Week of 11/17/15

PE:  
Grades 3-5:  We are continuing fitness testing this week with the curl-up test (measuring abdominal strength and endurance), and the trunk lift test (measuring core strength).  For more information on FitnessGram, click here.

Fourth graders completing their curl-up test.

Fourth graders preparing to complete their curl-up test.

Grades Y5-2, and some 3-5th:  Locomotor Go Fish!  Students are in different groups (skip, gallop, hop, jump, walk, run).  They do that skill to go to the center of the gym, one at a time, where there are cards.  They take a card and try to be the first group to spell their locomotor skill's name.  This game works on practicing locomotor skills, cooperation, and relay formation, along with literacy/spelling/letter recognition skills.  Kindergarten and young fives play this game "open face", with letters showing in the center.  1st - 5th graders play with letters facing down.  3rd through 5th grade classes participate in this activity if there is time after fitness testing.

The template at each station helps students know which letter(s) they still need to complete their word.  

The "open face" format for K and Young Fives 

This team has spelled their skill word, RUN!  

This kindergartener waits for her teammate to return before hopping to Go Fish. 

Kindergarten

Young Fives

Fourth graders working together

Health: 
First graders are continuing talking about fire and burn safety!  We read some fire and burn safety situations and discussed why each situation was dangerous, and what students could do to be safer.  We also had time for students to share personal connections to fire/burn safety.

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

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.

Fitness Testing

Here's some catch up on PE happenings:

We returned from our December break to discover the gym floor was refinished!  Shiny and ready for the PACER test. :)   So, we've started the PACER test - along with other fitness testing items.  This year, my goal is to finish our second round of fitness testing (except for the mile run, of course!) while we're inside the gym during winter months.  Springtime, approaching Walk-a-Thon, we'll prepare for our second mile run testing of the year.

The PACER stands for Progressive Aerobic Cardiovascular Endurance Run.  Students run back and forth between two lines, 15 meters apart.  They have to make it to the line on or before the music beeps.  The beeps begin farther apart, and slowly get closer together -- making the students keep "pace" with the beeps.  A student gets one warning, and then if they're late to the line a second time, their test is over.  The test is, at most, 6 minutes 30 seconds or less for most students (only fifth grade could possibly go as long as 6:30).  Students are encouraged to push themselves to score their best, but also reminded that their safety and well-being is the most important thing.  They can stop the test at any time.

For grades Y5, K, and 1, I set out colored cones to help students stay running on a straight line.  Y5 and K don't have recorded scores for the PACER test, but they participate to learn how the test feels, looks, and sounds.  First through fifth grades do have recorded scores for the PACER test.  I stop first grade at 20 laps, second at 30 laps, third at 40, fourth at 50, and fifth at 60.  These upper lap limits are for student safety, and also in the interest of time.  All of those scores are well above the lower threshold for the healthy fitness zone for age.

See these previous posts about Fitness Testing for more information. :)  Also, the FitnessGram website has a wealth of information.

Here is a first grade class ready to start the PACER test.  Students have a colored cone that is their target, right behind each line they have to touch.  This encourages running in a straight line -- to save  energy, and also to stay out of other students' running paths.

Grades 1-5: Week of 12/8/2014

Mat Ball!!  Grades 1-5 this week will play a game called Mat Ball.   This game is based on classic kickball rules, with a few changes.   One major change is that gym mats are the bases.

We decided one additional rule about home runs this morning.  Home runs:  Grades 3-5 only.  If a kicked ball hits the backboard/rim/net only of center hoop on opposite side of the gym (without touching ceiling!), that kicker gets a home run and all runners advance to home.

We start with students gathered to overview rules.  Then, we divide into teams.  I write the teams on the board and we keep score of runs.  At the conclusion of class, I take a picture of the scoreboard (including the teams).  This way, next class, we can easily pick up where we left off.

Students in my first two classes on Monday morning seemed to enjoy this game!  It is fast-paced, and fun for all!

