ED 3601

VERSION B

KR 2011

Lesson Plan

Grade/Subject: grade 3-4 Phys-Ed Unit: fitness-skipping2 Lesson Duration: 30 min

SPECIFIC OUTCOMES
FROM ALBERTA
PROGRAM OF
STUDIES

Formative & Summative

LEARNING OBJECTIVES

ASSESSMENTS (How

(2-3, clear, and measurable)

will you know they met

learning objectives?)

Students will:

A42:
consistentlyand
confidently
perform
locomotorskills
andcombination
ofskills,by
usingelements
ofbodyand
spaceawareness,
effortand
relationshipstoa
varietyofstimuli
toimprove
personal
performance

(Observations, Key
Questions,
Products/Performances)

Students will demonstrate a variety of skipping

exercises.

I will observe that

students are
attempting to perfect
the skipping exercises,
giving feedback if their
technique needs
improvement. I will
observe that they are
exhibiting a willingness
to try and that they are
maintaining a positive
attitude with
themselves and each
other.

LEARNING RESOURCES CONSULTED

Resource #1: http://www.homeschool.co.uk/jump-rope-rhymes/jump-rope-songs-and-skipping-rope-rhymes/
Resource #2:

MATERIALS/ EQUIPMENT/ SET UP

* skipping rope for all students
* gymnasium
*

PROCEDURE
Introduction (1 min.):
Attention Grabber: Since you all tried super hard last week to do my skipping challenges and they didnt quite go as
planned, were going to do some skipping today again but it will be a bit different.
Assessment of Prior Knowledge: Who can remember the birthday rhyme from last week?
Connection to Curriculum: Skipping games allow students to perform locomotor skills and combination skills.
Expectations for Learning and Behaviour: Students will listen to instructions and use the equipment safely.
Advance Organizer/Agenda: Today we will try the team skipping rhymes again, but this time we will be using the long
ropes and be in bigger groups. We will start with the birthday song from last week, then we will regroup and do
alphabet soup. If you can get those two down and show me that you can work together as a team, I have a new rhyme
to learn thats all about minecraft. And if we have time we will finish off trying a fun challenge.
Transition to body: alright, lets get skipping! Hand out one rope (two tied together) to groups of 4
Body (28 min.):

ED 3601

VERSION B

KR 2011

What is the teacher doing?

What are the students doing?

Learning Activity #1: hand out one skipping rope for every 4 students (they will
work in 3s for the first few songs) if numbers are off, adjust the groups
accordingly. Explain that there will be one skipper and the other student waits
for their turn. Once the two skippers have gone, it is the other two kids turn to
skip.
. Explain the first game again (birthday plum) Apples, peaches, pears and
plums. Tell me when your birthday comesJanuary, February, March,
April etc until their birthday month. Switch skippers until all members have
gone at least once. FREEZE!
REGROUP IN THE CIRCLE AND GO OVER THE SECOND SONG:
Second game: A, B, C and Vegetable Goop, what will I find in my alphabet
soup? Go through the alphabet until they trip, then the skipper has to come up
with a word that starts with that letter.
*IF A GROUP IS DOING PARTICULARLY WELL, FREEZE THE CLASS
AND LET THAT GROUP MODEL THEIR SKIPPING SKILLS FOR THE
CLASS.

Students are listening to

instructions and exhibiting a
positive attitude and
willingness to try during the
activity.

Formative & Summative Assessments: give feedback on technique, observe students

looking for positive attitude and willingness to try all of the activities.
Specific Learner Considerations: Students having a hard time skipping today will still be
asked to try and use their can do attitudes!
Transition to Activity #2: FREEZE! Fantastic effort everyone!! Now its time to regroup in
the circle to learn the Minecraft song!

Students are listening to

instructions and exhibiting a
positive attitude and
willingness to try during the
activity.

Learning Activity #2: explain the Minecraft song:

Minecraft, Minecraft building up blocks,
Steve and Alex, dont get lost!
Get through the maze before night fall,
Avoid the slimes and just stand tall!
Dont let the creepers blow you up!
How many boses can you stop?
1, 2, 3 etc until they trip, then switch skippers.
Formative & Summative Assessments: give feedback to students telling them when they
are jumping well, and if many students are tripping remind them that they need to
anticipate the rope and time their jumps.
Specific Learner Considerations: : Students having a hard time skipping today will still be
asked to try and use their can do attitudes!

Transition to Activity 3: FREEZE! 3s and 4s to the circle please! IF TIME

ALLOWS, GO TO ACTIVITY 3, IF NOT, GO TO CLOSURE
Now we will try something called the row game.
Learning Activity #3: explain Row Game while passing out skipping ropes so
that everyone has one: you will need a partner for this. Everyone turn to the
left, that is your partner for this challenge. (if there is an extra they can
partner with me) everyone stand up and spread out but stay side by side with
your partner. Exchange your inside skipping rope handle with your partners,
now you should be holding your own rope in your outside hand and your
partners rope in your inside hand. You will have to work together for this to
work. Count to three before you start so you both start at the same time,
bounce at the same time as your partner. The challenge is that you both skip at
the exact same time. IF THEY DO WELL: try to link up more and more
students until the whole class is in one big row skipping together.
Formative & Summative Assessments: give feedback on technique, observe students

Students are listening to

instructions and exhibiting a
positive attitude and
willingness to try during the
activity.

ED 3601

VERSION B

KR 2011

looking for positive attitude and willingness to try all of the activities.
Specific Learner Considerations: Students having a hard time skipping today will still be
asked to try and use their can do attitudes!
Transition to Closure: Great job, everyone put your skipping ropes away and head to the
circle.

Closure ( 1 min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning: Thank you everybody for your participation and positive team work, you all
did very well performing the different skipping rhymes today.
Feedback From Students: Which skipping song was your favourite today?
Feedback To Students: Good job everyone, what a massive improvement in skills from last time!!
Transition To Next Lesson: Next time I have you for gym, it will be Workout Wednesday so you better practice up your
superman bananas!!
10 Key questions to review your plan:
1) What will my classroom/ teaching area look like when I begin to teach?
2) How will I interest the students on the lesson questions/ topic?
3) At what part of the lesson will I assess formatively? Summatively?
4) Have I clearly planned how I will transition from each part of the lesson (e.g. intro to activity 1)
5) Have I given thought to what approach to use in each activity? (e.g., direct instruction vs. group work)
6) Do I have enough detail in my activity descriptions to really understand what I will say, do, and assess?
7) Have I considered how my students will react to each activity? Any special learner considerations?
8) Do I know what evidence I am looking for as I assess formatively (e.g.- as you observe students working- what are
you looking for? As you question the students- what types of answers are you hoping to receive?)
9) Does my closure solidify the key points to the lesson?
10) Do I connect my closure to the lesson objectives?

Lesson Reflections (After you teach):

What went well:

What can be improved upon:

Describe how the students met your lesson objectives: