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    Lesson Plan: Grade/Subject: Grade 3-4 Phys-Ed Unit: Fitness-Skipping Lesson Duration: 30 Min

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    api-295416504
    The lesson plan is for a grade 3-4 physical education class focusing on skipping skills. The lesson objectives are for students to demonstrate a variety of skipping exercises with proper technique. The 30 minute lesson includes three activities - basic skipping rhymes in groups, a helicopter game, and a row game where students skip in sync with a partner. Formative assessments during activities include observing students' techniques, attitudes, and willingness to try different exercises. The goal is for students to improve their skipping skills while having fun.

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    Lesson Plan: Grade/Subject: Grade 3-4 Phys-Ed Unit: Fitness-Skipping Lesson Duration: 30 Min

    Uploaded by

    api-295416504
    197 views3 pages
    The lesson plan is for a grade 3-4 physical education class focusing on skipping skills. The lesson objectives are for students to demonstrate a variety of skipping exercises with proper technique. The 30 minute lesson includes three activities - basic skipping rhymes in groups, a helicopter game, and a row game where students skip in sync with a partner. Formative assessments during activities include observing students' techniques, attitudes, and willingness to try different exercises. The goal is for students to improve their skipping skills while having fun.

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    psi-phys-ed skipping lesson

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    The lesson plan is for a grade 3-4 physical education class focusing on skipping skills. The lesson objectives are for students to demonstrate a variety of skipping exercises with proper technique. The 30 minute lesson includes three activities - basic skipping rhymes in groups, a helicopter game, and a row game where students skip in sync with a partner. Formative assessments during activities include observing students' techniques, attitudes, and willingness to try different exercises. The goal is for students to improve their skipping skills while having fun.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    197 views3 pages

    Lesson Plan: Grade/Subject: Grade 3-4 Phys-Ed Unit: Fitness-Skipping Lesson Duration: 30 Min

    Uploaded by

    api-295416504
    The lesson plan is for a grade 3-4 physical education class focusing on skipping skills. The lesson objectives are for students to demonstrate a variety of skipping exercises with proper technique. The 30 minute lesson includes three activities - basic skipping rhymes in groups, a helicopter game, and a row game where students skip in sync with a partner. Formative assessments during activities include observing students' techniques, attitudes, and willingness to try different exercises. The goal is for students to improve their skipping skills while having fun.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 3

    ED 3601

    VERSION B

    KR 2011

    Lesson Plan

    Grade/Subject: grade 3-4 Phys-Ed Unit: fitness-skipping 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: I know youve all got some experience with skipping, today we will be using these skills and
    learning some new skipping games.
    Assessment of Prior Knowledge: Who here loves skipping? Me too!
    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 do some basic skipping rhymes as well as play a few skipping games!
    Transition to Body: Lets get started!
    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 3 students (they will
    work in 3s for the first few songs)
    . Explain the first game (birthday plum) Apples, peaches, pears and plums.
    Tell me when your birthday comesJanuary, February, March, April etc
    until their birthday month. Switch skipper
    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.

    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: for students having a hard time skipping today, they
    could sit on the bench and help cheer their classmates on to success. Or they could be the
    rope holders for others who will skip.
    Transition to Activity #2: Now that were all warmed up and we have our skipping skills
    fresh in our minds, we will play a game called helicopter.

    Learning Activity #2: explain helicopter game: I will use a long skipping rope
    (or 2 tied together) and slowly spin it around just above the floor. The whole
    class will be spread out around me and they all have to jump as the helicopter
    blade comes towards them. Anyone who trips over it is out, they will watch for
    other students tripping over the rope and cheer their classmates on. Keep
    going until theres only 1 student left or if 5 minutes has gone by (whichever
    comes first). If its over really fast, do another round until 5 minutes has
    passed.

    Students are listening to


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

    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: for students having a hard time skipping today, they
    could sit on the bench and help cheer their classmates on to success

    Transition to Activity 3: 3s and 4s to the circle please! 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.

    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: for students having a hard time skipping today, they
    could sit on the bench and help cheer their classmates on to success
    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*

    ED 3601

    VERSION B

    KR 2011

    Consolidation/Assessment of Learning: Thank you everybody for your participation and positive team work, you all
    did very well performing the different skipping exercises today.
    Feedback From Students: Which skipping activity was the hardest for you to do today?
    Feedback To Students: Good job everyone, you have all done very well today even though some of the activities were
    very challenging.
    Transition To Next Lesson: Next week we will continue having fun with workout Wednesday and skipping!
    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:

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