LESSON PLAN # 2 (b) PJ
TITLE:
INTRODUCTORY ROPE
JUMPING SKILLS
Location:
Classroom, Gym, hallway, field,
black top, other
Equipment
Needed:
Length:
30 minutes
Expectations: Travel in a variety of ways using
different pathways (straight, curved etc.). Work
cooperatively with other partners (gr. 1)
1 short rope for every student, 6
long ropes Dare to Be (500 miles)
CD player, station cards
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.
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.
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 locomotor skills
jumping over stationary ropes
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)
Prepare the body for safe
transition from exercise to more
sedentary state.
Assessment/Evaluation Reflection:
Participation self test
Cooperation and fair play
Self evaluation of own activity is
accurate
Jumping over moving ropes
Listening to music to develop
coordination and balance
Cooperation
Problem Solving
All meaningfully involved
Adaptations:
Injured students substitute rope turning task for jumping task.
Page 38
Long Rope Skipping & Fitness Circuit
•
•
•
•
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 # 1
Jump The Shot
STATION # 2
Revolving Door
The rope is swung around in a circle along the One by one everyone runs through (under) the
ground. Children jump over it as it
rope by entering the front door and exiting the
approaches their feet.
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 # 5
Blue Bells
Rope is swung gently from side to side.
Jumpers jump when it is near their feet.
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.
STATIONS # 6
All in Together
Rope is swung completely around in a circle.
All jump together whenever rope is near their
feet.
Page 39
LESSON PLAN # 2 (b) JI
TITLE:
Location:
Equipment
Needed:
COOPERATIVE GAMES FOR Length:
30 minutes
PEACE
Expectations: Grade 5 students will perform a
Classroom, Gym, hallway, field,
combination of locomotion/travelling/manipulation
black top, other
movements - variety of speeds, levels, directions.
Follow fair play.
Parachute, lummi sticks, music,
CD player
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
Skill Development (10 min)
Cooperative Games/Lummi Sticks (Maori stick game traditionally
played to music or chants; tribal peoples of New Zealand)
Play
safely/fairly/cooperatively
- knots
- quick draw
- triangle tag
- La Ba Doo
- Tinikling
- Lemonade
- Lap Game
- Lummi sticks
- self
- partner
- Macarena
Raise pulse rate
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.
Music
Hurry Scurry
Lummi Sticks:
La Raspa
- 3 thin sections of news paper
Macarena
- folded and rolled (1 ½ x 12)
Tinikling
- covered with masking tape & yarn for easy Give Peace a Chance
gripping.
Social skills interaction
Individual support
Page 40
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
Page 41
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 stick-em -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 4th person 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.
Page 42
La Ba Doo
Equipment: none
Here we dance the la ba doo
La ba doo la ba doo
Formation: circle, facing inward
Here we dance the la ba doo
Chant is sung to the tune "Mary Had A Little Lamb"
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:
Formation:
6-8 small cones
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:
Formation:
none
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:
Formation:
none
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:
Formation:
none
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.
Page 43
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 4
• regularly and accurately
expresses own feelings,
ideas and experiences
with an awareness of
audience (e.g., uses “I”
messages)
• 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
accurately expresses own
feelings, ideas and
experiences with an
awareness of audience
Specific 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
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
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
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
• always or almost always
shows consideration for
others and encourages
others to do so
• always or almost
always accepts leadership of teachers, peers
and officials
• always or almost
always encourages
others
• always or almost always
stays on task and is selfdirected
• 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 / www.databdirect.com
“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
