Lesson Plan: Trampoline Animal Adventure

Materials Needed:

• A small, child-safe indoor trampoline or a large outdoor trampoline (with safety net)
• A speaker for music
• (Optional) Pictures or stuffed animals of a frog, a kangaroo, and a bunny
• (Optional) A favorite stuffed animal for the learner to hold

Learning Objectives

By the end of this lesson, the learner will be able to:

• Demonstrate at least two different ways to jump (e.g., big, small, fast, slow).
• Follow simple one-step verbal instructions for movement.
• Attempt to copy modeled physical actions.

Success Criteria

"I know you're successful when you..."

• Try jumping like the animals we talk about.
• Listen to the safety rules.
• Show me your own special animal jump at the end!

Lesson Plan

Part 1: Introduction (5 minutes)

Hook: Get the Wiggles Out!

• Educator says: "Are you ready to move your body? Let's get our jumping muscles ready! Let's play a quick game. When I say 'freeze,' stop wiggling! When I say 'wiggle,' wiggle all over!"
• Play a short, upbeat song and practice wiggling and freezing a few times to get the child focused and excited.

State the Objectives in Kid-Friendly Language:

• Educator says: "Wow, you are a great wiggler! Today, we are going on a Trampoline Animal Adventure! We're going to learn how to jump safely and pretend to be bouncy animals. It's going to be so much fun!"

Part 2: Body of the Lesson (10-15 minutes)

I Do: Learning to Be Safe

• The educator stands near the trampoline.
• Educator says: "First, we have to learn the most important rule of the trampoline. My turn to show you. Watch me."
• Modeling: "Rule number one is: Only one friend on the trampoline at a time. Right now, it's just for you! Rule number two is: We try to stay in the middle, like this!" (Educator points to the center). "This is the best spot for bouncing!"

We Do: The Animal Adventure Begins!

• Educator says: "Okay, your turn to get on! Let's practice our first animal jump together. Let's be a FROG!" (Show a picture of a frog if you have one).
• Frog Jumps:
  • Educator models from the floor: "Frogs get down low, low, low. Bend your knees! Then they say 'RIBBIT' and do a BIG JUMP!"
  • Educator prompts: "Can you get down low like a frog? Now... BIG JUMP! Ribbit! Ribbit! Good job! Let's do three frog jumps together! One... two... three!"
• Kangaroo Bounces:
  • Educator says: "Great frog! Now, let's be a kangaroo!" (Show a picture of a kangaroo). "Kangaroos have big, strong feet for bouncing. Let's do little bounces. Bounce... bounce... bounce. Can you bounce with me?"
  • (If using a stuffed animal): "Kangaroos carry their baby in a pouch! Can you hold your teddy bear and bounce gently so you don't wake him up?"
• Bunny Hops:
  • Educator says: "Look! Now we are tiny bunnies! Bunnies do quick little hops. Hop, hop, hop! Wiggle your bunny nose!"
  • Educator prompts: "Show me your fastest little bunny hops! Now show me your slowest bunny hops. Wow!"

Formative Assessment (Check for Understanding):

Throughout the "We Do" section, the educator observes: Is the child attempting the different jumps? Are they listening to prompts like "big jump" vs. "little hop"? Offer lots of praise for any effort: "I love how you bend your knees for that frog jump!" or "What a great gentle bounce!"

You Do: Your Turn to Be an Animal!

• Educator says: "You have learned the frog jump, the kangaroo bounce, and the bunny hop! Now it's your turn to be the animal expert. What animal do you want to be? Show me how your animal jumps on the trampoline!"
• Give the learner the freedom to choose an animal (real or imaginary) and demonstrate its jump. It could be a jumping lion, a bouncing monkey, or a fluttering butterfly.
• Ask questions to encourage thinking: "Does your animal jump high or low? Does it jump fast or slow? What sound does it make?"

Part 3: Conclusion (5 minutes)

Cool Down & Recap:

• Educator says: "What an amazing animal adventure! All that jumping can make us tired. Let's cool our bodies down. Can you sit down in the middle of the trampoline?"
• While the learner is sitting, the educator can make very gentle, small bounces on the edge of the mat. "Feel the slow, sleepy bounces? Wiggle your toes. Wiggle your fingers. Take a big breath in... and let it out."
• Review what you learned: "Today, you were so many amazing animals! Tell me one animal you pretended to be." (Wait for response). "Yes! You were a great frog! And a kangaroo! You learned how to do big jumps and little hops, all while being safe. You did a fantastic job!"

Assessment

Summative Assessment:

The "You Do" activity serves as the summative assessment. The educator observes if the learner can create and demonstrate their own style of jumping, which shows they have grasped the core concept of moving their body in different ways on the trampoline. Success is participation and creative expression, not perfect imitation.

Differentiation

For Learners Needing More Support (Simpler Steps):

• Focus on one type of jump per session.
• Instead of jumping, start with bouncing while sitting on their bottom.
• Provide physical support by holding their hands (if safe to do so).
• Use simple, repeated phrases like "Up, down, up, down."

For Learners Needing a Challenge (Challenge Ideas):

• Introduce concepts of rhythm and counting: "Can you jump three times? Can you jump to the beat of the music?"
• Create a sequence: "Can you do a frog jump, then a bunny hop, then a frog jump again?"
• Add another motor skill, like trying to clap their hands at the top of a jump.