I'm sorry that this post is late but it has been really busy the last few weeks at SJEA.
First Grade
We have been working on finishing up our jump rope skills.
Third Grade
We have been working on finishing up our jump rope skills.
Fifth Grade
We have been working on our group jump rope skills
Sixth Grade
We have been working on finishing up our gymnastics unit.
Walk-a-thon Update
We have done really well with our walk-a-thon fundraiser. We will be making final announcements for the winners of the prizes either on December 5th or early the following week. We will also be handing out the kid's meal coupon and the free dress tickets around the same time. Health & Fitness will be using the money to purchase equipment for our students. Our goal will be to have the new equipment by early February.
Wednesday, December 3, 2008
Thursday, October 30, 2008
October 27 to November 7
Kinder
We missed going to class for a week because the minimum day schedule does not allow us to have time for Health & Fitness. When we got back we had to deal with some wet weather. We spent some time working on the food guide pyramid, this is also something that the classroom teachers are going over in their classes. Outside, we started to go to work on our jump rope skills. We are working on learning to jump over a jump rope forwards & backwards and side-to-side over a stationary rope.First
We have been working on our cooperation skills and working together. We have taken out the parachute for the first time this year. We are working together to create different shapes and different activities with the parachute.
We spent one class period inside (because of rain) and listed activties that help us to get our hearts beating faster. Outside, we ended up working on our jump rope skills. We are working on jumping a rope while it is being turned by other people.
Third
We've continued to work on our gymnastics unit. We have been practicing how to travel (forwards and sideways) across a balance beam while manipulating an object (small ball, scarf, etc.).
We spent a day working on labeling the major muscles of the body. Students were given a worksheet and instructed on what muscles to color and also to label the muscles. We will be having a test in the next few weeks (possibly the first week of December) that will cover the names and locations of 12 different muscle groups in the body.
We have also started to work on our jump rope skills. We are working on learning to jump both forwards and backwards while turning a rope by ourselves.
Fifth
We have moved into two standards about jumping. The students were taught the proper take off and proper landing techniques for both jumping for height and jumping for distance. They were required to take an assessment during the first week for both skills. During our rainouts, we were able to work on a worksheet on the effects of drinking water has on the human body and also the effects that dehydration has for the human body.
Sixth
We have continued to work on our gymnastics routine. Students have finished planning their routine and are now working practicing their routine. They were given the day that they will be assessed. Rain has interrupted some of our practice and assessment days. We spent some time wokring on the short term and long term effects that exercise has one the body.
Thursday, October 16, 2008
October 13 to October 24 (Start of the Second Quarter)
Kinder
We have started working our our balancing activities. We are learning to make different types of shapes using our bodies. We have learned to use big shapes, medium shapes and small shapes while working with creating letters. We have also worked on balancing on one, two, three, four and five body parts. We are learning how to balance on body parts that are not always the feet.
First Grade
We have started working on our balancing activities. We have learned the difference between symmetrical and asymmetrical shapes and have used letters to help us to remember the differences. We have started to learn that we need to create shapes without always using our feet as a base of support. We have also started working on jumping from one or two feet and always landing on two feet. We also have worked on rolling forward. We use a log roll to work on rolling forward during class time.
Third Grade
We have started to work our our gymnastics unit. We have currently learned about the tripod balance and how to hold the balance upside down for at least 5 seconds. We have also learned the proper technique for the forward roll. We have also spent some extra time teaching the students how to spot their partners to keep them safe. We have also spent some time working on the straddle roll. This is very similar to the forward roll but your legs are apart at the start of the skill.
Fifth Grade
We have started to work on our group balancing activities. We have made sure to work on changing our base of support and to avoid going to many levels off of the ground for safety. We have divided the class into groups for their group assessment. Groups have been asked to design five different group balancing activities that they will practice for their group assessment.
Sixth Grade
We have started to work on reviewing our gymnastics activities in anticipation for developing our own routines for assessments. We have practiced the tripod and used the tripod to work on the headstand. We have also started working on the forward roll. We will continue to practice these skills and will work toward developing our individual gymnastic routines. We finished our teaching part of this unit with the cartwheel/roundoff. The major difference between these two skills is how you land. We have started to let the students plan their routine and allowed them to practice the routine during class time.
We have started working our our balancing activities. We are learning to make different types of shapes using our bodies. We have learned to use big shapes, medium shapes and small shapes while working with creating letters. We have also worked on balancing on one, two, three, four and five body parts. We are learning how to balance on body parts that are not always the feet.
First Grade
We have started working on our balancing activities. We have learned the difference between symmetrical and asymmetrical shapes and have used letters to help us to remember the differences. We have started to learn that we need to create shapes without always using our feet as a base of support. We have also started working on jumping from one or two feet and always landing on two feet. We also have worked on rolling forward. We use a log roll to work on rolling forward during class time.
Third Grade
We have started to work our our gymnastics unit. We have currently learned about the tripod balance and how to hold the balance upside down for at least 5 seconds. We have also learned the proper technique for the forward roll. We have also spent some extra time teaching the students how to spot their partners to keep them safe. We have also spent some time working on the straddle roll. This is very similar to the forward roll but your legs are apart at the start of the skill.
Fifth Grade
We have started to work on our group balancing activities. We have made sure to work on changing our base of support and to avoid going to many levels off of the ground for safety. We have divided the class into groups for their group assessment. Groups have been asked to design five different group balancing activities that they will practice for their group assessment.
Sixth Grade
We have started to work on reviewing our gymnastics activities in anticipation for developing our own routines for assessments. We have practiced the tripod and used the tripod to work on the headstand. We have also started working on the forward roll. We will continue to practice these skills and will work toward developing our individual gymnastic routines. We finished our teaching part of this unit with the cartwheel/roundoff. The major difference between these two skills is how you land. We have started to let the students plan their routine and allowed them to practice the routine during class time.
Tuesday, September 30, 2008
Health & Fitness (September 29-October 10)
Kindergarten
We continued to work on our throwing and catching skills. Students were asked to throw a yarn ball to themselves and catch the ball. They were given an assessment on their tossing and catching skills. We also spent some time working on learning about the muscles. We learned that they only contract (get smaller) and for the muscles to go back to full length you just have to relax the muscle. We also learned that the body has skeletal muscles to move you around and cardiac muscles to keep your heart and other cardiac mucles moving.
First Grade
First grade was asked to compile a list of enjoyable and challenging physical activities. The students were then asked to pick four of the activities from the list and draw them onto a piece of paper. The students were also asked to work on their throwing and catching skills. They were assessed on the overhand throw and the underhand throw. We also spent some time working on learning about the muscles. We learned that they only contract (get smaller) and for the muscles to go back to full length you just have to relax the muscle. We also learned that the body has skeletal muscles to move you around and cardiac muscles to keep your heart and other cardiac mucles moving.
Third Grade
We worked on the standard about the components of physical fitness. We learned the five components for physical fitness (cardiovascular endurance, muscular strength, muscular endurance, flexibility and body composition). We learned how to define each component and discussed the definition for each of the components. We also discussed that the students will be required to take fitness tests that relate to each of the components of physical fitness.
We also spent some time working on learning about the muscles. We learned that they only contract (get smaller) and for the muscles to go back to full length you just have to relax the muscle. We also learned that the body has skeletal muscles to move you around and cardiac muscles to keep your heart and other cardiac mucles moving.
Fifth Grade
We worked on reviewing the compoents of health related physical fitness. We also taught them about the skill related components of physical fitness. We then worked on classifying the activities as health related or skill related and also listed activities for each component. We started working on throwing a Frisbee. We learned the proper technqiue for holding a Frisbee and how to throw the Frisbee for accuracy.
Sixth Grade
We worked on reviewing the compoents of health related physical fitness. We also taught them about the skill related components of physical fitness. We then worked on classifying the activities as health related or skill related and also listed activities for each component.
We continued to work on our throwing and catching skills. Students were asked to throw a yarn ball to themselves and catch the ball. They were given an assessment on their tossing and catching skills. We also spent some time working on learning about the muscles. We learned that they only contract (get smaller) and for the muscles to go back to full length you just have to relax the muscle. We also learned that the body has skeletal muscles to move you around and cardiac muscles to keep your heart and other cardiac mucles moving.
First Grade
First grade was asked to compile a list of enjoyable and challenging physical activities. The students were then asked to pick four of the activities from the list and draw them onto a piece of paper. The students were also asked to work on their throwing and catching skills. They were assessed on the overhand throw and the underhand throw. We also spent some time working on learning about the muscles. We learned that they only contract (get smaller) and for the muscles to go back to full length you just have to relax the muscle. We also learned that the body has skeletal muscles to move you around and cardiac muscles to keep your heart and other cardiac mucles moving.
Third Grade
We worked on the standard about the components of physical fitness. We learned the five components for physical fitness (cardiovascular endurance, muscular strength, muscular endurance, flexibility and body composition). We learned how to define each component and discussed the definition for each of the components. We also discussed that the students will be required to take fitness tests that relate to each of the components of physical fitness.
We also spent some time working on learning about the muscles. We learned that they only contract (get smaller) and for the muscles to go back to full length you just have to relax the muscle. We also learned that the body has skeletal muscles to move you around and cardiac muscles to keep your heart and other cardiac mucles moving.
Fifth Grade
We worked on reviewing the compoents of health related physical fitness. We also taught them about the skill related components of physical fitness. We then worked on classifying the activities as health related or skill related and also listed activities for each component. We started working on throwing a Frisbee. We learned the proper technqiue for holding a Frisbee and how to throw the Frisbee for accuracy.
Sixth Grade
We worked on reviewing the compoents of health related physical fitness. We also taught them about the skill related components of physical fitness. We then worked on classifying the activities as health related or skill related and also listed activities for each component.
Tuesday, September 16, 2008
September 15-26
Kinder:
We have started our first skill related unit. We have started working on our kicking skills and have incorporated our skills into passing to a partner and also into game activities that focus on proper kicking skills. We also started working on our throwing skills. Our standard is for a student to be able to toss a ball to themselves without the ball bouncing more than two times.
First Grade:
We have continued our kicking skills unit. Our focus is on using the proper technique to pass to our partner and also to develop proper technique for our dribbing (with our foot) skills. We are focusing on skill development and asking other students to give feedback on those skills to help improve our skill level. We are assessing students on these two skills (first grade standards).
We have also started to work on our throwing skills. We are learning the differences between overhand and underhand throwing. We will be taking an assessment on these two skills next week.
