SHAPE STANDARDS
S1.E27.Kb-Jumps a long rope with teacher-assisted turning.
S4.E1.K-Follows directions in group settings

CASEL STANDARDS
Self-Management- Impulse Control

ASSESSMENT RUBRIC

 

Objective: Jump over a moving object

Jumping Unit | Level 4

TECHNIQUE
Today we are going to learn how to jump over a moving object.

IMPORTANCE
Jumping over a moving object is important because it helps you strengthen your leg muscles and improves your spatial awareness and timing.

VOCABULARY
Jump:
push yourself off a surface and into the air by using the muscles in your legs and feet.

When jumping over moving object, it is important to:

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1. Bend your knees and jump.

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2. Lift your knees up while you are in the air.

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

PRACTICE

  1. Move onto Skills Game – Helicopter.

ROLLER BALL

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TIME
15-25 minutes

NUMBER OF STUDENTS
4-25 students per game

EQUIPMENT
24 fuzzy balls
1 hula-hoop
Optional: 10 short cones and 10 tall cones

STORYLINE
Today we are playing Roller Ball. Your goal is to try to jump over the moving roller balls (fuzzy balls) to keep from being hit and be the last jumper remaining.

INSTRUCTIONS

  • Before the game begins, line up on the baseline shoulder-to-shoulder.

  • I will select one or more students to be the rollers (throwers).

  • Rollers must remain in the roller zone when throwing/rolling.

  • When I say, “GO!” run from the baseline to the end line without being hit by a roller ball.

  • If you are hit below the waist or go out-of-bounds, you must jump rope once in jumping zone before joining the rollers for the next round.

  • All hits must be below the waist and there are no headshots and no neck shots allowed.

  • We will begin a new round, once everyone has made their way to the end line or the baseline.

  • The rollers may only leave their zone to retrieve balls in between rounds, but never during a round.

  • We will start a new game once there is one jumper left.

 

Game 1: Teacher is the first roller and referee.
Game 2: Allow jumpers to go between the baseline and end line on their own until all balls have been rolled.
Variation: Add obstacles on the field (tall cones, short cones, etc.) for jumpers to jump over.
Exit Ticket: Students help pick up equipment by jumping over a piece of equipment before picking it up and jumping all the way to the equipment storage. Each jump must be in a different direction.

 

TEACHING TIPS

  • Approach:

    • If students disagree about being hit consider adding a Three Life Rule, where jumpers get three lives OR add a Rollers Choice rule where the rollers make the final decision.

  • Student Role:

    • Add a ball master on the side of the field opposite of the rollers to retrieve balls.

  • 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:

    • When I jump over something that moves it is important to ...?

    • I worked hard today by?

SNAKE PIT

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TIME
10-20 minutes

NUMBER OF STUDENTS
4-25 students per game

EQUIPMENT
1 long jump rope
2 short cones
Optional: 24 fuzzy balls

STORYLINE
Today we are playing Snake Pit. In this game, you are explorers that have come across a snake pit. Your goal is to jump over the moving snake pit (jump rope) safely. Be careful because sometimes the snakes are sleeping, wiggling or growing larger!

INSTRUCTIONS

  • Before the game begins, I will be the lead turner and will either tie one end of the rope to a stationary object (post, fence, tree, etc.) or select one of you to assist with wiggling the snakes.

  • I will divide you into two jumping teams.

  • At the beginning of each game, line up with your group behind one of the marker cones on either side of the snake pit.

  • When I say, “GO!” try jumping over snake pit, one at a time.

  • If any part of your body touches the snake pit, start over and try again.

  • You cannot leave your marker cone until the student in front of you has cleared the snake pit.

 

Game 1: Sleeping snakes – Students take turns jumping over a stationary rope on the ground.
Game 2: Snakes awake – Students jump over a wiggling rope (side to side) on the ground.
Game 3: Growing snakes – Students jump over a raised rope (increase the heights for each round).
Variation: Consider moving both lines to one side and piling fuzzy balls on the other side (“treasure from the snakes’ lair”) for students to retrieve after jumping.
Exit Ticket: Students help pick up equipment by jumping over a piece of equipment before picking it up and jumping all the way to the equipment storage. Each jump must be in a different direction.

 

TEACHING TIPS

  • Approach:

    • Alter the difficulty level of the rope placement for each student to meet his/her ability.

  • Safety:

    • Grasp the jump rope lightly so it pulls away easily if a student catches it on their foot.

  • 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:

    • When I jump over something that moves it is important to ...?

    • I worked hard today by?

HELICOPTER

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TIME
10-20 minutes

NUMBER OF STUDENTS
4-20 students per game

EQUIPMENT
1 long jump rope
1 short jump rope per 2-3 students
1 foam ring

STORYLINE
Today we are playing Helicopter. In this game, you are falcons soaring through the sky. Your goal is to jump over the moving helicopter propeller so that you may keep flying safely.   

INSTRUCTIONS

  • Before the game begins, I will stand in the middle of the circle holding the long jump rope.

  • You will form a circle standing around me.

  • When I say, “GO!” the rope will start to move in a clockwise motion touching the ground.

  • Once the rope comes close to you, you must jump over it.

  • If any part of your body touches the rope, we will restart.

 

Game 1: Play as indicated above.
Game 2: Divide students into groups of two or three with short jump ropes. One student will be the helicopter and the other(s) will be the jumper. Switch roles after a couple of minutes. 
Variation: Tie a weighted object (foam ring) onto the end of the jump rope to give it weight when moving.
Exit Ticket: Students help pick up equipment by jumping over a piece of equipment before picking it up and jumping all the way to the equipment storage. Each jump must be in a different direction.

 

TEACHING TIPS

  • Approach:

    • Remind students it will take a couple of tries to jump over the moving jump rope. Encourage students to not get frustrated and to keep trying.

  • Safety:

    • Remind students to respect the equipment and each other when they break into groups. If they are using the ropes incorrectly or ‘whipping’ each other, they will forfeit their use of the jump rope.

  • 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:

    • When I jump over something that moves it is important to ...?

    • I worked hard today by?