Week of 10/26: Bowling, Bowling, Bowling

Our last week of bowling was this week.  Activities have included:

• Fitness bowling:  Students rotate through the jobs on their lane, and then choose and complete an exercise before they bowl.  Students can choose a different exercise each time, or a different one - it's entirely up to each individual.  

Lower Elementary Fitness Bowling

Upper Elementary Fitness Bowling

Fifth graders.  Fitness bowling jumping jacks.  

Third and fourth graders:  Fitness bowling.  

• BINGO bowling:  Students take turns bowling, trying to earn a BINGO.  The number of pins they knock down is the number they can mark on their BINGO scorecard.  We note lanes in order of their Bingos on the dry erase board!  

Bingo Bowling Scorecard.  This is Lane 2's card.  Each lane works together to earn a BINGO!  

• Tic-Tac Bowl:  see previous bowling post.  

Have a safe, happy, and healthy long weekend!

PHOTO: Fitness Logs Bulletin Board

Last week in our first grade health classes, students were asked to keep a fitness log of their physical activity for one week.  (See the blog post for more information!)

Here is the bulletin board showing everyone how active we are!!  First grade families, if you haven't sent your activity log with your student in to the classroom, please send it in and it will be added to the bulletin board.

Week of 10/19/2015: First Grade Health

Activity Log:  A sheet will come home today (Monday 10/19) or tomorrow with first grade students.  One side is our "Pulse Fair" (experiment) side (see below for description).  Students recorded their pulse fast or slow for our different activity levels today.  On the other side is an activity log.  Please help your first grader fill out this activity log until next Tuesday, October 27.  Bring it to school that day!  We'll post the returned activity logs on a bulletin board to show the whole school how active we are!  

Mrs. Stoops' example activity log

Here is a blank activity log!

Monday's lesson included a discussion of pulse.  We started with what it is -- heart pumping and making arteries, tubes that carry our blood, expand.  We then talked about how our hearts pump faster and harder when we are active, because our muscles need more blood and oxygen when we are moving around.  Because our hearts beat faster, our pulse is faster when we are active!

We then talked about the two most common places to find our pulse, wrist and neck.  We then went over directions for how to check pulse for each place, and each student tried to find their pulse in  both locations.  I helped many students find their pulse on their wrists!

Then, our experiment part of the class:  we first checked our pulse when sitting.  Students felt their own pulse and decided if it felt fast or slow, and then wrote a F for fast or S for slow on their paper.  We then ran in place, stopped to feel our pulse, and students marked F (fast) or S (slow).  Then we rested and felt our pulses again at rest, followed by another bout of activity (jumping jacks, hopping, jumping, scissor jumps, and more!) and another pulse check.

The experiment reinforces that our pulse increases when active, and decreases when resting.  We will check our pulses throughout the school year, with more relative conclusions like we used today (fast, slow, medium) instead of numbers.

We also discussed why it is important to be physically active, how experts recommend 60 minutes of activity every day for children, and how things we do everyday at school do help count toward our activity time (PE class, activities at recess, during music class, etc.).

Example pulse experiment chart.  This is not homework, as we completed it together in class.  If your student was absent, you could try the experiment at home!  

Rick's Run for Kids!!!

Looking for a family fitness event?  This weekend, October 24, there is a family friendly 5K event at Gallup Park.  The event is Rick's Run for Kids, and it to honor the late Rick Dekeon.  Rick was a fellow AAPS PE teacher and an incredible role model, teacher, and colleague.  His life's work was inspiring physical activity and health for all.  My family and I will be there, as well as Ms. Scarnecchia and her daughter Sophia, along with hundreds of other participants.  Join us this Saturday for this family fitness activity!

Week of 10/19/2015 and 10/26/2015: Bowling, Bowling, Bowling!

Haisley is fortunate to participate in a program called In-School Bowling (Bowler's Ed), in partnership with Bel-Mark Lanes.  Bel-Mark provides 6 carpet bowling lanes, 6 sets of pins, and 6 bowling balls (rubber) for two weeks.  They deliver and pickup the lanes, and students enjoy them in the meantime.  This morning, students were SO EXCITED as they entered the gym to see the bowling equipment set up!  (Thanks to my morning and afternoon helpers for the setup assistance!!)

