Grade Fitness Management

Transcription

1 Grade 5 2. Finess Managemen The suden will demonsrae he abiliy o develop and follow a personal finess plan for lifelong physical aciviy and well-being.

2 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.2.5.A.1 Idenify healhrelaed finess componens (e.g., cardiovascular endurance, muscular endurance, muscular srengh, flexibiliy, body composiion...) and one example of an appropriae exercise/aciviy for each componen (e.g., skip rope for cardiovascular endurance developmen...). Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 3 Manage ideas and informaion. GLO 4 Enhance he clariy and arisry of communicaion. GLO 5 Celebrae and build communiy. SC: Cluser 1 Mainaining a Healhy Body Finess Plan Have sudens perform finess asks and record heir personal finess resuls in a finess journal. Have hem idenify he finess componen ha each of he asks assesses and sugges goals and plans o improve in each area, using a recording shee. Posers Have sudens, in groups of four or five, develop posers for each of he healh-relaed finess componens, including suggesed exercises for each. Creae a Workou Refer o BLM 5 5: Personal Record Shee. Refer o BLM G 5: Healh-Relaed Finess Componens Poser. Have sudens work in groups of four or five o develop a complee workou ha includes he following healh-relaed finess componens: a warm-up muscular endurance and srengh aciviies cardiovascular aciviies cool-down/flexibiliy aciviies Each suden in he group researches and conribues one exercise for each componen. Have each group lead heir workou and explain o wha componen each exercise conribues. Variaion: Sudens can design a muscular srengh/endurance workou. (coninued) 5 42

3 Grade 5: Finess Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT For informaion on eaching consideraions and implemenaion guidelines relaed o finess, refer o Guidelines for GLO 2 Finess Managemen in he Overview of his documen. For knowledge-relaed learning oucomes, use acive games o help sudens undersand conceps. Use warm-up/cool-down ime for mini-lessons and assessmen checks for observing undersanding. Some quick, efficien ways o assess in an acive physical educaion seing are: use of Exi Slips, humbs-up signals, signing an invenory or I Can char, human opinion lines, and use of selfadhesive noes for graphing resuls. Journal/Learning Log: Finess Plan Teacher Assessmen: Checklis Using a recording shee, have sudens complee a personal finess plan ha includes idenifying he healh-relaed finess componens and seing personal goals for improvemen. Suggesed Crieria: The suden is able o q idenify he healh-relaed finess componens q idenify an appropriae exercise for each componen q record personal resuls and informaion Refer o BLM 5 5: Personal Record Shee and BLM G 4: Personal Finess Profile. Observaion: Creae a Workou Group Assessmen: Checklis Ask each group member o wrie an exercise/aciviy for each of he following componens: q warm-up aciviies one idea per suden q muscular endurance and srengh aciviies one idea per suden q cardiovascular aciviies one idea per suden q cool-down/flexibiliy aciviies one idea per suden As groups presen and lead heir workou, have sudens look for correc idenificaion of he healh-relaed finess componen for each exercise/physical aciviy suggesed. Refer o BLM 5 6: Creae a Workou. 5 43

4 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.2.5.A.1 (coninued) (coninued) Wha s Behind You? Display posers on he wall ha idenify he healh-relaed finess componens and a lis of appropriae exercises for each componen. Have sudens work in pairs: one suden, facing away from he poser, pracises idenifying he componens and exercises; he oher suden, facing he poser, provides clues if he parner has difficuly remembering. Sudens swich places and roles. Examples of exercises/aciviies ha develop finess componens: Body Composiion: aerobic exercises such as running, jogging, skipping, playing soccer, ice or in-line skaing, cross-counry skiing Cardiovascular endurance: aerobic exercises such as running, jogging, skipping, playing soccer, ice or in-line skaing, cross-counry skiing Flexibiliy: ben-leg si and reach, sreches held for 10 o 30 seconds Muscular endurance: push-ups, curl-ups, uck jumps Muscular srengh: push-ups, pull-ups, rope climbing, verical jumps 5 44

5 Grade 5: Finess Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Healh-Relaed Finess Componens: Inroduce, explain, use, and reinforce vocabulary for healh-relaed finess componens: Body composiion he raio of body fa o lean body issue (how much of he body is fa and how much is muscle). Cardiovascular endurance he abiliy of he hear, blood vessels, and lungs o provide he working muscles wih adequae oxygen during prolonged aciviy (also called aerobic endurance or capaciy). Flexibiliy he range and ease of movemen of a join (limied by bone, muscles, ligamens, endons, and he bone-join capsule). Muscular endurance he abiliy of a muscle or group of muscles o exer force over an exended period of ime wihou incurring faigue. Muscular srengh he amoun of force ha can be exered by a muscle or group of muscles in a single effor. For more finess aciviies, see Healh-Relaed Finess for Grades 5 and 6 (Hopper, Fisher, and Munoz) and Finess Educaion for Children (Virgilio). 5 45

