A little help for the circulatory system (take home) quiz. Follow the link below to help with labeling the heart. If you need some extra help please ask me!
Children's Heart Institute Web Site
Wednesday, October 31, 2007
Monday, October 29, 2007
Week 11 (October 29 to November 2)
This week has been the return to the great outdoors! The air quality has improved enough in Los Angeles county to allow us to return outside. Since our class time was limited (SLC schedule) we didn't have to stay outside too long for any serious health risks.
All of the classes started this week by working on the circulatory system. Each grade went through a lesson designed to have the students move through a complete circulatory system using a scooter board. Each grade was required to pick up an oxygen ball in the lungs and move through the left side of the heart to the body and dropping off the oxygen in the muscles. The muscles need oxygen to move. Without oxygen, the muscles would be unable to complete our activities in Health & Fitness.
First
During the circulatory system lesson we spent our time learning about the heart. We specifically worked on learning that the heart has four chambers. We also learned how the blood moves throughout the body from the lungs to the muscles. We spent the later part of the week working on scooter boards. We worked on partner activities and working on sharing and taking turns.
Third
During the circulatory system lesson we spent our time learning about the heart. We specifically worked on learning that the heart has four chambers. We also learned how the blood moves throughout the body from the lungs to the muscles. We spent the later part of the work working on the parachute again. We spent some time to review the skills that we've previously learned.
Fifth
During the circulatory system we spent our time learning about the anatomy of the heart. We spent time going through the heart and learning where certain items are located. We learned about the vena cava, right atrium, right ventricle, pulmonary artery, lungs, left atrium, left ventricle and the aorta. These are also fifth grade science standards for the state of California. We spent the later part of the week working our cardiovascular endurance through games. We learned a new game from Halloween.
Sixth
During the circulatory system we spent our time learning about the anatomy of the heart. We spent time going through the heart and learning where certain items are located. We learned about the vena cava, right atrium, right ventricle, pulmonary artery, lungs, left atrium, left ventricle and the aorta. We also spent time talking about the importance of the heart to pump the oxygen to the muscles. Without enough oxygen we would be unable to move our muscles. We spent the later part of the week working on Frisbee skills. We learned the proper grip and throwing technique for the cross over throw. Students were given a checklist on how to complete the cross over throw and were asked to monitor their partner and give them feedback on their accomplishment of the throws.
NOTE: Sixth grade was given a homework assignment over the Cardiovascular system. The answers were taught during class time but the students were given a take home assignment to complete. For help answering the questions the students can look at the previous posts that gives a link to a web page that will help answer the questions.
NEXT WEEK GOALS:
First: Jump Rope Skills
Third: Jump Rope Skills
Fifth: Frisbee throw & Mile Run
Sixth: Frisbee throw & Mile Run
All of the classes started this week by working on the circulatory system. Each grade went through a lesson designed to have the students move through a complete circulatory system using a scooter board. Each grade was required to pick up an oxygen ball in the lungs and move through the left side of the heart to the body and dropping off the oxygen in the muscles. The muscles need oxygen to move. Without oxygen, the muscles would be unable to complete our activities in Health & Fitness.
First
During the circulatory system lesson we spent our time learning about the heart. We specifically worked on learning that the heart has four chambers. We also learned how the blood moves throughout the body from the lungs to the muscles. We spent the later part of the week working on scooter boards. We worked on partner activities and working on sharing and taking turns.
Third
During the circulatory system lesson we spent our time learning about the heart. We specifically worked on learning that the heart has four chambers. We also learned how the blood moves throughout the body from the lungs to the muscles. We spent the later part of the work working on the parachute again. We spent some time to review the skills that we've previously learned.
Fifth
During the circulatory system we spent our time learning about the anatomy of the heart. We spent time going through the heart and learning where certain items are located. We learned about the vena cava, right atrium, right ventricle, pulmonary artery, lungs, left atrium, left ventricle and the aorta. These are also fifth grade science standards for the state of California. We spent the later part of the week working our cardiovascular endurance through games. We learned a new game from Halloween.
