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Homeschool Academy

Name: Shelby McChesney


Lesson Title or Subject/Topic: Jump Bands
Unit: Fitness
Date: 10/6/15
Estimated Time/Length of Lesson: 15 minutes
Grade Level: 9-12
Central Focus
What is the
Central Focus for
the content in the
learning segment?

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

National P.E. Standards:

What standard(s)
are most relevant
to the learning
goals?

Standard 1 - The physically literate individual demonstrates competency in a variety of


motor skills and movement patterns.

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.

Instructional Strategies and Learning Tasks

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.

Write the step by step


Teaching
Procedure/progressio
n here and number.
What will you say and
do? What questions
will you ask?
How will you engage
students to help them
understand the
concepts?
What will students do?

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.

Students enter the gym.


Students will sit in front of white board
Overview of jump bands
Today we will be using jump bands. This is somewhat like tinkling but bands are
sued instead of bamboo poles. Tinkling is a Philippine dance that mimes the
movements of a long necked, long legged bird as it steps from one rice paddy to
another. The first activity we will do is the basic step.

Demonstration #1:

Activity 1: Basic Step


Jump bands will be placed on the gym floor.
Please get into groups of four and find a set of bands on the floor
First, you will all stand on the R side of the bands (no one put the
bands on feet)
As a class we will slowly go through the basic step for the first time
Explanation/Demonstration of the basic step
o Count 1: Step slightly forward with left foot (to get the dance
started)
o Count 2: Step with the R foot between bands.
o Count 3: Step with L foot between bands
o Count 4: Step with R foot outside to the R
o Count 5: Step with L foot between bands
o Count 6: Step with R foot between bands
o Count 7: Step with L foot outside to the left
o CUES: in, in, out, out,
I want each group to practice the step 10 times without bands and
then stop. I will walk around and assist students at this time.
Once I see that everybody can perform the basic step, I want two

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:

Activity 2: Inside, outside step


(5 minutes)
Students will be instructed to stand next to the jump bands
Explanation/Demonstration of the Inside, Outside step
o Count 1: Begin with R foot closest to the bands
o Count 2 & 3: R foot between band, follow with L foot
o Count 4 & 5: R foot outside band (straddle or wide stance),
follow with L foot
o Repeat steps 2-5 each time.
When I say, go everyone will practice the Inside, Outside step 10
times without bands (with music). I will walk around and assist
students at this time.
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
Stop the music
Now students will put the bands around their ankles and each
person will perform the Inside, Outside step 10 times and then
switch roles.
Start music

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

Activity 3: Visiting The Neighbors Step (5 minutes)


Students will be instructed to get into groups of 6.
Students will move, with their bands, to their other group members.
Students will be instructed to stand next to the jump bands
Explanation/Demonstration of the Visiting the Neighbors step
o Count 1: Dancers begin to the R of their home
o Count 2: Step with the R foot between bands.
o Count 3: Step with L foot between bands
o Count 4: Step with R foot outside to the R
o Count 5: Step with L food outside to the R
o Then repeat each step until they make it back their home
o Students will have the option to hop between the next set of
bands RF and continue to exit to the R, moving in and out of
bands until reaching their home base.
When I say, go everyone will practice the Visiting the Neighbors
step 5-10 times without bands (with music). I will walk around and
assist students at this time.
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
Stop the music
Now students will put the bands around their ankles and each
person will perform the Visiting the Neighbors step 5-10 times and
then switch roles.
Start music

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

Students with IEPs or 504 plans or students requiring other


accommodations:
Gifted/Talented Students: N/A
Language Differences (ELL): N/A
Learning Styles/Preferences: Will be giving verbal cues, visual
demonstrations, and putting words on board to read and visually
see.

Materials
What specific
materials/equipment
does the teacher need
for this lesson?

Jump bands
Task cards
Music

What materials do the


students need for this
lesson?

Academic Language Demand(s):


What content
specific terms
(vocabulary) do
students need to
support learning of
the learning
objective for this
lesson
What specific way(s)
will students need to use
language (reading,
writing, listening and/or
speaking) to participate
in learning tasks and
demonstrate their
learning for this lesson?
Describe the language
function and demands
required a how you will
support your students
during the lesson.

Jump bands

Listen to instructor when learning how to perform each step.


Ask questions if you do not understand how to perform a step.
Teacher will demonstrate how to perform a jump band step by giving specific cues.
Continually give verbal cues while supervising students.

EVALUATION OF
LESSON

PRE-PLANNING: Explain if their was previous instruction in this activity (


levels)

POST PLANNING: Assessment informs Teaching: what are future need


assessment results.

TEACHER REFLECTION NOTES:


ATTACHMENTS

Resources:
List references and
Other Resources
used to support or
develop the lesson.

Jump Bands The Original Tinkling Bands Activity Cards