Jump Rope Unit plan
Kinder-Second grade
Tozer Primary
Short Rope cues
Kinder- small circles, straight arms, soft jumps
First- small circles, straight arms, bent knees, quiet jumps
Second- small circles, straight arms, bent knees, quiet jumps
Long Rope cues
Kinder- Make a U, Make a rainbow, big circles
First- Make a rainbow, big circles, middle or rope, soft jumps
Second- Make a rainbow, straight arm, middle of rope, soft jumps
Day 1
Objectives-
Kinder:
Affective: ESWBAT share the space and the equipment with their peers throughout the entire
lesson.
Cognitive: ESWBAT understand and explain activities that require them to jump and land
outside of PE.
Psychomotor: ESWBAT jump over a self turned rope at least once throughout the lesson.
1st:
Affective: ESWBAT share the space and the equipment with their peers throughout the lesson
Cognitive: ESWBAT recognize other activities that require them to be able to jump outside of
PE
Psychomotor: ESWBAT jump over a self turned rope 3-5 times throughout the lesson
2nd:
Affective: ESWBAT share the space and equipment with their peers
Cognitive: ESWBAT recognize other activities that they can participate in outside of PE that
require jumping.
Psychomotor: ESWBAT jump over a self turned rope 5 or more times throughout the lesson
Tasks-
Say cheese tag
Differentiate between jump and a hop
Intro to pedometers (1st grade only)
Pool noodle partner jump
Measuring your rope
Turning the rope
Toe fishing
Assessment-
Psychomotor teacher observation of student turning the rope
Day 2
Objectives-
Kinder:
Affective: ESWBAT work in their group so all students can be successful at jumping rope
Cognitive: ESWBAT differentiate between a hop and a jump
Psychomotor: ESWBAT jump over a long rope with a teacher assisting in turning
1st:
Affective: ESWBAT work in their group so all students can be successful at jumping rope
Cognitive: ESWBAT differentiate between a hop and a jump based on games that involve
both
Psychomotor: ESWBAT jump over a rope up to 5 times with teacher assisted turning
2nd:
Affective: ESWBAT work in their group so all students can be successful at jumping rope
Cognitive: ESWBAT differentiate between a hop and a jump by comparing the performance
cues
Psychomotor: ESWBAT jump over a rope 5 or more time with student turners
Tasks-
Resolution tag(2nd)
Turtle tag(1st)
Color tag (kinder)
Swinging the rope and the letter “U”
Counting and swinging make the letter “U”
Making a rainbow with your rope
Adding a jumper to the rope (count with a “U” to 3, make a rainbow count to 3)
Assessment-
Teacher observation of students turning the rope (kinder)
Teacher observation of student jumping over the rope 5 times with teacher turning (1st)
Teacher observation of studning jumping over the rope 5 times with students turning (2nd)
Day 3
Objectives:
Kinder-
Affective: ESWBAT work with the members in their group to be successful in turning a long
rope
Cognitive: ESWBAT student will be able to identify and jump and a hop
Psychomotor: ESWBAT turning the rope successfully five time by making a rainbow
1st-
Affective: ESWBAT work with the members in their group to be successful in turning a long
rope using communication
Cognitive: ESWBAT identify the difference between a jump and a hop and when to use either
one of them.
Psychomotor: ESWBAT demonstrate jumping over a short rope 3-5 times or a long rope 5
times with a teacher assisted turner.
2nd-
Affective: ESWBAT work with the members in theri group to be successful in turning a long
rope using verbal and non-verbal communication
Cognitive: ESWBAT identify the different cues used to turn a long rope and a short rope
Psychomotor: ESWBAT demonstrate jumping over a short rope and a long rope 5 or more
times consecutively
Tasks -
June bug tag (2nd)
Pick a card (1st)
Jumping tag (kinder)
Stations-
1 short rope ABC practice
2 short rope teacher assessment station
3 long rope turning practice
4 long rope teacher assessment station (kinder just turning the rope, 1st teacher assisted
turning with a jumper, 2nd teacher observation of turners and jumpers)
Assessment-