Sixth
During the circulatory system we spent our time learning about the anatomy of the heart. We spent time going through the heart and learning where certain items are located. We learned about the vena cava, right atrium, right ventricle, pulmonary artery, lungs, left atrium, left ventricle and the aorta. We also spent time talking about the importance of the heart to pump the oxygen to the muscles. Without enough oxygen we would be unable to move our muscles. We spent the later part of the week working on Frisbee skills. We learned the proper grip and throwing technique for the cross over throw. Students were given a checklist on how to complete the cross over throw and were asked to monitor their partner and give them feedback on their accomplishment of the throws.
NOTE: Sixth grade was given a homework assignment over the Cardiovascular system. The answers were taught during class time but the students were given a take home assignment to complete. For help answering the questions the students can look at the previous posts that gives a link to a web page that will help answer the questions.
NEXT WEEK GOALS:
First: Jump Rope Skills
Third: Jump Rope Skills
Fifth: Frisbee throw & Mile Run
Sixth: Frisbee throw & Mile Run
Monday, October 22, 2007
Week 10 (October 23-26)
The second quarter is upon us! We've had a change of plans this week. Due to excessive heat and excessive smoke in the air we have changed our Health & Fitness plans for the week. We've decided to keep students inside (for at least the start of the week) until the air quality and heat improve.
First Grade
This week we started working on a project to help the students review body parts. Students were given a worksheet to color and cut out before pasting onto a piece of card stock. The students were taught about the different body parts, different senses and the importance that bones and muscles are to the human body.
Third Grade
This week we started by working on a project about the circulatory system. Students were given two papers to color in and cut out. They were then asked to use a brad to attach them together. The students were then taught about how the heart circulates blood throughout the body and other facts about the circulatory system. The students were taught about the importance of the circulatory system and how the circulatory system relates to movement.
Fifth Grade
We spent time working on the long term and short term benefits of exercise. We learned about the short term effects of exercise being immediate and we can feel the impact the same day that we exercise. We learned that the long term effect of exercise is through exercising regularly over a long period. We learned that the long term benefits include decreasing the chances of heart problems, maintaining body weight, decreasing the chance of developing certain types of cancers, becoming sick less often (30% less), living longer, decreasing the risk of osteoporosis and arthritis. We also spent time this week watching a video about the importance of the skeleton to the body. We learned that the body needs support and structure that the skeleton provides. We also learned some interesting facts about the different types of skeletons that are found in humans and animals.
Sixth Grade
We spent time working on the long term and short term benefits of exercise. We learned about the short term effects of exercise being immediate and we can feel the impact the same day that we exercise. We learned that the long term effect of exercise is through exercising regularly over a long period. We learned that the long term benefits include decreasing the chances of heart problems, maintaining body weight, decreasing the chance of developing certain types of cancers, becoming sick less often (30% less), living longer, decreasing the risk of osteoporosis and arthritis. We also spent time this week watching a video about the importance of the skeleton to the body. We learned that the body needs support and structure that the skeleton provides. We also learned some interesting facts about the different types of skeletons that are found in humans and animals.
First Grade
This week we started working on a project to help the students review body parts. Students were given a worksheet to color and cut out before pasting onto a piece of card stock. The students were taught about the different body parts, different senses and the importance that bones and muscles are to the human body.
Third Grade
This week we started by working on a project about the circulatory system. Students were given two papers to color in and cut out. They were then asked to use a brad to attach them together. The students were then taught about how the heart circulates blood throughout the body and other facts about the circulatory system. The students were taught about the importance of the circulatory system and how the circulatory system relates to movement.
Fifth Grade
We spent time working on the long term and short term benefits of exercise. We learned about the short term effects of exercise being immediate and we can feel the impact the same day that we exercise. We learned that the long term effect of exercise is through exercising regularly over a long period. We learned that the long term benefits include decreasing the chances of heart problems, maintaining body weight, decreasing the chance of developing certain types of cancers, becoming sick less often (30% less), living longer, decreasing the risk of osteoporosis and arthritis. We also spent time this week watching a video about the importance of the skeleton to the body. We learned that the body needs support and structure that the skeleton provides. We also learned some interesting facts about the different types of skeletons that are found in humans and animals.
