K-4Movement Skills10-15 min

Coach Millers Hula Hoop Jumpers & Lily Pad Leapers Relay

1. Hula Hoop Jumpers One partner is the Hula Hooper, the other is the Jumper. The Hooper places the hoop flat on the ground in front of the Jumper. The Jumper jumps into the hoop with two feet. The Hooper immediately picks up the hoop and places it farther ahead. Partners continue this pattern until they reach the turning line, then switch roles and return. Give a time limit (e.g., 2 minutes) so students focus on success rather than racing. Emphasize: “Not a race — choose a distance your partner can jump successfully.” 2. Lily Pad Leapers One partner is the Leaper, the other(s) are the Lily Pad Movers. Movers place 2–3 poly spots (lily pads) in a line ahead of the Leaper. The Leaper leaps from pad to pad (cannot touch or move the pads). Movers pick up the back pad(s) and place them ahead of the Leaper. Continue to the turning line, then switch roles. Can be done with 2, 3, or 4 people (more movers = faster progress). Students choose leap distances that allow safe, controlled landings.

Created by Miller

Equipment

1 hula hoop per pair (for Hula Hoop Jumpers) 2–3 poly spots / dots per pair or group (for Lily Pad Leapers) Cones or a line to mark the turning point Setup Pair students (or form groups of 3 for Lily Pad Leapers). Give each pair one hula hoop and/or 2–3 poly spots. Designate a start line and a turning line (or cone) across the activity area.

Character Focus

Teamwork · Communication · Encouragement · Patience · Personal challenge (choosing the right distance)

TEKS Alignment

Kindergarten – §116.12
(1) Movement patterns and movement skills--locomotor skills
(A) practice proper foot patterns and form and maintain balance while hopping, galloping, running, sliding, skipping, and walking
(B) practice correct technique while jumping in place, forward and backward, and side to side
(4) Movement patterns and movement skills--spatial and body awareness
(A) practice moving in personal and general space to avoid collisions
Grade 1 – §116.13
(1) Movement patterns and movement skills--locomotor skills
(A) practice proper form and smooth transitions while hopping, galloping, running, sliding, skipping, and leaping
(B) demonstrate correct jumping and landing technique from a low height
(4) Movement patterns and movement skills--spatial and body awareness
(A) demonstrate locomotor and non-locomotor skills safely in personal and general space
Grade 2 – §116.14
(1) Movement patterns and movement skills--locomotor skills
(A) demonstrate correct technique while hopping, galloping, running, sliding, skipping, and leaping
(B) demonstrate correct jumping and landing technique from a low height
(4) Movement patterns and movement skills--spatial and body awareness
(A) demonstrate locomotor, non-locomotor, and manipulative skills safely in personal and general space
Grade 3 – §116.15
(1) Movement patterns and movement skills--locomotor skills
(A) demonstrate correct technique while hopping, galloping, running, sliding, skipping, and leaping
(B) demonstrate correct jumping and landing technique from different heights
(4) Movement patterns and movement skills--spatial and body awareness
(A) demonstrate locomotor, non-locomotor, and manipulative skills safely in personal and open space
(B) combine pathways and levels into various movement patterns
(C) combine speed, direction, and force as directed by teacher
(6) Performance strategies--games and activities
Demonstrate competency in cooperative games
Grade 4 – §116.16
(1) Movement patterns and movement skills--locomotor skills
(A) demonstrate and apply correct technique in a variety of locomotor skills during dynamic activities
(B) demonstrate correct jumping and landing technique while performing a long jump and a full turn jump
(4) Movement patterns and movement skills--spatial and body awareness
(A) demonstrate the appropriate use of open space and closing space during dynamic activities
(B) demonstrate appropriate use of pathways and levels during dynamic activities
(C) apply speed, direction, and force during dynamic activities
(6) Performance strategies--games and activities
(B) practice and demonstrate specific movement skills in designated dynamic activities with a partner or small group
(C) exhibit appropriate sporting behavior during independent games and activities

5E Lesson Plan

engage

Engage (2–3 minutes) Gather students and show a quick demo of both activities. Ask: “What does a good jump look like? What does a good leap look like?” Set the expectation: “This is not a race — the goal is to work with your partner and make successful jumps/leaps the whole time.”

explore

Explore (8–12 minutes) Students practice Hula Hoop Jumpers first (2–3 minutes down and back). Switch to Lily Pad Leapers (2–3 minutes down and back). Teacher circulates, giving feedback on jumping/leaping form, partner communication, and safe landings. Allow time for role switches so everyone experiences both jobs.

explain

Bring the class together. Ask: – “What made it easier or harder to jump/leap successfully?” – “How did you and your partner decide how far to place the hoop or lily pads?” – “What did good teamwork look like today?” Explicitly connect to TEKS: “You practiced jumping and leaping with control, used space wisely, and worked as a team — those are important PE skills.”

elaborate

Elaborate (3–5 minutes) Play one more timed round with a new challenge (e.g., longer leaps, one-foot landings, or a different locomotor skill on the return). Let successful pairs demonstrate their technique for the class. Optional: students set a personal goal (“I will try three longer leaps this round”).

evaluate

Evaluate (2–3 minutes) Teacher observation: jumping/leaping form, safe landings, partner communication, continuous effort. Quick check: – Thumbs up/sideways/down: “My partner and I worked well together.” – “Show me with your body a strong two-foot jump / a controlled leap.” Optional exit ticket: “One thing I did well today was _____.”

Grade Modifications

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