SHAPE STANDARDS
S1.E3.K-Performs jumping and landing actions with balance.
S4.E1.K-Follows directions in group settings.

CASEL STANDARDS
Self-Management- Impulse Control

ASSESSMENT RUBRIC

 

Objective: Hop and keep your balance

Jumping Unit | Level 1

TECHNIQUE
Today we are going to learn how to hop while keeping your balance. 

IMPORTANCE
Hopping is important because it helps to strengthen your leg muscles and coordination, which improve your jumping ability in games.

VOCABULARY
Hop: to move by a quick springy leap or in a series of leaps.
Balance: remain upright and steady without falling.

When hopping while maintaining balance, it is important to:

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1. Put your feet together.

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2. Bend your knees and hop with both feet (a hop is a little jump).

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3. Land on the balls of your feet with your knees bent.

PRACTICE

  1. Stand on your dot. When I say, “GO!” hop three times landing on your dot and not on the ground.
  2. When I say, “GO!” hop at a medium height. This time going higher in the air while still landing on your dot.
  3. When I say, “GO!” hop as high as you can while still landing on your dot.

HOP THE GAP

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TIME
10-20 minutes

NUMBER OF STUDENTS
No restrictions

EQUIPMENT
1 dot per student

STORYLINE
Today we are playing Hop the Gap. In this game, you are frogs practicing your hopping skills. Your goal is to hop while keeping your balance to get to your lily pad (dot).

INSTRUCTIONS

  • Before the game begins, line up at the baseline shoulder-to-shoulder with your lily pad.
  • When I say, “GO!” you have to toss your lily pad out in front of you and see how many hops it takes you to get to your lily pad without losing your balance.
  • When you reach your lily pad, pick it up and throw it again. Keep doing this until you reach the end line.
  • We will begin a new round when everyone has reached the end line.
 

Game 1: Students practice throwing their lily pads and hopping over to them on two feet.
Game 2: Pair students up and have them take turns tossing a lily pad. How few hops does it take each of them to get to it?
Variation: Students can predict ahead of time with their partners how many hops (one foot/two feet) it will take them to reach the lily pad.  The point is for students to practice assessing their own hopping abilities.
Exit Ticket: Students hop all the way to the exit location of class.

 

TEACHING TIPS

  • Approach:
    • Remind students that hops only count if they are controlled hops. This means that if you are falling over or stumbling when you land, you are hopping too far at once. 
  • ELL Accommodation:
    • Post labeled pictures of skills and game play.
    • Partner with proficient English speakers for directions/modeling and reflections.
  • SpEd Accommodation:
    • Set individual goals for physical or behavioral modifications.
    • Allow students to demonstrate skill one-on-one with teacher.
    • Allow students extra time to master the skill.
  • Reflection:
    • A hop is like a ...?
    • I did my best at hopping by...?

SLEEPING GIANTS

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TIME
10-20 minutes

NUMBER OF STUDENTS
No restrictions

EQUIPMENT
1 fuzzy ball

STORYLINE
Today we are playing Sleeping Giants. In this game, you are all sleeping giants curled up like giant boulders. Your goal is to hop while keeping your balance as you stampede the countryside when you are awakened.

INSTRUCTIONS

  • Before the game begins, you must be in sleeping giant position- balled up in a crouch with your head down and arms around your knees.
  • When I say, “Waking giants, hop!” you have to quickly stand up and start hopping around the countryside.
  • We will begin a new round when I say, “Sleeping giants!” and everyone is back in a sleeping position.
 

Game 1: Play as indicated above.
Game 2: Students hop on right foot and left foot, alternating feet.
Game 3: Alternate between skills.
Variation: Consider adding an “elf” the sleeping giants have to chase once they wake up. While giants are sleeping, place a fuzzy ball in one of the giant’s laps. When the giants are awakened they have to jump three times then try and catch the giant that has been turned into an elf.
Exit Ticket: Students hop all the way to the exit location of class.

 

TEACHING TIPS

  • Safety:
    • Remind students to find an open space on the field between you and other sleeping students.
    • ELL Accommodation:
      • Post labeled pictures of skills and game play.
      • Partner with proficient English speakers for directions/modeling and reflections.
    • SpEd Accommodation:
      • Set individual goals for physical or behavioral modifications.
      • Allow students to demonstrate skill one-on-one with teacher.
      • Allow students extra time to master the skill.
    • Reflection:
      • A hop is like a ...?
      • I did my best at hopping by...?

    SNEAKY CRICKETS

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    TIME
    10-20 minutes

    NUMBER OF STUDENTS
    No restrictions

    EQUIPMENT
    None

    STORYLINE
    Today we are playing Sneaky Crickets. In this game, you are all crickets. Your goal is to hop while keeping your balance as you get closer and closer to the freezer (teacher).

    INSTRUCTIONS

    • Before the game begins, you must line up at the baseline shoulder-to-shoulder facing the freezer. I will begin as the freezer.
    • When the freezer turns around, he/she will count aloud to five (“1-sneaky cricket, 2-sneaky crickets, 3-sneaky crickets…”).
    • During this time, you have to start hopping towards him/her.
    • When the freezer gets to five, they will shout, “FREEZE!” and turn around to see if anyone is still moving.
    • If you are still moving, you must reset to the beginning.
    • We will begin a new round when a student tags the freezer on the shoulder.
     

    Game 1: Students hop on two feet.
    Game 2: Students hop on the left foot.
    Game 3: Students hop on the right foot.
    Game 4: Students choose which foot to hop on.
    Variation: To modify the difficulty level, increase or decrease the length of time that the freezer counts.
    Variation: Change the name to “Stinky Crickets”. When counting to five, instead of saying, “FREEZE!” say, “Stinky Crickets you stink!”
    Exit Ticket: Students hop all the way to the exit location of class.

     

    TEACHING TIPS

    • Approach:
      • Remind students that, since they freeze often, speed is not as important as control and focus.
      • ELL Accommodation:
        • Post labeled pictures of skills and game play.
        • Partner with proficient English speakers for directions/modeling and reflections.
      • SpEd Accommodation:
        • Set individual goals for physical or behavioral modifications.
        • Allow students to demonstrate skill one-on-one with teacher.
        • Allow students extra time to master the skill.
      • Reflection:
        • A hop is like a ...?
        • I did my best at hopping by...?