Third Grade:
We have continued to work on our kicking skills. Our focus has been on using the instep pass to pass (kick) a ball to our partner. We have also started to work on dribbling while changing directions (zig-zag). We are assessing the students on these two standards.
We are also starting to work on our throwing and catching skills. We have learned to increase the distance of our throws with keeping our accuracy so that a partner still can catch the ball. We are also working on catching a ball while running. We will be taking our assessments on these two skills next week.
Fifth Grade:
We have started our kicking skills unit. We have worked on the instep pass and have been assessed on this skill. We are looking at developing our dribbling skills so that we can control the ball while we are being guarded. We are also working at being able to take a shot at goal while we are being guarded. These are all skills that we will be assessed on (standards).
We have also continued to work on our fitness development. We have spent time learning about the curl up fitness test. We learned about our proper technique that is needed while taking the test. We have also used practice time and had a partner assess our ability to help to develop a better technique. We have started to take our first practice tests for trunk lift and shoulder stretch. Our first mile time has been postponed due to extream weather (heat). We will be working on our first timmed running event next week.
Sixth Grade:
We have started our soccer skills for this unit. We have worked on passing, dribbling, dribbling while being guarded during our class time. We have used partners to help assess our own level of ability to help us to develop our skills to a higher level.
We have also continued to work on our fitness development. We have used partners to assess our skills for both the push up and curl up practice times. Our goal is to use that information to help develop our skills so that we will (ultimately) do better on our fitness tests in the future. We have started to take our first practice tests for trunk lift and shoulder stretch. Our first mile time has been postponed due to extream weather (heat). We will be working on our first timmed running event next week.
We have started our first skill related unit. We have started working on our kicking skills and have incorporated our skills into passing to a partner and also into game activities that focus on proper kicking skills. We also started working on our throwing skills. Our standard is for a student to be able to toss a ball to themselves without the ball bouncing more than two times.
First Grade:
We have continued our kicking skills unit. Our focus is on using the proper technique to pass to our partner and also to develop proper technique for our dribbing (with our foot) skills. We are focusing on skill development and asking other students to give feedback on those skills to help improve our skill level. We are assessing students on these two skills (first grade standards).
We have also started to work on our throwing skills. We are learning the differences between overhand and underhand throwing. We will be taking an assessment on these two skills next week.
Third Grade:
We have continued to work on our kicking skills. Our focus has been on using the instep pass to pass (kick) a ball to our partner. We have also started to work on dribbling while changing directions (zig-zag). We are assessing the students on these two standards.
We are also starting to work on our throwing and catching skills. We have learned to increase the distance of our throws with keeping our accuracy so that a partner still can catch the ball. We are also working on catching a ball while running. We will be taking our assessments on these two skills next week.
Fifth Grade:
We have started our kicking skills unit. We have worked on the instep pass and have been assessed on this skill. We are looking at developing our dribbling skills so that we can control the ball while we are being guarded. We are also working at being able to take a shot at goal while we are being guarded. These are all skills that we will be assessed on (standards).
We have also continued to work on our fitness development. We have spent time learning about the curl up fitness test. We learned about our proper technique that is needed while taking the test. We have also used practice time and had a partner assess our ability to help to develop a better technique. We have started to take our first practice tests for trunk lift and shoulder stretch. Our first mile time has been postponed due to extream weather (heat). We will be working on our first timmed running event next week.
Sixth Grade:
We have started our soccer skills for this unit. We have worked on passing, dribbling, dribbling while being guarded during our class time. We have used partners to help assess our own level of ability to help us to develop our skills to a higher level.
We have also continued to work on our fitness development. We have used partners to assess our skills for both the push up and curl up practice times. Our goal is to use that information to help develop our skills so that we will (ultimately) do better on our fitness tests in the future. We have started to take our first practice tests for trunk lift and shoulder stretch. Our first mile time has been postponed due to extream weather (heat). We will be working on our first timmed running event next week.
Monday, September 8, 2008
H&F (September 2-12)
Kinder:
We have been spending time working with following directions and following class expectations. This is the key to having a great year in Health & Fitness! We have spent time working on command games so that student will learn how to listen for instructions. We have also spent time working on basic games to work on following directions.
First Grade:
We have been spending our time working on following directions. We have started our first health lesson on the food guide pyramid. We learned that the food guide pyramid is split into different categories that are represented by different colors. We have also been working on soccer skills in kicking and passing. We have started working on our first skills based standards with passing a ball to the partner.
Third Grade:
We have been spending our time working on following directions. We have started our first health lesson on the food guide pyramid. We learned that the food guide pyramid is split into different categories that are represented by different colors. We have also been wokring on soccer skills in kicking and passing. We have started working on our first skills based standards with passing a ball to the partner.
Fifth Grade:
We have been speding our time on team building activities. The goal is to make sure that the students learn how to treat other people in class and how to cooperate with other people. This will be vital to our class (and students) working together toward meeting our standards in Health & Fitness. We have also started working on our fitness standards by learning to proper techniques for our fitness tests. We have also startd working on our movement standards. Currently the fifth grade is working on soccer skills with the goal of taking assessments on the soccer skills during the next week.
Sixth Grade:
We have been speding our time on team building activities. The goal is to make sure that the students learn how to treat other people in class and how to cooperate with other people. This will be vital to our class (and students) working together toward meeting our standards in Health & Fitness. We have also started working on our fitness standards by learning to proper techniques for our fitness tests.
Week of September 15-19
Fifth and Sixth graders will be taking a skills test on the techniques for their curl ups and push ups. Students should be practicing the technique to prepare for the skills test.
We have been spending time working with following directions and following class expectations. This is the key to having a great year in Health & Fitness! We have spent time working on command games so that student will learn how to listen for instructions. We have also spent time working on basic games to work on following directions.
First Grade:
We have been spending our time working on following directions. We have started our first health lesson on the food guide pyramid. We learned that the food guide pyramid is split into different categories that are represented by different colors. We have also been working on soccer skills in kicking and passing. We have started working on our first skills based standards with passing a ball to the partner.
Third Grade:
We have been spending our time working on following directions. We have started our first health lesson on the food guide pyramid. We learned that the food guide pyramid is split into different categories that are represented by different colors. We have also been wokring on soccer skills in kicking and passing. We have started working on our first skills based standards with passing a ball to the partner.
Fifth Grade:
We have been speding our time on team building activities. The goal is to make sure that the students learn how to treat other people in class and how to cooperate with other people. This will be vital to our class (and students) working together toward meeting our standards in Health & Fitness. We have also started working on our fitness standards by learning to proper techniques for our fitness tests. We have also startd working on our movement standards. Currently the fifth grade is working on soccer skills with the goal of taking assessments on the soccer skills during the next week.
Sixth Grade:
We have been speding our time on team building activities. The goal is to make sure that the students learn how to treat other people in class and how to cooperate with other people. This will be vital to our class (and students) working together toward meeting our standards in Health & Fitness. We have also started working on our fitness standards by learning to proper techniques for our fitness tests.
Week of September 15-19
Fifth and Sixth graders will be taking a skills test on the techniques for their curl ups and push ups. Students should be practicing the technique to prepare for the skills test.
Thursday, September 4, 2008
H&F (August 18-29)
All Grades:
Our first two weeks had every class start with the expectations for class (listed below). We spent time learning about the expectations and the students were able to help teach those expectations to the rest of the class.
First/Third Grade:
Our focus was on Hula Hoop skills and bean bag skills: This allowed us the opportunity to teach the students the importance of personal space and how to properly use our equipment without breaking the equipment. We also learned about using the freeze signal so that the teacher can talk with the class.
Fifth/Sixth Grade:
Our focus has been on team building activities. During these activities, the students are given a task to complete. The students must come up with a solution for the task before starting. If they are unable to follow the guidelines for the task they must start over. These activities help to develop cooperation skills and communication skills with our students.
Our first two weeks had every class start with the expectations for class (listed below). We spent time learning about the expectations and the students were able to help teach those expectations to the rest of the class.
First/Third Grade:
Our focus was on Hula Hoop skills and bean bag skills: This allowed us the opportunity to teach the students the importance of personal space and how to properly use our equipment without breaking the equipment. We also learned about using the freeze signal so that the teacher can talk with the class.
Fifth/Sixth Grade:
Our focus has been on team building activities. During these activities, the students are given a task to complete. The students must come up with a solution for the task before starting. If they are unable to follow the guidelines for the task they must start over. These activities help to develop cooperation skills and communication skills with our students.
Sunday, August 24, 2008
Welcome to the 2008-2009 School Year
Welcome to Mr. Bassett's Health & Fitness Blog. Over the course of the new school year I will be updating my blog with current events in my Health & Fitness classes. This year has already gotten off to a great start and I wanted to take a few minutes to post my expectations and other important information.
Kindergarten, First and Third Grade Expectations
1) Listen to the teacher
2) Follow Directions
3) Try your best
Fifth & Sixth Grade Expectations
1) Listen to the teacher
2) Follow Directions
3) Participation is required
4) Show the Core Values
5) Always Stay in Class
Grading for Elementary Students
60% for participation
40% for class work
Grading for Junior Academy Students
60% for participation
25% for assessments (Tests, quizzes, etc.)
15% for class work
Other important information:
Non-participation
A student must have a note from a parent for dismissal from one day's activity. Students will be given an alternative assignment for the day.
A student must have a note from a doctor for dismissal for more than one consecutive day. Students will also be given an alternative assignment for the time the student isn't allowed to participate.
Attire/Dress
All students should wear clothing that is acceptable for movement. Please wear shoes that is acceptable for movement as well.
Water
Students are allowed to bring water bottles to class. Those students who are running the mile in a specific class period are also allowed to bring a Gatorade or PowerAid as well. No soda or juice will be allowed.
Kindergarten, First and Third Grade Expectations
1) Listen to the teacher
2) Follow Directions
3) Try your best
Fifth & Sixth Grade Expectations
1) Listen to the teacher
2) Follow Directions
3) Participation is required
4) Show the Core Values
5) Always Stay in Class
Grading for Elementary Students
60% for participation
40% for class work
Grading for Junior Academy Students
60% for participation
25% for assessments (Tests, quizzes, etc.)
15% for class work
Other important information:
Non-participation
A student must have a note from a parent for dismissal from one day's activity. Students will be given an alternative assignment for the day.
A student must have a note from a doctor for dismissal for more than one consecutive day. Students will also be given an alternative assignment for the time the student isn't allowed to participate.
