First Grade
This week was designed to work on locomotor skills by working on relays. Students were taught to take turns for the relays, to run around a cone (turn around point) and when they return they are to give a low five to the next player (for safety). During our relays we worked on locomotor skills. We worked on running, skipping, hopping, jumping and sliding. Students who needed extra work were given the opportunity to move to the side of the class and use foot prints (poly spots) to help them learn the footwork for each of the skills.
Knowing how to perform the locomotor skills (running, walking, hopping, jumping, galloping and sliding) is a standard that the first grade must meet. Knowing how to explain the differences between two different locomotor skills (Running vs. Walking, Hopping vs. Jumping and Galloping vs. Sliding) is a second standard that we will be working on throughout the year.
Third Grade
We also worked on relays this week. Our goal was to work on locomotor skills of running, skipping, hopping, jumping, galloping and sliding. We also took some time to perform fun relay races like cone heads, hula hoop relays and walking the dog relays.
We also spent time talking about the importance of warming up our muscles before exercise. We used a frozen tootsie roll and asked the students to try and bend the tootsie roll. They determined that it was possible to bend it but that it was not necessarily easy. Then students were given a task to run one lap to warm up. When they returned the students were asked to try and bend the candy again. They found that the candy was easier to bend and the candy had melted. We made the connection that the candy represents the student's muscles. When the muscles are cold it is harder to bend and move the muscles. After warming up the muscles it is easier to bend (stretch) and will help to avoid injury.
Fifth Grade
This week continued our efforts to work on our heart rate. Students were given the opportunity to choose three activities (Hula Hoop, Jump Rope, Relay Races or Wall Ball). The students were given approximately five minutes to participate in the activity of their chose. When time was finished they were asked to take their heart rate and record that information on a worksheet. Students were also taught that their goal is to get their heart rate from 60%-80% of their Maximum Heart Rate. The students used the folders with a graph that has already calculated their heart rate. This task was to help students see if they could get their hearts into their own "Healthy Fitness Zone" based upon their age. Due to time constraints, we were only able to get to two activities.
We also spent time talking about the importance of warming up our muscles before exercise. We used a frozen tootsie roll and asked the students to try and bend the tootsie roll. They determined that it was possible to bend it but that it was not necessarily easy. Then students were given a task to run one lap to warm up. When they returned the students were asked to try and bend the candy again. They found that the candy was easier to bend and the candy had melted. We made the connection that the candy represents the student's muscles. When the muscles are cold it is harder to bend and move the muscles. After warming up the muscles it is easier to bend (stretch) and will help to avoid injury.
Sixth Grade
This week continued with working in groups. This time the students were given their first opportunity to choose their own groups. The goal while working together was to work on cooperation skills while participating in relay activities. We worked on two different relay activities. First, the groups participated in traditional relays where the students run to a turn around point (cone) and then return to their group. We worked on running, skipping, sliding and galloping (locomotor skills). Second, we worked on group relays that are non-traditional. Students worked together to move a playground ball from the first player to the last player. Then the last player would run to the front and become the new first player. The teams participated in two of these relays while the ball stayed on the ground and then the ball went over the first person and under the second person.
We made connections to our heart rate to these activities. We discussed that a person's heart rate would be the highest while doing the traditional relay races but the non-traditional relay races would allow our heart rate to have a higher average during the entire time.
We also spent time talking about the importance of warming up our muscles before exercise. We used a frozen tootsie roll and asked the students to try and bend the tootsie roll. They determined that it was possible to bend it but that it was not necessarily easy. Then students were given a task to run one lap to warm up. When they returned the students were asked to try and bend the candy again. They found that the candy was easier to bend and the candy had melted. We made the connection that the candy represents the student's muscles. When the muscles are cold it is harder to bend and move the muscles. After warming up the muscles it is easier to bend (stretch) and will help to avoid injury.
Next Week's Goal: First Grade will be working on cooperative activities while using the parachute. Third, Fifth and Sixth will be working on the Food Pyramid Guide. Third will try running just over a half mile (3 laps) and the Fifth and Sixth graders will run a full mile (just under 5 laps).
