P.E. Central Lesson Plan: Jumping Numbers
Pupils should have already been introduced to the skill of jumping and how one bends one's knees in order to produce "soft landings".
Purpose of Activity:
To practice jumping with a two foot take-off and a two foot landing using the given cues.
Activity cues: Swing and Spring, Soft landings
Suggested Grade Level:
per child; cards; big dice
; jump ropes
; suspended objects to jump toward; music and music player
; small paper lunch bags
; worksheets and pencils; drum
Description of Idea
A day or so before you use the activity, write out addition problems with answers which add up to one number between one to five, on five different sheets. For example, one sheet only has problems that result in the answer of "five". One sheet only has problems that result in the answer of "four", then "three"..."two"...and "one". Write the problems large enough so you can easily cut the paper into strips that children could easily write on, with a problem on each strip.
Then, figure out how many different "bags" of problems you will need by dividing half of the number of students in your class by five (the number of stations). (For example, if you have 28 students in a class, you will divide 14 (pairs of students) by 5 (number of stations), giving you a round number of 3. This means that at any of the 14 hoops that students will be moving to, 3 of the hoops will have to be an "answer of 5" hoop; 3 will have an "answer of 4", etc.)
Make a number of different copies of each paper; once you cut all the answers of "five", for example, into strips, distribute these strips evenly into the number of bags you determined you would need (you may wish to write the "answer" to the problems in the bag on the bottom of the bag). You will be spacing these bags out evenly among the hoops as noted in the explanation below.
Set up the class as explained below, using pictures and words on posters at each station. Then, as class begins, reinforce the cues used for jumping through both explanation and demonstration ("swing and swing" and "soft landings"). Then, explain and have a few students demonstrate what they will be doing at the center circle and at each station.
Students begin with a partner. Hoops numbering half of the number of students in the class are placed in a large circle with a small paper lunch bag and pencil in each hoop. Each set of partners starts beside one hoop. One student in the class rolls the die in the middle of the circle. If the number three is rolled, for example, all pairs must move, at the signal (a tambourine or drum would work well here to "beat" out the number of steps as children move), three hoops in a clockwise direction. They must now turn over the worksheet and work together to solve the math problem. After solving the problem, they move to the station number which was the answer for their problem and then perform the task on the worksheet (for example, 2+3=5, so the students with that problem would move to station #5 to perform the tasks). The tasks to perform are at one of five stations around the perimeter. While music is playing, students complete the task at their station.
Some ideas for tasks include:
Jump over the cones - 2 foot take-off and 2 foot landing
Jump for distance: standing at a rope, "swing and spring" and see how far you can jump. Put a small cone or other marker beside the rope on the other side, and see if you can jump past it!
Star jump: jump off a low box or other jumping appratus and make a wide shape in the air bfore landing with both feet together. You can even try other shapes in the air!
Jump for height: Stand beside the wall. Can you "swing and spring" in order to touch a balloon that is stuck to the wall (use tape to stick them at varying heights to the wall)?
Jump rope with two foot take-offs and landings.
When the music ends, students must return to a different hoop (or their own, if they will be able to accurately remember which one was theirs.) Repeat the activity!
Although the set up sounds difficult, it really isn't! Flash cards at each hoop which show different problems all adding up to a similar number could work just as easily, instead of strips of paper.
Since students are working in different stations, one partner could observe his/her partner in order to assess the partner's ability to perform using one of the given cues. A card showing the key points of the activity will need to be placed near each station; students could use the pencil from the hoops in the middle and return them after each turn.
in St.Venera, Malta. , .
Posted on PEC: 2/7/2001.
This lesson plan was provided courtesy of P.E. Central (www.pecentral.org).
Products for This Lesson: