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Students will work on their cardiovascular fitness and rhythm by performing different
movements with jump bands. Students will also be working on keeping beat with the music
provided while using the jump bands.
Content
Standards
What standard(s)
are most relevant
to the learning
goals?
Include SHAPE
Standards and
WI Content
Standards.
Standard 4 - The physically literate individual exhibits responsible personal and social
behavior that respects self and others.
Wisconsin State Teacher Standards:
Teachers know the subjects they are teaching.
The teacher understands the central concepts, tools of inquiry, and structures of the
disciplines she or he teaches and can create learning experiences that make these aspects of
subject matter meaningful for pupils.
Teachers understand that children learn differently.
The teacher understands how pupils differ in their approaches to learning and the barriers
that impede learning and can adapt instruction to meet the diverse needs of pupils, including
those with disabilities and exceptionalities.
Teachers know how to teach.
The teacher understands and uses a variety of instructional strategies, including the use of
technology, to encourage children's development of critical thinking, problem solving, and
performance skills.
Teachers know how to manage a classroom.
The teacher uses an understanding of individual and group motivation and behavior to
create a learning environment that encourages positive social interaction, active engagement
in learning, and self-motivation.
Teachers communicate well.
The teacher uses effective verbal and nonverbal communication techniques as well as
instructional media and technology to foster active inquiry, collaboration, and supportive
interaction in the classroom.
Student
Learning
Goal(s)/
Objective(s)
What are the
specific learning
goal(s) for
student in this
lesson?
Safety
Statement
Assessment of
Learning
Describe your
formative and
summative
assessments you
will use.
Learning
Environment/
Behavior
Expectations
What procedures
will you use to
ensure students
are safe, on task
and engaged?
What might
happen that you
might not
expect?
LEARNING GOALS:
They will learn how to perform the Basic Step with jump bands.
They will learn how to perform the Inside, Outside Step with jump bands.
They will learn how to perform the Visiting the Neighbors step with jump bands.
They will learn how to keep beat while performing each step.
OBJECTIVES
Psychomotor TSWBAT perform a basic step by stepping with the right foot
between bands, stepping with the left foot between bands, stepping out with the right
foot, stepping with the left foot between bands, stepping with the right foot between
bands, stepping out with the left foot, and repeating those steps 8 out of 10 times,
with 80% accuracy, as observed by the instructor.
Cognitive - TSWBAT describe the inside, outside step by beginning with the right
foot closest to the bands, stepping with right foot between band, followed with left
food between bands, then stepping outside the bands with the right foot to the right,
followed by stepping outside the bands with the left foot to the left, as if they were
in a straddle stance, and repeating each step throughout the duration of the music.
Affective TSWBAT demonstrate cooperation by working together to be in sync
with each other while the jump bands are on their ankles.
Be sure the surface of the activity area is smooth, dry, and free of unnecessary equipment.
Students will practice each step with the jump bands flat on the floor before they perform
the step with the jump bands around their ankles.
Students will be reminded to keep their knees bent and high when performing steps in
motion with the jump bands.
Formative: The students will be assessing each other by helping their group members to
count correctly and use the given cues to accomplish the step.
Summative: I will be walking around assessing the students and helping those who need
help with each jump band step.
Instructor will walk around the gym to help students that are having a hard time with the
different jump band steps. Remind students to keep enough space between each other.
Make sure that all students are being included in the activities. Encourage students to try
their best even if they may not get the jump band steps down at first.
I will give clear, concise instruction
Be safe
Be respectful to the teacher and to your peers
Remind students to find their own space with group members.
Move to see the instructor
Have fun!
Expectations:
If a student is misbehaving or disturbing his or her peers, the student will receive a verbal
warning.
Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch/
Instant Activity:
Motivational Set
__________ Minutes
How will you start the
lesson to engage and
motivate students in
learning?
Instruction: (Body of
the lesson)
____14_____ Minutes
Tasks
(Extensions)
activities for
the whole
class.
Example: Hit
the ball over to
your partner
10 times.
Cues
(refinements
) Simple
secrets to
improve
performance.
Example: Hand
in the cookie
jar.
Challenges :
(Applications)More game like
chances to
practice the
same tasks at
the same
difficulty level.
Example: In 90
seconds see
how many
times you can
hit the ball to
your partner.
Modifications
: Add
modifications
to make the
tasks easier
and harder
according to
the skill level
of the
students.
Demonstration #1:
people in your group to place the jump bands around their ankles.
The people with the jump bands around their ankles are called the
Jumpers
o Working together you need to jump together.
o Count 1: Jump with feet together
o Count 2: Jump with feet together
o Count 3: Jump with feet in straddle position
o Count 4: Jump with feet in straddle position
o The jumpers will be performing each count while the teacher
explains and demonstrates
With the jumpers jumping, I want the other people in your group to
perform the basic step 10 times with the jumpers. After you have
done the basic step 10 times, switch roles with the jumpers.
I will turn music on so that students can follow the beat.
Transition: Awesome job! Since I think you are getting the hang out
itwhy dont we try the inside, outside step!
(1 minute)
Demonstration #2:
Transition: Was that step fun? Good! Now we are going to do one
more step that is a little bit more complicated, so make sure you are
paying attention!
(1 minute)
Demonstration #3:
Closure
__1__ Minutes
How will you end the
lesson?
Write out the questions
that relate to your
learning goals and
objectives.
Questions that Check
For Understanding
(CFUs)
Hook to next lesson
Once all groups are finished, I will have students bring their
jump bands with them to sit at the white board.
Jump bands are a great way to increase your cardiovascular endurance and are an
activity that is fun and involves coordination.
Can anybody demonstrate what the basic step looked like?
Can anybody demonstrate what the Inside, Outside step looked like?
Differentiation
Materials
What specific
materials/equipment
does the teacher need
for this lesson?
Jump bands
Task cards
Music
Jump bands
EVALUATION OF
LESSON
Resources:
List references and
Other Resources
used to support or
develop the lesson.