Credit and gratitude for this game goes to Judy Hart, retired Logan Elementary PE teacher. :)

Being prepared: Incentive program grades 1-5

Grades 1-5 have an incentive program to be prepared for PE class.  If the entire class is prepared for PE class, the class earns a star.  To earn a star, everyone in the class must have on appropriate gym shoes (rubber sole, covered toe, covered heel), and all jewelry (dangling earrings/necklaces/bracelets/watches most commonly) removed when class begins.

Once the class earns four weeks of stars, they earn a game day!  The game day is scheduled as it works for our PE schedule.  Classes sometimes have to wait to have their game day happen - but we record when the game day actually happens, and they continue earning stars toward their next game day each class.

For grades 1-2, the reward game is Guard the Pin.  Grades 3-5, the reward game is Pins and Baskets.  Gym setup and many of the basic rules are the same for both:  the gym is divided in half with cones.  The class is divided evenly into two teams.  Players may not cross the center line of the gym.  The goal of the game is to knock over the other team's pins.  First team to knock over the other team's pins wins that round.  Each pin can have one pin guard, who must stay standing and may not touch the pin to stop it from falling or hold it up.  Players may only roll or throw the ball -- no kicking or hitting the ball.

For Pins and Baskets, if a team makes a green $$money ball$$ basket on the center hoop only (without crossing the center line), they can reset all of their team's pins.

Many ask:  isn't this just dodgeball?!?!?  No, it isn't.  We don't ever play dodgeball or games where humans are targets.  Students are aiming at the pins, and pin guards are only volunteers.  I explain to students that the best success I've had (and I've played this game A LOT) is with rolling the ball and knocking it against the back wall to hit the pins.  :)

Most students seem to love this game, and I enjoy participating with students when I can.  This game also works on overhand throwing, rolling, and space awareness.  For first graders, this is one of the first games we do following "Clean Out Your Backyard" (which they LOVE!!!).

A third grade class enjoys a game of Pins and Baskets

Fitness continued!!

As we finish up fitness testing, we have continued to do fitness activities.  For one of our fitness activities, students go around the track and after each lap, stop to do a specific exercise.  This helps students keep track of how many laps they have done, and integrates some of the exercises and stretches we have learned throughout the year.  

Before starting any fitness activity, we discuss why fitness activities are important.  We use the term cardiovascular fitness for *heart health*.  We do activities to make our hearts beat faster, because that makes our hearts stronger and more healthy.  We also are doing these activities to prepare for the Haisley Hustle Walk-A-Thon, Friday, May 17!!  

Exercises with pictures for lower elementary students.  

Bright shoes! 

Exercises for upper elementary students.  

Mile Run Testing!!

The weather has been GORGEOUS GORGEOUS, when it hasn't been snowing, hailing, or sleeting!!  So, we have been doing mile run testing, weather permitting, of course.  My goal is to have each class in grades 2-5 have two mile run tests this spring.  Depending on the weather, special events, field trips, assemblies, etc. -- some classes may only have one chance at the mile for the spring. Regardless of 1 or 2 trials, I'll record their best score in the FitnessGram, and reports will go home in June.   Grades K & 1 will complete a half-mile run "test".  Unfortunately, FitnessGram doesn't have a space for a half mile test on their reports.  Completing this activity is a cardiovascular fitness activity, and prepares students very well for the mile run test.  The cardiovascular fitness test for grades K-1 will be the PACER test.  See the FitnessGram website for more information, or contact me for more information.  

Students are encouraged to pace themselves, start slow to let their bodies warm up, AND to save their final bursts of energy for the last part of their mile.  If needed, they are definitely allowed to walk - I share with all students that when running, I often take "walk breaks" during my run.  Taking a little walk break lets me catch my breath for a moment, and have energy to jog more over the course of my run.  After students finish their mile run/jog/walk, they continue walking/jogging/running the track until we do a final cool-down stretch before transitioning back into the building.

A class takes off along the "sidewalk track" for the mile.  See the Fitness Testing post for more information.  