Attire/Dress
All students should wear clothing that is acceptable for movement. Please wear shoes that is acceptable for movement as well.
Water
Students are allowed to bring water bottles to class. Those students who are running the mile in a specific class period are also allowed to bring a Gatorade or PowerAid as well. No soda or juice will be allowed.
Friday, April 25, 2008
April 21-25
First Grade:
This week the first graders worked on a variety of items. They worked on hula hoops, jump ropes and partner activities throughout the week.
Third Grade:
The third graders worked on a walking unit this week. The goal is to work on getting your heart rate up for an extended period while walking. We also worked on long jump ropes and cooperative skills for taking turns during our time.
Fifth Grade:
We continue to stay focused on fitness testing. Our testing window's end is approaching so we continue to allow students the opportunity to test and retest the skills that they have not currently passed. We have also worked on long jump rope skills. The end of the week had us using the computer lab. We worked on an assignment about heart rate, pulse, target heart rate and heart rate zones. The blog entry below will allow you the opportunity to see some of the information below that the students worked on. Many of the students took the assignment home to finish and they need to return the assignment on Monday or Tuesday to work on the second part of the assignment.
Sixth Grade:
We continued to work on fitness testing as well. We continue to give opportunities for testing to each student. We also worked on jump rope skills and walking for fitness as the two major activities for this short week.
This week the first graders worked on a variety of items. They worked on hula hoops, jump ropes and partner activities throughout the week.
Third Grade:
The third graders worked on a walking unit this week. The goal is to work on getting your heart rate up for an extended period while walking. We also worked on long jump ropes and cooperative skills for taking turns during our time.
Fifth Grade:
We continue to stay focused on fitness testing. Our testing window's end is approaching so we continue to allow students the opportunity to test and retest the skills that they have not currently passed. We have also worked on long jump rope skills. The end of the week had us using the computer lab. We worked on an assignment about heart rate, pulse, target heart rate and heart rate zones. The blog entry below will allow you the opportunity to see some of the information below that the students worked on. Many of the students took the assignment home to finish and they need to return the assignment on Monday or Tuesday to work on the second part of the assignment.
Sixth Grade:
We continued to work on fitness testing as well. We continue to give opportunities for testing to each student. We also worked on jump rope skills and walking for fitness as the two major activities for this short week.
Sunday, April 20, 2008
Interactive Heart Lesson & Worksheet
Section 1: Information about the Heart
http://www.kidshealth.org/kid/body/heart_noSW.html
Section 2: Finding your pulse
http://www.tutorials.com/09/0902/09021.asp
Section 3: Finding your target heart rate yourself
Use the calculator function on your computer by going to the start button, programs, accessories and then to calculator.
Section 4: Karvonen Formula (Best way to determine target heart rate zones)
http://www.briancalkins.com/HeartRate.htm
Section 5: Activity Time (outside)
Go outside to the basketball courts and participate in two of the activities below.
1) Individual Jump Rope
2) Long Jump Rope (Groups of three only)
3) Walking around the track (on the blacktop)
4) Trowing & Catching with one partner (Yarn Balls only)
Please listen for the signal to return to the computer lab.
Section 6-7: Short Answer
Please answer the questions listed on the worksheet.
When completed, make sure that you turn in your worksheet and that your name (first and last), homebase teacher and date are located on the front cover.
http://www.kidshealth.org/kid/body/heart_noSW.html
Section 2: Finding your pulse
http://www.tutorials.com/09/0902/09021.asp
Section 3: Finding your target heart rate yourself
Use the calculator function on your computer by going to the start button, programs, accessories and then to calculator.
Section 4: Karvonen Formula (Best way to determine target heart rate zones)
http://www.briancalkins.com/HeartRate.htm
Section 5: Activity Time (outside)
Go outside to the basketball courts and participate in two of the activities below.
1) Individual Jump Rope
2) Long Jump Rope (Groups of three only)
3) Walking around the track (on the blacktop)
4) Trowing & Catching with one partner (Yarn Balls only)
Please listen for the signal to return to the computer lab.
Section 6-7: Short Answer
Please answer the questions listed on the worksheet.
When completed, make sure that you turn in your worksheet and that your name (first and last), homebase teacher and date are located on the front cover.
April 14-18 (Start of Fourth Quarter)
First Grade:
This week the first graders worked on a health lesson. We learned about opposites while using a worksheet on baseball. We defined different baseball terms and listed the opposite meaning for each term. We also worked on a worksheet about how exercise helps your body. Using a word bank, we listed five things that exercise does to help our body (eyes brighter, heart stronger, not out of breath, shoulders straighter and muscles stronger).
The rest of the week was spent working on scooter board skills. We worked on cooperation by taking turns and working with a partner. We worked on personal space and avoiding obstacles that were placed in our area. Students were asked to push a partner and pull a partner during different activities throughout the day. On Friday, the first graders were able to show off for a group of Cal Poly Pomona students who came to see our Physical Education classes. We reviewed the circulatory system and worked on the standards that relate to heart knowledge.
Third Grade:
This week started with a health review on two topics. First, we worked on making healthy food choices by creating a menu for one day. Students were able to select different foods from a food bank to make their own menu. The second activity involved the students working on reviewing their heart knowledge. The students were given a word bank that they used to fill in missing words in a sentence.
The rest of the week was spent working on scooter board skills. We worked on cooperation by taking turns and working with a partner. We worked on personal space and avoiding obstacles that were placed in our area. Students were asked to push a partner and pull a partner during different activities throughout the day.
Fifth Grade:
This week started by completing two worksheets. The first worksheet was on the muscles. Students were asked to label the different muscles in the body after reading information about each muscle. The second worksheet was on the skeletal system. Students were asked a series of questions on the skeleton and also asked to find words that related to the skeleton and the worksheet.
The rest of the week focused on fitness testing. We are currently giving tests for the FitnessGram fitness tests for the state of California. We worked on giving the curl up test, trunk lift tests, sit & reach test, shoulder test and the mile run test. While not taking tests, the students were given the task of jumping a long jump rope in a small group. This is actually a standard for the fifth grade where students must jump a long jump rope that is being turned by others.
Sixth Grade
This week started by completing two worksheets. The first worksheet was on the muscles. Students were asked to label the different muscles in the body after reading information about each muscle. The second worksheet was on the skeletal system. Students were asked a series of questions on the skeleton and also asked to find words that related to the skeleton and the worksheet.
The rest of the week focused on fitness testing. We are currently giving tests for the FitnessGram fitness tests for the state of California. We worked on giving the curl up test, trunk lift tests, sit & reach test, shoulder test and the mile run test. While not taking tests, the students were given the task of jumping a long jump rope in a small group.
This week the first graders worked on a health lesson. We learned about opposites while using a worksheet on baseball. We defined different baseball terms and listed the opposite meaning for each term. We also worked on a worksheet about how exercise helps your body. Using a word bank, we listed five things that exercise does to help our body (eyes brighter, heart stronger, not out of breath, shoulders straighter and muscles stronger).
The rest of the week was spent working on scooter board skills. We worked on cooperation by taking turns and working with a partner. We worked on personal space and avoiding obstacles that were placed in our area. Students were asked to push a partner and pull a partner during different activities throughout the day. On Friday, the first graders were able to show off for a group of Cal Poly Pomona students who came to see our Physical Education classes. We reviewed the circulatory system and worked on the standards that relate to heart knowledge.
Third Grade:
This week started with a health review on two topics. First, we worked on making healthy food choices by creating a menu for one day. Students were able to select different foods from a food bank to make their own menu. The second activity involved the students working on reviewing their heart knowledge. The students were given a word bank that they used to fill in missing words in a sentence.
The rest of the week was spent working on scooter board skills. We worked on cooperation by taking turns and working with a partner. We worked on personal space and avoiding obstacles that were placed in our area. Students were asked to push a partner and pull a partner during different activities throughout the day.
Fifth Grade:
This week started by completing two worksheets. The first worksheet was on the muscles. Students were asked to label the different muscles in the body after reading information about each muscle. The second worksheet was on the skeletal system. Students were asked a series of questions on the skeleton and also asked to find words that related to the skeleton and the worksheet.
The rest of the week focused on fitness testing. We are currently giving tests for the FitnessGram fitness tests for the state of California. We worked on giving the curl up test, trunk lift tests, sit & reach test, shoulder test and the mile run test. While not taking tests, the students were given the task of jumping a long jump rope in a small group. This is actually a standard for the fifth grade where students must jump a long jump rope that is being turned by others.
Sixth Grade
This week started by completing two worksheets. The first worksheet was on the muscles. Students were asked to label the different muscles in the body after reading information about each muscle. The second worksheet was on the skeletal system. Students were asked a series of questions on the skeleton and also asked to find words that related to the skeleton and the worksheet.
The rest of the week focused on fitness testing. We are currently giving tests for the FitnessGram fitness tests for the state of California. We worked on giving the curl up test, trunk lift tests, sit & reach test, shoulder test and the mile run test. While not taking tests, the students were given the task of jumping a long jump rope in a small group.
Tuesday, March 18, 2008
March 17-20
First Grade:
This week we worked on the parachute. We spent time working cooperatively with various parachute activities. We were also able to work with our new buddies, Ali the Alligator and Dino the Dinosaur. These two buddies like to fly high in the sky but only when students work together.
Third Grade:
This week we worked on Track & Field. In anticipation for Mt. SAC, we started working on the events that students can participate in during the relays. We like for all of the students to learn about the events for a track meet even if they are not going to Mt. SAC. We worked on four stations during the week. Station one was the 50 yard dash and represented the sprinting events. The modified javelin represents one of the field events. This event has been modified to throw a bean bag for safety reasons. The third station was the standing broad jump and it represents the jumping field events. The last station was the relay station and represents the various relays that students can compete in. Students were given the opportunity to rotate from one station to the next throughout the class period. Wednesday & Thursday we set up to run the half mile again. Students were encouraged to work on pacing themselves and trying their best.
Fifth Grade:
This week we worked on Track & Field. In anticipation for Mt. SAC, we started working on the events that students can participate in during the relays. We like for all of the students to learn about the events for a track meet even if they are not going to Mt. SAC. We worked on six stations throughout the class period. Students were given a Track & Field worksheet that they needed to answer questions about each station. Each station was equipped with a task card listing some important information about each event, types of events, safety issues for that station and a task to complete for that station. The stations included sprints, relays, hurdles, jumps, modified javelin and shot put. Wednesday & Thursday we spent our time running the mile. We are working on the FitnessGram tests for cardiovascular endurance. Our goal is to get the students to get their scores into the healthy fitness zones.
