LESSON PLAN # 2 (b) PJ
TITLE: INTRODUCTORY ROPEJUMPING SKILLS
Location: Classroom, Gym, hallway, field,
black top, other
Equipment
Needed: 1 short rope for every student, 6
long ropes Dare to Be (500 miles) CD player, station cards / Length: 30 minutes
Expectations:Travel in a variety of ways using different pathways (straight, curved etc.). Work cooperatively with other partners (gr. 1)
FOCUS
Warm-up (5 min)Students use short ropes to create a pattern on floor. Leader leads others over, around etc. On signal leaders change until all have chance to lead. All rotate through all “stations”. Examples: Train tracks, sun, money, flower, hopscotch, pom pom, star, house etc. / Cooperation locomotor skills jumping over stationary ropes
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Skill Development (15 min)a)Long rope stations. (Posted on wall) student groups move through 6 stations - music stops-move to next station as a group-music starts, begin activity. Each station given approximately 3 minutes Music: What a Wonderful World, Dare to Be, Olympia Theme, & Gonna Fly Now.
b)Show video-jump rope for heart skipping routines. / Jumping over moving ropes
Listening to music to develop coordination and balance
One Step Further (5 min)
World’s longest rope jump record. Each group joins another - try to jump together to make a world record, while reciting teddy bear rhyme. Musical ropes: rope are placed on ground in circular patterns. Students move around in & out until music stops. They stop inside. 1 rope is removed each time music stops until 1 left for entire class. (Each will have 1 body part in the circle). Group hug. / Cooperation
Problem Solving
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Cool Down (5 min) Rope stretches.- knee pull ups
- foot pull ups
- foot pedal pumps
- trunk twister
- V stretch (side, middle side)
- step through (over, under body)
Assessment/Evaluation Reflection:
Participation self test
Cooperation and fair play
Adaptations:
Injured students substitute rope turning task for jumping task. / Self evaluation of own activity is accurate
All meaningfully involved
Long Rope Skipping & Fitness Circuit
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•Students alternate between fitness activities (centre of gym) and skipping stations (sides of gym) {6 long ropes needed}
•Students keep score by counting consecutive jumps (math integration)
•Students become the new turners when hit by the rope
•Two minutes is allotted for each skipping station
STATION # 1Jump The Shot
The rope is swung around in a circle along the ground. Children jump over it as it approaches their feet. / STATION # 2
Revolving Door
One by one everyone runs through (under) the rope by entering the front door and exiting the back door. Rope turners (2) turn towards the skippers.
STATION # 3
High Water, Low Water
Children take turns jumping over the water. Increase the height 1" after everyone has had a turn. / STATION # 4
Snake
Children try to jump over the rope on the ground without touching it. Holders shake the rope so it looks like a snake.
STATION # 5
Blue Bells
Rope is swung gently from side to side. Jumpers jump when it is near their feet. / STATIONS # 6
All in Together
Rope is swung completely around in a circle. All jump together whenever rope is near their feet.
LESSON PLAN # 2 (b) JI
TITLE: COOPERATIVE GAMES FORPEACE
Location: Classroom, Gym, hallway, field,
black top, other
Equipment
Needed: Parachute, lummi sticks, music,
CD player / Length: 30 minutes
Expectations: Grade 5 students will perform a
combination of locomotion/travelling/manipulation movements - variety of speeds, levels, directions. Follow fair play.
FOCUS
Warm-up (10 min)Parachute Warm-up - Music: Hurry Scurry, La Raspa. Group movement together left and right changing directions as music phrase changes/speeds up. Foot work - Bleking step for La Raspa and mushroom and sit-ups with hands holding the parachute. / Cooperation
Raise pulse rate
Skill Development (10 min)
Cooperative Games/Lummi Sticks (Maori stick game traditionally played to music or chants; tribal peoples of New Zealand)
- knots - Lemonade- Lummi sticks
- quick draw- Lap Game- self
- triangle tag- partner
- La Ba Doo- Macarena
- Tinikling / Play safely/fairly/cooperatively
Cooperative activity with partner, then groups of 4
One Step Further (5 min)
Telephone # - invent a grid
Create a pattern that the whole class can perform together as a unit.