For older students (grades 3-5), the first bowling lesson begins with safety reminders and basics (how to hold the ball, which fingers to use, and different approach steps).  We discuss how to rotate at the lane (bowler, line judge, pin setter, and ball returner).  Then it's time to bowl!  Students "warm-up" with two rolls each turn.  The second lesson begins with a brief review of the first lesson, and some warm-up time.  Then we play Tic-Tac Bowl.  Lanes play against each other, aiming to knock over a certain number of pins to be able to mark a tic-tac-toe on their scorecard, hoping to beat the other lane!  A strike means a team can put their X or O wherever they choose, over any number.  

5th graders, Lane 1 versus Lane 2 in Tic Tac Bowl.

4th graders warming up

Younger students also begin with safety reminders and basics.  Most younger students don't do any approach steps, but rather stand with opposite foot forward, swinging arm(s) back, and then rolling the ball that way.  I encourage opposite foot forward, which then helps prepare them for then taking steps when they're ready.  We also discuss rotating "jobs" at each lane, but for younger students, the rotation is much more simple:  wait to bowl, bowler, and pin helper.  After you bowl, you help the pin helper set up the pins ("help clean up your own mess"), and then the pin helper brings the ball to the next person and waits for their turn to bowl.  Tape marks spots to wait and be a pin helper for younger students.

Young Fives:  One student is pin helper (near the pins), one bowling, and the other waiting her turn.  

Young Fives:  All six lanes in action!  

Self-contained classes will also practice bowling!  Our SXI and ASD classrooms love bowling.  Bel-Mark lanes brought not one but TWO bowling ramps to help all students enjoy and learn with this equipment.  Thank you, Bel-Mark!!  

Bowling is a great lifetime activity, and most of all, it is FUN!  I'll be posting more pictures of students in action throughout the next couple of weeks.  

Week of October 12, 2015: 1st Grade Health

Our new unit is Nutrition and Physical Activity!  This week we talked about the food groups, and how they can help us make good nutritious choices.  Students learned how healthy snacks are also important.  Our students enjoy such healthy snacks!!  Carrots was a very popular item, along with other vegetables and fruits.  We also talked about what physical activity is (moving parts of our bodies and making our hearts beat faster), and why it's important.  We learned there are three main benefits to physical activity:

• Flexibility:  when we are active, we encourage flexibility - especially when we stretch after an activity.  Healthy muscles are flexible.  Like a rubber band, we want our muscles to be stretchy so they don't tear or break.  
• Strength:  activity can help make our muscles stronger, making it easier for us to move and lift things.  Our heart is a muscle, too, and gets stronger and more healthy when we are active!  
• Endurance:  activities can help us move and play longer without being tired.  

Next week, we'll talk about our pulse and learn how to check it.  Students will also get an log to keep track of physical activities for one week.  I plan to post the ones returned on the bulletin board outside of the gym!  

Week of October 12, 2015: Y5-2

Bean Bags!!  Young Fives, Kindergarten, first, and second grades worked with bean bags this week.  Similar to our hula hoop lessons, activities focus on movement and space awareness, eye-hand coordination/tracking, and having fun.  We call our beanbags "Beanie".  Activities included many of the following prompts:  

• How many different parts of your body can you balance Beanie?  (Head, forehead, shoulder, fingers, elbow, tummy, back, knee, foot...)
• Stand with Beanie balanced on your head - lower to knees, and then sitting, trying not to let Beanie fall off, without touching it with hands.  
• Take Beanie for a walk on your arm/shoulder/head/back of your hand.  
• Put Beanie on your spot.  stand in front, behind, to the side, on the other side.  Jump forward/backward over Beanie.  Jump side to side over Beanie.  Hop on one foot around Beanie.  
• Build a bridge over Beanie.  Four parts, three parts.  
• Statue:  Move around the room to the music.  When the music stops, put your foot on the closest Beanie and make a statue.  (Gallop, skip, hop on one foot, jump on two feet, sideways slide-step).  
• Beanbag Freeze:  Balance Beanie on your head.  Walk around the playing area without touching Beanie, being careful to not let it slide off.  If Beanie falls, you're frozen.  Others still balancing their Beanie can carefully bend down to pick up your Beanie and hand it to you.  Say Thank you! when someone helps you, and be a helper to others!  
• Beanbag Signals:  My voice signals different activities with Beanie.  
• "Toss and walk":  Toss beanie up and catch, while walking around the playing area.  Gallop, skip, sideways slide-step can also be substituted for walk.  
• "Freeze!"  Let Beanie fall to the floor and make a statue on it. 
• "Leap!"  Leave your Beanie, leaping over as many other Beanies as you can. 
• "Jump!"  Jump side to side over your Beanie. 
• "Hop!"  Hop in a circle around your Beanie. 
• "Bridge!"  Make a bridge over your Beanie. 
• Toss and catching tasks: 
• Toss and catch, using your favorite hand, catching with two hands. 
• Use your other hand, catch with two hands. 
• Toss with one hand, catch with the same hand.  Other hand. 
• Toss with one hand, catch with the other hand.  ("Rainbow tossing")
• Toss Beanie up, clap once, then catch it.  Can you clap twice before catching Beanie? 
• Can you toss Beanie, touch your shoulders, then catch it? 