Sixth Grade
We spent time working on the long term and short term benefits of exercise. We learned about the short term effects of exercise being immediate and we can feel the impact the same day that we exercise. We learned that the long term effect of exercise is through exercising regularly over a long period. We learned that the long term benefits include decreasing the chances of heart problems, maintaining body weight, decreasing the chance of developing certain types of cancers, becoming sick less often (30% less), living longer, decreasing the risk of osteoporosis and arthritis. We also spent time this week watching a video about the importance of the skeleton to the body. We learned that the body needs support and structure that the skeleton provides. We also learned some interesting facts about the different types of skeletons that are found in humans and animals.
Wednesday, October 17, 2007
Week 9 (October 15-19)
The Final Week of Quarter 1!
First Grade
This week had the first graders working on the gymnastics mats. We spent time working on animal walks like frog hops, bear walks and alligator crawls. We also spent time working on log rolls. The whole time we have concentrated on safety while using the mats. We also continued to work on locomotor skills and throwing and catching skills when we were not using the gymnastics mats.
Third Grade
This week had the third graders working on the gymnastics mats. We spent time learning safety for tumbling skills and divided up into groups. We worked on learning the steps to a tripod (hands are shoulder width apart, head touches on the hairline, elbows are away from the body, holding a big triangle with hands and head, lifting one leg up at a time and holding the position for at least five seconds. We also worked on teaching the students the proper spotting technique (helping our partners to stay safe). The students were taught to spot from the side (not in front or in back of the partner), use one hand on the partners back and to push the partner back to their feet to help them avoid rolling over. We also spent time working on our throwing and catching skills.
Fifth Grade
This week had us working on the push up fitness test. Students were shown the FitnessGram DVD for push ups. Students were taught about the proper form (straight back and legs) and that they needed to bend their elbows to a 90 degree angle. We also had the students use little cones so that they understood how far down that they need to go to complete one push up.
The rest of the time we worked on throwing and catching skills and group balancing skills. The groups were divided up and students were asked to perform a balancing activity for two people, three people, four people and the whole group. This allowed students to make pyramids and other shapes that relied on balancing.
Sixth Grade
This week had us working on the push up fitness test. Students were shown the FitnessGram DVD for push ups. Students were taught about the proper form (straight back and legs) and that they needed to bend their elbows to a 90 degree angle. We also had the students use little cones so that they understood how far down that they need to go to complete one push up.
For the rest of the time we worked on tumbling. We spent time learning safety for tumbling skills and divided up into groups. We worked on learning the steps to a tripod (hands are shoulder width apart, head touches on the hairline, elbows are away from the body, holding a big triangle with hands and head, lifting one leg up at a time and holding the position for at least five seconds. We also worked on teaching the students the proper spotting technique (helping our partners to stay safe). The students were taught to spot from the side (not in front or in back of the partner), use one hand on the partners back and to push the partner back to their feet to help them avoid rolling over. We also spent time working on our throwing and catching skills. Students were given a peer assessment paper for the tripod. They spent two days making sure that they had the paper filled out. The assessment asked for questions on how well a student was performing the tripod and also on how the third parter was spotting.
NEXT WEEK GOALS:
First Grade: Scooter Boards and the Circulatory System
Third Grade: Scooter Boards and the Circulatory System
Fifth Grade: Frisbee Throw and the Circulatory System
Sixth Grade: Frisbee Throw and the Circulatory System
First Grade
This week had the first graders working on the gymnastics mats. We spent time working on animal walks like frog hops, bear walks and alligator crawls. We also spent time working on log rolls. The whole time we have concentrated on safety while using the mats. We also continued to work on locomotor skills and throwing and catching skills when we were not using the gymnastics mats.