6 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.2.5.B.1 Idenify he finess benefis (i.e., muscle and bone developmen, decreased suscepibiliy o sress, posiive self-eseem, faser hear-rae recovery) of moderae o vigorous finess-ype aciviies over ime. Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 3 Manage ideas and informaion. GLO 4 Enhance he clariy and arisry of communicaion. MA: Saisics and Probabiliy PE/HE: GLO 2 Finess Managemen (K.2.5.C.1a) SC: Cluser 1 Mainaining a Healhy Body Finess Plan As par of heir personal finess plan, have sudens use a KWL (Know, Wan o know, Learned) char o idenify he benefis of moderae o vigorous finess aciviies. Have sudens share heir resuls wih he class. Discuss he benefis of finess aciviies wih sudens and have hem complee he KWL char. (See KWL, 5 8 ELA, Sraegies 89 o 91.) All Finess Aciviies Explain o sudens ha he inensiy of physical aciviy is ofen idenified as ligh, moderae, or vigorous, based on he amoun of energy or effor ha is expended in performing he aciviy. Energy oupus can be esimaed in a variey of ways: by a alk es (being able o alk easily during an aerobic aciviy) by keeping wihin he arge hear-rae zone by perceived exerion (experiencing physiological signs such as increased hear rae, breahing rae, sweaing, and muscle faigue) Discuss he physiological benefis of moderae o vigorous finess aciviies over ime afer sudens have paricipaed in hose ypes of aciviies. Variaion: Have sudens discuss he benefis of physical aciviy when learning abou he body sysems in science. (For background informaion on he respiraory and circulaory sysems, see 5 8 Science 5.33.) Aciviy Logs Have sudens keep rack of heir moderae o vigorous finess aciviies in a physical aciviy log. Refer o BLM G 6: Physical Aciviy Log (PAL). 5 46

7 Grade 5: Finess Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT The erms ligh, moderae, and vigorous physical aciviy may be defined as follows (U.S. Deparmen of Healh and Human Services e al. 32): Ligh aciviy is considered less han 50% of he individual s agerelaed maximum hear rae (e.g., sreching, walking casually, golfing, playing cach). Moderae aciviy is 50% o 70% of he individual s agerelaed maximum hear rae (e.g., brisk walking, skaing, bike riding, low-impac aerobic dancing, recreaional swimming). Vigorous aciviy is greaer han 70% of he individual s agerelaed maximum hear rae (e.g., running, supervised weigh raining, playing baskeball or soccer, cycling 16 kilomeres per hour and/or in uphill errain, high-impac aerobic dancing, fas-pace skaing). Benefis of Finess Aciviies: Help sudens o undersand he changes ha occur in heir bodies as hey paricipae in moderae o vigorous finess aciviies over ime. According o Kirkparick and Birnbaum, paricipaion in aciviy resuls in he following changes: Physiological Changes The hear muscle becomes sronger. The hear s inernal circulaion improves. The resing hear rae lowers. The hear s sroke volume (specifically due o endurance raining) and he volume per minue increase. Quesioning: Finess Plan Group Assessmen: Invenory Use a sand-up or hands-up response o saemens abou he benefis of moderae o vigorous physical aciviy over ime. Use saemens from he eacher noes. Examples: The hear muscle becomes sronger wih exercise. (True) The resing hear rae increases wih exercise. (False) TEACHER NOTES (coninued) The hear s conracion capaciy improves. The muscles capaciy o use oxygen improves. The body s oxygen inake capaciy improves. The blood s capaciy o ranspor oxygen improves because he number of red blood corpuscles increases. (Kirkparick and Birnbaum 8) Oher Effecs The level of muscular srengh is preserved or improves. The bones become sronger. The working capaciy of joins is preserved or improves. Sress decreases and relaxaion increases. Self-confidence improves. Social and emoional healh improves. Exerciser feels refreshed. (Kirkparick and Birnbaum 8) The hear rae of a fi person recovers afer exercise and reurns back o he resing hear rae faser han ha of a person in poor condiion. 5 47

8 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.2.5.C.1a Recognize he erms associaed wih he funcion of he cardiovascular sysem (i.e., resing hear rae, maximum hear rae, arge hear rae, blood pressure, recovery hear rae) in he conex of exercise and physical aciviy. Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 3 Manage ideas and informaion. GLO 4 Enhance he clariy and arisry of communicaion. MA: Saisics and Probabiliy PE/HE: GLO 2 Finess Managemen (K.2.5.B.1, K.2.5.C.1b, S.2.5.A.1b) SC: Cluser 1 Mainaining a Healhy Body Acive Hear Fair Have sudens complee projecs on acive hears and display hem in a Hear Fair. As a class, complee a mind map of all perinen informaion o be included in he projecs. Include erms associaed wih he funcion of he cardiovascular sysem and he benefis of moderae o vigorous finess exercises over ime in relaion o he cardiovascular sysem (see learning oucomes K.2.5.B.1 and K.2.5.C.1b). Projecs can ake he form of acive games, board games, TV commercials/programs, posers, brochures, and so on. Projecs could be inegraed wih science and/or mahemaics. Crossword Puzzle or Word Find Puzzle Have sudens complee puzzles ha include erms associaed wih he funcion of he cardiovascular sysem. Sudens may design heir own puzzles and share hem wih oher sudens. Cardio Terms Afer sudens have paricipaed in he aciviies suggesed for learning oucome S.2.5.A.1b, discuss he erms associaed wih he funcion of he cardiovascular sysem. Use a vocabulary sraegy such as he Word Cycle from page 6.31 of Success for All Learners o reinforce he vocabulary. 5 48