Activities adapted from Landy and Landy, Ready to Use PE Activities for Grades K-2, 1992.  

Week of October 12, 2015: Grades 3-5

Soccer skills!  Grades 3-5 worked on soccer skills this week.  Each class warmed up and stretched indoors, and then headed out to work on dribbling and passing.  First, I do a brief demonstration of the skill and important points.  Then, students go out in various formations to practice the skills.  Students dribbled first individually, each with their own ball.  Then students control dribbled in a zig zag pattern through cones, and speed dribbled in a straight pathway.  Passing was between partners, or groups of 3-4, a set distance (marked with cones) apart.

Control dribbling key points:

• using the inside or outside of the feet, not the toe (gives maximum control over where the ball will go)
• keep ball close (don't want other team to take the ball from you)

Speed dribbling key points:

• inside/outside of feet only, not the toe
• keep the ball close, but not as close since you're moving much faster for this type of dribbling

Passing key points: 

• inside or outside of the feet
• pass directly to partners
• prompts to use favorite foot, other foot, inside of foot, outside of foot

Beautiful fall morning, soccer cones and equipment set up

5th graders practice dribbling individually 

5th graders practicing zig zag dribbling through cones

Week of October 5, 2015

Here's a brief recap of the week of October 5, 2015.

Y5-5th grade PE:  Hula Hoops!!  We continued exploring with Hula Hoops.  Younger students continued exploration tasks and challenges with the hoops, and some classes had some partner time to try rolling the hoop to a partner.  Older students had more advanced tasks with the hoops, including partner rolling and backspin hoop tasks.

5th graders roll the hoop to partners

5th graders have choice time at squad seats

Strong Soldiers:  One of our warm up exercises we use throughout the year for all grade levels is ABC Strong Soldiers.  For this exercise, students go into high plank (hands and toes on the floor, push-up position).  Then, students pick up one hand and touch the opposite elbow or chest with that hand.  Then do the same with the other hand, alternating.  The ABC part is how we often count - students say one letter of the alphabet with each touch of their hand, ending on Z.  This exercise help build core muscles, along with upper body strength.  It is a lead-up to push-ups.  If a student struggles with holding high plank, they can walk their feet in closer to their hands (allowing legs to help support the body).  

Kindergarteners working on Strong Soldiers

1st grade Health:  We concluded our Social and Emotional health unit with discussion of a decision making model, WIN.  This model uses a step-by-step approach to making decisions.  We went over some basic decision-making scenarios as a group using the model.  

W:  What happened, or what is the situation.  Think about what is going on.  

I:  Ideas to choose from (options for what to do).  Consider options that are safe, realistic, and match your values.  

N:  Now, Act!   Choose the best option for you and take action.  

Our next health unit will be physical activity and nutrition!  

1st grade health: Social and Emotional Health

In first grade health, we are working on our Social and Emotional Health unit.  We have learned:

• How family members and friends build relationships by listening and helping one another
• How to predict the potential feelings of others and how to find out how others feel
• How to use interpersonal communication to enhance health, including courteous communication, recognizing and expressing feelings, listening, compliments, and appreciations

We read the book How Full is Your Bucket? by Tom Rath.  The book shows students that we all have a "bucket" with our positive, good feelings.  We fill our own bucket AND others' buckets when we do kind, thoughtful, caring things for other people.  We empty our own bucket and take from others' buckets when we do unkind things.  

Students brainstormed a wonderful list of ways we can help at home and with friends.  Students were given a piece of paper and asked to draw themselves helping at home or helping a friend.  Here are some of their drawings.  Look for your student's sheet to come home today or Monday!  

