Teamwork, Communication and Cooperation
All third, fourth and fifth graders are learning our new warm-up routine on the first few days of Physical Education. This year our warm-up consists of running for a set time (3:00 to start) and then a rotation through six stations. Each station lasts one minute. The stations include: resistance bands, stretching, curl-ups, bouldering (rock wall), flexibility, and jump rope. The students are assigned warm-up teams and will work with these teams for next few months. In order to encourage good group cooperation and to set a positive classroom environment, the students will also learn about good teamwork, communication and cooperation.
Teamwork - a group working together as a team to accomplish the same goal.
Cooperation - to work with others to get something done
Communication - exchanging information between people by means of speaking, writing, or common signs or behaviors. If one person is communicating, the other(s) must listen!
Teamwork - a group working together as a team to accomplish the same goal.
Cooperation - to work with others to get something done
Communication - exchanging information between people by means of speaking, writing, or common signs or behaviors. If one person is communicating, the other(s) must listen!
Psychomotor Skills
Psychomotor skills are skills that you have done so often that you don't have to think about how to do them. Running, riding your bike, and throwing a ball are all examples of psychomotor skills. At first, you really have to concentrate on the steps to perform these skills, later your brain takes over.
Locomotor Movements - Traveling from one place to another. Examples: walking, running, skipping, hopping, galloping, sliding, leaping, jumping
Non-Locomotor Movements - Moving in the same place. Examples: turning, twisting, bending, stretching, swinging, swaying, balancing
Manipulative Skills - Moving an object. Examples: throwing, catching, kicking, dribbling, striking, hitting
Locomotor Movements - Traveling from one place to another. Examples: walking, running, skipping, hopping, galloping, sliding, leaping, jumping
Non-Locomotor Movements - Moving in the same place. Examples: turning, twisting, bending, stretching, swinging, swaying, balancing
Manipulative Skills - Moving an object. Examples: throwing, catching, kicking, dribbling, striking, hitting
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PedometersWe are learning how to use pedometers to measure our fitness in P.E.
We'll use pedometers to measure the amount of steps we take during different activities. Each step represents exercise which in turn represents a healthy lifestyle. The students are learning why everyone will take a different amount of steps while performing the exact same exercise. Each person has a different size stride or gate. A stride is the length of a person's step. Taller people usually have larger strides. The more steps we take during an activity, the more exercise we're getting! The students have been working in their science journals to complete experiments using the pedometers. We're trying to compare different exercises and figure out which exercise gives us the most steps. While experimenting, we're learning that some exercises, like push ups, do not get measured by pedometers because we're not taking any steps and moving our hips. This project helps us integrate some simple math and science concepts such as estimation, hypothesis and observation. We are then synthesizing our results! |
Fitness and Climbing
The intermediate students will learn about the five Components of Fitness.
Cardio-respiratory Endurance: Working your heart and lungs for a long time
Examples: running, rump rope, biking, swimming
Muscular Strength: Power in your muscles for a short period of time
Examples: long jump, push ups, high jump
Muscular Endurance: Using your muscles for a long period of time
Examples: curl ups, walking lunges, squats
Flexibility: Bending and stretching your muscles and joints
Examples: downward dog pose, hamstring stretch, butterfly
Body Composition: Percent of fat and muscle mass in your body
Examples: any muscular strength and endurance or cardio-respiratory endurance activity
The students have been applying these concepts by playing a game called "Fitness Memory" and climbing the 20 foot rock wall.
Cardio-respiratory Endurance: Working your heart and lungs for a long time
Examples: running, rump rope, biking, swimming
Muscular Strength: Power in your muscles for a short period of time
Examples: long jump, push ups, high jump
Muscular Endurance: Using your muscles for a long period of time
Examples: curl ups, walking lunges, squats
Flexibility: Bending and stretching your muscles and joints
Examples: downward dog pose, hamstring stretch, butterfly
Body Composition: Percent of fat and muscle mass in your body
Examples: any muscular strength and endurance or cardio-respiratory endurance activity
The students have been applying these concepts by playing a game called "Fitness Memory" and climbing the 20 foot rock wall.
Manipulative Skills
A manipulative skill is a motor skill in which an object is being moved. Some examples are:
*Hitting
*Kicking
*Throwing
*Catching
*Striking
*Dribbling
Each student has had the opportunity to learn and practice several different manipulative skills in a variety of settings.
*Hitting
*Kicking
*Throwing
*Catching
*Striking
*Dribbling
Each student has had the opportunity to learn and practice several different manipulative skills in a variety of settings.
Nutrition
We are learning about Nutrition and how to make healthy food choices. We have learned about the resource, My Plate, and how it can help us understand how much of eat food group we should eat each day to help build a strong body and provide us with the energy we need to learn and play! Check out this great resource and make the pledge for a healthy plate!
We are learning about Nutrition and how to make healthy food choices. We have learned about the resource, My Plate, and how it can help us understand how much of eat food group we should eat each day to help build a strong body and provide us with the energy we need to learn and play! Check out this great resource and make the pledge for a healthy plate!
F.I.T.T. Principle
The F.I.T.T. Principle is a framwork for designing an exercise plan or routine. When creating a fitness plan, a goal must be set first! Then the F.I.T.T. Principle will be applied in order to take the plan into action.
F = Frequency (how often a person exercises)
I = Intensity (how hard a person is exercising and how much effort is used) The intensity can be measured by a person's heart rate!
T = Time (how long a person is exercising)
T = Type (kind of activity and component of fitness being improved)
We have been applying the F.I.T.T. Principle in class to different pretend exercise routines. We are also learning how to measure our heart rate in order to determine the intensity of an exercise/activity. The faster our heart rate is, the higher the intensity of the activity.
Fourth and fifth graders are trying to answer the question, "how can I challenge myself to stay F.I.T.T?" They are doing this by creating their own fitness plans! Once their plan is designed, then they will apply it during class time.
F = Frequency (how often a person exercises)
I = Intensity (how hard a person is exercising and how much effort is used) The intensity can be measured by a person's heart rate!
T = Time (how long a person is exercising)
T = Type (kind of activity and component of fitness being improved)
We have been applying the F.I.T.T. Principle in class to different pretend exercise routines. We are also learning how to measure our heart rate in order to determine the intensity of an exercise/activity. The faster our heart rate is, the higher the intensity of the activity.
Fourth and fifth graders are trying to answer the question, "how can I challenge myself to stay F.I.T.T?" They are doing this by creating their own fitness plans! Once their plan is designed, then they will apply it during class time.