9 Grade 5: Finess Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Funcion of he Cardiovascular Sysem: Terms associaed wih he funcion of he cardiovascular sysem include he following: Resing hear rae he number of beas in one minue when you are a complee, uninerruped res. I is bes aken when firs waking up in he morning before lifing he head from he pillow (Kirkparick and Birnhaum 11). Maximum hear rae he highes number of imes he hear can conrac in one minue, which can be reached a maximum effor. Maximum hear rae changes wih age (Kirkparick and Birnhaum 10). Targe hear-rae zones he hear-rae range wihin which he hear should bea o achieve he desired physiological benefis (Kirkparick and Birnhaum 11). Recovery hear rae he hear rae measured a cerain inervals afer exercise, mos ofen a one, hree, and five minues afer compleion (Kirkparick and Birnhaum 11). Blood pressure he amoun of force or pressure pu forh by he hear o pump blood. When blood pressure is recorded, wo figures are given, wih one number over he oher (e.g., 126/82). The upper number (126) represens he sysolic pressure (he pushing phase) and he lower number (82) represens he diasolic (relaxing phase) (Bender e al. 180). Projec: Acive Hear Fair Teacher Assessmen: Scoring Rubric Have sudens complee heir acive hear projecs. Assess he projecs using a eacher- or suden-made scoring rubric ha reflecs relevan learning oucomes from various subjec areas. Suggesed Rubric Caegories: Organizaion and Sequence Conen Communicaion Accuracy Creaiviy Appearance Oher Refer o BLM G 9: Projec-Assessmen Rubric. Paper and Pencil Task: Puzzles Self-Assessmen: Invenory Use eacher- or suden-generaed puzzles o assess knowledge of erms. Suggesed Crierion: Look for q number of correc responses TEACHER NOTES (coninued) For informaion and sofware on making crossword puzzles, visi he following websies: Discovery School s Puzzlemaker: <hp:// Schoolhouse Technologies: <hp:// Language Link: When eaching vocabulary relaed o healh conen areas or specific spors, encourage sudens o learn he erms in heir home language or in anoher language (e.g., French, Ukrainian, Mandarin, Cree, Ojibway), especially in communiies where a paricular culure is represened. 5 49

10 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.2.5.C.1b Describe he effecs of aerobic aciviies and inaciviy on he cardiovascular sysem (i.e., lower/raised resing hear rae, increased/decreased hear size, increased/decreased sroke volume). Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 3 Manage ideas and informaion. GLO 4 Enhance he clariy and arisry of communicaion. GLO 5 Celebrae and build communiy. MA: Saisics and Probabiliy PE/HE: GLO 2 Finess Managemen (K.2.5.B.1, K.2.5.C.1a, K.2.5.C.1b, S.2.5.A.1a, S.2.5.A.1b) SC: Cluser 1 Mainaining a Healhy Body q K.2.5.C.2 Show an undersanding of he facors (e.g., planning, regular paricipaion, effor, adequae informaion, moivaion, commimen, regular monioring...) affecing personal finess developmen. Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences. MA: Saisics and Probabiliy SC: Cluser 1 Mainaining a Healhy Body Effecs of Aerobic Aciviies Afer sudens have paricipaed in he aciviies suggesed for learning oucome S.2.5.A.1b, discuss he effecs of aerobic aciviies and he effecs of inaciviy on he cardiovascular sysem. Acive/Inacive Have he class form wo lines (wih sudens facing each oher) a he cenre of he gym. Idenify one line as he Acive line and he oher as he Inacive line. When sudens hear he eacher call ou a saemen ha applies o heir line, hey chase he sudens in he oher line o he end line of he baskeball cour (similar o Crows and Cranes ). Tagged sudens join he oher line of sudens. Sample Saemens: Resing hear rae is lower. (Acive line chases Inacive line.) Resing hear rae is higher. (Inacive line chases.) Sroke volume of hearbea is higher. (Acive line chases.) Hear size is larger. (Acive line chases.) Hear size is smaller. (Inacive line chases.) Finess Plan Have sudens complee a plan (e.g., in finess journals) o improve heir personal finess. Using a char represening a monh, have sudens add he following aciviies o he finess plan: Aciviies for general healh moderae-inensiy aciviies for a minimum of 60 minues every day as par of play, exercise, chores, and ransporaion, according o Canada s Physical Aciviy Guide for Youh (Healh Canada). Aciviies o improve cardiovascular endurance vigorousinensiy aciviies for a leas 30 minues daily, according o Canada s Physical Aciviy Guide for Youh (Healh Canada). Afer wo weeks (as a checkpoin) and a monh, have sudens discuss and record heir responses o he following quesions: Were you able o follow your plan? Wha facors affeced your abiliy or inabiliy o follow he plan? Wha are your goals/plans for he nex period of ime? 5 50