Sixth Grade:
This week we worked on Track & Field. In anticipation for Mt. SAC, we started working on the events that students can participate in during the relays. We like for all of the students to learn about the events for a track meet even if they are not going to Mt. SAC. We worked on six stations throughout the class period. Students were given a Track & Field worksheet that they needed to answer questions about each station. Each station was equipped with a task card listing some important information about each event, types of events, safety issues for that station and a task to complete for that station. The stations included sprints, relays, hurdles, jumps, modified javelin and shot put. The sixth graders were given the additional activity of a pedometer assessment. Students were required to take 2,000 steps during class to receive all 5 participation points for the day. A rubric was created to grade the students based on how many steps that they had taken during the class period. Wednesday & Thursday we spent our time running the mile. We are working on the FitnessGram tests for cardiovascular endurance. Our goal is to get the students to get their scores into the healthy fitness zones.
NEXT WEEK'S GOALS:
First: Paddles
Third: Track & Field
Fifth: Track & Field
Sixth: Track & Field
This week we worked on the parachute. We spent time working cooperatively with various parachute activities. We were also able to work with our new buddies, Ali the Alligator and Dino the Dinosaur. These two buddies like to fly high in the sky but only when students work together.
Third Grade:
This week we worked on Track & Field. In anticipation for Mt. SAC, we started working on the events that students can participate in during the relays. We like for all of the students to learn about the events for a track meet even if they are not going to Mt. SAC. We worked on four stations during the week. Station one was the 50 yard dash and represented the sprinting events. The modified javelin represents one of the field events. This event has been modified to throw a bean bag for safety reasons. The third station was the standing broad jump and it represents the jumping field events. The last station was the relay station and represents the various relays that students can compete in. Students were given the opportunity to rotate from one station to the next throughout the class period. Wednesday & Thursday we set up to run the half mile again. Students were encouraged to work on pacing themselves and trying their best.
Fifth Grade:
This week we worked on Track & Field. In anticipation for Mt. SAC, we started working on the events that students can participate in during the relays. We like for all of the students to learn about the events for a track meet even if they are not going to Mt. SAC. We worked on six stations throughout the class period. Students were given a Track & Field worksheet that they needed to answer questions about each station. Each station was equipped with a task card listing some important information about each event, types of events, safety issues for that station and a task to complete for that station. The stations included sprints, relays, hurdles, jumps, modified javelin and shot put. Wednesday & Thursday we spent our time running the mile. We are working on the FitnessGram tests for cardiovascular endurance. Our goal is to get the students to get their scores into the healthy fitness zones.
Sixth Grade:
This week we worked on Track & Field. In anticipation for Mt. SAC, we started working on the events that students can participate in during the relays. We like for all of the students to learn about the events for a track meet even if they are not going to Mt. SAC. We worked on six stations throughout the class period. Students were given a Track & Field worksheet that they needed to answer questions about each station. Each station was equipped with a task card listing some important information about each event, types of events, safety issues for that station and a task to complete for that station. The stations included sprints, relays, hurdles, jumps, modified javelin and shot put. The sixth graders were given the additional activity of a pedometer assessment. Students were required to take 2,000 steps during class to receive all 5 participation points for the day. A rubric was created to grade the students based on how many steps that they had taken during the class period. Wednesday & Thursday we spent our time running the mile. We are working on the FitnessGram tests for cardiovascular endurance. Our goal is to get the students to get their scores into the healthy fitness zones.
NEXT WEEK'S GOALS:
First: Paddles
Third: Track & Field
Fifth: Track & Field
Sixth: Track & Field
Sunday, March 16, 2008
March 10-14
I apologize for not posting in the last few weeks. Life has gotten in the way of reporting what my classes have been doing.
First Grade:
This week the first graders worked on soccer skills. We continue to work on the instep pass and trapping the ball. For game time, we worked on a passing accuracy game where students received points for the accuracy of their kicks. We also had an activity where students developed their own soccer golf course. Students used our equipment to design a tee, hole and obstacles.
Third Grade:
This week the third graders continued to work on their soccer skills. We continue to work on the instep pass and trapping the ball. We had an activity where students developed their own soccer golf course. Students used our equipment to design a tee, hole and obstacles. We also spent a couple of days working on team building activities. During my recent absence I was able to attend my state conference for physical education teachers. The Health & Fitness department chipped in to purchase some new equipment. We used the equipment to work with a partner on cooperative skills and then used the same skills while working in a group.
Fifth Grade:
This week the fifth graders worked on their soccer skills. We developed a soccer golf course for our activity time. We worked on the creativity to make each hole challenging. Students also spent time working on their fitness development during an activity called four corners. The students were to move from one of the stations to the next with little downtime. We discussed that the four corners activity was a time to work on cardiovascular development. Cardiovascular endurance works on developing the heart as a muscle. The stronger the heart is the better the students can perform tasks like running and bike riding for long periods. We also spent a couple of days working on team building activities. During my recent absence I was able to attend my state conference for physical education teachers. The Health & Fitness department chipped in to purchase some new equipment. We used the equipment to work with a partner on cooperative skills and then used the same skills while working in a group.
Sixth Grade:
The first goal for the week was to finish our gymnastics assessments. We've been working on our gymnastics routine for a few weeks in between other activities and bad weather. Students who have not finished their assessments need to make arrangements with Mr. Bassett to complete the assignment before or after school. We also spent a couple of days working on team building activities. During my recent absence I was able to attend my state conference for physical education teachers. The Health & Fitness department chipped in to purchase some new equipment. We used the equipment to work with a partner on cooperative skills and then used the same skills while working in a group.
Next Week's Goals:
First:
Third: Track & Field, Half-Mile Run (Wednesday and Thursday)
Fifth: Track & Field, Mile Run (Wednesday and Thursday)
Sixth: Track & Field, Mile Run (Wednesday and Thursday)
First Grade:
This week the first graders worked on soccer skills. We continue to work on the instep pass and trapping the ball. For game time, we worked on a passing accuracy game where students received points for the accuracy of their kicks. We also had an activity where students developed their own soccer golf course. Students used our equipment to design a tee, hole and obstacles.
Third Grade:
This week the third graders continued to work on their soccer skills. We continue to work on the instep pass and trapping the ball. We had an activity where students developed their own soccer golf course. Students used our equipment to design a tee, hole and obstacles. We also spent a couple of days working on team building activities. During my recent absence I was able to attend my state conference for physical education teachers. The Health & Fitness department chipped in to purchase some new equipment. We used the equipment to work with a partner on cooperative skills and then used the same skills while working in a group.
Fifth Grade:
This week the fifth graders worked on their soccer skills. We developed a soccer golf course for our activity time. We worked on the creativity to make each hole challenging. Students also spent time working on their fitness development during an activity called four corners. The students were to move from one of the stations to the next with little downtime. We discussed that the four corners activity was a time to work on cardiovascular development. Cardiovascular endurance works on developing the heart as a muscle. The stronger the heart is the better the students can perform tasks like running and bike riding for long periods. We also spent a couple of days working on team building activities. During my recent absence I was able to attend my state conference for physical education teachers. The Health & Fitness department chipped in to purchase some new equipment. We used the equipment to work with a partner on cooperative skills and then used the same skills while working in a group.
Sixth Grade:
The first goal for the week was to finish our gymnastics assessments. We've been working on our gymnastics routine for a few weeks in between other activities and bad weather. Students who have not finished their assessments need to make arrangements with Mr. Bassett to complete the assignment before or after school. We also spent a couple of days working on team building activities. During my recent absence I was able to attend my state conference for physical education teachers. The Health & Fitness department chipped in to purchase some new equipment. We used the equipment to work with a partner on cooperative skills and then used the same skills while working in a group.
Next Week's Goals:
First:
Third: Track & Field, Half-Mile Run (Wednesday and Thursday)
Fifth: Track & Field, Mile Run (Wednesday and Thursday)
Sixth: Track & Field, Mile Run (Wednesday and Thursday)
Wednesday, February 27, 2008
Week 24 (February 25-29)
First Grade:
This week the first graders worked on rhythms. We were able to work on animal walks. Animals walks have the students work on different rhythm skills for moving. We spent much of the week working on animal walks for elephants, snakes, frogs, penguins, birds, bears, dogs, cheetahs and chickens.
Third Grade:
This week has been spent working on the new pedometers. The students reviewed the procedures for using the pedometers and practices putting on the pedometers throughout the week. We spent our time working on fitness development on upper body and cardiovascular endurance. We also worked on gymnastics skills for the third grade levels. We worked on forward rolls and straddle rolls during our lesson focus. On Thursday and Friday the students participated in a half mile-timed run. This is the third time that the students have been timed. We are focusing on improving their times for the half mile and trying to run as much of the half mile as possible.
Fifth Grade:
Our focus for this week has also been on the pedometers. We spent part of the week working on the introductory lesson on the pedometers. We worked on a worksheet to fill in the answers for the buttons, different modes, uses and student responsibilities while wearing the pedometers. After the introductory lesson was completed we worked on a lesson for pedometer placement. Students were asked to participate in five trials. Each trail asked the students to reset their pedometers to zero and taking 100 steps while counting. At the end of the 100 steps (counting) they looked at the pedometer and wrote down what the pedometer said. They moved the location of the pedometer on their waistband and completed a new trail. When all five trails were finished the students were asked to find the most accurate location to place their pedometers. The location that had the number at 100 steps or as close to 100 steps was the most accurate. On Thursday and Friday we spent class time running a timed mile. This is to help with the FitnessGram test for cardiovascular endurance.
Sixth Grade
Our focus for this week was for a lesson for pedometer placement. Students were asked to participate in five trials. Each trail asked the students to reset their pedometers to zero and taking 100 steps while counting. At the end of the 100 steps (counting) they looked at the pedometer and wrote down what the pedometer said. They moved the location of the pedometer on their waistband and completed a new trail. When all five trails were finished the students were asked to find the most accurate location to place their pedometers. The location that had the number at 100 steps or as close to 100 steps was the most accurate. On Thursday and Friday we spent class time running a timed mile. This is to help with the FitnessGram test for cardiovascular endurance.
This week the first graders worked on rhythms. We were able to work on animal walks. Animals walks have the students work on different rhythm skills for moving. We spent much of the week working on animal walks for elephants, snakes, frogs, penguins, birds, bears, dogs, cheetahs and chickens.