“Give Peace a Chance” - John Lennon / Combination of rhythm patterns with partners/classmates.
Cool Down (5 min)
Relaxation Routine - listening to music - tense and relax all major muscles with eyes closed. / Reinforce relaxation technique
Assessment/Evaluation Observation/teacher comments re cooperative play/social skills rubric
Adaptations
Buddy system to facilitate participation with group.
Lummi Sticks:
-3 thin sections of news paper
-folded and rolled (1 ½ x 12)
-covered with masking tape & yarn for easy gripping. / Music
Hurry Scurry
La Raspa
Macarena
Tinikling
Give Peace a Chance / Social skills interaction
Individual support
Rhythm Stick Patterns
“Reprinted with permission from "Ontario Health and Physical Education Curriculum Support: Grades K-10", Ontario Physical and
Health Education Association (Ophea), Toronto, 2000.
Health and Physical Education – Grade 5, Page 476
Movement Exploration - Creative Movement with Equipment
Unit 14 - Appendix I
New Games for Anyone and Everyone
Group Juggling
Equipment: 6 yarn balls per group, name tags.
Formation:Circle of 6-8 facing inwards.
Leader starts with one yarn ball, makes eye contact with a person across circle, says their name "Terry" and then throws the yarn ball to them. After catching, "Terry" continues the same format. Once everyone has had a turn, a throwing pattern is established. After a couple of practices to makes sure the order is fixed, the leader slowly introduces a 2nd 3`d 4th 5th and 6th yarn ball. The group tries to juggle as many yarn balls as there are members in their group. At the end of the game, everyone should know everyone's name.
Knots
Equipment:None
Formation:Large circle of one dozen people
Stand in circle, shoulder to shoulder and place hands into the center. Grab and hold any 2 hands. (not both from the same person and not from people beside you) Object is to unravel the knot without letting go of any hands.
Quick Draw
Equipment:None
Formation:Scattered, partners facing
Signals:Hands up or finger pointing “gun”
One person is it and starts by counting to three and making one of the signals. Partner responds by trying to make the same signal selected by the leader. When this happens, change roles and the stickem up action continues.
Triangle Tag
Equipment:None
Formation:Groups of 4
Three people join hands to form a triangle facing each other. # off 1,2,3.The 4thperson stands outside the triangle as the chaser who tries to tag the target#1. The three players all cooperate to protect the target by moving, shifting etc. without letting go hands. Target cannot be legally tagged on hands or arms from across the triangle. Once tagged, chaser joins the triangle and target becomes chaser. New target volunteers. Continue until all have turns in each role.
La Ba Doo
Equipment: none / Here we dance the la ba dooLa ba doo la ba doo
Formation: circle, facing inward
Chant is sung to the tune "Mary Had A Little Lamb" / Here we dance the la ba doo
La ba La ba doo
Group sings the chant several times doing the following actions:
1st: Group side steps to the right singing the chant and back to starting position
2nd: repeats with hands on heads of people beside
3rd:repeats holding ears of people beside
4th:repeats holding hands with arms crossed in front of abdomen
5th: repeats with hands on knees of people beside
6th: repeats with hands on feet of people beside
7th: repeats with hands joined between legs.
Robots
Equipment:68 small cones
Formation:groups of 3; #1 is robot master, #'s 2&3 are robots.
Area designated with pylons approximately 1/8 gym.
Each Robot determines their unique "alarm" sound. Robots walk around with eyes closed. When they touch someone they freeze and loudly sound their alarm. Robot Master gently moves/guides them away in a new direction, keeping them in the specified area. Once the master appears the alarm stops. Continue until all have a turn in both roles.