A Mile preparation letter will be sent home with all of the Fifth & Sixth Graders on either Monday or Tuesday. The goal is to have the parents read over the letter with the students and for the students to know what they should do to prepare for the mile (Eating, dressing, drinking water, etc.)
Monday, September 24, 2007
Friday, September 21, 2007
Week 5 (September 17-21)
First Grade:
This week we worked on yarn ball skills. We are working on personal manipulation skills of throwing and catching to yourself with both one hand and two. We are also working with a partner with partner activities. Finally, we worked on an overhand throw while throwing to a target (Hula Hoop). We also spent time working on fitness stations this week and giving the students an opportunity to learn about upper body strength (plank position) and abdominal endurance (curl ups). The students were also instructed on to find their pulse and asked to find their pulse during our fitness stations. To find the pulse we asked students to use two fingers to find their carpal artery (wrist). We asked students if they could tell if their pulse was faster or slower when comparing them to other stations.
Third Grade:
This week we worked on yarn ball skills. We are working on personal manipulation skills of throwing and catching to yourself with both one hand and two. We are also working with a partner with partner activities. Finally, we worked on an overhand throw while throwing to a target (Hula Hoop). We worked on a standard that talks about throwing to a target with increasing accuracy. At first we simply threw the yarn ball into the fence but then we asked the students to try and throw the ball into a hula hoop.
We also spent time working on fitness stations this week and giving the students an opportunity to learn about upper body strength (plank position) and abdominal endurance (curl ups). The students were also instructed on to find their pulse and asked to find their pulse during our fitness stations. To find the pulse we asked students to use two fingers to find their carpal artery (wrist). We asked students if they could tell if their pulse was faster or slower when comparing them to other stations.
Third grade also spent time reviewing the major muscles of the body. A challenge was given by Mr. Bassett to the students. The first person in third grade to accurately remember the major muscles by memory will be given a prize. The prize will be determined later!
Fifth Grade:
Our goal for this week was to teach about the heart rate and about perceived exertion. We taught the two locations that are best for taking your heart rate. Those locations are the carpal (wrist) and the carotid (neck). We explained that younger students should only take their heart rate on their wrist for safety reasons. We taught the students to take their pulse for six seconds when instructed and to multiply the answer by ten to receive the beats per minute for the station/activity. Students were then given worksheets to write down their numbers at each station.
The students were also taught about their perceived exertion. This chart is a numbering system from 1-10. Number ten is the highest and it tells the students that they feel "dead" when completing the station. Number one is the lowest and it compares the activity to watching TV. To see a copy of this chart please use the links section on the right side of the blog and look for the Perceived Exertion Chart. After a student was asked to get their heart rate they used the perceived exertion chart to find the number that relates to the station they were exercising at. This allows students to start to make the connection about how fast their heart is working and compare it to how they physically feel at a specific station.
During our activities we worked in six different stations this week. We had a throwing and catching station that work on standards that are related to the fifth grade. We also had a cardiovascular station that we worked on their heart while using the jump rope. We had an abdominal station were we worked on the abdominal muscles (Rectus Abdominus and Obliques). The fourth station was a walking station were students were simply asked to walk around a small area of the field. The fifth station was a stretching station where the students worked through a series of stretches. The last station was an upper body station where students worked on their upper body strength. The abdominal station and upper body station used activities that are required as apart of the FitnessGram test that students will be taking in the spring (push ups and curl ups).
Sixth Grade:
Our goal for this week was to teach about the heart rate and about perceived exertion. We taught the two locations that are best for taking your heart rate. Those locations are the carpal (wrist) and the carotid (neck). We explained that younger students should only take their heart rate on their wrist for safety reasons. We taught the students to take their pulse for six seconds when instructed and to multiply the answer by ten to receive the beats per minute for the station/activity. Students were then given worksheets to write down their numbers at each station.
The students were also taught about their perceived exertion. This chart is a numbering system from 1-10. Number ten is the highest and it tells the students that they feel "dead" when completing the station. Number one is the lowest and it compares the activity to watching TV. To see a copy of this chart please use the links section on the right side of the blog and look for the Perceived Exertion Chart. After a student was asked to get their heart rate they used the perceived exertion chart to find the number that relates to the station they were exercising at. This allows students to start to make the connection about how fast their heart is working and compare it to how they physically feel at a specific station.
