Week 14 (November 26-30)

First Grade
This week started with learning about the food pyramid guide. We spent time going over each category in the food pyramid (Grains/Vegetables/Fruits/Others/Milk & Milk Products/Meats, Beans & Nuts). We also discussed that the food pyramid uses colors to represent each category. We completed a worksheet on coloring in the food pyramid guide.

We also worked on learning about the heart. We worked on a worksheet where the students were required to color in the right side of the heart (blue) to represent the de-oxygenated blood. They also colored in the left side of the heart (red) to represent the oxygenated blood.

The rest of the week we worked on tempos during class time. While working on our locomotor skills (skipping, hopping, jumping, galloping, etc.) the students were asked to listen to the tempo (tambourine) and move accordingly. First, students were asked to change direction when they heard the tambourine. Second, the students were asked to move at the appropriate speed (fast or slow) while listening to the tambourine.

Third Grade
This week started with learning about the food pyramid guide. We spent time going over each category in the food pyramid (Grains/Vegetables/Fruits/Others/Milk & Milk Products/Meats, Beans & Nuts). We also discussed that the food pyramid uses colors to represent each category. We completed a worksheet on coloring in the food pyramid guide.

We also worked on learning about the heart. We worked on a worksheet where the students were required to color in the right side of the heart (blue) to represent the de-oxygenated blood. They also colored in the left side of the heart (red) to represent the oxygenated blood. We also labeled the four parts of the heart (Left Atrium/Right Atrium/Left Ventricle/Right Ventricle) while using a word bank.

Outside this week we reviewed our throwing and catching skills with the yarn balls. We then played a game called Bokwele. Students were asked to find supplies from the other "camps" and return them to their own camp. Bokwele is a cultural game from Africa.

Fifth Grade
This week started with the students taking a practice curl up and push up Fitness test. We also spent some time reviewing how to throw a Frisbee. We also taught the students a game called Bokwele (from Africa).

Sixth Grade
This week was a difficult week to schedule. The students were required to attend a special class during the week so H&F time was impacted. On Monday and Thursday the students worked on taking a practice curl up and push up test before working on throwing a Frisbee (Review). We also had the students complete the shoulder stretch fitness test that checks the flexibility of the shoulder joints for both the left and right shoulders.

Outside this week we played a game called Bokwele. Students were asked to find supplies from the other "camps" and return them to their own camp. Bokwele is a cultural game from Africa.

Friday (Second through Sixth Graders)
On Friday, SJEA welcomed Katy Sullivan and she came and talked with our classes during their specials time. She is training to attend the 2008 Beijing Para-Olympics. Another post has already been created with information on Katy and also links to for two different videos that you can watch online about Katy.

Next Week:
First: Basketball Skills
Third: Basketball Skills
Fifth: Paddle Tennis
Sixth: Paddle Tennis

Guest Visitor-Katy Sullivan

On Friday, November 30 the Specialist are welcoming a guest speaker. Katy Sullivan is a paralympic athlete that was born without legs. She is currently training for the 2008 Beijing Paralympics.

A video about Katy Sullivan can be found here.

A new video from channel 11 about Katy aired on Wednesday.

NOTE: This video cannot be viewed at school since youtube has been blocked.

Katy will be visiting with the sixth graders during their specialist time. She will also spend time with the second, third, fourth and fifth graders during their specials classes.

Week 13 (November 13-16)

First Grade:
This week we started working on soccer skills. We worked on how to kick a soccer ball to a partner. We taught the students that you need to plant the non-kicking foot next to the ball, keep your eyes on the ball at all times and kick the ball with either your shoelaces or inside of your foot. We never kick the ball with our toe because it can hurt the toe. We also practiced dribbling the soccer ball and taking turns with our partner.

Third Grade:
This week we started working on soccer skills. We've reviewed kicking skills and the proper way to kick a soccer ball. We've worked on the instep pass where we have asked the students to work on three things. First, students are asked to watch the ball while kicking. It is really hard to kick a soccer ball that you cannot see. Second, we've asked for the students to plant their non-kicking foot next to the soccer ball. Third, we are asking the students to work on kicking the soccer ball with the inner part of their shoe. We've reminded students that kicking a soccer ball with their toe is dangerous and could result in an injury.

