ASSESSMENT RUBRIC

Objective: Jump a long rope with teacher-assisted turning

Jumping Unit | Level 8

TECHNIQUE
Today we are going to learn how to jump a long rope once with teacher-assisted turners.

IMPORTANCE
Jumping a long rope is important because it helps you to strengthen your leg muscles and coordination, which improve your jumping ability in games.

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

When jumping a long rope once with teacher-assisted turners, it is important to:

PRACTICE

1. (Choose a capable student to help you with turning the rope or tie one end to a stationary point, like a fence or small tree.) Form a line behind the marker cone. One at a time, step into the middle of the rope (between the two ends) and perform one jump.  Everyone has two tries. Make sure the rope is behind your heels and be ready. I will count "1-2-3-Jump!" so that you know when to go.

STORYLINE
Today we are playing Bobcat Tag. In this game, you are otters playing near the waterfall (long rope) when you notice a bobcat lurking nearby. Your goal is to jump the waterfall with teacher-assisted turning to save all your fellow otters who have been snatched away for the bobcat’s lunch. 

INSTRUCTIONS

• Before the game begins, I will choose one student to be the bobcat (tagger) and another student to help turn the waterfall.
• The bobcat must use a two-finger butterfly tag.
• When I say, “GO!” you must run to avoid being tagged.
• If you are tagged or go out-of-bounds, you must go to the bobcat’s den.
• Everyone in the bobcat’s den is freed once an otter completes a jump in the waterfall.   
• We will begin a new round when I select or add a new bobcat or all the otters are in the bobcat’s den.

TEACHING TIPS

• Safety:
  • Make sure that bobcats are tagging properly and not guarding the den.
• 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:
  • What was the hardest part about learning to jump with a long jump rope?
  • How could you encourage a classmate who is struggling to jump with a long jump rope?

STORYLINE
Today we are playing Hopscotch. Your goal is to jump a long rope with teacher assisted turning and complete the hopscotch course. 

INSTRUCTIONS

• I will divide the class into four groups and assign you to a hopscotch station.
• Before the game begins, start a line behind your group’s marker cone.
• When I say, “GO!” the first student in line will jump the rope and then may begin hoping through their hopscotch station. When he/she reaches the last dot, the next student may begin.
• After you complete the hopscotch course, return back to your group’s marker cone and continue.

TEACHING TIPS

• Approach:
  • Teacher may need to demonstrate when to use one foot and two feet hops.
• Safety:
  • Remind students to stay focused on their jumps and hops to avoid injury.
• 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:
  • What was the hardest part about learning to jump with a long jump rope?
  • How could you encourage a classmate who is struggling to jump with a long jump rope?

STORYLINE
Today we are playing Escaping Zoo Animals. In this game, you are all animals that have escaped the San Francisco Zoo by jumping right out of your cage! Your goal is to jump the long rope with teacher-assisted turning to get out of your zoo cage.

INSTRUCTIONS

• Before the game begins, select which zoo animal you would like to be. You can pick any animal you want – be creative!
• When I say, “GO!” you have to avoid being tagged by the zookeeper.
• If you are tagged or go out-of-bounds, you have to go to the zoo cage.
• The only way to get out of the zoo cage is to complete a jump over the long rope turned by the teacher.
• The taggers must use a two-finger butterfly tag.
• The zookeeper(s) cannot guard the zoo cage.
• We will begin a new game after 2-3 minutes or when all the zoo animals are in the cage.

TEACHING TIPS

• Approach:
  • Remind students when they are being chased they still have to stay within the boundary.
• Safety:
  • Make sure students are tagging appropriately with a two-finger tag.
• 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:
  • What was the hardest part about learning to jump with a long jump rope?
  • How could you encourage a classmate who is struggling to jump with a long jump rope?