Jump and Measure Championship ✨ cross-curricular
Teacher: TeacherAI | Grade: 2 | Subject: Math, Physical Education, Reading/ELA | Duration: 60 minutes
📝 Description: Students estimate and measure their horizontal and vertical jumps in inches, find the difference, and share data following discussion rules.
Standards
- 2.MD.3 (Estimate lengths using units of inches, feet, centimeters, and meters)
- 2.MD.4 (Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit)
- PE.2.1.3 (Jumps and lands in horizontal and vertical planes using two-foot takeoffs and landings)
- PE.2.2.1 (Travels demonstrating a variety of relationships with objects)
- 2.SL.1a (Follow agreed-upon rules for discussions)
Learning Objectives
Students will be able to:
- Estimate jump distances in inches before measuring
- Measure horizontal and vertical jumps using inch units
- Calculate the difference between two measurements
- Demonstrate proper jumping techniques with two-foot takeoffs and landings
- Share measurement data following established discussion rules
Supplies Needed
- Paper (white)
- Pencils
- Whiteboard and dry-erase markers
- Chart paper
- 12-inch rulers (one per pair)
- Masking tape
Lesson Structure
Opening (5 minutes)
Gather students on the carpet. Ask: "Who thinks they can jump farther - across the room or up to the ceiling?" Demonstrate a horizontal jump forward and a vertical jump upward. Explain that today they'll become "Jump Scientists" who estimate first, then measure to find out which type of jump goes farther.
Main Activity (50 minutes)
Step-by-step instructions:
- Establish Discussion Rules (5 minutes): Write on whiteboard: "1. Listen when others speak, 2. Raise hand to share, 3. Use kind words about everyone's jumps." Practice with a quick example of sharing a pretend measurement.
- Create Jump Recording Sheets (5 minutes): Students fold paper into four sections and label: "My Estimate - Horizontal," "My Measure - Horizontal," "My Estimate - Vertical," "My Measure - Vertical." Add a fifth section at bottom: "Difference."
- Horizontal Jump Station (15 minutes): Use masking tape to create a starting line. Students work in pairs - one jumps, one measures. Before jumping, record estimate in inches. Jump with two feet together, land with two feet. Partner measures from starting line to closest heel using ruler, records actual measurement. Switch roles.
- Vertical Jump Station (15 minutes): Tape paper strips to wall at different heights marked in inches. Students estimate how high they can jump vertically, record estimate. Jump straight up with two-foot takeoff, partner observes highest point reached, measures and records.
- Calculate Differences (5 minutes): Model on whiteboard: "If my horizontal jump was 25 inches and vertical was 8 inches, the difference is 25 - 8 = 17 inches." Students calculate their own differences with partner support.
- Data Sharing Circle (5 minutes): Create class chart on chart paper with columns: "Name," "Horizontal," "Vertical," "Difference." Students take turns sharing one measurement, following discussion rules established earlier.
Closing (5 minutes)
Review class data chart. Ask students to identify patterns: "What do you notice about most people's horizontal versus vertical jumps?" Connect to estimation: "Whose estimate was closest to their actual measurement?"
Quick Check: "Show me thumbs up if horizontal jumps were longer, thumbs down if vertical jumps were longer. What tools did we use to measure? What does 'difference' mean?"
Formative Assessment
During the lesson, look for:
- Students making reasonable estimates before measuring (within 10 inches of actual measurement)
- Proper use of rulers to measure from starting point to landing point
- Accurate calculation of differences between two measurements
Differentiation Strategies
Support for Struggling Students:
- Pair with strong measuring partner and provide pre-marked measuring strips
- Use smaller numbers by measuring in feet instead of inches
- Provide difference calculation chart showing subtraction steps
Challenge for Advanced Learners:
- Calculate average class horizontal and vertical jump distances
- Create bar graphs comparing their estimates to actual measurements
- Predict and test jump distances with one-foot takeoffs
ELL/ELD Support:
- Pre-teach vocabulary with visual cards: estimate, measure, horizontal, vertical, difference
- Provide sentence frames: "I estimate __ inches" and "I measured __ inches"
- Use gesture cues for horizontal (arms out) and vertical (arms up) directions
Printable Materials
Jump Recording Sheet
| My Estimate - Horizontal Jump ______ inches |
My Measure - Horizontal Jump ______ inches |
| My Estimate - Vertical Jump ______ inches |
My Measure - Vertical Jump ______ inches |
| Difference Horizontal - Vertical = _______ inches |
|
Class Jump Data Chart
| Student Name | Horizontal Jump (inches) | Vertical Jump (inches) | Difference (inches) |
|---|---|---|---|