11 Grade 5: Finess Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT See effecs of physical aciviy in he eacher noes for learning oucome K.2.5.B.1. For more informaion, conac he Hear and Sroke Foundaion of Manioba and he Diabees Foundaion of Manioba. Quesioning: Effecs of Aerobic Aciviies Group Assessmen: Invenory Have sudens use a sand-up or hands-up response o saemens abou he benefis of moderae o vigorous aciviy over ime. Use learning oucome K.2.5.C.1b for examples of saemens. Examples: Over ime, paricipaion in aerobic aciviies will lower your resing hear rae. (True. Sudens sand up.) Paricipaion in aerobic aciviies decreases he sroke volume of each hearbea. (False. Sudens remain siing.) Variaion: Use a Human Opinion Line (see learning oucome K.2.5.C.4). Inroduce sudens o he FITT (frequency, inensiy, ime, and ype) principle. Finess can improve by increasing he frequency, inensiy, and ime spen on an aciviy. I is imporan o choose he righ aciviy for improvemen of each finess componen. For more informaion on he FITT principle, see Plane Healh (Carer e al. 43). For more informaion on physical aciviy, refer o he following guides: Canada s Physical Aciviy Guide for Youh: <hp:// Canada s Physical Aciviy Guide o Healhy Acive Living: <hp:// paguide/main.hml> Journal/Learning Log: Finess Plan Self-Assessmen: Anecdoal Noes Have sudens record in heir finess journals all he facors ha helped or hindered heir abiliy o sick o heir finess plan. Refer o BLM 5 7: Finess Goal Seing and BLM 5 8: Finess Goal Facors. TEACHER NOTES (coninued) Aboriginal Link: For Aboriginal resources, refer o he following websies: Insrucional Resources Uni (Library), Manioba Educaion and Youh: <hp://libinfo.merlin.mb.ca> Manioba Firs Naions Educaion Resource Cenre: <hp:// Online resources ha include Aboriginal conen, such as CANTEACH: <hp:// 5 51

12 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.2.5.C.3 Show an undersanding ha sreching exercises for he major muscle groups should be held for a minimum lengh of ime o be effecive (e.g., as long as a srech feels comforable, which is usually 10 o 30 seconds wih hree o five repeiions...). Curricular Connecions ELA: GLO 5 Celebrae and build communiy. PE/HE: GLO 3 Safey (K.3.5.A.2) SC: Cluser 1 Mainaining a Healhy Body Cool-down Sreches Have each suden ake a urn leading he cool-down sreches a he end of class. To improve flexibiliy, he sreches should be held for 10 o 30 seconds wih hree o five repeiions. Focus on he major muscle groups used in he aciviy. Review safey guidelines relaed o sreching (e.g., avoid bouncing, mainain correc body alignmen, bend knees o reduce srain on back). q K.2.5.C.4 Deermine he inrinsic (e.g., enjoymen, enhanced healh, level of success, increased energy level, affiliaion...) and exrinsic (e.g., awards, media, spor heroes, family, peers...) facors ha moivae paricipaion for finess developmen. Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 4 Enhance he clariy and arisry of communicaion. GLO 5 Celebrae and build communiy. SC: Cluser 1 Mainaining a Healhy Body Inside and Ouside Moivaors Brainsorm facors ha moivae people o be fi. Sor he reasons ino wo caegories: exrinsic (ouside) and inrinsic (inside). Sudens could reflec (in heir finess journals) why hey wan o be fi. Cheers To encourage ohers o ge fi, have sudens creae Le s Ge Fi chans and cheers, complee wih movemens and meaningful lyrics. Aciviy Invenory Have sudens discuss finess aciviies hey like o do and why hey like o do hem. Use self-adhesive noes o record reasons for paricipaion and pos hem on a char as eiher exrinsic or inrinsic moivaors. Encourage sudens o include reasons relaed o media pressures, if applicable. Human Opinion Line Have sudens line up in he cenre of he gym. Have one side of he gym represen Yes and he oher side represen No. Ask quesions such as he following: Is enjoymen an inrinsic facor? Are awards exrinsic facors? Sudens move o he side of he gym ha represens heir answer. 5 52

