The students stop in one hoop and they practice:

  • broad jump 2:2 (2 feet take off, 2 feet landing) in and out of hoops forward and backwards
  • hop in and out of hoops forward and backwards
  • leap over the hoop while increasing starting distance and speed
  • jump 1:2 (1 foot take off, 2 feet landing) from a place, after a couple of steps of walking and running. (8 minutes)

4. Teacher collects hoops using anon-elimination version of a game “Musical Hoops.” Rules:

  • Music plays, the students leap around.
  • Music stops, the students get inside of a hoop.
  • There maybe more than one person in the hoop
  • There maybe one foot in the hoop.
  • Teacher counts 1, 2, 3. If by 3 all the students are in the hoops, the class gets a point. If by 3 any of the students are out of a hoop, the teacher gets a point.
  • Teacher picks a several hoops for each round of music (remote is great), forcing more students to get into one hoop and cooperate together. (3 minutes)

5. After collecting all the hoops, the students are directed to follow the teacher who leads the class on obstacle course:

  • climb 2 segments of a vaulting box and jump
  • hop from hoop to hoop
  • climb 2 segments of a vaulting box and jump
  • run, hurdle, jump on the trampoline, land on the mat
  • hop from hoop to hoop
  • roll down the incline mat like a pencil
  • run, hurdle, jump on the trampoline, land on the mat
  • crawl through the tunnel (8 minutes)

6. After the last station, the students sit down for class closing procedure, again on their assigned number:

  • stretching while cooling down in pike position
  • lesson review: leap, hop, jump
  • homework assignment: jumping, hopping, leaping daily
  • picking belongings (jackets, nametags, etc.)
  • self assessment on the High Five board located at the exit door
  • PE Super Star slip pick-up (3 minutes)

Assessment

I use my grading notebook to mark the students’ insufficiencies in each skill.

While leaving the gym, students assess their performance by giving themselves either high five (green hand), medium five (yellow hand), or low five (red hand) located on the wall at the door.

Modifications

Adaptation during the warm-up for the students with limited mobility: students perform warm-up at their pace on the inside circle.

Comments

During the warm up, I check for their locomotor skills and appropriate gym shoes. Non-athletic shoes need to be taken off and I stick pre-printed letter inside of the shoes for students to take home to parents.

The students already know class procedures for entering, warm-up, attire, class introduction, PE Super Star, end of a class, and leaving the gym.

The day schedule, SCOS, lesson objectives, skills to be practiced, safety rules, cognitive information, rubrics, homework assignment, and new vocabulary are posted on the boards in front of the students.

To simplify Musical Hoops for the Kindergarten stop music and tell students to get to the hoops.

For the jumping circuit, there are 2 tunnels needed; otherwise, there will be a waiting line there.

During the class, teacher hands out the clothes pins (total 5) to students who excel in rolling technique or effort. The pins are exchanged at the end of class for the PE Super Star slips, which are kept in a clear plastic shoe storage pouch hanging on the PE office door.

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