During our activities we worked in six different stations this week. We had a throwing and catching station that work on standards that are related to the sixth grade. We also had a cardiovascular station that we worked on their heart while using the jump rope. We had an abdominal station were we worked on the abdominal muscles (Rectus Abdominus and Obliques). The fourth station was a walking station were students were simply asked to walk around a small area of the field. The fifth station was a stretching station where the students worked through a series of stretches. The last station was an upper body station where students worked on their upper body strength. The abdominal station and upper body station used activities that are required as apart of the FitnessGram test that students will be taking in the spring (push ups and curl ups).
The sixth graders were given a small quiz at the end of the week that covered the concepts that were taught throughout the week. Students were asked questions about the two locations to find their heart rate, time we spent counting (six seconds), how much to multiply the count (multiply by 10) to receive the beats per minute (bpm). The students were also asked how the stations matched up with the perceived rating chart and their heart rate. They were able to use their worksheets that we used outside to complete these questions. The last question asked the students why it is important to have a perceived exertion chart. The importance of this chart is to allow the students to understand what the body feels like when working at a certain level.
NEXT WEEK'S GOAL: We will have a review on the importance of warming up the muscles prior to exercise and athletic competitions.
This week we worked on yarn ball skills. We are working on personal manipulation skills of throwing and catching to yourself with both one hand and two. We are also working with a partner with partner activities. Finally, we worked on an overhand throw while throwing to a target (Hula Hoop). We also spent time working on fitness stations this week and giving the students an opportunity to learn about upper body strength (plank position) and abdominal endurance (curl ups). The students were also instructed on to find their pulse and asked to find their pulse during our fitness stations. To find the pulse we asked students to use two fingers to find their carpal artery (wrist). We asked students if they could tell if their pulse was faster or slower when comparing them to other stations.
Third Grade:
This week we worked on yarn ball skills. We are working on personal manipulation skills of throwing and catching to yourself with both one hand and two. We are also working with a partner with partner activities. Finally, we worked on an overhand throw while throwing to a target (Hula Hoop). We worked on a standard that talks about throwing to a target with increasing accuracy. At first we simply threw the yarn ball into the fence but then we asked the students to try and throw the ball into a hula hoop.
We also spent time working on fitness stations this week and giving the students an opportunity to learn about upper body strength (plank position) and abdominal endurance (curl ups). The students were also instructed on to find their pulse and asked to find their pulse during our fitness stations. To find the pulse we asked students to use two fingers to find their carpal artery (wrist). We asked students if they could tell if their pulse was faster or slower when comparing them to other stations.
Third grade also spent time reviewing the major muscles of the body. A challenge was given by Mr. Bassett to the students. The first person in third grade to accurately remember the major muscles by memory will be given a prize. The prize will be determined later!
Fifth Grade:
Our goal for this week was to teach about the heart rate and about perceived exertion. We taught the two locations that are best for taking your heart rate. Those locations are the carpal (wrist) and the carotid (neck). We explained that younger students should only take their heart rate on their wrist for safety reasons. We taught the students to take their pulse for six seconds when instructed and to multiply the answer by ten to receive the beats per minute for the station/activity. Students were then given worksheets to write down their numbers at each station.
The students were also taught about their perceived exertion. This chart is a numbering system from 1-10. Number ten is the highest and it tells the students that they feel "dead" when completing the station. Number one is the lowest and it compares the activity to watching TV. To see a copy of this chart please use the links section on the right side of the blog and look for the Perceived Exertion Chart. After a student was asked to get their heart rate they used the perceived exertion chart to find the number that relates to the station they were exercising at. This allows students to start to make the connection about how fast their heart is working and compare it to how they physically feel at a specific station.
During our activities we worked in six different stations this week. We had a throwing and catching station that work on standards that are related to the fifth grade. We also had a cardiovascular station that we worked on their heart while using the jump rope. We had an abdominal station were we worked on the abdominal muscles (Rectus Abdominus and Obliques). The fourth station was a walking station were students were simply asked to walk around a small area of the field. The fifth station was a stretching station where the students worked through a series of stretches. The last station was an upper body station where students worked on their upper body strength. The abdominal station and upper body station used activities that are required as apart of the FitnessGram test that students will be taking in the spring (push ups and curl ups).