Third Grade:
This week has been spent working on the new pedometers. The students reviewed the procedures for using the pedometers and practices putting on the pedometers throughout the week. We spent our time working on fitness development on upper body and cardiovascular endurance. We also worked on gymnastics skills for the third grade levels. We worked on forward rolls and straddle rolls during our lesson focus. On Thursday and Friday the students participated in a half mile-timed run. This is the third time that the students have been timed. We are focusing on improving their times for the half mile and trying to run as much of the half mile as possible.
Fifth Grade:
Our focus for this week has also been on the pedometers. We spent part of the week working on the introductory lesson on the pedometers. We worked on a worksheet to fill in the answers for the buttons, different modes, uses and student responsibilities while wearing the pedometers. After the introductory lesson was completed we worked on a lesson for pedometer placement. Students were asked to participate in five trials. Each trail asked the students to reset their pedometers to zero and taking 100 steps while counting. At the end of the 100 steps (counting) they looked at the pedometer and wrote down what the pedometer said. They moved the location of the pedometer on their waistband and completed a new trail. When all five trails were finished the students were asked to find the most accurate location to place their pedometers. The location that had the number at 100 steps or as close to 100 steps was the most accurate. On Thursday and Friday we spent class time running a timed mile. This is to help with the FitnessGram test for cardiovascular endurance.
Sixth Grade
Our focus for this week was for a lesson for pedometer placement. Students were asked to participate in five trials. Each trail asked the students to reset their pedometers to zero and taking 100 steps while counting. At the end of the 100 steps (counting) they looked at the pedometer and wrote down what the pedometer said. They moved the location of the pedometer on their waistband and completed a new trail. When all five trails were finished the students were asked to find the most accurate location to place their pedometers. The location that had the number at 100 steps or as close to 100 steps was the most accurate. On Thursday and Friday we spent class time running a timed mile. This is to help with the FitnessGram test for cardiovascular endurance.
Friday, February 22, 2008
Week 23 (February 19-22)
First Grade:
We spent this week working on some health lessons. We spent two days working on classifying activities as being physically active so that it helps your heart. We spent time reviewing that activities that help the heart gets the heart pumping faster. Things that make us move really slowly or not moving at all will not help our hearts to stay healthy. We also worked on an activity about baseball. This activity encouraged students to work on their critical thinking skills by placing the players into a lineup based on the directions.
Third Grade:
We spent this week working on some health lessons. We spent two days working on the skeletal system. We learned that the bones have more than one name for themselves. We have names that are technical in nature and would be used by a medical doctor. We also have names that are common names that we would use in every day life while talking with other people. We also spent a few days working on the respiratory system. We learned how we breath in and out depends on the diaphragm and how it moves. This connects to one of our physical education standards that talks about breathing in physical activity.
Fifth Grade:
We spent this week working on some health lessons. We spent two days working on the muscles. We learned about the different types of muscles and their uses in the human body. We learned about the function of muscles is to move and also a little about the muscle anatomy (Origin, Insertion).
Sixth Grade:
We spent this week working on some health lessons. We spent most of the week working on the Super Size Me DVD. We wanted to finish the video by the end of the week. We also worked on a worksheet that asked students three questions about their experience watching the video. We may get an opportunity to watch a DVD extra (from SuperSize Me) on another day but we are finished with the video. It was the hope that this video will force the students to reflect on the choices of food that they make. I hope that they will make better choices while eating and avoid eating out frequently.
We spent this week working on some health lessons. We spent two days working on classifying activities as being physically active so that it helps your heart. We spent time reviewing that activities that help the heart gets the heart pumping faster. Things that make us move really slowly or not moving at all will not help our hearts to stay healthy. We also worked on an activity about baseball. This activity encouraged students to work on their critical thinking skills by placing the players into a lineup based on the directions.
Third Grade:
We spent this week working on some health lessons. We spent two days working on the skeletal system. We learned that the bones have more than one name for themselves. We have names that are technical in nature and would be used by a medical doctor. We also have names that are common names that we would use in every day life while talking with other people. We also spent a few days working on the respiratory system. We learned how we breath in and out depends on the diaphragm and how it moves. This connects to one of our physical education standards that talks about breathing in physical activity.
Fifth Grade:
We spent this week working on some health lessons. We spent two days working on the muscles. We learned about the different types of muscles and their uses in the human body. We learned about the function of muscles is to move and also a little about the muscle anatomy (Origin, Insertion).
Sixth Grade:
We spent this week working on some health lessons. We spent most of the week working on the Super Size Me DVD. We wanted to finish the video by the end of the week. We also worked on a worksheet that asked students three questions about their experience watching the video. We may get an opportunity to watch a DVD extra (from SuperSize Me) on another day but we are finished with the video. It was the hope that this video will force the students to reflect on the choices of food that they make. I hope that they will make better choices while eating and avoid eating out frequently.
Saturday, February 16, 2008
Exciting things happening in H&F
The beginning of this year (2008) has given us some excitement in Health & Fitness.
First, thanks to Ms. Mosqueda, the school has been participating in the California Governor's Challenge. We have received an award for one of the regional schools in Los Angeles. We will be receiving a $1,000 grant for our efforts and have been moved to the next round. If we continue to show that the students are active a minimum of 4 days a week for at least 30 minutes a day we can still win more money for our Health & Fitness program.
Check out the Governor's Fitness Challenge for more information
Second, we have received funds from a FEDCO grant (from Cal Poly Pomona) to purchase pedometers for our classes. We now have two brand new class sets to use in Health & Fitness. We will be completing some lessons and projects to fulfill the grant funding.
Check out the Walk 4 Life web site for information about the new pedometers.
Third, we have an upcoming event on April 19, 2008. If we are able to have 65 people from SJEA attend this event the Health & Fitness department will receive a grant for equipment. Any student, teacher, staff, faculty, parent and other community members are able to participate and count towards our 65 people. The more people we get to sign up for school the more money we can win.
Check out the Fitness Challenge Web Site for the California Speedway Challenge.
You can register here if you'd like to attend and register online. The cost is FREE!!!
Lastly, we've submitted our school for a grant from Hamburger Helper. They have a community grant that is designed to help hometowns. The grant proposal is for $15,000 to purchase heart rate monitors for students. This funding will allow us to purchase one class set, fitness testing center, pocket PC for downloading information, training and maintenance for the heart rate monitors.
To show your support for the school, please visit here. Don't forget to leave a comment!
First, thanks to Ms. Mosqueda, the school has been participating in the California Governor's Challenge. We have received an award for one of the regional schools in Los Angeles. We will be receiving a $1,000 grant for our efforts and have been moved to the next round. If we continue to show that the students are active a minimum of 4 days a week for at least 30 minutes a day we can still win more money for our Health & Fitness program.
Check out the Governor's Fitness Challenge for more information
Second, we have received funds from a FEDCO grant (from Cal Poly Pomona) to purchase pedometers for our classes. We now have two brand new class sets to use in Health & Fitness. We will be completing some lessons and projects to fulfill the grant funding.
Check out the Walk 4 Life web site for information about the new pedometers.
Third, we have an upcoming event on April 19, 2008. If we are able to have 65 people from SJEA attend this event the Health & Fitness department will receive a grant for equipment. Any student, teacher, staff, faculty, parent and other community members are able to participate and count towards our 65 people. The more people we get to sign up for school the more money we can win.
Check out the Fitness Challenge Web Site for the California Speedway Challenge.
You can register here if you'd like to attend and register online. The cost is FREE!!!
Lastly, we've submitted our school for a grant from Hamburger Helper. They have a community grant that is designed to help hometowns. The grant proposal is for $15,000 to purchase heart rate monitors for students. This funding will allow us to purchase one class set, fitness testing center, pocket PC for downloading information, training and maintenance for the heart rate monitors.
To show your support for the school, please visit here. Don't forget to leave a comment!
Week 22 (February 11-15)
Earlier in the week I was absent from school. All of my classes combined with one of the other health & Fitness teachers and worked on lessons with their classes.
First Grade:
This week we worked on the food pyramid guide the the classes. We actually finished working on the food pyramid with a couple of the first grade classes after completing the same lesson with other classes a few weeks ago. The key was working on classifying foods into the new food pyramid guide.
Third Grade:
This week we worked on the food pyramid guide the the classes. We actually finished working on the food pyramid with a couple of the third grade classes after completing the same lesson with other classes a few weeks ago. The key was working on classifying foods into the new food pyramid guide.
Fifth Grade:
This week we worked on lessons on the heart. We reviewed heart anatomy and function that were taught earlier this year in Health & Fitness and also in the fifth grade science classes. We used a worksheet where we read all of the information about the heart and then completed a worksheet that had the students answer questions about the heart and also labeling the parts of the heart. Heart anatomy is a science standard for the fifth grade and we use heart anatomy to explain the importance of oxygen being moved to the muscles through breathing and the heart pumping the blood.
Sixth Grade:
We worked inside of the computer lab this week. We used the web site mypyramid.gov to work on developing a healthy daily diet for students. The web site allows students to put in their age and their activity levels and will produce information about a healthy diet for each student. The students used this information to fill out a worksheet. Some of the students were able to print out their information and take them home. Some of the computers would not allow the students to print out their information so they will receive the worksheet when they have been corrected.
Goals for next week:
First: Gymnastics/Tumbling Skills
Third: Soccer skills
Fifth: Soccer Skills and pedometer skills
Sixth: Gymnastics, developing a routine for their assessment & practicing for the assessment.
NOTE: We will be trying to run the mile for the fifth & sixth graders on Thursday and Friday of next week (weather permitting). We will also have the third graders run the half mile.
First Grade:
This week we worked on the food pyramid guide the the classes. We actually finished working on the food pyramid with a couple of the first grade classes after completing the same lesson with other classes a few weeks ago. The key was working on classifying foods into the new food pyramid guide.
Third Grade:
This week we worked on the food pyramid guide the the classes. We actually finished working on the food pyramid with a couple of the third grade classes after completing the same lesson with other classes a few weeks ago. The key was working on classifying foods into the new food pyramid guide.
Fifth Grade:
This week we worked on lessons on the heart. We reviewed heart anatomy and function that were taught earlier this year in Health & Fitness and also in the fifth grade science classes. We used a worksheet where we read all of the information about the heart and then completed a worksheet that had the students answer questions about the heart and also labeling the parts of the heart. Heart anatomy is a science standard for the fifth grade and we use heart anatomy to explain the importance of oxygen being moved to the muscles through breathing and the heart pumping the blood.