Helping someone who is hurt

Helping do the dishes

Helping set the table

Helping with cooking

Helping by playing with a younger sibling

Helping with dishes

Helping with dishes

Setting the table

Helping someone who has dropped a pile of papers

Helping carry things

Helping clean the house

For the rest of this health unit, we'll learn how to use a decision making model to help guide our  choices.  

K-1 PE, and 2-4: Hula Hoops!!

In Young Fives, K, and 1st grade PE, we have started our Hula Hoop fun!

1.  Warm up!  Ship to shore, or around the circles warm-ups, and our stretches routine.
2.  Learned/reviewed "badda-boom, badda bing".  These words are a signal to stop playing with the equipment (hula hoops in this case, but we will use this phrase with bean bags, and other equipment too!), sit down, hands in your lap.
3.  Each student gets a hula hoop.  When they return to their seat, they work on balancing the hoop on different body parts (head, back, arm, elbow, fingers, upper thigh, and more!).
4.  Exploratory movement with the hula hoops:  students are encouraged to try:

• standing inside the hoop, outside, to the front, right side, left side
• jumping into and out of the hoop
• hopping in and out of the hoop (also trying their non-dominant foot)
• hopping around the outside of the hoop (also trying their non-dominant foot)
• make a balance over your hoop or part of it
• make a balance with 2 parts, 3 parts, 4 parts, 5 parts of your body touching the floor
• lay on the floor and balance your hoop on your feet and hands, rock it back and forth
• make different body shapes with your hoop on the floor (narrow, curled up, wide, stretched, etc.)
• spin the hoop:  clockwise, counter clockwise, dominant hand, non dominant hand
• spin the hoop and run around it, trying to catch it before it falls to the floor

All of these exploratory movements with the hoop are suggested and demonstrated for students, and they have opportunity to try them.  They have so much fun with this!  And, during this fun lesson, students are working on many movement and spatial awareness concepts.  

Grades 2-4 also started Hula Hoops, in their second lesson of the week (first lesson for grades 2-4 was the half or full mile pre test -- and fifth grade only has PE once per week).  Grades 2-4 do the above activities more quickly than Y5, K, and 1st grade -- and they do some more advanced activities with spinning the hula hoops.  A favorite is spinning the hoop at their seat, leaving it spinning and running to touch one or more walls in the gym.  Then, returning to the (hopefully) still spinning hoop to scoop it up before it falls to the floor.  

4th graders:  spin - touch a wall - try to catch the hoop before it falls to the floor

Hula hoop activities adapted from Landy and Landy, Ready to Use PE Activities for Grades K-2, 1992.

PE: Grades 2-5

This week, the weather has been AMAZING - so we did half mile/mile run pre-testing with grades 2-5!  Students did a fabulous job overall!  Before each class, we go over outside rules and specific information about half and mile run testing.  

Outside Rules: 
1.  Keep moving quickly:  speed walk, jog, or run the whole way
2.  Stay on the sidewalk
3.  Hands and body to yourself
4.  Listen for the whistle/megaphone

Half/Mile Testing: 
1.  6 laps = 1 mile, 3 laps = 1/2 mile
2.  Single file walk/jog/run (no side by side), even if your test is done.  This is to allow students to pass on the left.  This is a pre or post test, not a social time.  Blocking the sidewalk with large groups or students, or even two or three walking and talking, is discouraging to others still testing - and makes it difficult to pass.
3.  Trying YOUR BEST is something to be proud of - no matter if that is 17 minutes or 7 minutes.  If you try YOUR BEST, I am proud of you.
4.  Speed walk breaks are okay.  I frequently run for exercise in the mornings before school, and my running partner and I take walk breaks during our sessions.  I emphasize with students that they should be moving quickly, not taking a leisurely stroll -- even if needing a walk break.
5.  Bubble sheets:  Our tracking system for laps -- students hold a half or quarter slip of paper while they run.  Each time they complete a lap, I put a mark in the appropriate "bubble" on the sheet.  On their last lap, I record their time.  When they finish, I keep their bubble sheet and they continue walking/jogging/running to cool down while everyone finishes the pre or post test.  Below is a student's completed bubble sheet, which I then use to record scores.

Second graders' bubble sheets only have three bubbles, as they are completing a half mile at this point in the school year.