This lesson plan teaches students how to jump and land safely. The objective is for students to learn how to do a soft landing by bending their knees and keeping their balance. Various jumping activities are outlined, including balance tag to practice dynamic balance and jumping and landing tag to practice different jumps. Assessment involves watching students perform the jumps correctly with soft landings. The lesson concludes with stretches.

1. Uplift Heights Preparatory
Worthington : PE
Date: February 3rd
- 7th
, 2014
Current Unit of Inquiry How is this lesson connected to your current Unit of
Inquiry?
Central Idea: Jumping and Landing It is connected in that it continues to lay the foundational
movement concepts necessary to develop great movers.
Learner Profile Attributes: Principled, Knowledgeable
Lesson Vision
Objective(s)
 SWBAT jump in different ways and learn to do a “soft”
landing.
Key Points and Vocabulary
 Soft landings are controlled and help you keep your body
safe.
 To perform a soft landing you need to make sure you bend
your knees and balance with your arms extended.
TEKS and ELPS Alignment:
TEKS:
 K.1 D; K.3 A
(K.1) Movement. The student demonstrates competency in fundamental movement patterns and proficiency in a few specialized
movement forms. The student is expected to:
(D) maintain balance while bearing weight on a variety of body parts;
(K.3) Physical activity and health. The student exhibits a health enhancing,physically-active lifestyle that improves health and
provides opportunities for enjoyment and challenge. The student is expected to:
(A) describe and select physical activities that provide opportunities for enjoyment and challenge;
 1.1 C; 1.2 B; 1.3 A
(1.1) Movement. The student demonstrates competency in fundamental movement patterns and proficiency in a few specialized
movement forms. The student is expected to:
(C) demonstrate control in balancing and traveling activities;
(1.2) Movement. The student applies movement concepts and principles to the learning and development of motor skills. The stu dent
is expected to:
(B) demonstrate a base of support and explain how it affects balance.
(1.3) Physical activity and health. The student exhibits a health-enhancing,physically-active lifestyle that improves health and
provides opportunities for enjoyment and challenge. The student is expected to:
(A) describe and select physical activities that provide opportunities for enjoyment and challenge;
 2.1 E, G; 2.3 A; 2.6 A-B
(2.1) Movement. The student demonstrates competency in fundamental movement patterns and proficiency in a few specialized
movement forms. The student is expected to:
(E) demonstrate balance in symmetrical and non-symmetrical shapes from different basis of support
(G) demonstrate simple stunts that exhibit personal agility such as jumping one and two foot takeoffs and landing with good
control;
(2.3) Physical activity and health. The student exhibits a health enhancing,physically-active lifestyle that improves health and
provides opportunities for enjoyment and challenge. The student is expected to:
(A) describe and select physical activities that provide opportunities for enjoyment and challenge;
(2.6) Social Development. The student understandsbasic components such as strategies and rules of structured physicalactivities
including, but not limited to, games, sports,dance,and gymnastics.The student is expected to:
(A) identify goals to be accomplished during simples games such as not getting tagged; and
(B) identify strategies in simple games and activities such as dodging to avoid being tagged.
ELPS: 2A; 3A
Assessment: How will you know if your scholars have mastered the day’s objective?

2. Accommodations/Modifications for Special Populations: Check for understanding,close proximity to teacher, redirection.
Materials (optional):Cones,1 fluffball per 5 students (5) , Spot markers per scholar, Jumping and Landing/Animal Walk/Basic Body
Positions/Static/Dynamic skill cards
Teaching Plan
Do Now
Time: __5__ minutes SW go to “Home Base.”
Warm up series: (3 rounds)
Jog in place for 30 seconds
20 jumping jacks
20 jump ropes
20 high knees
20 butt (bottom) kicks
TW have scholars check their pulse to see if their “Heart is Happy.” The quicker it beats the
happier it is!
Hook
Time: __12__ minutes Balance Tag
Remember last week we talked about “Dynamic” balance? We’re going to play a quick game
where we get to use “dynamic” balances.
If I hand you a fluffball, you are a Chaser and try to tag others. (Distribute 1 fluffball per 5
students.)
Chasers: Softly touch your fluffball between the shoulders and hips of a Fleer.
Fleers: If tagged,hop to any sideline, balance there on 1 leg, and call for help.
To free someone from the sideline, stand in front of them, put yourarms on each other’s shoulders,
and hop 3X.
While hopping,helpers are safe and cannot be tagged.
(Chasers switch every minute or so, and select someone who has yet to be a Chaser.
Intro to New Material (I Do)
Time: _10___ minutes
Jumping and Landing
Today we will learn and practice different ways to jump and land safely.
Jump Turns
Jump Turns are fun! The trick is in the landing. When you land you want to perform a “soft”
landing. In a “soft” landing you make sure your knees are bent and that you keep your balance.
TW go over each skill card.
Jumping and Landing Tag
If I hand you a fluffball, you are a Chaser and try to tag others. (1 fluffball per 5 students.)
Chasers: Gently touch your fluffball between the shoulders and hips of a Fleer.
Fleers: If tagged,jump to any sideline, and choose a jump you have learned today to jump 3X.
When finished, re-enter the game.
Chasers switch every 1-2 minutes, with scholars selecting someone who has yet to be a Chaser.
On the Spot
(Scatterspot markers, 1 per student,throughout the area.Send students to stand on a spot.) When
practicing jump turns, try to land with one foot on your spot.If you can do that 3X in a row, try
landing with both feet on your spot.Then change jumps and try again.
Simon Says
If I say Simon Says first, do the activity I call. If you don’t hear Simon Says first, don’t do it. Let’s
see how well we remember all the stunts and tricks we’ve learned so far. I will help remind you if
you have trouble.
(Incorporate Animal Walks; Basic Body Positions; Static and Dynamic Balances learned thusfar.)
Checks for Understanding, Exemplar Student Responses, Potential Misconceptions

3. Exemplar student watches intently andlistens as instructions are presented.
Guided Practice (We Do)
Time: __10__ minutes Let’s do this together.
Checks for Understanding, Exemplar Student Responses, Potential Misconceptions
Exemplar student demonstrates movement as we practice together.
Independent Practice (You
Do)
Time: __10__ minutes
I’m going to be watching to make sure you are properly performing the activity.
Checks for Understanding, Exemplar Student Responses, Potential Misconceptions
Ask for goals to be shared.
Exemplar student demonstrates movement on theirown, without furtherinstruction.
Scholarcan define “static” as being without movement and explain why balance is important.
Closure and Exit Ticket
Time: __8__ minutes Perform Stretches (Count to 10)
 Sitting straight leg stretch
 Sitting crossoverstretch (switch sides)
 Arm across chest,switch
 Triceps stretch
 Chest stretch
 Standing straight leg stretch
 Quad stretch
Wrap It Up
How do you do a “soft” landing? (Bend knees and keep balance.)
Rewards drawn:
Individual rewards-3-5 names drawn and stickers or smelly’s will be given
Class reward- a sticker will be given to the class based on their overall behavior. (Listened to
instruction, participation, great attitudes)
Homework/Extension
Go home and practice the dynamic balances you learned today.