Sixth Grade:
We worked inside of the computer lab this week. We used the web site mypyramid.gov to work on developing a healthy daily diet for students. The web site allows students to put in their age and their activity levels and will produce information about a healthy diet for each student. The students used this information to fill out a worksheet. Some of the students were able to print out their information and take them home. Some of the computers would not allow the students to print out their information so they will receive the worksheet when they have been corrected.
Goals for next week:
First: Gymnastics/Tumbling Skills
Third: Soccer skills
Fifth: Soccer Skills and pedometer skills
Sixth: Gymnastics, developing a routine for their assessment & practicing for the assessment.
NOTE: We will be trying to run the mile for the fifth & sixth graders on Thursday and Friday of next week (weather permitting). We will also have the third graders run the half mile.
Wednesday, February 6, 2008
Week 21 (February 4-8)
First:
This week the first graders worked with the yarn balls. The goal was to continue to work on throwing and catching skills. The yarn balls also can be used for cooperative activities where the students work together to perform a task.
Third:
This week had the students working on gymnastics skills. We have reviewed the process of the tripod (balance activity). We reviewed not only the technique of the tripod but the spotting (helping) procedures for the tripod so that the students will stay safe.
The students then were taught the correct procedures for the forward roll. Students should place their hands down on the mat about shoulder width apart. They want to bend their neck into their chest, round their backs and make contact with the mat using the back of their head (this makes it easier to perform a forward roll). The last goal is to kick their legs up and tuck them into their body as they roll. The spotting technique is a little more complicated for the forward roll. The spotting student should be kneeling at the side of the gymnastics mat. The closest hand to the performer should cradle the neck and the far hand should reach round to grab the performers legs. This will allow two different safety habits to occur. First, the close hand will force the performer to tuck their neck into their chest and will also aid in the rounding of the back. Second, the far hand will help a performer develop enough speed to go through the full range of motion. Without enough speed a performer would, in essence, fall on themselves because of the lack of forward momentum.
Fifth:
This week we had the students working on gymnastics skills. We have taught the tripod to the fifth graders. This is a review from previous physical education lessons during an earlier grade. We taught the students to place their hands on the mat a little more than shoulder width apart and to make a large triangle using their head. The head must make contact with the mat on their hairline. If the head contacts the mat on the top of their head the student will want to roll over (not the correct skill) or if the contact is made on their forehead the students may strain their neck. The goal is then to lift each leg up off of the ground so that it rests on the back of the arm. A good tripod shows a balanced stance for at least five seconds.
Sixth:
This week had the students also working on gymnastics skills. We have reviewed the procedures for the tripod and also the spotting technique for the tripod. The goal is to keep the students safe while showing proper spotting techniques.
The students then were taught the correct procedures for the forward roll. Students should place their hands down on the mat about shoulder width apart. They want to bend their neck into their chest, round their backs and make contact with the mat using the back of their head (this makes it easier to perform a forward roll). The last goal is to kick their legs up and tuck them into their body as they roll. The spotting technique is a little more complicated for the forward roll. The spotting student should be kneeling at the side of the gymnastics mat. The closest hand to the performer should cradle the neck and the far hand should reach round to grab the performers legs. This will allow two different safety habits to occur. First, the close hand will force the performer to tuck their neck into their chest and will also aid in the rounding of the back. Second, the far hand will help a performer develop enough speed to go through the full range of motion. Without enough speed a performer would, in essence, fall on themselves because of the lack of forward momentum.
At the end of the week the sixth graders were taught how to perform a cartwheel. We taught the students how to place their hands to lock their elbows. Without locking the elbows the students would have to support the full weight using only their upper body strength (not easy to do). They should also keep their eyes focused on the ground between their hands to help with their balance. They should also kick their legs up directly over their hands and land with their feet one in front of the other while facing the direction they traveled from. Spotting a cartwheel is difficult. First thing you have to do is find out which way the perform is going to do a cartwheel (start with the left or right hand). Without finding out which way the performer will go it can cause the performer to kick the spotter across the face. Always stand on the side of than first hand that will make contact with the floor. Then the spotter will take the closest hand to grab the performers waist and the opposite hand will grab the opposite hip. The goal of the spotter is to, first, keep the legs and hips over the hands for balance. Second, the goal is to help the performer get enough speed to complete the cartwheel. Without enough speed the performer will fall on their hands.
This week the first graders worked with the yarn balls. The goal was to continue to work on throwing and catching skills. The yarn balls also can be used for cooperative activities where the students work together to perform a task.
Third:
This week had the students working on gymnastics skills. We have reviewed the process of the tripod (balance activity). We reviewed not only the technique of the tripod but the spotting (helping) procedures for the tripod so that the students will stay safe.
The students then were taught the correct procedures for the forward roll. Students should place their hands down on the mat about shoulder width apart. They want to bend their neck into their chest, round their backs and make contact with the mat using the back of their head (this makes it easier to perform a forward roll). The last goal is to kick their legs up and tuck them into their body as they roll. The spotting technique is a little more complicated for the forward roll. The spotting student should be kneeling at the side of the gymnastics mat. The closest hand to the performer should cradle the neck and the far hand should reach round to grab the performers legs. This will allow two different safety habits to occur. First, the close hand will force the performer to tuck their neck into their chest and will also aid in the rounding of the back. Second, the far hand will help a performer develop enough speed to go through the full range of motion. Without enough speed a performer would, in essence, fall on themselves because of the lack of forward momentum.
Fifth:
This week we had the students working on gymnastics skills. We have taught the tripod to the fifth graders. This is a review from previous physical education lessons during an earlier grade. We taught the students to place their hands on the mat a little more than shoulder width apart and to make a large triangle using their head. The head must make contact with the mat on their hairline. If the head contacts the mat on the top of their head the student will want to roll over (not the correct skill) or if the contact is made on their forehead the students may strain their neck. The goal is then to lift each leg up off of the ground so that it rests on the back of the arm. A good tripod shows a balanced stance for at least five seconds.
Sixth:
This week had the students also working on gymnastics skills. We have reviewed the procedures for the tripod and also the spotting technique for the tripod. The goal is to keep the students safe while showing proper spotting techniques.
The students then were taught the correct procedures for the forward roll. Students should place their hands down on the mat about shoulder width apart. They want to bend their neck into their chest, round their backs and make contact with the mat using the back of their head (this makes it easier to perform a forward roll). The last goal is to kick their legs up and tuck them into their body as they roll. The spotting technique is a little more complicated for the forward roll. The spotting student should be kneeling at the side of the gymnastics mat. The closest hand to the performer should cradle the neck and the far hand should reach round to grab the performers legs. This will allow two different safety habits to occur. First, the close hand will force the performer to tuck their neck into their chest and will also aid in the rounding of the back. Second, the far hand will help a performer develop enough speed to go through the full range of motion. Without enough speed a performer would, in essence, fall on themselves because of the lack of forward momentum.
At the end of the week the sixth graders were taught how to perform a cartwheel. We taught the students how to place their hands to lock their elbows. Without locking the elbows the students would have to support the full weight using only their upper body strength (not easy to do). They should also keep their eyes focused on the ground between their hands to help with their balance. They should also kick their legs up directly over their hands and land with their feet one in front of the other while facing the direction they traveled from. Spotting a cartwheel is difficult. First thing you have to do is find out which way the perform is going to do a cartwheel (start with the left or right hand). Without finding out which way the performer will go it can cause the performer to kick the spotter across the face. Always stand on the side of than first hand that will make contact with the floor. Then the spotter will take the closest hand to grab the performers waist and the opposite hand will grab the opposite hip. The goal of the spotter is to, first, keep the legs and hips over the hands for balance. Second, the goal is to help the performer get enough speed to complete the cartwheel. Without enough speed the performer will fall on their hands.
Monday, January 28, 2008
Week 20 (January 28-February 1)
First:
This week we had to change our plans. With the recent rain the field does not have a lot of area without water or mud being present. We ended up changing to work on jumping rope. The kids are working on learning to jump forwards and backwards.
Third:
This week we had to change our plans. With the recent rain the field does not have a lot of area without water or mud being present. We ended up changing to work on jumping rope. The goal is to have the kids get their heart rates up. We also made connections to our standards that talk about moderate to vigorous physical activities. We had the students check their heart rates multiple times and had them figure out of they were at least at a moderate level (60% of Maximum Heart Rate).
Fifth:
This week we had to change our plans. With the recent rain the field does not have a lot of area without water or mud being present. We ended up changing to work on jumping rope. The goal is to have the kids get their heart rates up. We also made connections to our standards that talk about moderate to vigorous physical activities. We had the students check their heart rates multiple times and had them figure out of they were at least at a moderate level (60% of Maximum Heart Rate).
The fifth graders also continued to work on their fitness testing. The window to begin the fitness tests are just about a month away. We continue to focus on the mile run (cardiovascular endurance test), push up test (upper body strength & endurance test) and the curl up test (abdominal strength and endurance test).
Sixth:
This week we had to change our plans. With the recent rain the field does not have a lot of area without water or mud being present. We ended up changing to work on jumping rope. The goal is to have the kids get their heart rates up. We also made connections to our standards that talk about moderate to vigorous physical activities. We had the students check their heart rates multiple times and had them figure out of they were at least at a moderate level (60% of Maximum Heart Rate).
The sixth graders also continued to work on their fitness testing. The window to begin the fitness tests are just about a month away. We continue to focus on the mile run (cardiovascular endurance test), push up test (upper body strength & endurance test) and the curl up test (abdominal strength and endurance test).
This week we had to change our plans. With the recent rain the field does not have a lot of area without water or mud being present. We ended up changing to work on jumping rope. The kids are working on learning to jump forwards and backwards.
Third:
This week we had to change our plans. With the recent rain the field does not have a lot of area without water or mud being present. We ended up changing to work on jumping rope. The goal is to have the kids get their heart rates up. We also made connections to our standards that talk about moderate to vigorous physical activities. We had the students check their heart rates multiple times and had them figure out of they were at least at a moderate level (60% of Maximum Heart Rate).
Fifth:
This week we had to change our plans. With the recent rain the field does not have a lot of area without water or mud being present. We ended up changing to work on jumping rope. The goal is to have the kids get their heart rates up. We also made connections to our standards that talk about moderate to vigorous physical activities. We had the students check their heart rates multiple times and had them figure out of they were at least at a moderate level (60% of Maximum Heart Rate).
