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This lesson includes many activities for practicing the skills of jumping and landing


P.E. & Health  


2, 3, 4, 5  

Title – Landing

By – Dan Carrigan

Primary Subject – Health / Physical Education

Grade Level – 2-5


    State 1a,c 2a,b,e

    National 1,2,5,7

Objectives: After the teacher D&D; (demonstrates), the students will

    1. Cognitive: recognize appropriate technique for landing after jumping by examining a series of diagrams and circling the correct answer

      Cues/Learnable Piece(s)

      A). Bent Legs

      B). Soft Feet

    2. Psychomotor: be able to land softly after jumping T (teacher) will provide feedback using the cues “soft feet” and “springy legs”

      Cues/Learnable Piece(s)

      A). Soft Feet

      B). Springy Legs

    3. Affective: During the impact phase TSW, appreciate the skills of jumping and landing. T will base assessment on class observation by student’s enthusiasm and effort throughout the class

      Cues/Learnable Piece(s)

      A). Keep trying

      B). Try a more difficult level

    Social: During the impact phase TSW, respect other Ss (students) by showing consideration for their personal space. Teacher determined by observation

      Cues/Learnable Piece(s)

      A). Personal Space

      B). Speak in positives


1. 35+ Poly spots

2. At least 25 jump ropes

Instant Activity: Big Bear Tag

    Teacher chooses two students to be big bears (taggers), and two students to be doctors (unfreezers). When the teacher says “go”, the students will perform a locomotor activity designated by the teacher to avoid being tagged by the big bears. If a student gets tagged they must freeze and stay in that spot until one of the two doctor comes over and heals them (unfreezing the student and sending him back into motion) by touching them on the shoulder. Doctors can also not be tagged by the big bears. The big bears will wear one color jersey and the doctors will wear another. To ensure safety tags must be made between the waste and the shoulder. A soft Nerf type ball should also be used to tag students. This game can go on for thirty seconds or so until it is a good idea to freeze the students and switch students around for new big bears and new taggers.

Impact Phase:

    T D&D; bent knees (springy legs) by performing the task and explaining the cue. T has Ss demonstrate springy knees

    Ss go into general space and practice landing using the cue. T moves around class giving feedback using the cue.

    T freezes class and selects ½ Ss by hair color to get 3 poly spots each and disperse them throughout the gym, other ½ of class continues landing. Poly spots are in several locations along the walls before class begins. Ss are reminded to walk to get and scatter the poly spots for safety reasons. After Ss put out poly spots all return to HB.

    T D&D; next activity. In this activity Ss walk in general space until T calls “springy legs.” At this signal Ss jump and land on a poly spot being sure to stay in personal space.

    Ss perform task T moves around room providing FB using cues.

    T freezes class offers extensions to activity. Ss can jump as high as they can as long as they are still landing using the appropriate cues. If Ss are not comfortable, they can jump at lower levels.

    Ss return to task T provides FB based on cues.

    T freezes Ss T is at new wall. Explains next task. Ss jump trying to land on a line using proper cues. If Ss are comfortable, they can jump only landing on lines and poly spots or only poly spots. Ss must be careful to avoid running into others during the activity.

    Ss perform activity T provides FB based on cues

    T freezes class. Asks Ss who did not get the poly spots to return them when T says go. T asks other half to go get two jump ropes and disperse them around the gym when T says go. T reminds Ss to walk when getting and returning equipment and respect other Ss personal space.

    T D&D; how to position the jump rope in an angle. T then asks students to jump over the rope and practice landing using the cue.

    Ss perform task T provides FB (feedback) using the cue.

    T freezes class and challenges Ss to try jumping over a wider part of the angle made by the rope. Ss are reminded if they do not feel comfortable they can jump from their current distance.

    Ss perform task T provides feedback using the cue.

    Teacher freezes class and asks Ss to return jump ropes based on the color of their shirts. Ss will then be asked to return to general space.

Post Impact Phase:

    T freezes class. T D&D; next classes cue “soft feet” and introduces culminating activity. When T calls out the name of an animal that jumps and lands the Ss will act out that animal focusing on the cue soft feet, which will be gone over next class. T reminds Ss that animals need to be quiet when jumping in the forest so that other animals wont know they are there.

    Ss act out animals using the cue soft feet. T provides Ss with what animal to act out and offers FB based on the cue.

    T freezes class and asks Ss to return to HB. T hands out cognitive assessment to Ss and asks them to complete them and return them to teacher. T provides general FB on today’s class

    T lines up Ss to leave the gym based on the month of their birthday.


Dan Carrigan


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