This lesson plan integrates art and physical education by having students create jump rope routines. Over several days, students will learn individual, partner and group jump rope skills. They will then work in groups to choreograph routines incorporating these skills. Rubrics will be used to assess the routines. Viewing art will provide inspiration. Students will practice and perform their routines, then complete a reflection on the process.

1. Integration lesson: Integrating Art into Physical Education through movement/dance by creating a jump rope routine Created by: Katie Herrmann

2. Showcase My purpose for creating this power point is to showcase my lesson. I also hope that my power point clearly explains the steps needed to create this lesson in your own school/classroom.

3. Objectives 1. Review individual jump rope skills, performing stations 2. Learn group jump rope skills, performing stations 3. Review long rope jump rope skills, performing with small group 4. Create a jump rope routine based on skills learned throughout the unit 5. Learning to work with peers in a small group using team work 6. Demonstrate understanding of cooperation, and respect for others while groups perform their routines

4. Day by Day Procedures Day 1 Day 1: The students will have a lesson in which they will use stations to perform the individual jump rope skills. Learning Targets (Skills): Individual jump rope Rocking horse Backwards Double bounce Single bounce Straddle jump Speed jump Crossovers Double under Front to back 180 Day 1: Students will watch a jump rope for heart video to understand the concept of jump roping for the health of your body and heart through aerobic exercise.

5. Day 1 Day 1: Students will watch a jump rope for heart video to understand the concept of jump roping for the health of your body and heart through aerobic exercise. Link to Jump Rope for Heart: American Heart Association American Heart Association

6. Day 2 Day 2: The students will have a lesson in which they will use stations to perform the partner jump rope skills. Partner jump rope skills Side by Side Double Loops Back to Front Back to Back Front to Front Day 2: The students will have a lesson in which they will use stations to perform the group jump rope skills. Long rope skills Twirling- 1,2, 3 and over rotate at elbow thumbs up Facing the twirlers when you are jumping Jumping in while the rope is twirling Entrance (front door) Enter as the rope turns away from the jumper Entrance (back door) Enter as the rope gets to nose height of the jumper Exit Turn towards the turners Move close to turners Immediately after jumping brush shoulder of turner

7. Day 3 Day 3: The students will have the opportunity to create their groups jump rope routine. Routine Individual skills Partner skills Long rope skills Distinctive: beginning, middle, and end Project: Create a jump rope routine based on criteria of Rubric Jump Rope routines Team Work Problem solving Visualizing Inventing Day 3: The students will watch the collection made with art!

8. Day 3: Rubric Assessment Performance Task #1Jump Rope Routine Rubric Total points possible: 12

9. Day 3 Day 3: The students will watch the collection made with art! Link to Collection made with Art Art Collector Set Detail [collection]

10. Day 4 Day 4: The students will have the opportunity to create/practice their jump rope routine once the creation process is complete.

11. Day 5 & 6 Day 5 & 6: The students will perform their jump rope routine in front of the class.

12. Day 7 Constructed response work sheet for students after they have completed the lesson Name: _____________________ Classroom Teacher: ____________ Constructed Response 1. Describe the steps you and your team took to make sure your routine meat all of the criteria on the rubric. 2. If we were to do this activity again what would you do differently? 3. What did you do in order to make sure your team was working well together? 4. What part of creating the jump rope routine was the most difficult for you? 5. What part of the activity was the most fun for you? 6. What specific skills did you use in your performance? Please use the skills specific name.

14. Student answers read by: Katie Herrmann