Later in the week we continued to work on our soccer skills. We had the students fill out a peer assessment form while watching another student perform an instep pass.

Fifth Grade:
This week we started working on soccer skills. We reviewed how to kick a soccer ball to a partner/teammate. Our goal was to work on how to trap (stop) a soccer ball that is coming to you. First, you must keep your eyes on the ball the whole time. You cannot stop a ball that you cannot see. Second, you must make contact with the ball to your foot out in front of you. Third, you must give with the ball (cushioning) to make sure that the ball slowly stops. Fourth, we need to stop the ball at our feet to keep it under control.

Sixth Grade:
This week we started working on soccer skills. We reviewed how to kick a soccer ball to a partner/teammate. Our goal was to work on how to trap (stop) a soccer ball that is coming to you. First, you must keep your eyes on the ball the whole time. You cannot stop a ball that you cannot see. Second, you must make contact with the ball to your foot out in front of you. Third, you must give with the ball (cushioning) to make sure that the ball slowly stops. Fourth, we need to stop the ball at our feet to keep it under control.

Week 12 (November 5-9)

First Grade
This week was designed to work in stations. We spent time working on our jump rope skills while jumping forward. Since we didn't have enough jump ropes for everyone at one time we worked on hula hoop skills and scarf skills while waiting for our turn at jump rope.

Later in the week we had a health lesson on the importance of the whole "team" working together while running. Running isn't about how strong you are but how well you breath air in and how quickly you can get the air to the muscles. The muscles need oxygen to move, without it they would stop working.

Third Grade
This week was designed to work in stations. We spent time working on our jump rope skills while jumping forward and backwards (third grade standard). Since we didn't have enough jump ropes for everyone at one time we worked on hula hoop skills and scarf skills while waiting for our turn at jump rope.

Later in the week we had a health lesson on the importance of the whole "team" working together while running. Running isn't about how strong you are but how well you breath air in and how quickly you can get the air to the muscles. The muscles need oxygen to move, without it they would stop working.

Fifth Grade
The start of the week had the fifth graders working on learning how to use pedometers. Pedometers are devices used to track the number of steps you've taken while participating in a physical activity. We talked about how to use them, how to wear them and how to track your results. Since the pedometers are $30 each and we cannot afford to replace them we talked to the students about being personally responsible for using the pedometers and to make sure they don't fall off during class time. We spent the first part of class working on learning our stride length. This will allow us to eventually figure out how far we've been able to walk during our class time. The last part of class helped us to learn how to write down the information from our pedometers (steps taken and activity time). We will learn about how to calculate distance and steps per minute in the future.

Thursday and Friday had the students working on the mile run. This is our second run of the year and the students were encouraged to try and improve upon their scores, many were encouraged to improve by 30 seconds. When finished, the students were asked to complete a self reflection on how well they ran. Students were graded on how well they completed the worksheet and not on how fast they ran the mile.

Sixth Grade
The start of the week had the fifth graders working on learning how to use pedometers. Pedometers are devices used to track the number of steps you've taken while participating in a physical activity. We talked about how to use them, how to wear them and how to track your results. Since the pedometers are $30 each and we cannot afford to replace them we talked to the students about being personally responsible for using the pedometers and to make sure they don't fall off during class time. We spent the first part of class working on learning our stride length. This will allow us to eventually figure out how far we've been able to walk during our class time. The last part of class helped us to learn how to write down the information from our pedometers (steps taken and activity time). We will learn about how to calculate distance and steps per minute in the future.

Thursday and Friday had the students working on the mile run. This is our second run of the year and the students were encouraged to try and improve upon their scores, many were encouraged to improve by 30 seconds. When finished, the students were asked to complete a self reflection on how well they ran. Students were graded on how well they completed the worksheet and not on how fast they ran the mile.

Next Week's Goals:
First: Work on passing, receiving and dribbling a soccer ball.
Third: Work on instep pass and dribbling a soccer ball.
Fifth: Work on trapping, passing and fitness tests.
Sixth: Work on trapping, passing and fitness tests.