Third Grade
This week had the third graders working on the gymnastics mats. We spent time learning safety for tumbling skills and divided up into groups. We worked on learning the steps to a tripod (hands are shoulder width apart, head touches on the hairline, elbows are away from the body, holding a big triangle with hands and head, lifting one leg up at a time and holding the position for at least five seconds. We also worked on teaching the students the proper spotting technique (helping our partners to stay safe). The students were taught to spot from the side (not in front or in back of the partner), use one hand on the partners back and to push the partner back to their feet to help them avoid rolling over. We also spent time working on our throwing and catching skills.
Fifth Grade
This week had us working on the push up fitness test. Students were shown the FitnessGram DVD for push ups. Students were taught about the proper form (straight back and legs) and that they needed to bend their elbows to a 90 degree angle. We also had the students use little cones so that they understood how far down that they need to go to complete one push up.
The rest of the time we worked on throwing and catching skills and group balancing skills. The groups were divided up and students were asked to perform a balancing activity for two people, three people, four people and the whole group. This allowed students to make pyramids and other shapes that relied on balancing.
Sixth Grade
This week had us working on the push up fitness test. Students were shown the FitnessGram DVD for push ups. Students were taught about the proper form (straight back and legs) and that they needed to bend their elbows to a 90 degree angle. We also had the students use little cones so that they understood how far down that they need to go to complete one push up.
For the rest of the time we worked on tumbling. We spent time learning safety for tumbling skills and divided up into groups. We worked on learning the steps to a tripod (hands are shoulder width apart, head touches on the hairline, elbows are away from the body, holding a big triangle with hands and head, lifting one leg up at a time and holding the position for at least five seconds. We also worked on teaching the students the proper spotting technique (helping our partners to stay safe). The students were taught to spot from the side (not in front or in back of the partner), use one hand on the partners back and to push the partner back to their feet to help them avoid rolling over. We also spent time working on our throwing and catching skills. Students were given a peer assessment paper for the tripod. They spent two days making sure that they had the paper filled out. The assessment asked for questions on how well a student was performing the tripod and also on how the third parter was spotting.
NEXT WEEK GOALS:
First Grade: Scooter Boards and the Circulatory System
Third Grade: Scooter Boards and the Circulatory System
Fifth Grade: Frisbee Throw and the Circulatory System
Sixth Grade: Frisbee Throw and the Circulatory System
Tuesday, October 9, 2007
Week 8 (October 8-12)
First Grade
This week the first graders are working on paddles. They are working on manipulation skills using the paddles and also for striking skills for the equipment. Students were taught about the basic safety while using the paddles (no hitting people, no hitting rocks/poles/trees/etc., stay in our area and personal space is necessary). The students have been given tasks in hitting the ball up, hitting the ball to the ground and also some balancing activities. For fitness time we worked on Shadow tag and the students got their heart rates up (cardiovascular endurance). We also spent some time working on leg lifts to help develop abdominal (stomach) strength.
Third Grade
This week the first graders are working on paddles. They are working on manipulation skills using the paddles and also for striking skills for the equipment. Students were taught about the basic safety while using the paddles (no hitting people, no hitting rocks/poles/trees/etc., stay in our area and personal space is necessary). The students have been given tasks in hitting the ball up, hitting the ball to the ground and also some balancing activities. For fitness time we worked on Shadow tag and the students got their heart rates up (cardiovascular endurance). We also spent some time working on leg lifts to help develop abdominal (stomach) strength.
We also have continued to spend time working on the major muscle groups of the human body. We spend time every class period learning the muscles. We have worked on learning biceps, triceps, deltoids, pectoralis major, rectus abdominus, obliques, latissimus dorsi, quadriceps, hamstrings, gleuteus maximus, tibialis anterior, gastrocnemius and the soleus.
Fifth Grade
This week started with the students learning a new fitness test for the FitnessGram. We showed the students the FitnessGram DVD and specifically showed them the video for the curl up test. We taught the students the proper form (knees bent at 140 degrees, head on the ground, heals have to be touching the ground and the hands are straight and at the side). The DVD allowed the students the opportunity to see the test being performed. Afterwards, some of the students took the test whereas the rest will take the test later in the week.