Sixth Grade:
Our goal for this week was to teach about the heart rate and about perceived exertion. We taught the two locations that are best for taking your heart rate. Those locations are the carpal (wrist) and the carotid (neck). We explained that younger students should only take their heart rate on their wrist for safety reasons. We taught the students to take their pulse for six seconds when instructed and to multiply the answer by ten to receive the beats per minute for the station/activity. Students were then given worksheets to write down their numbers at each station.
The students were also taught about their perceived exertion. This chart is a numbering system from 1-10. Number ten is the highest and it tells the students that they feel "dead" when completing the station. Number one is the lowest and it compares the activity to watching TV. To see a copy of this chart please use the links section on the right side of the blog and look for the Perceived Exertion Chart. After a student was asked to get their heart rate they used the perceived exertion chart to find the number that relates to the station they were exercising at. This allows students to start to make the connection about how fast their heart is working and compare it to how they physically feel at a specific station.
During our activities we worked in six different stations this week. We had a throwing and catching station that work on standards that are related to the sixth grade. We also had a cardiovascular station that we worked on their heart while using the jump rope. We had an abdominal station were we worked on the abdominal muscles (Rectus Abdominus and Obliques). The fourth station was a walking station were students were simply asked to walk around a small area of the field. The fifth station was a stretching station where the students worked through a series of stretches. The last station was an upper body station where students worked on their upper body strength. The abdominal station and upper body station used activities that are required as apart of the FitnessGram test that students will be taking in the spring (push ups and curl ups).
The sixth graders were given a small quiz at the end of the week that covered the concepts that were taught throughout the week. Students were asked questions about the two locations to find their heart rate, time we spent counting (six seconds), how much to multiply the count (multiply by 10) to receive the beats per minute (bpm). The students were also asked how the stations matched up with the perceived rating chart and their heart rate. They were able to use their worksheets that we used outside to complete these questions. The last question asked the students why it is important to have a perceived exertion chart. The importance of this chart is to allow the students to understand what the body feels like when working at a certain level.
NEXT WEEK'S GOAL: We will have a review on the importance of warming up the muscles prior to exercise and athletic competitions.
Wednesday, September 12, 2007
Week 4 (September 10-14)
First Grade
This weeks focus was on hula hoops. We spent the week working on personal space and making sure we did not hit other students with their own hula hoop. We worked on hula hooping around our waist, ankles, neck and arms. We also worked on our dog tricks and taught the students how to walk their dogs to walk, to play catch and to play fetch. We spent time on hula hoop jump rope and flying saucers while making sure to avoid a traffic accident.
Third Grade
This weeks focus was also on hula hoops. We spent the week working on personal space and making sure we did not hit other students with their own hula hoop. We worked on hula hooping around our waist, ankles, neck and arms. We also worked on using the hula hoop as a jump rope. We also had time to work on a game called Bridge Tag. The object of the game is to help free people who have been trapped by climbing under the "bridge."
Fifth Grade
This week started our first week working in our fitness stations. We spent time in class working in small groups (3-4 people) while completing each of the 10 fitness tasks. We spent time working on stretching, jumping jacks, push ups, curl ups/sit ups, leg lifts and jump rope. We also worked on moving around our fitness area while using the locomotor skills of skipping, hoping, jumping, galloping and sliding.
For our activity time we worked on team building activities. We spent time working on "Crossing the River" which is a group activity where you find a solution to crossing the river using our poly spots. Groups who were unable to complete the task had to start over.
We also worked on puzzle pieces. The students were placed into groups and given a puzzle to complete. They did not know what the puzzle said or how it looked so it took some teamwork to complete the puzzle. The trick was that the only person that could touch the puzzle pieces was blindfolded. This caused us to work on our communication skills to get the puzzle completed.
Later in the week we learned the reasons for a proper warm up before exercise. Without a proper warm up a student-athlete can become injured. The students worked on warming up while learning the ten different effects that a warm up has on the human body.