The fifth graders also continued to work on their fitness testing. The window to begin the fitness tests are just about a month away. We continue to focus on the mile run (cardiovascular endurance test), push up test (upper body strength & endurance test) and the curl up test (abdominal strength and endurance test).
Sixth:
This week we had to change our plans. With the recent rain the field does not have a lot of area without water or mud being present. We ended up changing to work on jumping rope. The goal is to have the kids get their heart rates up. We also made connections to our standards that talk about moderate to vigorous physical activities. We had the students check their heart rates multiple times and had them figure out of they were at least at a moderate level (60% of Maximum Heart Rate).
The sixth graders also continued to work on their fitness testing. The window to begin the fitness tests are just about a month away. We continue to focus on the mile run (cardiovascular endurance test), push up test (upper body strength & endurance test) and the curl up test (abdominal strength and endurance test).
Tuesday, January 22, 2008
Week 19 (January 21-25) End of Quarter 2
First Grade:
This week the first graders spent most of the week working on their musical performance.
Third Grade:
This week was difficult to schedule due to the weather. We spent a few days this week signing up for the Governor's Fitness Challenge. Students went onto the web site (www.calgovcouncil.org) and signed up to enter their own personal data. The students used an email address (their school one if they didn't have another one) to sign up. The students were then instructed to start logging their fitness times (30+ minutes of activity a day) on their own. The students will use their email address and password to access the web site.
Fifth Grade:
This week was difficult to schedule due to the weather. We spent a few days this week signing up for the Governor's Fitness Challenge. Students went onto the web site (www.calgovcouncil.org) and signed up to enter their own personal data. The students used an email address (their school one if they didn't have another one) to sign up. The students were then instructed to start logging their fitness times (30+ minutes of activity a day) on their own. The students will use their email address and password to access the web site.
Sixth Grade:
This week was difficult to schedule due to the weather. We ended up starting our lessons on the Super Size Me DVD. The students watched part one where they were asked to take a pre-test. They will take the same test (on the DVD) at the end to determine if they learned anything. The students watched the first part of the DVD where Morgan Spurlock goes to the doctor and explains why he wants to participate in this experiment. We also spent part of class making predictions for what will happen to Morgan by the end of the 30 days that he only eats at McDonalds.
NEXT WEEK:
Our goal is to start quarter three by heading outside and working on gymnastics and tumbling skills but the forecast predicts more rain.
This week the first graders spent most of the week working on their musical performance.
Third Grade:
This week was difficult to schedule due to the weather. We spent a few days this week signing up for the Governor's Fitness Challenge. Students went onto the web site (www.calgovcouncil.org) and signed up to enter their own personal data. The students used an email address (their school one if they didn't have another one) to sign up. The students were then instructed to start logging their fitness times (30+ minutes of activity a day) on their own. The students will use their email address and password to access the web site.
Fifth Grade:
This week was difficult to schedule due to the weather. We spent a few days this week signing up for the Governor's Fitness Challenge. Students went onto the web site (www.calgovcouncil.org) and signed up to enter their own personal data. The students used an email address (their school one if they didn't have another one) to sign up. The students were then instructed to start logging their fitness times (30+ minutes of activity a day) on their own. The students will use their email address and password to access the web site.
Sixth Grade:
This week was difficult to schedule due to the weather. We ended up starting our lessons on the Super Size Me DVD. The students watched part one where they were asked to take a pre-test. They will take the same test (on the DVD) at the end to determine if they learned anything. The students watched the first part of the DVD where Morgan Spurlock goes to the doctor and explains why he wants to participate in this experiment. We also spent part of class making predictions for what will happen to Morgan by the end of the 30 days that he only eats at McDonalds.
NEXT WEEK:
Our goal is to start quarter three by heading outside and working on gymnastics and tumbling skills but the forecast predicts more rain.
Tuesday, January 15, 2008
Week 18 (January 15-18)
First Grade
This week we continued to work on hula hoops. The focus was to work on balancing activities. We worked on balancing on different body parts, some inside the hula hoop and some outside. We also spent time working on a hula hoop horse shoe game where points were scored for a yarn ball being thrown underhand into the hula hoops. This worked on our underhand throwing standards as well as personal space standards with the hula hoops. We also incorporated using locomotor skills into our class by having the students perform different locomotor skills while avoiding the hula hoops that were resting on the floor.
Third Grade
On Tuesday, we had the third graders work on hula hoop skills. We worked on hula hooping around different body parts (neck, waist and feet). We also worked on some balance skills with them. We spent a lot of time working on manipulative skills with the hula hoops. We worked on throwing the hula hoop under control, spinning the hula hoop, walking the hula hoop and also worked with jumping rope with the hula hoop.
On Wednesday and Thursday the students ran their second half mile. The students are working at their running tests that are required when they get older. We kept the distance at a half mile and they will build up to running the mile by their fifth grade year. After finishing the mile the students learned to report their scores to a teacher and started to walk for a cool down exercise. This way their muscles can recover and the students will not be sore or hurting afterwards as much.
Fifth Grade
We started on Tuesday by working on a team building activity. The students were given a movement problem that they were asked to solve. The students had to come up with an answer and try to see if their solution worked. If they were unsuccessful, they were required to start over and either revise their solution or come up with a new solution. We also spent time working on fitness development. We are trying to concentrate on developing upper body strength. The fitness scores from last year for SJEA had our fifth graders not doing as well in their push up tests as other schools so it is something we would like to work on for our test this year. We also continued to work on curl ups and working on developing cardiovascular endurance through running.
On Wednesday and Thursday we spent class time running our mile for January. We are trying to improve upon our times from our last mile.
Sixth Grade
We started on Tuesday by working on a team building activity. The students were given a movement problem that they were asked to solve. The students had to come up with an answer and try to see if their solution worked. If they were unsuccessful, they were required to start over and either revise their solution or come up with a new solution. We also spent time working on fitness development. We are trying to concentrate on developing upper body strength. The fitness scores from last year for SJEA had our fifth graders not doing as well in their push up tests as other schools so it is something we would like to work on for our test this year. We also continued to work on curl ups and working on developing cardiovascular endurance through running.
On Wednesday and Thursday we spent class time running our mile for January. We are trying to improve upon our times from our last mile.
NEXT WEEKS GOALS:
First Grade: Gymnastics and Tumbling Skills
Third Grade: Gymnastics and Tumbling Skills
Fifth Grade: Gymnastics and Tumbling Skills
Sixth Grade: Gymnastics and Tumbling Skills
This week we continued to work on hula hoops. The focus was to work on balancing activities. We worked on balancing on different body parts, some inside the hula hoop and some outside. We also spent time working on a hula hoop horse shoe game where points were scored for a yarn ball being thrown underhand into the hula hoops. This worked on our underhand throwing standards as well as personal space standards with the hula hoops. We also incorporated using locomotor skills into our class by having the students perform different locomotor skills while avoiding the hula hoops that were resting on the floor.
Third Grade
On Tuesday, we had the third graders work on hula hoop skills. We worked on hula hooping around different body parts (neck, waist and feet). We also worked on some balance skills with them. We spent a lot of time working on manipulative skills with the hula hoops. We worked on throwing the hula hoop under control, spinning the hula hoop, walking the hula hoop and also worked with jumping rope with the hula hoop.
On Wednesday and Thursday the students ran their second half mile. The students are working at their running tests that are required when they get older. We kept the distance at a half mile and they will build up to running the mile by their fifth grade year. After finishing the mile the students learned to report their scores to a teacher and started to walk for a cool down exercise. This way their muscles can recover and the students will not be sore or hurting afterwards as much.
Fifth Grade
We started on Tuesday by working on a team building activity. The students were given a movement problem that they were asked to solve. The students had to come up with an answer and try to see if their solution worked. If they were unsuccessful, they were required to start over and either revise their solution or come up with a new solution. We also spent time working on fitness development. We are trying to concentrate on developing upper body strength. The fitness scores from last year for SJEA had our fifth graders not doing as well in their push up tests as other schools so it is something we would like to work on for our test this year. We also continued to work on curl ups and working on developing cardiovascular endurance through running.
On Wednesday and Thursday we spent class time running our mile for January. We are trying to improve upon our times from our last mile.
Sixth Grade
We started on Tuesday by working on a team building activity. The students were given a movement problem that they were asked to solve. The students had to come up with an answer and try to see if their solution worked. If they were unsuccessful, they were required to start over and either revise their solution or come up with a new solution. We also spent time working on fitness development. We are trying to concentrate on developing upper body strength. The fitness scores from last year for SJEA had our fifth graders not doing as well in their push up tests as other schools so it is something we would like to work on for our test this year. We also continued to work on curl ups and working on developing cardiovascular endurance through running.
On Wednesday and Thursday we spent class time running our mile for January. We are trying to improve upon our times from our last mile.
NEXT WEEKS GOALS:
First Grade: Gymnastics and Tumbling Skills
Third Grade: Gymnastics and Tumbling Skills
Fifth Grade: Gymnastics and Tumbling Skills
Sixth Grade: Gymnastics and Tumbling Skills
Tuesday, January 8, 2008
FITNESS CHALLENGE
We are pleased to announce that San Jose Edison Academy has been entered into a fitness challenge that is hosted by the state of California. Our kindergarten to fifth grade students have been entered as a school into the elementary challenge and the sixth graders through eighth graders have been entered into the middle school challenge.
The challenge is to get kids moving in physical activities. The challenge requires the students to track their fitness and physical activities for the month of January. If our school is able to have the highest percentage of participants of the schools entered in the challenge we will be in the running to receive a $100,000 award for a fitness lab.
So, please grab the kids and head outside. Practice any physical activity and it will help SJEAs chances at winning a fitness lab. Don't forget to track and record that type of activities and the amount of time you are participating in each activity.
GOOD LUCK AND GET MOVING!
The challenge is to get kids moving in physical activities. The challenge requires the students to track their fitness and physical activities for the month of January. If our school is able to have the highest percentage of participants of the schools entered in the challenge we will be in the running to receive a $100,000 award for a fitness lab.
So, please grab the kids and head outside. Practice any physical activity and it will help SJEAs chances at winning a fitness lab. Don't forget to track and record that type of activities and the amount of time you are participating in each activity.
GOOD LUCK AND GET MOVING!
Week 17 (January 7-11)
Welcome back from Winter Break!