The lesson objective was to teach the students about the forearm pass for volleyball. Students were given safety instructions about staying in their personal space, not using the equipment to hit other people with and to stay inside of our boundaries. The were then taught the basic form of the forearm pass (feet shoulder width apart/knees bent, platform flat-forearms together, eyes always focused on the ball, make contact on your forearm as opposed to wrists/elbow/hands, and do not swing from the shoulders). Students were given practice time to work on mastering the skill of the forearm pass. We also had the students start peer assessing the students. The fifth graders were given the task of watching a partner/peer hit a forearm pass and see if the person was hitting with their hands, forearm, or the elbow. The goal is to give feedback to a person who is not hitting the volleyball on the forearms.
Sixth Grade
This week started with the students learning a new fitness test for the FitnessGram. We showed the students the FitnessGram DVD and specifically showed them the video for the curl up test and also reviewed the information for the mile run test. The video reminded us that we should run at a specific pace and that it is better to walk fast than to stroll. The video taught the students the proper form for the curl ups(knees bent at 140 degrees, head on the ground, heals have to be touching the ground and the hands are straight and at the side). The DVD allowed the students the opportunity to see the test being performed. Afterwards, some of the students took the test whereas the rest will take the test later in the week. The lesson objective was to teach the students about the forearm pass for volleyball. Students were given safety instructions about staying in their personal space, not using the equipment to hit other people with and to stay inside of our boundaries. The were then taught the basic form of the forearm pass (feet shoulder width apart/knees bent, platform flat-forearms together, eyes always focused on the ball, make contact on your forearm as opposed to wrists/elbow/hands, and do not swing from the shoulders). Students were given practice time to work on mastering the skill of the forearm pass. The sixth graders were given the task of watching a partner/peer hit a forearm pass and see if the person was hitting with their hands, forearm, or the elbow. The goal is to give feedback to a person who is not hitting the volleyball on the forearms.
Next Week's Goals:
First: Animal Walks and Tumbling Skills
Third: Animal Walks, Tumbling Skills and the Tripod
Fifth: Group Stunts, Gymnastics Skills and Push Up Test
Sixth: Gymnastics Skills and Push Up Test
This week the first graders are working on paddles. They are working on manipulation skills using the paddles and also for striking skills for the equipment. Students were taught about the basic safety while using the paddles (no hitting people, no hitting rocks/poles/trees/etc., stay in our area and personal space is necessary). The students have been given tasks in hitting the ball up, hitting the ball to the ground and also some balancing activities. For fitness time we worked on Shadow tag and the students got their heart rates up (cardiovascular endurance). We also spent some time working on leg lifts to help develop abdominal (stomach) strength.
Third Grade
This week the first graders are working on paddles. They are working on manipulation skills using the paddles and also for striking skills for the equipment. Students were taught about the basic safety while using the paddles (no hitting people, no hitting rocks/poles/trees/etc., stay in our area and personal space is necessary). The students have been given tasks in hitting the ball up, hitting the ball to the ground and also some balancing activities. For fitness time we worked on Shadow tag and the students got their heart rates up (cardiovascular endurance). We also spent some time working on leg lifts to help develop abdominal (stomach) strength.
We also have continued to spend time working on the major muscle groups of the human body. We spend time every class period learning the muscles. We have worked on learning biceps, triceps, deltoids, pectoralis major, rectus abdominus, obliques, latissimus dorsi, quadriceps, hamstrings, gleuteus maximus, tibialis anterior, gastrocnemius and the soleus.
Fifth Grade
This week started with the students learning a new fitness test for the FitnessGram. We showed the students the FitnessGram DVD and specifically showed them the video for the curl up test. We taught the students the proper form (knees bent at 140 degrees, head on the ground, heals have to be touching the ground and the hands are straight and at the side). The DVD allowed the students the opportunity to see the test being performed. Afterwards, some of the students took the test whereas the rest will take the test later in the week.