13 Grade 5: Finess Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Cool-down Time: Cooling down is an essenial par of any exercise session, as is warming up. A cool-down aciviy should las a leas hree o five minues. The bes way o enhance flexibiliy is o srech afer exercise during cooldown, since he muscles are already warm. For cool-down and sreching aciviies, see Healh-Relaed Finess for Grades 5 and 6 (Hopper, Fisher, and Munoz ). Observaion: Cool-down Sreches Teacher Assessmen: Checklis Observe sudens as hey perform he cool-down exercises. Suggesed Crieria: The suden q performed sreches correcly q sreched slowly and held sreches for 10 o 30 seconds q encouraged ohers o srech o he limi of heir movemen q did no rush while sreching q oher Recognize ha reasons for paricipaion in aciviies are personal and may vary from person o person. Children and youh may paricipae o be wih friends in he hope of becoming famous o keep heir bodies healhy because i is fun because parens urge hem o o win a rophy or medal oher reasons Language Link: When eaching vocabulary relaed o healh conen areas or specific spors, encourage sudens o learn he erms in heir home language or in anoher language (e.g., French, Ukrainian, Mandarin, Cree, Ojibway), especially in communiies where a paricular culure is represened. Journal/Learning Log: Inside and Ouside Moivaors Self-Assessmen: Anecdoal Noes Have sudens record in heir finess journals he reasons why hey wan o be fi, deermine wheher heir reasons are exrinsic and/or inrinsic, and explain why. Paper and Pencil Task: Aciviy Invenory Self-Assessmen: Invenory Have sudens complee he invenory of aciviies hey like o do and why hey like o do hem. Discuss he resuls. Refer o BLM 5 9: Why I Paricipae. 5 53

14 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.2.5.A.1a Demonsrae correc execuion of exercises (e.g., keeping body sraigh for push-ups, keeping legs ben for curl-ups...) designed o improve and mainain personal finess associaed wih healhrelaed finess componens. Curricular Connecions ELA: GLO 5 Celebrae and build communiy. PE/HE: GLO 2 Finess Managemen (K.2.5.B.1) GLO 3 Safey (in all aciviies) SC: Cluser 1 Mainaining a Healhy Body Finess Circui Have sudens paricipae in a muscular srengh and endurance circui. Discuss proper execuion of each of he finess exercises. Encourage proper body alignmen. Examples of Exercises: Push-ups progressions (wall push-ups, hands on bench push-ups, floor pushups, fee on bench push-ups) Pull-ups or chin-ups Bench-seps Tuck jumps Lunges Curl-ups (and variaions) Back lifs, alernae leg and arm lifs 5 54 Lead-up Games and Aciviies Encourage sudens o use correc form while paricipaing in all games and aciviies. Srengh Tag Designae wo or hree players o be i (aggers). Tagged sudens mus go o a designaed area and perform a specific exercise (e.g., push-ups). Observe sudens for correc execuion. Afer sudens have performed he exercise a specified number of imes, hey reurn o he game.

15 Grade 5: Finess Managemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Due o he imporance and naure of finess developmen, learning experiences relaed o his learning oucome will be ongoing hroughou he year. Assessmen also needs o be ongoing o deermine how sudens manage heir finess in class hroughou he year, focusing on personal progress and achievemen. Make appropriae adapaions or modificaions for sudens wih special needs or medical condiions in order o faciliae paricipaion. Provide alernaive aciviies for hose sudens who are no able o paricipae fully. Emphasize wih sudens ha in order o improve personal finess one mus increase he inensiy (how hard), duraion (how long), and/or frequency (how ofen) of performing he aciviies. If one is inacive, he muscles become smaller (arophy) and lose srengh, and breahing becomes less efficien because he lungs are no forced o expand. Help sudens o work owards mainaining lifelong physical aciviy by providing moivaing and varied aciviies ha develop confidence and compeency. Choose sraegies and aciviies such as he following o promoe finess for all sudens of varying ages and abiliies: Provide moivaion using developmenally appropriae finess progressions. For he developmen of upper body srengh, for example, allow modified push-ups wih knees ouching he floor or sanding push-ups agains he wall. Performance Task: Finess Circui Peer Assessmen: Checklis Provide sudens wih a checklis idenifying proper echnique for each of he exercises in he finess circui. Have pairs of sudens check off he skills ha are performed properly and coach each oher on skills ha are no being performed properly. Observaion: All Aciviies Teacher Assessmen: Scoring Rubric As sudens paricipae in physical aciviies, observe heir levels of paricipaion and keep ongoing records for each erm. Raing The suden is Paricipaion Rubric 4 always able o perform he excises correcly, ready o paricipae, highly involved, and on ask 3 frequenly able o perform he excises correcly, ready o paricipae, highly involved, and on ask 2 someimes able o perform he excises correcly, ready o paricipae, highly involved, and on ask 1 rarely able o perform he excises correcly, ready o paricipae, highly involved, and on ask TEACHER NOTES (coninued) Encourage all sudens by focusing on individual effor and improvemen, raher han on he success of a few highly accomplished sudens. Esablish a class amosphere where praise and group cooperaion are eviden for moivaing sudens o achieve heir personal bes. For informaion on eaching consideraions and implemenaion guidelines relaed o finess, refer o he Guidelines for GLO 2 Finess Managemen in he Overview of his documen. 5 55

