Student: Lauren Rogers

Name of Activity: Skip to My Lou

Age of Children: K-2
Number of Children participating: Partners
Learning center or location: Gym, Open space, outside
Domain
Standard
(4b)

Physical
1. Begin or continue to develop traveling movements such as
walking, climbing, running, jumping, hopping, skipping,
marching, and galloping.
Michigan.gov

Learning Concepts:
(4c)

Show their ability to use different body parts in a rhythmic pattern.

Show increasing abilities to coordinate movements
Content Area Language, Physical

Learning Environment:

Learning Tools Cones, Open Space, Song Skip to My Lou

(1c) (4b)

Play-Based They get to skip and dance with a partner to music

Safety Precautions Safe partners and environment. That they know
how to skip the correct way.
Preventing Challenging Behaviors Safe location with enough space to
skip. Follow directions or you will sit out of the activity.

Learning Strategies
(1c) (4b)(4d)

Set up cones in pairs about 20 feet between: C----20ft-----C. Students

stand by a cone and learn how to skip to the classic American song,
"Skip To My Lou."
Describe skipping, using the cues "step-hop, step-hop." Let them know
that this is a popular song in which one traditionally trades off partners
and that they will be learning a variation of this song.
Without the music, ask students to skip in a straight line towards their
partner, reciting step-hop, step-hop" until they have reached their
partner. When they are facing each other, tell them to freeze. Have
students link arms and skip, turning clockwise in a circle. Let the
students practice until they feel comfortable, and, thereafter, skip back
in a straight line to their cone.
There are two parts to the song:
#1: On the words Skip to My Lou, the students will skip towards their

partner.
#2: When the students reach their partner, they will hear: Flies in the
buttermilk, cows in the corn, little red wagon," etc. During these parts,
link arms and turn in a clockwise circle. (option: walk or skip)

Developmentally Appropriate
Practices
(1a, 1c, 3a, 4a, 4d)

Include the following:

1) DAP They are working on skipping, balance and following
directions.
2) Culture Just an activity to more on motors skills and get some
physical activity in.
3) Child Choice They get to choose their partner, make sure its a
good one though. They get to play and dance with partner.
4) Opportunities for Relationship Building Playing and working with
a partner. They have to link arms so it builds some relationship.

Differentiation

They can walk if they cant skip yet or slowing step hop till they get it.

(4d)

They can skip fast and after they can race.

Additional Learning
Opportunities:

Follow directions, language, dancing, link-arm, clockwise, freeze

(4b)
Assessment Strategy:

Observation, open-ended questions, video, checklist

(4d)
Reference
(Supportive Skill 5)

http://www.pecentral.org/lessonideas/elementary/k2lessonideas.asp