The lesson objective was to teach the students about the forearm pass for volleyball. Students were given safety instructions about staying in their personal space, not using the equipment to hit other people with and to stay inside of our boundaries. The were then taught the basic form of the forearm pass (feet shoulder width apart/knees bent, platform flat-forearms together, eyes always focused on the ball, make contact on your forearm as opposed to wrists/elbow/hands, and do not swing from the shoulders). Students were given practice time to work on mastering the skill of the forearm pass. We also had the students start peer assessing the students. The fifth graders were given the task of watching a partner/peer hit a forearm pass and see if the person was hitting with their hands, forearm, or the elbow. The goal is to give feedback to a person who is not hitting the volleyball on the forearms.
Sixth Grade
This week started with the students learning a new fitness test for the FitnessGram. We showed the students the FitnessGram DVD and specifically showed them the video for the curl up test and also reviewed the information for the mile run test. The video reminded us that we should run at a specific pace and that it is better to walk fast than to stroll. The video taught the students the proper form for the curl ups(knees bent at 140 degrees, head on the ground, heals have to be touching the ground and the hands are straight and at the side). The DVD allowed the students the opportunity to see the test being performed. Afterwards, some of the students took the test whereas the rest will take the test later in the week. The lesson objective was to teach the students about the forearm pass for volleyball. Students were given safety instructions about staying in their personal space, not using the equipment to hit other people with and to stay inside of our boundaries. The were then taught the basic form of the forearm pass (feet shoulder width apart/knees bent, platform flat-forearms together, eyes always focused on the ball, make contact on your forearm as opposed to wrists/elbow/hands, and do not swing from the shoulders). Students were given practice time to work on mastering the skill of the forearm pass. The sixth graders were given the task of watching a partner/peer hit a forearm pass and see if the person was hitting with their hands, forearm, or the elbow. The goal is to give feedback to a person who is not hitting the volleyball on the forearms.
Next Week's Goals:
First: Animal Walks and Tumbling Skills
Third: Animal Walks, Tumbling Skills and the Tripod
Fifth: Group Stunts, Gymnastics Skills and Push Up Test
Sixth: Gymnastics Skills and Push Up Test
Tuesday, October 2, 2007
Week 7 (October 1-4)
First Grade
This week started with us using the parachute for the first time this year. We spent time working together in numerous cooperative activities. We spent time working on making domes, making waves, making igloos and playing pop. The goal of the parachute time is to have students work together to achieve a goal. The culmination is to play a game called pop. During this game we use a "parachute" buddy that we place on the parachute. When students work togehter to make a dome it allows the parachute buddy to pop into the air and "fly." The better that the students work together as a group the higher that the parachute buddy goes into the air.
We also continue to work on fitness skills. We are working on getting into the plank position to help the first graders start to develop their upper body strength. If the first graders are capable of achieving this elementary position then the chances of them being able to perform a quality push up in the next few years becomes higher. We have also worked on a fitness standard for first grade that asks us the students to be able to sit on the ground and get up without using their hands. This standard asks for students to have abdominal strength (rectus abdominus and oblique muscles).
Third Grade
This week was designed to work on participating in different games/activities where students are playing games from different cultures around the world. We played a game called Indian Wrestling that comes from the Native Americans in the United States region. This game allows students to challenge another student to a "battle" of strength. Students who can keep their balance longer than their opponents will win.
We finished off the week working on the parachute. We spent time working on domes, igloos, pop and we also played a game called Lifeguard. In Lifeguard, a few students are chosen to be the lifeguard and a few are chosen to be the sharks. The sharks are sent under the parachute for the game. The rest of the students sit on the ground with their legs hanging under the parachute. When a shark tries to "attack" a person the lifeguards are supposed to run over and save the people. If a shark gets a person completely under the parachute they become sharks.
The fitness goal for this week was to work on running (cardiovascular endurance). We had the students run 2 laps during each class period to help them develop their cardiovascular system. In the future we will be timing the students for a half mile time and will also build up to a full mile time. The goal for running the mile will be for a third grade student to finish the mile in the allotted time.