16 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.2.5.A.1b Paricipae in coninuous aerobic aciviy for a susained period of ime, while mainaining he arge hear rae. Curricular Connecions ELA: GLO 3 Manage ideas and informaion. GLO 5 Celebrae and build communiy. MA: Paerns and Relaions Saisics and Probabiliy PE/HE: GLO 1 Movemen GLO 3 Safey (in all aciviies) GLO 4 Personal and Social Managemen (K.4.5.B.1b) SC: Cluser 1 Mainaining a Healhy Body SS: Ideniy, Culure, and Communiy Pursui Run Divide he class ino groups of hree or four sudens, and have each group appoin a leader. On a given signal, sudens follow he leader in heir group in an aerobic aciviy (e.g., running). On he second signal, he nex person in line becomes he leader. This coninues unil he esablished ime period is over. Sudens can check heir hear rae during and afer he run. This aciviy can be done as a scienific inquiry, asking he quesion, How does running affec hear rae? Variaion: The aciviy can be done oudoors or indoors over obsacles. Lead-up Games Many lead-up games can provide opporuniies for coninuous aerobic aciviy (e.g., lead-up games in ulimae, eam handball, soccer, fooball, floor hockey, non-conac rugby, baskeball, lacrosse). Modify he rules o allow for maximum aciviy. Game Search Give sudens opporuniies o research and play games from oher culures ha include aerobic aciviy (e.g., lacrosse). Jump Rope Have sudens paricipae in jump-rope saions or design coninuous jump-rope rouines for a performance. Jump-rope saions can include individual ricks, parner ricks, long rope, double-duch, and jump bands. Aerobic and Sep Rouines Have sudens paricipae in eacher-led aerobic and sep rouines, or have each suden ake responsibiliy for leading one par of he workou. Orieneering Have sudens follow an orieneering course. Time he aciviy o promoe coninuous aerobic aciviy. Finess Circuis Have sudens paricipae in finess circuis ha allow for coninuous aciviy. 5 56

17 Grade 5: Finess Managemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Sudens are encouraged o work wihin heir arge hear-rae zones so ha hey accumulae 60 minues of moderae physical aciviy and 30 minues of vigorous physical aciviy daily o achieve healh benefis associaed wih paricipaion in physical aciviies (see Canada s Physical Aciviy Guide for Youh: <hp:// paguide/youh.hml>). To develop aerobic capaciy, he hear mus reach a hear-rae range or zone o achieve he desired physiological benefis. Targe hearrae zones are calculaed based on a percenage of maximum hear rae. For example: Moderae healh zone 50% o 70% of maximum hear rae. Aerobic healh zone 70% o 85% of maximum hear rae. Furhermore, o calculae an aerobic healh zone for 9- o 12-year-olds (no aking resing hear rae ino consideraion), 70% o 85% of 210 (maximum hear rae for ages 9 o 12) would be 145 o 180 beas per minue (rounding off o he neares five). For a 10-second coun, he pulse coun would be 24 o 30 (Kirkparick and Birnbaum 9-10). When using hear-rae moniors in Grades 5 and 6, he aerobic arge hear-rae zone could be pre-se on waches prior o class. Noe ha some waches should be se for individual sudens wih special condiions or needs. Performance Task: All Aciviies Self-Assessmen: Scoring Rubric Have sudens score heir abiliy o remain in heir arge hearrae zone for he required ime, using a scoring rubric such as he following. Targe Hear-Rae Rubric Name Class Level The suden is Dae Dae Dae able o susain he arge hear rae for he required ime based on funcional capaciy able o susain he arge hear rae mos of he ime able o susain he arge hear rae some of he ime Variaion: Have sudens show one, wo, or hree fingers o idenify heir level of paricipaion. TEACHER NOTES (coninued) For more informaion, refer o he following websies: Manioba Marahon: <hp:// Manioba Physical Educaion Teachers Associaion (MPETA): <hp://home.merlin.mb.ca/~mpea/> 5 57

18 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.2.5.A.2 Demonsrae use of shor-cu mehods (e.g., 6-second coun x 10; 10-second coun x 6...) and/or echnology (e.g., hear-rae moniors...) for monioring hearrae couns before, during, and afer aciviies, and relae o arge hear-rae zones (e.g., general healh, basic finess, healhy hear...). Curricular Connecions ELA: GLO 3 Manage ideas and informaion. MA: Paerns and Relaions Saisics and Probabiliy Number PE/HE: GLO 2 Finess Managemen (K.2.5.C.1b, S.2.5.A.1a, S.2.5.A.1b) SC: Cluser 1 Mainaining a Healhy Body Taking Your Hear Rae Discuss wih sudens he normal resing hear-rae ranges for children in beas per minues (see eacher noes). Show he class a char for 10-second couns. Have hem deermine heir own 10-second hear raes while resing, as well as during and afer paricipaing in aciviies, by genly placing he pads of he firs wo fingers on he sides of heir necks (some sudens may no be able o feel his ligh pulse). Also, have sudens follow a demonsraion of using he pads of he firs wo fingers o feel heir pulses near heir wriss (on he humb-side of he underside of heir wriss) and hen ake heir pulses. If sudens are unable o locae heir pulses, have hem paricipae in a brief physical aciviy o elevae hear rae. Variaion: Have sudens coun heir hearbeas for six seconds and muliply by 10 o deermine beas per minue and/or have hem coun for 30 seconds and muliply by wo. If available, have sudens use pulse sicks or hear-rae moniors o deermine heir resing hear raes before exercise. Sehoscopes can also be used as a saion aciviy. Hear-Rae Inquiry Pos a class Inquiry Char and have sudens work individually or in pairs o answer he following inquiry quesions, using hear-rae moniors (if available): Wha is your hear rae afer walking for wo minues? Idenify he arge hear-rae zone. Wha is your hear rae afer running for wo minues? Idenify he arge hear-rae zone. Have sudens paricipae in cardiovascular aciviies (refer o learning oucomes S.2.5.A.1a and/or S.2.5.A.1b) o complee heir Inquiry Chars. (See Inquiry Char, 5-8 ELA, Sraegies 83.) 5 58

