Jump Rope for

Heart

Unit Plan

Ryon Lynch

February 9th-13th

K-4th Grade

Benjamin Phelps Elementary School

Unit Outcomes
(By the end of the unit,
students will be able
to)

Unit Outcomes
Reference Content to be taught
MA CF
&
NASPE
Standard
s

Assessment
(include rubrics,
quizzes, etc. in
written materials
section)

by #
Psychomotor

SHAPE 1,
2

Students will be able to

demonstrate the proper MA CF
way to jump rope, along 2.17
with the 3 basic jumps.
Students will also use
cooperative learning in
order to perform
different partner jumps
and other group
jumping activities.

DAY 1: Learn to Jump/ 3

basic Jumps

Teacher Observation
Peer Evaluation

DAY 2: Partner Jumps

Self Evaluation
DAY 3: Heart Rate Stations
DAY 4: Double Dutch
DAY 5: Jump Rope Games
DAY 6: Competitions

Cognitive

SHAPE 2

DAYS 1 & 2: How to Jump

Teacher Questioning

Identify the skill cues

given for how to jump
rope, along with the 3
basic jumps. Students
also will learn where
and how to find their
heart rate, along with
what heart rate is and
what different factors
can affect it.

MA CF
2.17

DAYS 1 & 2: 3 Basic Jumps

Turn and Talk

DAYS 2: What makes our

heart beat faster

Exit Slip

Affective

SHAPE 5

DAY 3-7: Finding Pulse

DAY 4: What is Heart Rate
DAY 5: Other factors that
affect Heart Rate

Demonstrate good
MA CF
safety at all times, along 2.26
with good teamwork
and cooperation with a
small or large group by
having respect for one
another and understand
everyone is trying their
best.

DAYS 1-7: Safety

Teacher Observation

DAYS 2,4,5: Cooperative

Learning

Conduct & Effort

Grade

DAYS 1-7: Respect

DAYS 6 & 7: Sportsmanship

Unit Content
Unit Outcomes (By the
end of the unit, students
will be able to)

MA CF
& NASPE
Standard
s

Content to be Taught

Psychomotor
Outcome:

SHAPE 1,
2, 5

Day 1: Introduce Jump Rope

for Heart. Learn to jump
progressions, followed by
practicing three basic jumps
(Jogger step, Double Bounce,
Single Bounce)

Students will be able to MA CF

demonstrate the proper
2.1, 2.2,
way to jump rope, along 2.7
with the 3 basic jumps.
Students will also use
cooperative learning in
order to perform
different partner jumps
and other group jumping
activities.

Assessment (include
rubrics, quizzes, etc. in
written materials
section)
Questioning-Closure

Day 2: Review of three basic

jumps, then a series of partner
jumps (Handle switch, face to
face, face to back)
Exit Slip
Day 3: Heart Rate Stations

Day 4: Jump rope relay race,

introduction to double Dutch
and other double Dutch
activities
Self Evaluation- Heart
Rate
Day 5: Shark attack, followed
by double dutch practice and
jump rope games (Snake in
the grass, waves, helicopter)

Teacher Observation

Day 6: Competition Jumps,

creative jumps, jump rope
knockout, most jumps in a
minute.
Peer Evaluation

Questioning-Closure
Cognitive Outcome:

SHAPE 2

Identify the skill cues

given for how to jump
rope, along with the 3
basic jumps. Students
also will learn where
and how to find their
heart rate, along with
what heart rate is and
what different factors
can affect it.

MA CF
2.1, 2.2

Day 1: Talk about where we

Class discussion
see jump rope in our lives,
along with learning the skill
cues for how to jump rope and
learning the three basic jumps

Day 2: Review skill cues for

jumping rope and the three
basic jumps. Introduce heart
rate by having students feel
their heart beating at rest and
also during the activities.

Exit Slip

Day 3: Learn how to find

Heart Rate (Neck and wrist)
and count number of beats in
10 seconds.