Fifth Grade
This week's focus was to work on the new food pyramid guide. First, students were taught about the new categories for the food pyramid (grains, vegitables, fruits, others, milk and milk products, and meats, beans and nuts categories). The students were taught that the new pyramid uses colors to represent the categories. The new pyramid also has a physical activity section. This is new for the pyramid and promotes the importance of having good eating habits but also the importance of regular physical activity. After the students were taught about these items they were divided into groups to participate in a food pyramid relay. Each team was to collect small cards that represented the foods inside of the six categories. After the relay was over the students were given a quiz covering the six categories and the foods inside of the categories.
On Monday and Tuesday, the students were given a Mile Preparation Worksheet that was meant to go home and be read with the parents. The key of the worksheet is to prepare the students for the mile and to try and prevent students feeling sick to their stomach. The biggest factors are for the students to eat a good meal the night before, get up and get a quality breakfast the day of the mile and to eat a proper lunch. The other big factor is to make sure to have the students hydrate themselves.
On Wednesday and Thursday the fifth graders were given the task of running the mile. The mile run is apart of the cardiovascular endurance test for the California FitnessGram tests. Our goal is to have ten running tests throughout the year. The students were asked to keep an even pace and to make sure to run behind the tress (on our field). When the students finished they recorded their times, checked their heart rate and then completed a worksheet about their mile run. The students were asked to answer questions about their mile times, their heart rate, how they felt running, how they felt afterwards and to list a goal for the next mile run.
Sixth Grade
This week's focus was to work on the new food pyramid guide. First, students were taught about the new categories for the food pyramid (grains, vegitables, fruits, others, milk and milk products, and meats, beans and nuts categories). The students were taught that the new pyramid uses colors to represent the categories. The new pyramid also has a physical activity section. This is new for the pyramid and promotes the importance of having good eating habits but also the importance of regular physical activity. After the students were taught about these items they were divided into groups to participate in a food pyramid relay. Each team was to collect small cards that represented the foods inside of the six categories. After the relay was over the students were given a quiz covering the six categories and the foods inside of the categories.
On Monday and Tuesday, the students were given a Mile Preparation Worksheet that was meant to go home and be read with the parents. The key of the worksheet is to prepare the students for the mile and to try and prevent students feeling sick to their stomach. The biggest factors are for the students to eat a good meal the night before, get up and get a quality breakfast the day of the mile and to eat a proper lunch. The other big factor is to make sure to have the students hydrate themselves.
On Wednesday and Thursday the sixth graders were given the task of running the mile. The mile run is apart of the cardiovascular endurance test for the California FitnessGram tests. Our goal is to have ten running tests throughout the year. The students were asked to keep an even pace and to make sure to run behind the tress (on our field). When the students finished they recorded their times, checked their heart rate and then completed a worksheet about their mile run. The students were asked to answer questions about their mile times, their heart rate, how they felt running, how they felt afterwards and to list a goal for the next mile run.
Next Week's Goals:
First Grade- Paddle Skills
Third Grade- Paddle Skills
Fifth Grade- Volley Skills & Curl Up Test
Sixth Grade- Volley Skills & Curl Up Test
This week started with us using the parachute for the first time this year. We spent time working together in numerous cooperative activities. We spent time working on making domes, making waves, making igloos and playing pop. The goal of the parachute time is to have students work together to achieve a goal. The culmination is to play a game called pop. During this game we use a "parachute" buddy that we place on the parachute. When students work togehter to make a dome it allows the parachute buddy to pop into the air and "fly." The better that the students work together as a group the higher that the parachute buddy goes into the air.
We also continue to work on fitness skills. We are working on getting into the plank position to help the first graders start to develop their upper body strength. If the first graders are capable of achieving this elementary position then the chances of them being able to perform a quality push up in the next few years becomes higher. We have also worked on a fitness standard for first grade that asks us the students to be able to sit on the ground and get up without using their hands. This standard asks for students to have abdominal strength (rectus abdominus and oblique muscles).