Sit and Reach testing and Curl-Ups

Sit & Reach Testing
We use a metal box with a slider to measure how far students can stretch.  Students set up their body straight in front of the box, feet flat on the box.  Then, one knee up, and students reach three times with both hands.  They have to keep their straight leg straight while reaching.  Then, they switch:  other knee up, other leg straight.  This method of testing (with one knee up, then switch) is designed to a) protect students' back and b) identify flexibility differences between legs.  

Curl-Ups Test

Curl-ups, rather than full sit-ups, are used to measure abdominal muscle strength and endurance.  A measuring strip is used on the mat.  This measuring strip helps students know how far they need to curl up, and is an attempt to make the curl-up more uniform for all students testing.  I use tape on the mats to mark out the measuring strip distance (for grades 3-5, the measuring strip is wider than for grades K-2).  As students curl-up using their abdominal muscles, they feel with their fingers along the measuring strip.  When they reach the other edge of the tape with their fingers, they can lower themselves back down.  There is also an audio track that plays during this test, setting the pace for the curl-ups.  If students fall behind the pace, or break form, they are allowed one warning.  Another break in form or another pace warning ends their test.  

Students completing the curl-up test.  A scoring partner watches for form, pace, and writes down the testing student's score.  Six students test at once, so I can also watch student form and pace.  

Fitness Testing!!

We are beginning our Spring round of fitness testing.  This is important to have an end-of-year marker for students' fitness levels, and we hope to improve our scores from the fall round of testing.  For most tests, I record the best score into the FitnessGram report your student will receive home with their final June report card.  

Testing includes: 
Curl-ups (Abdominal endurance)
Flexed Arm Hang (Upper body strength and endurance)
Half Mile (K-1) and Mile Run Test (2-5) (Cardiovascular endurance)
Trunk Lift (Core strength and flexibility)
Sit and Reach (Hamstring flexibility)
Height and Weight measurement (Body Mass Index)

For kindergarten students, this spring round of testing is their first, and the goal for kindergarten "testing" is experiencing the tests for the first time.  

For all classes, procedures and rules are reviewed and the test is demonstrated before testing.  Individual improvement and reaching the "Healthy Fitness Zone" is emphasized, as opposed to emphasizing being the best scoring student in the class or grade level.  

For more FitnessGram testing information, please see the FitnessGram Parent website, or contact me if you have any questions or concerns about your child's participation in our fitness testing.  

Mile Run "Bubble Sheets", pre-labeled with names and Fall Mile Run Scores for students.   Pre-labeling them saves time, and allows students to see their own previous score individually.
Students are encouraged to try to beat their previous score.
Thank goodness for binder clips!!  

"Bubble Sheets" for mile run.  Students carry their own (half sheet of paper).  Each lap, I mark in the "bubble".  At their 6th lap, I note the time and keep their sheet to record their time in each student's FitnessGram record.  3rd graders, 4th graders, 5th graders, and spring 2nd graders participate in this test.  Spring 2nd graders participate to prepare for the fall 3rd grade mile run test.  

"Bubble Sheets" for half mile run.  Same procedure as the mile run.  Kindergarteners, 1st graders, and Fall 2nd graders participate in a timed half mile.  The goal of a timed half mile is to prepare students for a full mile.  

More posts to come with pictures of fitness testing!!!!

3-5: Jump Rope Intro and Centers

Grades 3-5 are starting our jump rope unit.  We begin with the basics:  how to measure a jump rope.  Ask your student to show you how we measure to have the appropriate rope for each student's height.  We also review basic jumping techniques:  single jumps, double jumps (double bounce), and focusing on wrist movement (versus swinging arms) to keep the rope going.  Older students also choose between a beaded jump rope and a speed rope.

Basic jump rope tricks begin with different leg movements - starting with jumping on one foot.  Other tricks include ski jumps with the jump rope (two feet together, jump side to side), and other variations where just the feet move.  More advanced tricks include cross-overs (where the rope is crossed, and the student jumps through the loop created by crossing), and even 180 degree turns while jumping.

