2010 Curriculum Aligned to the Utah State Core Curriculum and The Common Core
Physical Education Lesson Plan
Theme: My Country
Grade: 1
USOE Standard(s): 1 Students will develop a sense of self
USOE Objective(s): 2 Develop skills in gross and fine motor movement
a. Participate in regular physical activity that requires exertion (walk, jog, jump rope)
b. Explore a variety of fundamental and manipulative gross motor skills
Goals/Objectives
Learning Activities/Instructional Strategies
Formative Assessment Tasks
(Student Outcomes)
(Lesson Sequence)
(Differentiated Measures)
 Students will learn the
cues to jumping over a
rope
 Students will practice and
become proficient at
turning a long jump rope
 Students will create and
implement their own
“chant” while jump roping

1.
2.
Long Jump Rope instruction, practice, jump
rope game
Continuation of long jump rope lesson.
Practice, chant, front door/back door approach



Jump rope chant
Jump rope student verbal
evaluation
Monitoring progress of each
group
Lesson Activities:
Monday: Groups A &B
Demonstrate turning the rope and practice (with music). Teaching cues: keep elbows close to body, turn rope with
forearm, thumb up, hold rope in front of body at waist level. (tick tock around the clock)
Students will get into their squad teams. They will turn the rope and on cue (whistle), rotate. Once they get the rhythm,
students will move onto pendulum swing.
x
Student waiting in line
x _______________x
rope turner
rope
rope turner
Demonstration of correct jumping technique and pendulum swing, practice. Teaching cues: jump 2-3 inches off ground
well balanced, on balls of feet. If skill level is more advanced, move onto just turning the rope and jumping.
Teaching cues: Rope turners count to three. On three turn the rope and tell person in middle to jump at appropriate time.
Jumper stands in middle with feet together facing the person next to the cone and jumps on the count of three. (Person at
cone is leader and counts to three).
x ________x___________x
Each student gets three opportunities two jump. If they make a mistake jumping they rotate and now turn the rope. It is a
continuum of participation for everyone involved. Students at this point are using a chant I will teach them to count.
Closing Activity:
Building a house—two students hold rope at ankle level of jumper. Jumper uses both feet and jumps over the
rope. Each time the rope turners raise the rope an inch higher until the rope is at the student’s waist. Jumper
sees how high he can jump using correct form.
2010 Curriculum Aligned to the Utah State Core Curriculum and The Common Core
Ocean waves—rope turners move arms up and down low to the ground. Jumpers jump over low part of wave.
They can also do the snake where they move arms side to side on the floor.
Tuesday: Groups C & D (Same as Monday)
Wednesday: Groups A &B
(Review cues to turning rope and pendulum swing)
Activity 1:
Creativity chant. In their assigned groups students will create their own chant for jumping the rope. Each group will be
given a piece of paper and a pencil. An example of a chant is bulldog, poodle, bow wow wow, how many doggies have we
now? They are also assigned a multiple of a number that they have to count by. Ex: 2,4,6,8. Or 5, 10, 15, 20. (To practice
their math). Once they have finished their chant they will turn in their paper and practice jumping (using the chant they
just created).
Teaching cues: Rope turners count to three. On three turn the rope and tell person in middle to jump at appropriate time.
Jumper stands in middle with feet together facing the person next to the cone and jumps on the count of three. (Person at
cone is leader and counts to three).
x ________x___________x
Each student gets two opportunities two jump. If they make a mistake jumping they rotate and now turn the rope. It is a
continuum of participation for everyone involved. Students at this point are using their chant they created!
Students will demonstrate their chant to the class
Activity 2:
With two student volunteers I will demonstrate jumping into the rope using the front door/back door approach.
Instructional cues: run into the middle then start jumping, enter in at an angle, jump when rope is coming down (front
door) or going up (back door).
Students will get back into their groups and practice front door first with music. When everyone gets the opportunity to
practice front door I will have them move onto back door. Students will rotate on cue with the blowing of my whistle.
x
x
x (student jumping in)
Special considerations: If there is a student who is struggling with the running in approach they have two options. #1 is to
continue practice regular jumping of the rope without running in. #2 is for me to help them by pulling them aside and
explaining more clearly how they are to do it. I have done this lesson before and most students at this age can run in and
jump. It is just a matter of practice! I also put students into groups according to their abilities. I will usually pair up a more
skilled student with a less skilled student so they can demonstrate their leadership and friendship abilities.
Thursday: Groups C & D (Same as Wednesday)
Friday: NO PE Today
Enrichment Activities and Resources:


2010 Curriculum Aligned to the Utah State Core Curriculum and The Common Core
Students will be encouraged to look up the following website: http://www.aahperd.org/jump/
Bring a jump rope to school and practice during recess. We’ll be working on short jump roping later on!