19 Grade 5: Finess Managemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Remind sudens o use heir fingers raher han he humb when aking he pulse rae since he pulse in he humb may be srong enough o inerfere wih he acual coun. Ten-Second Hear-Rae Char # beas in 10 sec. x 6 = # beas per min. 8=48 17=102 26=156 9=54 18=108 27=162 10=60 19=114 28=168 11=66 20=120 29=174 12=72 21=126 30=180 13=78 22=132 31=186 14=84 23=138 32=192 15=90 24=144 33=198 16=96 25=150 34=204 Journal/Learning Log: Hear-Rae Inquiry Teacher Assessmen: Invenory Have sudens complee a hear-rae predicion char. Refer o BLM G 7: Hear-Rae Predicions. Suggesed Crieria: Look for o abiliy o find own hear rae o abiliy o work in specific hear-rae zones o compleion of char Refer o BLM G 8: Ten-Second Hear-Rae Char. Inegraion Link: Have sudens char or graph heir hear-rae resuls before and afer paricipaing in various aciviies. 5 59

20 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.2.4.A.3a à S.2.5.A.3a Deermine own performance level for healh-relaed finess componens (i.e., cardiovascular endurance, muscular srengh, muscular endurance, flexibiliy), using simple ess or asks (e.g., si and reach, modified curl-up, mere run...). Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences. SC: Cluser 1 Mainaining a Healhy Body Finess Assessmens Choose from he following lis of assessmen asks peraining o each of he healh-relaed finess componens, or use oher asks or ess ha are safe and reliable. Cardiovascular Endurance: 6-, 8-, 10-, or 12-Minue Run: Sudens coun he number of laps compleed in he ime of he run. Leger Beep Tes: This es uses an audioape o conrol imed runs over a measured course, and an audio one communicaes iming informaion for he es subjecs (runners). The ess are run coninuously unil he subjecs can no longer coninue or sar o miss (arrive lae a lines). The highes running pace and number of repeiions ha he runner can accomplish successfully is hen he player s raing. Walk Tes: Available online a <hp: Muscular Srengh and Endurance (specific o muscle groups): Push-ups (full or modified) Pull-ups Curl-ups (cadence conrolled) Bench-Seps Flexibiliy: Modified Si and Reach (one leg ben) Shoulder Srech 5 60

21 Grade 5: Finess Managemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT A variey of finess asks or ess have radiionally been used o measure healh-relaed finess componens. Before choosing a finess assessmen ask, check for reliabiliy, validiy, developmenal appropriaeness, ease of adminisraion, and safey consideraions. Use finess esing or assessmen as a sraegy o help sudens monior heir own progress and se personal goals. Focus on finess managemen and moivaion owards paricipaion in physical aciviy. Comparing sudens scores and using exrinsic awards are discouraged. Beep ess can be ordered from: Finess Appraisal Cerificaion U de Monreal Kinesiologie, CP 6128 Succursale Cenre-ville, Monreal QC H3C 3J7 Fax: The use of individual goal-seing echniques encourages sudens o focus on personal improvemen and progress owards achieving personal goals raher han on comparisons. Muscular srengh and endurance componens can be rained ogeher. Aciviies may focus on srengh for some sudens and endurance for ohers, depending on he number of repeiions hey are capable of performing. For informaion relaed o finess assessmen, refer o Finess Educaion for Children (Virgilio) Physical Bes Aciviy Guide (AAHPERD) FITNESSGRAM 6.0 Tes Ki (The Cooper Insiue for Aerobics Research) Journal/Learning Log: All Finess Aciviies Self-Assessmen: Invenory Have sudens choose a number of exercises or assessmen asks ha measure healh-relaed finess componens. Explain proper echnique, safey precauions, and procedures for each ask. Have sudens pracise he exercise or ask, perform and assess i o deermine heir personal bes, and se goals for personal improvemen. Ask hem o record his informaion. Refer o BLM 5 5: Personal Record Shee and BLM G 6: Physical Aciviy Log (PAL). 5 61