First Grade
The first two days were spent working on understanding more about the body and healthy food choices. The first thing we worked on was learning the definitions for terms on the body. We learned that muscles either contract (tighten up) or are in a state of rest. We also learned that the body has two different types of muscles. Voluntary muscles are those muscles that help you move and you choose to move them for physical activities. Involuntary muscles are those muscles that move without us having to think about moving them. The heart is the biggest involuntary muscle in the body. We also spent time picking three healthy food choices out of a list of five foods. We worked at finding the healthiest option in the lists provided.
The rest of the week had us working on hula hoop skills. We spent time reviewing personal space and that we don't want to be close enough to another person to hit them with the hula hoops. We worked on using the hula hoop on different body parts like the neck, waist, arms and legs. We also spent time working on balance skills and levels. With balance we had the students balance on different body parts. We asked the students to balance on 3, 4 and 5 body parts and enjoyed the creativity that the students performed this task. We also worked on the different levels of low, medium and high. We finished the class by working on locomotor skills as we traveled in the area without crashing into others or going into the hula hoops.
Third Grade
The first two days were spent working on an important standard for third grade. This standard asks students to learn and understand the five components of physical fitness. The five components are cardiovascular endurance, muscular strength, muscular endurance, body composition and flexibility. The students were given a definition for each of the five components. We also worked on a crossword puzzle that asked about the heart.
The rest of the week was designated for team building activities and fitness. We spent some time working on the push up fitness test. We are working at technique at this point while doing push ups against the fence. We increased our repetitions and worked at two sets instead of one. We will work at making the push up progression harder as the weeks go on until we take our fitness tests. We also worked on team building activities. We spent time working on communication skills and following directions in two different activities. First, we worked on the game of knots where students are to untangle themselves. The second activity involved students working together to reorder themselves without talking. We reordered ourselves from the smallest to the tallest and also by birthdays. The key was learning that communication comes in more than one form and without proper communication it is difficult to follow directions.
Fifth Grade
The first two days were spent working on a team challenge. The students were placed into teams and asked questions. Students were required to write down their group answer for each question and would receive points for correct answers. When finished the students were given a self reflection worksheet that asked them about how the did with the activity, working with their groups and how well they followed the directions.
The rest of the week was designated for team building activities and fitness. We spent some time working on the push up fitness test. We are working at technique at this point while doing push ups against the fence. We increased our repetitions and worked at two sets instead of one. We will work at making the push up progression harder as the weeks go on until we take our fitness tests. We also worked on team building activities. We spent time working on communication skills and following directions in two different activities. First, we worked on the game of knots where students are to untangle themselves. The second activity involved students working together to reorder themselves without talking. We reordered ourselves from the smallest to the tallest and also by birthdays. The key was learning that communication comes in more than one form and without proper communication it is difficult to follow directions.
Sixth Grade
The first two days were spent working on a team challenge. The students were placed into teams and asked questions. Students were required to write down their group answer for each question and would receive points for correct answers. When finished the students were given a self reflection worksheet that asked them about how the did with the activity, working with their groups and how well they followed the directions. Students were also given information about the Super Size Me video that we will be watching in the coming weeks during Health & Fitness.
The rest of the week was designated for team building activities and fitness. We spent some time working on the push up fitness test. We are working at technique at this point while doing push ups against the fence. We increased our repetitions and worked at two sets instead of one. We will work at making the push up progression harder as the weeks go on until we take our fitness tests. We also worked on team building activities. We spent time working on communication skills and following directions in two different activities. First, we worked on the game of knots where students are to untangle themselves. The second activity involved students working together to reorder themselves without talking. We reordered ourselves from the smallest to the tallest and also by birthdays. The key was learning that communication comes in more than one form and without proper communication it is difficult to follow directions.
NEW STATE LAW: Back at the end of November a new law was passed in the state of California. Until recently, high schools were able to exempt students from taking physical education in the 11th and 12th grades. Most of the students were given the exemption unless they had not completed 9th or 10th grade physical education. The new state law has changed the law so that students must pass 5 of the 6 physical fitness tests in order to earn the exemption from physical education. The physical fitness tests are for cardiovascular endurance (mile run, PACER test or walk test for students 15 years old and older), upper body strength test (push ups, flexed arm hang or modified pull ups), abdominal test (curl ups), flexibility test #1 (shoulder stretch or sit & reach test), flexibility test #2 (trunk lift test) and body composition test (Height & Weight to record BMI, skinfold test or bioelectrical impedance test).
Please work with you child to help them achieve a passing score on their 9th grade physical fitness test. These are the same tests that students are required to test in fifth and seventh grade. We also work with the fourth graders, sixth graders and eighth graders so that they can continue taking practicing their fitness tests.
First Grade
The first two days were spent working on understanding more about the body and healthy food choices. The first thing we worked on was learning the definitions for terms on the body. We learned that muscles either contract (tighten up) or are in a state of rest. We also learned that the body has two different types of muscles. Voluntary muscles are those muscles that help you move and you choose to move them for physical activities. Involuntary muscles are those muscles that move without us having to think about moving them. The heart is the biggest involuntary muscle in the body. We also spent time picking three healthy food choices out of a list of five foods. We worked at finding the healthiest option in the lists provided.
The rest of the week had us working on hula hoop skills. We spent time reviewing personal space and that we don't want to be close enough to another person to hit them with the hula hoops. We worked on using the hula hoop on different body parts like the neck, waist, arms and legs. We also spent time working on balance skills and levels. With balance we had the students balance on different body parts. We asked the students to balance on 3, 4 and 5 body parts and enjoyed the creativity that the students performed this task. We also worked on the different levels of low, medium and high. We finished the class by working on locomotor skills as we traveled in the area without crashing into others or going into the hula hoops.
Third Grade
The first two days were spent working on an important standard for third grade. This standard asks students to learn and understand the five components of physical fitness. The five components are cardiovascular endurance, muscular strength, muscular endurance, body composition and flexibility. The students were given a definition for each of the five components. We also worked on a crossword puzzle that asked about the heart.
The rest of the week was designated for team building activities and fitness. We spent some time working on the push up fitness test. We are working at technique at this point while doing push ups against the fence. We increased our repetitions and worked at two sets instead of one. We will work at making the push up progression harder as the weeks go on until we take our fitness tests. We also worked on team building activities. We spent time working on communication skills and following directions in two different activities. First, we worked on the game of knots where students are to untangle themselves. The second activity involved students working together to reorder themselves without talking. We reordered ourselves from the smallest to the tallest and also by birthdays. The key was learning that communication comes in more than one form and without proper communication it is difficult to follow directions.
Fifth Grade
The first two days were spent working on a team challenge. The students were placed into teams and asked questions. Students were required to write down their group answer for each question and would receive points for correct answers. When finished the students were given a self reflection worksheet that asked them about how the did with the activity, working with their groups and how well they followed the directions.
The rest of the week was designated for team building activities and fitness. We spent some time working on the push up fitness test. We are working at technique at this point while doing push ups against the fence. We increased our repetitions and worked at two sets instead of one. We will work at making the push up progression harder as the weeks go on until we take our fitness tests. We also worked on team building activities. We spent time working on communication skills and following directions in two different activities. First, we worked on the game of knots where students are to untangle themselves. The second activity involved students working together to reorder themselves without talking. We reordered ourselves from the smallest to the tallest and also by birthdays. The key was learning that communication comes in more than one form and without proper communication it is difficult to follow directions.
Sixth Grade
The first two days were spent working on a team challenge. The students were placed into teams and asked questions. Students were required to write down their group answer for each question and would receive points for correct answers. When finished the students were given a self reflection worksheet that asked them about how the did with the activity, working with their groups and how well they followed the directions. Students were also given information about the Super Size Me video that we will be watching in the coming weeks during Health & Fitness.
The rest of the week was designated for team building activities and fitness. We spent some time working on the push up fitness test. We are working at technique at this point while doing push ups against the fence. We increased our repetitions and worked at two sets instead of one. We will work at making the push up progression harder as the weeks go on until we take our fitness tests. We also worked on team building activities. We spent time working on communication skills and following directions in two different activities. First, we worked on the game of knots where students are to untangle themselves. The second activity involved students working together to reorder themselves without talking. We reordered ourselves from the smallest to the tallest and also by birthdays. The key was learning that communication comes in more than one form and without proper communication it is difficult to follow directions.
NEW STATE LAW: Back at the end of November a new law was passed in the state of California. Until recently, high schools were able to exempt students from taking physical education in the 11th and 12th grades. Most of the students were given the exemption unless they had not completed 9th or 10th grade physical education. The new state law has changed the law so that students must pass 5 of the 6 physical fitness tests in order to earn the exemption from physical education. The physical fitness tests are for cardiovascular endurance (mile run, PACER test or walk test for students 15 years old and older), upper body strength test (push ups, flexed arm hang or modified pull ups), abdominal test (curl ups), flexibility test #1 (shoulder stretch or sit & reach test), flexibility test #2 (trunk lift test) and body composition test (Height & Weight to record BMI, skinfold test or bioelectrical impedance test).
Please work with you child to help them achieve a passing score on their 9th grade physical fitness test. These are the same tests that students are required to test in fifth and seventh grade. We also work with the fourth graders, sixth graders and eighth graders so that they can continue taking practicing their fitness tests.
Monday, January 7, 2008
Parent & Guardian Permission
Welcome back from our Winter Break!
Below you will find a copy of a letter that will be sent home with the sixth grade students. If you have any questions/comments about this, please contact me at school.
Thank you,
Mr. Bassett
Health & Fitness Teacher
Below you will find a copy of a letter that will be sent home with the sixth grade students. If you have any questions/comments about this, please contact me at school.
Dear Parents & Guardians,
During the 2007-2008 school year, the Health & Fitness classes have spent time teaching the students about the Food Pyramid Guide and the benefits of proper nutrition for physical activity. We would like to continue teaching about nutrition through a video that was released in 2004.
Super Size Me was produced by Morgan Spurlock who set out to spend a full month eating fast food items from McDonalds. The video shows how this lifestyle can have a negative effect on the body. After the video’s release, Morgan re-edited the video to remove inappropriate language and inappropriate scenes from the movie. He has also added some educational segments and added lessons that are linked to national education standards.
Since the movie is rated PG and because of the nature of the video I wanted to send home this notice to the parents and guardians. If you have any concerns about the video that you would like to discuss with a Health & Fitness teacher, please contact your child’s Health & Fitness teacher.
If you would prefer that your child not watch the video, please notify the Health & Fitness teacher stating that you would like for your child to be excluded from the video.
Video information can be found online at:
http://www.imdb.com/title/tt0390521/Thank you,
Mr. Bassett
Health & Fitness Teacher
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