ASSESSMENT RUBRIC

Objective: Triple jump

Jumping Unit | Level 35

TECHNIQUE
Today we are going to perfect the triple jump.

IMPORTANCE
The triple jump is important because it helps you practice a jumping rhythm as you transition smoothly from hoping to jumping.   

VOCABULARY
Triple: consisting of or involving three parts.

When triple jumping, it is important to:

PRACTICE

1. Line up at the baseline shoulder-to-shoulder. When I say, “GO!” get a running start and jump off with your dominant foot and land on your dominant foot. When you feel that you have mastered the first part of the triple jump, add the next step by jumping off your dominant foot and landing on your non-dominant foot. When you are ready to move on, add the last step by jumping off your non-dominant foot and landing on both feet. 
2. Repeat as many times as necessary.

OBJECTIVE
Today we are playing Triple Jump Event. In this game, the objective is to compete in the triple jump event and land the farthest.

INSTRUCTIONS

• I will divide the class into groups of six.
• Before the game begins, choose which country you would like to represent in your group.
• Each student will receive a marker cone to mark their landings.
• When I say, “GO!” the first student in line will begin with a running start and triple jump, landing as far as possible. Remember, your first leap in your triple jump needs to be before the line.
• Once you have tripled jumped, place your marker cone where your feet have landed and get back in line.
• Each student will have three turns to triple jump. Only move your marker cone if you land farther than your first attempt.
• After everyone has triple jumped three time, the three students who land the farthest will move onto the second round where they will jump an additional three times while the other students mark their landings.
• After the students finish the second round, the student with the farthest jump wins the gold medal for his/her group.

TEACHING TIPS

• Approach:
  • Remind students, jumps only count if they are controlled.  This means that if they are falling over or stumbling when they land, they are jumping too far at once. 
  • Discuss with students beforehand that this is a winning and losing game and if students do not feel comfortable they can participate with the noncompetitive groups.
• 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.
  • Model skills in a small group.
  • Allow students to demonstrate skill one-on-one with teacher.
  • Allow students extra time to master the skill.
  • Use standards from previous grade levels to measure growth and progress.
• Reflection:
  • How does using the steps in a "triple jump" help you to accomplish the goal of jumping as far as possible?
  • What parts of the triple jump could you work on to improve your distance?

OBJECTIVE
Today we are playing Triple Jumping Stones. The objective is to triple jump and land on your stone.

INSTRUCTIONS

• Before the game begins, line up shoulder-to-shoulder on the baseline, next to your marker cone and toss your stone out in front of you.
• Take 10-12 steps back from your marker cone.
• When I say, “GO!” begin with a running start. When you reach your marker cone, triple jump and try to land your feet on your stone.
• If you miss your stone, adjust the distance and try again.
• If you reach your stone, toss it again and take another 10-12 feet back to begin with a running start. Keep doing this until you reach the end line.
• We will begin a new game when everyone has reached the end line.

TEACHING TIPS

• Approach:
  • Remind students skips only count if they are controlled and done correctly.
  • Consider pairing students who may have similar skipping abilities for Game 2.
• 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.
  • Model skills in a small group.
  • Allow students to demonstrate skill one-on-one with teacher.
  • Allow students extra time to master the skill.
  • Use standards from previous grade levels to measure growth and progress.
• Reflection:
  • How does using the steps in a "triple jump" help you to accomplish the goal of jumping as far as possible?
  • What parts of the triple jump could you work on to improve your distance?

OBJECTIVE
Today we are playing Roller Ball V. In this game, the objective is to triple jump across the field to keep from being hit by a roller ball (fuzzy ball).

INSTRUCTIONS

• Before the game begins, line up shoulder-to-shoulder on the baseline.
• 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!” begin with a running start from the baseline.
• Once you have reached the second set of cones, you must try your best to triple jump and land past the third set of cones.
• The only time you can be hit by a fuzzy ball is when you are triple jumping.
• If you are hit below the waist or go out-of-bounds, you have to join the rollers for the next round.
• All hits must be below the waist. Anything above the waist does not count.
• 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 begin a new game once there is one jumper left.

TEACHING TIPS

• Approach:
  • Adjust the second and third set of cones depending on the abilities of your class.
• Student Role:
  • Add a ball master on the side of the field opposite of the rollers to retrieve balls.
• Safety:
  • Remind students of proper tagging techniques.
• 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.
  • Model skills in a small group.
  • Allow students to demonstrate skill one-on-one with teacher.
  • Allow students extra time to master the skill.
  • Use standards from previous grade levels to measure growth and progress.
• Reflection:
  • How does using the steps in a "triple jump" help you to accomplish the goal of jumping as far as possible?
  • What parts of the triple jump could you work on to improve your distance?