The effects of warming up are:
1) Decrease the risk of connective tissue or muscle tissue damage (warming up will prevent injury)
2) Increase blood flow (Increase blood going throughout the body-need for extra oxygen)
3) Increase breathing (increased oxygen consumption)
4) Increase circulation (with help with heart rate and moving blood)
5) Increase blood sent to the working muscles (working muscles will need more oxygen to move)
6) Increase the heart rate (will help with circulation and moving blood)
7) Increase the body temperature (warm muscles work better and do not get injured as easily)
8) Decrease the reaction time (decrease time standing around)
9) Increase metabolic rate (rate that the body processes food for energy)
10) Decrease chance of being sore afterwards (helps with pooling of lactic acid)
Sixth Grade
This week started our first week working in our fitness stations. We spent time in class working in small groups (3-4 people) while completing each of the 10 fitness tasks. We spent time working on stretching, jumping jacks, push ups, curl ups/sit ups, leg lifts and jump rope. We also worked on moving around our fitness area while using the locomotor skills of skipping, hoping, jumping, galloping and sliding.
For our activity time we worked on team building activities. We spent time working on "Crossing the River" which is a group activity where you find a solution to crossing the river using our poly spots. Groups who were unable to complete the task had to start over.
We also worked on puzzle pieces. The students were placed into groups and given a puzzle to complete. They did not know what the puzzle said or how it looked so it took some teamwork to complete the puzzle. The trick was that the only person that could touch the puzzle pieces was blindfolded. This caused us to work on our communication skills to get the puzzle completed.
Later in the week we learned the reasons for a proper warm up before exercise. Without a proper warm up a student-athlete can become injured. The students worked on warming up while learning the ten different effects that a warm up has on the human body.
The effects of warming up are:
1) Decrease the risk of connective tissue or muscle tissue damage (warming up will prevent injury)
2) Increase blood flow (Increase blood going throughout the body-need for extra oxygen)
3) Increase breathing (increased oxygen consumption)
4) Increase circulation (with help with heart rate and moving blood)
5) Increase blood sent to the working muscles (working muscles will need more oxygen to move)
6) Increase the heart rate (will help with circulation and moving blood)
7) Increase the body temperature (warm muscles work better and do not get injured as easily)
8) Decrease the reaction time (decrease time standing around)
9) Increase metabolic rate (rate that the body processes food for energy)
10) Decrease chance of being sore afterwards (helps with pooling of lactic acid)
NEXT WEEK: Our goal is to learn about the heart and how to take your pulse!
This weeks focus was on hula hoops. We spent the week working on personal space and making sure we did not hit other students with their own hula hoop. We worked on hula hooping around our waist, ankles, neck and arms. We also worked on our dog tricks and taught the students how to walk their dogs to walk, to play catch and to play fetch. We spent time on hula hoop jump rope and flying saucers while making sure to avoid a traffic accident.
Third Grade
This weeks focus was also on hula hoops. We spent the week working on personal space and making sure we did not hit other students with their own hula hoop. We worked on hula hooping around our waist, ankles, neck and arms. We also worked on using the hula hoop as a jump rope. We also had time to work on a game called Bridge Tag. The object of the game is to help free people who have been trapped by climbing under the "bridge."
Fifth Grade
This week started our first week working in our fitness stations. We spent time in class working in small groups (3-4 people) while completing each of the 10 fitness tasks. We spent time working on stretching, jumping jacks, push ups, curl ups/sit ups, leg lifts and jump rope. We also worked on moving around our fitness area while using the locomotor skills of skipping, hoping, jumping, galloping and sliding.
For our activity time we worked on team building activities. We spent time working on "Crossing the River" which is a group activity where you find a solution to crossing the river using our poly spots. Groups who were unable to complete the task had to start over.
We also worked on puzzle pieces. The students were placed into groups and given a puzzle to complete. They did not know what the puzzle said or how it looked so it took some teamwork to complete the puzzle. The trick was that the only person that could touch the puzzle pieces was blindfolded. This caused us to work on our communication skills to get the puzzle completed.
Later in the week we learned the reasons for a proper warm up before exercise. Without a proper warm up a student-athlete can become injured. The students worked on warming up while learning the ten different effects that a warm up has on the human body.