Day 4: Review how and

where to find heart rate along
with what our heart rate is
telling us. Also will introduce
the proper way to perform the
double dutch and will practice
finding our heart rate.

Day 5: Review everything

covered about heart rate, then
will introduce other factors
that affect a persons heart
rate and will practice finding
our heart rate.

Teacher Observation

Turn and TalkIntroduction and closure

Day 6: Review Heart rate

content, practice finding our
heart rates.

Heart Rate Factors

Homework

Questioning- Closure
Affective Outcome:
Demonstrate good
safety at all times, along
with good teamwork
and cooperation with a
small or large group by
having respect for one
another and understand
everyone is trying their
best.

MA CF
2.7
SHAPE 5

Day 1: Following the

teachers directions &
establishing rules/routines.
When the teacher gives stop
signal, you put the jump rope
on the ground behind you and
put your eyes on the teacher.

Teacher Observation

Day 2: Demonstrate safe and

appropriate behavior for
working with a
partner(respectful,
responsible, and safe).
Informal Questioning
Day 3: Students will be
aware at all times during
lesson and make sure no one

is around them before they

start jumping rope.

Day 4: Encourage partners to

try their hardest and realize
effort is the key to success.
Thumbs Up Thumbs
Down

Day 5: Students will

cooperate with each other
during modified game play.

Day 6: Students will follow

class rules and express
enjoyment during lesson.

Teacher Observation

Thumbs Up Thumbs
Down

Questioning- Closure

Grading Policy

Effort (60%)Student comes to class prepared every day wearing the appropriate sneakers, stays
on task, and follows directions. Student shows their best effort at all times. Student
participates will by him or herself, with a partner, and with a group.

Conduct (30%)
Student is actively listening during instructions, raises hand and waits to be called
on, uses equipment appropriately and safely, follows direction, and works
cooperatively with others

Knowledge (10%)
Student can name the appropriate skill cues for jumping rope, along with the
names of the three basic jumps and other types of jumps, and can correctly
complete written and oral assessments using basic knowledge of jumping rope.

Jump Rope for Heart Exit

Slip
Name:
What are the 3 Basic
Jumps?
1.
2.
3.
What is your favorite way to jump rope?

Finding Heart Rate Self Evaluation

NAME:__________________________________
After each station, count the number of times your heart beats in 6 seconds. Then, multiply that
number by 10, OR you can add a 0 to the end of that number.
Station
1

Station
2

Station
3

Station
4

Station
5

Station
6

Station
7

Station
8

Station
9

Station
10

Peer Evaluation

Name:
Date:

During each activity of the day, you and your partner will help each
other find their heart rate. Each time the activity stops, one partner will
count to 10, while the other partner counts the times they feel their heart
beat. Then, multiply that number by 10 to find your beats per minute!

Activity 1

Activity 2

Activity 3

HR 1-

HR 1-

HR 1-

HR 2-

HR 2-

HR 2-

HR 3-

HR 3-

HR 3-

Heart Rate Factors Homework

Name:
A D M L T Q A U B T Y O E O J

E B O P H N T N G T D Z Z I B
R R H K K D X T E R I T I C Y
K T U P W H M U L S L R S K C
N O I T I S O P Y D O B R A G
X K D H A Y C D Y O G U E E E
T R W J M R O H Q P X B X H R
X V Y C Q B E S L M J L E Z C
U J Q B P F T P E C L B J J M
T F K T U U V F M Q V J A C V
D N O X S J F L W E D W E A U
Q Q O X J O X R S W T E K Z R
V H A R T H H O K I E C P W U
Y Y J W E C N T U Y H V N B K
I W P Z A Q G I L L N E S S S

Find the 5 factors that affect someones heart rate listed below.

