This lesson focuses on jumping at different levels

Title – Levels and Animals
By – Kari Post
Primary Subject – Health / Physical Education
Grade Level – K-2

I. Performance Objectives

A. Psychomotor: At the end of the lesson on levels, students should be able to properly demonstrate jumping at low, medium, and high levels. They will be evaluated by teacher observation.

B. Cognitive: At the end of the lesson on levels, students will understand the differences between low, medium, and high levels. Students will be evaluated by a teacher led question and answer session at the conclusion of the class period.

II. Materials

A. Lesson Plan — 2 copies

B. Visuals — posters of Frog jumping, Kangaroo jumping, Gazelle jumping

C. Poly Spots — 10

D. Dome Cones or Short Cones — 10

E. Taller Cones or Bowling Pins — 10

III. Diverse Students

A. Not applicable

IV. Procedure

A. Introduction
1. Hook: Explain to students that they have been participating in a jump rope for heart activity and that there are different ways they can jump. Demonstrate a few different ways to jump (ex: jump high, jump sideways, jump in a circle), then ask students if they have any other ideas. Take 2 or 3 suggestions and either have the student demonstrate or try to do it yourself. Then explain that today you will be focusing on jumping at different levels.

B. Describe and Demonstrate Activity – Skill
1. Explain what low, medium, and high levels are
a. Low — below knees

b. Medium — knees to shoulders

c. High — above the shoulders
2. While explaining the levels, have one co instructor giving a demonstration

C. Transition
1. Move students into personal space

2. Explain that personal space means they aren’t touching a wall or anyone else

D. Drill
1. Have students “become” a low level object
a. Tell students to think of something that is really close to the ground

b. Tell students to act like that object

c. Walk around and ask some students what they are being

2. Have students become a medium level object

a. Tell students to think of something that is not too short but not too tall

b. Have students act like that object

c. Walk around and ask students what they are being

3. Have students become a high level object

a. Tell students to think of something really tall or something they have to look up at to see

b. Have students act like that object

c. Walk around and ask students what they are being

E. Challenges
1. Have students think of their favorite animal and act like it
a. Ask students what animal it is and what level they are in

b. Have students think of their favorite color and be something that color

c. Ask students what they are, what color they are, and what level

F. Transition
1. Gather students in semicircle facing side wall

G. Describe Activity
1. Explain that you have set up 3 stations
a. Station 1: low jumping like a frog from poly spot to poly spot

b. Station 2: medium jumping like a kangaroo over the rocks (dome cones)

c. Station 3: high jumping like a deer over the bushes (cones)

2. Tell students they will rotate through the stations when prompted

H. Transition
1. Divide students into 3 equal sized groups

2. Send a group to each station

I. Activity
1. Students perform the activity in their stations for about 2-3 minutes and then switch stations

J. Transition
1. Gather students together

K. Closure
1. Explain that today we learned about levels
a. Ask how many levels we learned about? (3)

b. Ask students what are those levels? (low, medium, high)

c. Ask students to identify each level (have co-teacher demonstrate)

L. Assessment/Evaluation
1. Were students able to perform skills at each level?

2. Did students understand the differences between each level?

3. Were students on task for the majority of the activities (80%)?

4. Were students safe?

5. Did students have fun?

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