The effects of warming up are:
1) Decrease the risk of connective tissue or muscle tissue damage (warming up will prevent injury)
2) Increase blood flow (Increase blood going throughout the body-need for extra oxygen)
3) Increase breathing (increased oxygen consumption)
4) Increase circulation (with help with heart rate and moving blood)
5) Increase blood sent to the working muscles (working muscles will need more oxygen to move)
6) Increase the heart rate (will help with circulation and moving blood)
7) Increase the body temperature (warm muscles work better and do not get injured as easily)
8) Decrease the reaction time (decrease time standing around)
9) Increase metabolic rate (rate that the body processes food for energy)
10) Decrease chance of being sore afterwards (helps with pooling of lactic acid)
Sixth Grade
This week started our first week working in our fitness stations. We spent time in class working in small groups (3-4 people) while completing each of the 10 fitness tasks. We spent time working on stretching, jumping jacks, push ups, curl ups/sit ups, leg lifts and jump rope. We also worked on moving around our fitness area while using the locomotor skills of skipping, hoping, jumping, galloping and sliding.
For our activity time we worked on team building activities. We spent time working on "Crossing the River" which is a group activity where you find a solution to crossing the river using our poly spots. Groups who were unable to complete the task had to start over.
We also worked on puzzle pieces. The students were placed into groups and given a puzzle to complete. They did not know what the puzzle said or how it looked so it took some teamwork to complete the puzzle. The trick was that the only person that could touch the puzzle pieces was blindfolded. This caused us to work on our communication skills to get the puzzle completed.
Later in the week we learned the reasons for a proper warm up before exercise. Without a proper warm up a student-athlete can become injured. The students worked on warming up while learning the ten different effects that a warm up has on the human body.
The effects of warming up are:
1) Decrease the risk of connective tissue or muscle tissue damage (warming up will prevent injury)
2) Increase blood flow (Increase blood going throughout the body-need for extra oxygen)
3) Increase breathing (increased oxygen consumption)
4) Increase circulation (with help with heart rate and moving blood)
5) Increase blood sent to the working muscles (working muscles will need more oxygen to move)
6) Increase the heart rate (will help with circulation and moving blood)
7) Increase the body temperature (warm muscles work better and do not get injured as easily)
8) Decrease the reaction time (decrease time standing around)
9) Increase metabolic rate (rate that the body processes food for energy)
10) Decrease chance of being sore afterwards (helps with pooling of lactic acid)
NEXT WEEK: Our goal is to learn about the heart and how to take your pulse!
Tuesday, September 11, 2007
Week 3 (September 4-7)
This week had the classes staying inside due to my absence and also with the extreme heat.
First Grade
The first grade students were given a worksheet to match body parts with the bones that are underneath. The students also worked on finding physical activities that they find both enjoyable and challenging.
Third Grade
The students were given time to create their own muscles. Using a handout, they cut out the forarm, arm and muscle. Then they spent time to construct the muscle. The muscle allows students to see how the muscles shorten when being used. In our model, the bicep muscle shortens and will allow the forarm to bend upwards.
Fifth Grade
The students were given a lesson on the importance of drinking water. They were also given information about dehydration and the effects of dehydration on the body. Students also filled out a KWL chart on water consumption and dehydration.
Sixth Grade
The students were given a lesson on the importance of drinking water. They were also given information about dehydration and the effects of dehydration on the body. Students also filled out a KWL chart on water consumption and dehydration.
First Grade
The first grade students were given a worksheet to match body parts with the bones that are underneath. The students also worked on finding physical activities that they find both enjoyable and challenging.
Third Grade
The students were given time to create their own muscles. Using a handout, they cut out the forarm, arm and muscle. Then they spent time to construct the muscle. The muscle allows students to see how the muscles shorten when being used. In our model, the bicep muscle shortens and will allow the forarm to bend upwards.
Fifth Grade
The students were given a lesson on the importance of drinking water. They were also given information about dehydration and the effects of dehydration on the body. Students also filled out a KWL chart on water consumption and dehydration.
Sixth Grade
The students were given a lesson on the importance of drinking water. They were also given information about dehydration and the effects of dehydration on the body. Students also filled out a KWL chart on water consumption and dehydration.
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