1. BODY POSITION
2. BODY SIZE
3. EXERSIZE

4. ILLNESS
5. TEMPERATURE

Results of Assessment

Throughout my six day Jump Rope for Heart unit, I used several different forms of
assessment to help me both to check for understanding, and make sure students retained the
information, but also to see how much the students improve and progress. The most important
form of assessment, in my opinion, is teacher observation. I dont think there is a much more
impactful assessment; this is how a teacher is able to make necessary changes on the fly, give
appropriate feedback, make sure students are on task, and make sure that the activities that the
teacher creates give the students ample amount of opportunities to practice the skill at hand. The
majority of the students were able to jump rope at a pre-control to control skill level. However,
there were a few students who could be considered closer to utilization when jumping rope
which really made teacher observation important because it allowed for myself to give those
students the necessary extensions to challenge them, while the other students were also still able
to achieve success.
To go with teacher observation, teacher questioning during the introduction and closure
of the lessons, along with the turn and talks I thought had a lasting effect on the students.
Making sure the questions I asked had meaning to the lesson, the students were able to stay on
task during instruction time because they knew questions were coming that they needed to be
prepared to answer. The turn and talks worked really well too because it gave the students a
chance to talk, and then share the ideas they and their partner had with the entire class. I thought
it was a great way for the students to not only feel involved, but also learn from other groups of
students who may have had different ideas.
I was very pleased with the exit slip that covered the three basic jumps that the students
performed in the beginning of the unit. I thought that the assessment was simple, however still
challenging because the information needed to complete the assessment was just learned. During
my lesson I had the three basic jumps listed on a white board, along with having the students
practice each of the three jumps. Then, at the end of the lesson I erased the white board and had
the students fill out the assessment. I thought it worked really well because the majority of the

students were able to remember and complete the assessment fully, however there were still a
few students who had trouble and answered a few questions wrong. However, this was a great
tool because I was able to see what classes struggled where, and then the next lesson I made sure
to better explain what the students missed.
The assessment that I was most pleased with was the self assessment. I gave the
assessment on the first day we practiced finding our heart rates, and I was really really impressed
with how well the students did. Because the assessment matched up with a circuit lesson, the
assessment was able to work to its full potential because every time we rotated stations the
students got into a habit of finding their heart rate, being very quiet for six seconds, and then
were able to do the math and complete the assessment for the most part. Although from time to
time I did witness a student record a ridiculous heart rate like 780, those results were few and far
between and the majority of the students were able to complete the assessment fully.
The one assessment that I thought I could have done better or modified was the peer
evaluation. Although it worked for a few of the classes, the other classes had a bit of a problem
with the responsibility of counting for their partners. I received a few assessments that either did
not make sense or were not filled out completely. I think that in the future, controlling the time
myself is key for the students to get accurate readings of their heart rate.
All in all I would say that both my jump rope for heart unit, along with all the
assessments was a success. The students really enjoy the different jumping activities along with
the different types of assessments. I was very pleased with how well the students understood
how to find their heart rate, along with how the students were able to work together to complete
what I asked of them. Assessing was absolutely one of the keys to a successful unit, and being
able to challenge students who needed it while other students continued to learn and grow as
jump ropers was very important to the success of the unit. Without assessing, the unit would
have served no purpose and the students would not have had nearly as good of a time learning
and jumping.

References:

http://www.myheart.org.sg/jrfh/skipping_lessons.htm

http://www.jumpropeinstitute.com/video.html

http://carly3.blogspot.com/

https://docs.google.com/a/springfieldcollege.edu/document/d/1nsAVnmA4QDNbqRT_8sExj7Sm
3Q766gZYFp7w4nkaAyo/edit

https://docs.google.com/a/springfieldcollege.edu/document/d/1C9tcyTttf1v-ykZwwgDrktpM6i2tmRYzmCtXLklnk4/edit

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=340#.VNrXxE3wtdg

http://www.heart.org/HEARTORG/Conditions/More/MyHeartandStrokeNews/All-About-HeartRate-Pulse_UCM_438850_Article.jsp