Third Grade
This week was designed to work on participating in different games/activities where students are playing games from different cultures around the world. We played a game called Indian Wrestling that comes from the Native Americans in the United States region. This game allows students to challenge another student to a "battle" of strength. Students who can keep their balance longer than their opponents will win.
We finished off the week working on the parachute. We spent time working on domes, igloos, pop and we also played a game called Lifeguard. In Lifeguard, a few students are chosen to be the lifeguard and a few are chosen to be the sharks. The sharks are sent under the parachute for the game. The rest of the students sit on the ground with their legs hanging under the parachute. When a shark tries to "attack" a person the lifeguards are supposed to run over and save the people. If a shark gets a person completely under the parachute they become sharks.
The fitness goal for this week was to work on running (cardiovascular endurance). We had the students run 2 laps during each class period to help them develop their cardiovascular system. In the future we will be timing the students for a half mile time and will also build up to a full mile time. The goal for running the mile will be for a third grade student to finish the mile in the allotted time.
Fifth Grade
This week's focus was to work on the new food pyramid guide. First, students were taught about the new categories for the food pyramid (grains, vegitables, fruits, others, milk and milk products, and meats, beans and nuts categories). The students were taught that the new pyramid uses colors to represent the categories. The new pyramid also has a physical activity section. This is new for the pyramid and promotes the importance of having good eating habits but also the importance of regular physical activity. After the students were taught about these items they were divided into groups to participate in a food pyramid relay. Each team was to collect small cards that represented the foods inside of the six categories. After the relay was over the students were given a quiz covering the six categories and the foods inside of the categories.
On Monday and Tuesday, the students were given a Mile Preparation Worksheet that was meant to go home and be read with the parents. The key of the worksheet is to prepare the students for the mile and to try and prevent students feeling sick to their stomach. The biggest factors are for the students to eat a good meal the night before, get up and get a quality breakfast the day of the mile and to eat a proper lunch. The other big factor is to make sure to have the students hydrate themselves.
On Wednesday and Thursday the fifth graders were given the task of running the mile. The mile run is apart of the cardiovascular endurance test for the California FitnessGram tests. Our goal is to have ten running tests throughout the year. The students were asked to keep an even pace and to make sure to run behind the tress (on our field). When the students finished they recorded their times, checked their heart rate and then completed a worksheet about their mile run. The students were asked to answer questions about their mile times, their heart rate, how they felt running, how they felt afterwards and to list a goal for the next mile run.
Sixth Grade
This week's focus was to work on the new food pyramid guide. First, students were taught about the new categories for the food pyramid (grains, vegitables, fruits, others, milk and milk products, and meats, beans and nuts categories). The students were taught that the new pyramid uses colors to represent the categories. The new pyramid also has a physical activity section. This is new for the pyramid and promotes the importance of having good eating habits but also the importance of regular physical activity. After the students were taught about these items they were divided into groups to participate in a food pyramid relay. Each team was to collect small cards that represented the foods inside of the six categories. After the relay was over the students were given a quiz covering the six categories and the foods inside of the categories.
On Monday and Tuesday, the students were given a Mile Preparation Worksheet that was meant to go home and be read with the parents. The key of the worksheet is to prepare the students for the mile and to try and prevent students feeling sick to their stomach. The biggest factors are for the students to eat a good meal the night before, get up and get a quality breakfast the day of the mile and to eat a proper lunch. The other big factor is to make sure to have the students hydrate themselves.
On Wednesday and Thursday the sixth graders were given the task of running the mile. The mile run is apart of the cardiovascular endurance test for the California FitnessGram tests. Our goal is to have ten running tests throughout the year. The students were asked to keep an even pace and to make sure to run behind the tress (on our field). When the students finished they recorded their times, checked their heart rate and then completed a worksheet about their mile run. The students were asked to answer questions about their mile times, their heart rate, how they felt running, how they felt afterwards and to list a goal for the next mile run.
Next Week's Goals:
First Grade- Paddle Skills
Third Grade- Paddle Skills
Fifth Grade- Volley Skills & Curl Up Test
Sixth Grade- Volley Skills & Curl Up Test
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