To practice some basic jumping skills, we rotate through jump rope centers.  Center descriptions are below.  With all classes, students have diverse ability levels.  If students are working on basic rhythm and rope movement, they work on those basic skills while others may be working on more advanced skills.  Students are intentionally grouped with others of different ability levels, and encouraged to help each other with skills.  A supportive environment is always what we strive for.

Students take turns turning long ropes and jumping. They can use different jump rope rhymes. Some are posted on the gym wall (see additional photos below).  Jump rope rhymes are from the book Anna Banana by Joanna Cole.  The book is full of jump rope rhymes, and the Haisley media center has it.  Check it out!

Warm-up/Cool-down Games & Activities

Sometimes we play games at the beginning or end of class for warm-up or cool-down.  These games often are low-organization games, which don't involve assigned positions or long sets of rules.  Both warm-up and cool-down games usually are designed to get students moving.  For cool-down games, we try to select ones that are relatively calm to prepare students to transition to their next special or to their classroom.

Here are two photos of 3rd and 4th grade students playing a version of Rock, Paper, Scissors called "I won, We Run" as a warm-up game.  Students gather around the center line of the gym, all with a partner to play Rock, Paper, Scissors.  They play.  The winner runs to touch the black endline once.  The loser runs to touch the black line twice.  Once each player returns to the center line, they play against anyone else who is ready to play.  Ties play again until someone is the winner.


Another favorite is our Spelling Warm-Up.  Each student has a card with a word on it.  All students start in the center circle, holding their card.  They jog to touch the wall underneath each letter to spell their card word.  They then exchange their card for a new card.  Letters are on the gym wall in ABC order.  This activity not only gets students moving, but also reinforces alphabetical order skills.

W is for Warm-up!  Letters like this are posted around the perimeter of the gym.   We use them for the Spelling Warm-Up described above, and they also are used for one of our assigned seats in the gym.  

Everybody's It.  Everybody LOVES this one!  This is great for a cool-down since it is more calm, even though students LOVE it.  Just like the game's title sounds, everyone is it for this one.  Students have to stay inside the boundary line we call "the box", the black line marking the perimeter of the basketball court lines.  Walking only.

• Round 1:  If you get tagged by anyone, you sit down criss-cross-applesauce and you are out.  You sit immediately right where you were tagged.  No moving your seat, no turning your body around, no getting back into the game.  

If Round 1 is played perfectly (no reminders about how to sit!), and we have time, we try the following variation for the subsequent round:

• Round 2:  If you get tagged by anyone, you sit down criss-cross-applesauce.  You sit immediately right where you were tagged.  No moving your seat, no turning your body around, no getting back into the game.  This time:  You can tag others while sitting.  If you tag others while sitting down, they sit down where you tagged them.  You may not uncross your legs or lay down.  

If Round 2 is played perfectly (no reminders about how to sit or unfolding legs/laying down!), and we have time, we try the following variations for one more round:

• Round 3:  If you get tagged by anyone, you sit down criss-cross-applesauce.  You sit immediately right where you were tagged.  No moving your seat, no turning your body around, no getting back into the game.  This time:  You can tag others while sitting.  If you tag another person while sitting down, they sit down where you tagged them, AND YOU GET BACK UP.  You are back in the game.   

Hot Lava.  We imagine the three center circles are full of hot lava.  Stay out of the lava!  Go counterclockwise around the gym using different locomotor skills.  I usually participate with students (which explains why many days, I wear shorts, even in cold weather!).  I demonstrate each locomotor skill, calling out the skill with the microphone while we are all moving.  We turn the music up, and students are encouraged to sing along!  This activity really gets our hearts and muscles warmed up.

Locomotor Go Fish!

This week, grades K-4 will play Locomotor Go Fish.  (All fifth grade classes are having their well-deserved game days!  See the earlier blog post, PBIS in the Gym, for more information about game days and how they work.)  Locomotor Go Fish integrates letter recognition, spelling, locomotor skills, teamwork, and cooperation.

Cards with letters spelling some locomotor skills (gallop, hop, run, skip, jump, walk) are scrambled, face down, in the center of the gym.