Page 44
Social Skills Rubric continued
3 Level 4
Categories
Level 1
Level 2
Level 3
Level 4
Specific 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
DecisionMaking
• 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 / www.databdirect.com
“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
Page 45
LESSON PLAN # 2 (c) PJ
TITLE:
Location:
Equipment
Needed:
COOPERATIVE GAMES
Classroom, Gym, hallway, field,
black top, other
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)
Warm-up (5 min)
Using the parachute move co-operatively
using overhand grip to music: merry go round "popcorn"; balances:
"seven jumps"; varying speeds: "hurry scurry". Group sit ups.
Skill Development (15 min)
Games with Parachute
1. Shapes (ripples & waves,
mushroom, mountain)
2. Great race (#1-4) (run
around outside and home)
3. Number switch-inside
4. Group roll up (pack up
parachute)
Balloon bounce
1. Heads, hands, shoulders,
elbows
2. 2's-throw with different
body parts back and forth
3. Small group-sitting -keep
up all 4 balloons. (no feet)
4. Group passes to right/left
FOCUS
Prepare body for exercise; move
rhythmically; co-operate with
peers.
Demonstrate various shapes and
games in sequence
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.
Co-operation with partner
Cool Down (5 min)
1.
Monster Mash Dance (Igor, Frankenstein, Dracula)
2.
Spider web (like octopus)
3. Lesson plan activity (parts of a lesson examined)
Sequential rhythmical
locomotor movement
Fun activity
Assessment/Evaluation
Social skills self assessment - response to others paper
Halloween theme
Integration
Self reflection of
interactions with peers
Adaptations
Substitute smaller parachutes and beach balls
Modify equipment to meet
student needs
Page 46
Social Skills Self-Assessment
Name:
Date:
Knowledge/Skill Category
Learning Expectation
 5p32
Active Participation
 5p40
1
I need reminders to
encourage others and to
use positive comments
apply living skills (e.g., goal setting, conflict resolution
techniques, and interpersonal skills that contribute to
positive group interaction) to physical activities
(e.g., games, gymnastics, dance, outdoor pursuits)
follow the rules of fair play in games and activities
(e.g., by displaying sports etiquette, by encouraging
others with positive comments)
2
I sometimes need
reminders to encourage
others and to use positive
comments
 Check the appropriate box
3
4
I encourage others and
use positive comments
1
2
3
I always encourage others
and use positive
comments and encourage
others to do so also
4
I work cooperatively with others
I encourage others with positive comments
I listen to others
I show respect for others
Something I am doing well is…
Something I need to work on is…
“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 467
Movement Exploration – Creative Movement with Equipment
Unit 14, Appendix B
Page 47
LESSON PLAN # 2 (c) JI
TITLE:
Location:
Equipment
Needed:
RHYTHMIC GYMNASTICS
WITH RIBBONS:
MOVEMENT AND MUSIC
Classroom, Gym, hallway, field,
black top, other
Length: 30 minutes
Expectations: Grade 7 students will move to
external stimuli using a variety of movements/in
sequence/directions/levels with gymnastic
ribbons. Follow safety rules/procedures
Ribbons, music, Ghetto Blaster
FOCUS
Warm-up (5 min)
Marching (Peace Song) in 1's, 2's, 3's 4's & 8's. Holding streamers
high, move around gym.
Rhythmical movement
Activity (10 min)
Music: Chocolate Friends (Dominican Republic)
Experiment with different shapes to music - using full body

Cup

Arch
Use wide extension of arms/legs
to perform various patterns


Spiral

Circle
Serpent

Wrap around
8
Figure 8's.
One Step Further (10 min)
Groups of 4-6 students
Select 3 movements, 3 levels, 3 directions and a beginning and an
ending all to connect smoothly.
Music: “Imagine” by John Lennon
Smooth transition of
movements.
Group cooperation
Cool Down (5 min)
Completion of peer evaluation of all group presentations.
Honesty, fairness and respect
for peer demonstrations
Assessment/Evaluation
Discuss and complete peer evaluation of all group presentations.
Fair evaluation, appreciation of
efforts of others
Adaptations
Parallel teaching (student/peer assistant) Selection of two
movements and one level or one movement and two levels.
Criteria changed to suit needs
Page 48
Peer Routine Evaluation
Group
Names
Patterns
3
Levels
3
Direction
changes
3
Structure
beginning 1
ending 1
Audience
appeal
/4
Total
/15
Scoring: 1 point for each of the required elements +audience appeal rating (1-4)
Comments:
Evaluated by:
Page 49