22 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.2.5.A.3b Compare own finess resuls and physical aciviy paricipaion over a period of ime (e.g., beginning, middle, end of school year...) o check and revise personal goals. Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences. MA: Paerns and Relaions Saisics and Probabiliy Number PE/HE: GLO 2 Finess Managemen (S.2.5.A.3a, S.2.5.A.1a, S.2.5.A.1b) GLO 5 Healhy Lifesyle Pracices SC: Cluser 1 Mainaining a Healhy Body Learning Log Enries Have sudens keep a porfolio of heir finess resuls in various challenges suggesed for learning oucomes S.2.5.A.3a, S.2.5.A.1a, and S.2.5.A.1b in order o observe improvemens and progress as a source of moivaion. I Can Checkliss Provide sudens wih various healh- and skill-relaed finess challenge checkliss and have hem record heir performances hroughou he year. Aciviy Paricipaion Have sudens ake home recording shees or logs o keep rack of he number of minues hey paricipae in moderae and/or vigorous aciviies each day over a period of ime. Refer o BLM G 6: Physical Aciviy Log (PAL). Journal Enries Have sudens record heir personal finess resuls on a personal record shee o pu in a Finess Porfolio. Refer o BLM 5 5: Personal Record Shee. 5 62

23 Grade 5: Finess Managemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT For informaion on eaching consideraions and implemenaion guidelines relaed o finess, refer o Guidelines for GLO 2 Finess Managemen in he Overview of his documen. Encourage sudens o recognize day-o-day aciviies (e.g., going for a family walk or hike, carrying groceries or laundry, raking leaves, shovelling snow, walking a dog, delivering papers) as conribuors o an acive lifesyle. Journal/Learning Log: All Finess Aciviies Self-Assessmen: Invenory Have sudens choose a number of exercises or assessmen asks ha measure healh-relaed finess componens. Explain proper echnique, safey precauions, and procedures for each ask. Have sudens pracise he exercise or ask, perform and assess i o deermine heir personal bes, and se goals for personal improvemen. Ask hem o record his informaion. Refer o BLM 5 5: Personal Record Shee and BLM 5 7: Finess Goal Seing. 5 63

24 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion Finess Managemen Oucomes: Grade 5 Knowledge q K.2.5.A.1 Idenify healh-relaed finess componens (e.g., cardiovascular endurance, muscular endurance, muscular srengh, flexibiliy, body composiion...) and one example of an appropriae exercise/aciviy for each componen (e.g., skip rope for cardiovascular endurance developmen...). q K.2.5.B.1 Idenify he finess benefis (i.e., muscle and bone developmen, decreased suscepibiliy o sress, posiive self-eseem, faser hear-rae recovery) of moderae o vigorous finess-ype aciviies over ime. q K.2.5.C.1a Recognize he erms associaed wih he funcion of he cardiovascular sysem (i.e., resing hear rae, maximum hear rae, arge hear rae, blood pressure, recovery hear rae) in he conex of exercise and physical aciviy. q K.2.5.C.1b Describe he effecs of aerobic aciviies and inaciviy on he cardiovascular sysem (i.e., lower/raised resing hear rae, increased/decreased hear size, increased/decreased sroke volume). q K.2.5.C.2 Show an undersanding of he facors (e.g., planning, regular paricipaion, effor, adequae informaion, moivaion, commimen, regular monioring...) affecing personal finess developmen. q K.2.5.C.3 Show an undersanding ha sreching exercises for he major muscle groups should be held for a minimum lengh of ime o be effecive (e.g., as long as a srech feels comforable, which is usually 10 o 30 seconds wih hree o five repeiions...). q K.2.5.C.4 Deermine he inrinsic (e.g., enjoymen, enhanced healh, level of success, increased energy level, affiliaion...) and exrinsic (e.g., awards, media, spor heroes, family, peers...) facors ha moivae paricipaion for finess developmen. Skills q S.2.5.A.1a Demonsrae correc execuion of exercises (e.g., keeping body sraigh for push-ups, keeping legs ben for curl-ups...) designed o improve and mainain personal finess associaed wih healhrelaed finess componens. q S.2.5.A.1b Paricipae in coninuous aerobic aciviy for a susained period of ime, while mainaining he arge hear rae. q S.2.5.A.2 Demonsrae use of shor-cu mehods (e.g., 6-second coun x 10; 10-second coun x 6...) and/or echnology (e.g., hear-rae moniors...) for monioring hear-rae couns before, during, and afer aciviies, and relae o arge hear-rae zones (e.g., general healh, basic finess, healhy hear...). q S.2.4.A.3a à S.2.5.A.3a Deermine own performance level for healh-relaed finess componens (i.e., cardiovascular endurance, muscular srengh, muscular endurance, flexibiliy), using simple ess or asks (e.g., si and reach, modified curl-up, 1600-mere run...). q S.2.5.A.3b Compare own finess resuls and physical aciviy paricipaion over a period of ime (e.g., beginning, middle, end of school year...) o check and revise personal goals. Aiude Indicaors 2.1 Show an ineres in and responsibiliy for personal finess. 2.2 Appreciae he role and conribuion of regular paricipaion in physical aciviy for healh and finess. 2.3 Show respec and accepance for physical and performance limiaions of self and ohers. 5 64