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.
Wednesday, February 27, 2008
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.
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