Dead Lions
Equipment:none
Formation:scattered
One person volunteers to be the "hunter", the rest are dead lions. Dead lions take a comfortable position sitting or lying down on the gym floor. They can blink and breathe but cannot move. The hunter tries to make them move by comments, funny faces, sounds etc. but cannot touch them. When the lion moves, they become a hunter and go looking for prey. Continue until all lions are "alive".
Rain Game
Equipment:none
Formation:standing in a circle facing inward
Leader makes the sound of raindrops and passes it to the next person who copies and so on around the circle. When the sound travels all around the circle, the leader starts the next sound.
1) Tapping forefingers 2) hit chest 3) stamp feet 4) clap thighs 5) clap hands 6) clap bum 7) snap fingers 8) tongue noises 9) rub hands back and forth 10) shhh sound
Lap Game
Equipment:none
Formation:circle standing shoulder to shoulder facing inward.
Everyone turns left so right shoulder is facing in to centre of circle. Everyone on count of 3 slowly sits down on lap of person behind. When whole group is balanced, give a back rub or try the caterpillar walk right, left, right, left etc. make a wave, or clap high.
APPENDIX H
Social Skills Rubric
659 Level 1 Level 2 Level 3 Level 4
Grades 1 to 8
Categories / Level 1 / Level 2 / Level 3 / Level 4Specific Expectation:
• follow the rules of fair play in games and activities
Self Expression / • rarely expresses
personal feelings, ideas and experiences / • sometimes expresses
personal feelings, ideas and experiences / • regularly and accurately
expresses own feelings, ideas and experiences with an awareness of audience (e.g., uses “I”
messages) / • always or almost always accurately expresses own
feelings, ideas and
experiences with an
awareness of audience
Response to Others / • listens to others when topics are of personal interest and is attentive for short periods of time
• with assistance follows basic instructions and directions
• rarely shows respect for other people’s ideas / • sometimes listens
attentively to others
• sometimes follows
and outlines instructions and directions for familiar games, activities and events
• sometimes shows
respect for other people’s ideas / • regularly listens actively to others (e.g., restates information accurately, uses effective questioning)
• regularly follows and explains instructions when pursuing a task
individually or with others
• regularly shows respect for other people’s ideas / • always or almost always listens actively to others
• encourages others to
listen (e.g., assists the
group in maintaining
the focus, demonstrates active listening, states different points of view)
• always or almost
always shows respect
for other people’s ideas and encourages others to do so
Cooperation / • with extensive support, shows consideration for others
• with encouragement,
accepts leadership of
teachers, peers and
officials
• based on examples
modeled in class,
encourages others
• with direct supervision
stays on task
• rarely gives and
accepts assistance / • sometimes shows
consideration for others
• sometimes accepts
leadership of teachers,
peers and officials
• sometimes encourages others
• with some supervision stays on task
• sometimes gives and
accepts assistance / • regularly shows consideration for others
• regularly accepts
leadership of teachers,
peers and officials
• regularly encourages others
• regularly stays on task without direct supervision
• regularly gives and
accepts assistance / • always or almost always shows consideration for others and encourages others to do so
• always or almost
always accepts leader-ship of teachers, peers and officials
• always or almost always encourages
others
• always or almost always stays on task and is self-directed
• always or almost always gives and accepts assistance
Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 70), Data Based Directions Inc., 1999.
28 Garrett Crescent, Barrie, ON, L4M 4R8
Tel: 1-800-765-6966 / Fax: (705) 739-7520 /
“Reprinted with permission from "Ontario Health and Physical Education Curriculum Support: Grades K-10", Ontario Physical and
Health Education Association (Ophea), Toronto, 2000.