The Fish "Pond"

Six cones are set up along the endlines of the gym.  Each cone has a locomotor skill sign attached to it:  gallop, hop, run, skip, jump, or walk.  Students are divided equally among the cones.

One half of the gym, with walk, jump, and skip cones set up.
The other half of the gym has cards for run, hop, and gallop.  

On the "Go" signal, students leave their team cone in relay-formation (using the corresponding locomotor skill of their team), go to the center circle, and get one card to bring back to their team.  If they need the card to spell their skill, their team keeps it and the next person in line goes to the center to get another card. If they don't need the card to spell their skill, the next person in line takes the card back to the center, and brings a different card back to the team.

Teams continue like this until they have spelled their skill, then they sit quietly at their cone until all teams have finished.

This upper elementary team has spelled their skill, hop, and is quietly waiting for other teams to finish.  

Upper elementary students keep their cards in front of their team cone.  Lower elementary students have a larger laminated paper with their word on it to help with matching the letters.

This lower elementary team needs to find the "O" card to finish spelling their skill, gallop. 

PHOTO: Upper Elementary Overhand Throw Post-Test

Upper Elementary students continue with centers.  This week, we're post-testing the overhand throw.  Fifth graders assessed partners, along with my assessment of each student.  When students assess each other, they learn the parts of the skill better, too.  Assessing one another also helps reinforce one of the Michigan Grade Level Content Expectations for Physical Education: "Students will apply knowledge of the critical elements of movement concepts while performing the ... overhand throw in controlled settings." (K.MS.05.03, http://www.michigan.gov/documents/mde/K-8PE_313769_7.pdf)  Rubric items included:

• Side-on to target
• Non-throwing hand points at target
• Opposite foot steps forward
• Weight transfer from back to front
• Follow through in target direction

Centers for this week included:  

• Target post-test
• You choose!  throwing station (Students chose, with a partner, which object to throw back and forth.)
• Feedback/water station (students wrote down two things they enjoy about gym class and one thing they would like changed, then had the opportunity to get a drink of water)
• Fitness testing practice:  Flexed Arm Hang and Sit & Reach

Below is a picture of the objects at the You choose!  throwing station:

Foxtail, CatchBall (the giant jack), Particle Ball

PHOTO: Overhand Throw Practice, Ball Skills, ACT WISE

3-5:  This week, 3rd through 5th grade continued overhand throw practice.  Students experienced three overhand throw-focused centers, and one fitness center.  Specific feedback was given to each student during these rotations to encourage progression.

When any class experiences centers, each station is described and/or demonstrated.  Questions are answered as a group, and signs with each station's directions are posted to remind students of  expectations.

Centers are described and photographed below.

Throw Bowling.  Stand at the tape line and overhand throw to knock pins over.  Set pins up for the next student in line.

A fourth grader prepares to overhand throw to knock the pins down.  

Target Practice.  Stand at the tape line and overhand throw at the snowman target on the wall.  Watch your partner to check their form:  T, Step, Throw.

A fourth grader throws at the snowman target.

Jump Rope.  One rope per person, both hands on the handles (no helicopter).  Watch your personal space!

Two third graders jump rope.  

Foxtails.  Hold the ball to throw, keep away from the ceilings and baskets.  Try to catch the tail to challenge yourself!

A student prepares to catch the foxtail ball.  

K-2:   Kindergarten through 2nd grade continued with ball skills.  We experienced more bouncing and rolling tasks, both individual and partner.

Health:  The 3/4 split classes and fourth graders practiced putting ACT and WISE together, our models for "What to do when something bothers you" and "Decision-making".

PHOTO: Centers and Overhand Throw Grades 3-5

This week, we are pre-testing the overhand throw for grades 3-5.  Students throw back and forth to each other for their pre-test at one center, and the other centers included jumping rope, agility ladder, and balance boards.  Below are photos of students at the agility ladder and balance board centers, along with the directions for each center.

During the second class of the week, students learn the overhand throw keywords:  T, Step, Throw.  Students practice these elements at the overhand throw center with feedback from me.  Next week, we will integrate reviewing the overhand throw elements with three centers for throw practice and one fitness center.