Health and Physical Education - Grade 5, Page 659
Appendix H
Social Skills Rubric continued
3 Level 4
Categories / Level 1 / Level 2 / Level 3 / Level 4Specific Expectation:
• follow the rules of fair play in games and activities
Respect / • shows limited patience with others of different abilities
• with encouragement, treats others of diversity equally
• with encouragement uses appropriate language when talking with peers and teachers / • sometimes shows patience with others of different abilities
• sometimes treats others of diversity equally
• sometimes uses appropriate language when talking with peers and teachers / • regularly shows patience with others of different abilities
• regularly treats others of diversity equally
• regularly uses appropriate language when talking with
peers and teachers / • always or almost always shows patience with others of different abilities and encourages others to do so
• always or almost always treats others of diversity equally
• always or almost always uses appropriate language
when talking with peers and teachers and encourages others to do so
Fair Play and Activity
Etiquette / • rarely follows the rules of fair play in games and activities
• rarely respects the decisions made by officials, be they students, teachers or
coaches / • sometimes follows the rules of fair play in games and activities
• sometimes respects the decisions made by officials, be they students, teachers
or coaches / • regularly follows the rules of fair play in games and activities
• regularly respects the decisions made by officials be they students, teachers or coaches / • always or almost always follows the rules of fair play in games and activities and encourages others to do so
• always or almost always respects the decisions made by officials, be they
students, teachers or
coaches
Group Interaction / • with encouragement works well with others
• with encouragement takes turns / • sometimes works well with others
• sometimes takes turns / • regularly works well with others
• regularly takes turns / • always or almost always works well with others
• always or almost always takes turns and encourages others to do so
Group Decision-Making / • with encouragement and support, discusses options and agrees with the group’s decisions / • sometimes discusses
options and agrees with the group’s decisions / • regularly discusses options, participates in making decisions and agrees with the group’s decisions / • always or almost always discusses options, participates
in making decisions
and agrees with the group’s decisions
Reprinted with permission from Getting Assessment Right: Health and Physical Education: Grades 1-8 (p. 71), Data Based Directions Inc., 1999.
28 Garrett Crescent, Barrie, ON, L4M 4R8
Tel: 1-800-765-6966 / Fax: (705) 739-7520 /
“Reprinted with permission from "Ontario Health and Physical Education Curriculum Support: Grades K-10", Ontario Physical and
Health Education Association (Ophea), Toronto, 2000.
Health and Physical Education - Grade 3, Page 610
Appendix H
LESSON PLAN # 2 (c) PJ
TITLE: COOPERATIVE GAMESLocation: Classroom, Gym, hallway, field,
black top, other
Equipment
Needed: Skipping rope, music, Ghetto
Blaster, twist ties, balloons, string, parachute / Length: 30 minutes
Expectations:Combine locomotion/travelling
skills in repeatable sequences with variety speeds and levels. Demonstrate respectful behavior towards others in group. (Gr. 4)
FOCUS
Warm-up (5 min)Using the parachute move cooperatively
using overhand grip to music: merry go round "popcorn"; balances:
"seven jumps"; varying speeds: "hurry scurry". Group sit ups. / Prepare body for exercise; move rhythmically; co-operate with peers.
Page 1
Skill Development (15 min)Games with Parachute
- Shapes (ripples & waves,
- Great race (#14) (run around outside and home)
- Number switchinside
- Group roll up (pack up
- Heads, hands, shoulders, elbows
- 2'sthrow with different body parts back and forth
- Small groupsitting keep up all 4 balloons. (no feet)
- Group passes to right/left
using the parachute
Explore variety of body parts used to throw and catch
One Step Further (5 min)Hippy, Shake
Keeping balloons between hips have a group relay across width of gym.
Balloon pop: tie balloon to ankle, stomp and break balloons. / Cooperation with partner
Fun activity
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Cool Down (5 min)- Monster Mash Dance (Igor, Frankenstein, Dracula)
- Spider web (like octopus)
- Lesson plan activity (parts of a lesson examined)
locomotor movement
Halloween theme
Integration
Assessment/Evaluation
Social skills self assessment response to others paper
Adaptations
Substitute smaller parachutes and beach balls / Self reflection of
interactions with peers
Modify equipment to meet student needs
Social Skills Self-Assessment
Name: Date:
Knowledge/Skill Category Learning Expectation
Page 1
Active Participation
- 5p32apply living skills (e.g., goal setting, conflict resolution
techniques, and interpersonal skills that contribute to