Permission to Move: Amaze Kids of Any Age! Handouts

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1 Permission to Move: Amaze Kids of Any Age! Handouts Follow us on social #FocusedFitness Contact Us: , press South Dishman Mica Road Spokane Valley, WA Ph: (509) F: (509)

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4 After School Program Theme One Lesson Plan Comes Alive Day One Five Components of Fitness Fitness and Health Goal: Maintaining a healthy level in each of the Five Components of Fitness is necessary for life-long wellness. Lesson Plan: Introduction/Warm-Up: Introduction to Five Components of Fitness Introduce Fab Five Characters Lesson Focus: Cardiorespiratory Endurance Activity Muscular Strength/Muscular Endurance Activity Flexibility Activity Body Composition Explanation Wrap Up/Cool Down: Relay for Fitness Walk and Pair Share Key Vocabulary Words: Cardiorespiratory Endurance, Flexibility, Muscular Strength, Muscular Endurance, Body Composition Method of Assessment: Reflective Questions What are the Five Components of Fitness? What is the definition of each component of fitness? Name an activity you can do to improve each component. After School Program Cones Jump Ropes Dumbbells Foam Balls Whiteboard or Chalkboard Hula Hoops Relay for Fitness Cards Character Posters Components of Fitness Definition Posters Writing Utensil 1 FAB 5 AFTER SCHOOL PROGRAM 2008 Focused Fitness All rights reserved.

5 Theme One: Comes Alive Day One Content Introduction to Students: The Five Components of Fitness are important for physical health. Maintaining healthy levels of fitness for each component helps a person live a healthy and productive life. These are the five components. Introduction Cardiorespiratory Endurance Cardiorespiratory endurance is the ability of the heart and lungs to supply oxygen to the muscles during long periods of physical activity. Muscles use oxygen to produce energy for movement. If the heart and lungs are working properly, a person should be able to ride a bike, walk, swim or jog for a long period of time. Muscular Strength Muscular strength is the ability of the muscle or muscles to push or pull with its total force. Increased muscular strength allows a person to lift, push or pull with more force. Muscular Endurance Muscular endurance is the ability of the muscles to repeat a movement many times or hold a position without stopping to rest. Improving muscular endurance allows a person to stay active longer. Flexibility Flexibility is the muscles ability to move a joint through a full range of motion. As people age, muscles shorten and become less flexible. As an example, babies can easily chew on their toes, but most parents cannot. Body Composition Body composition is the relationship between fat-free mass and fat mass, usually referred to as a percentage of body fat. The body is made up of fat, bones, muscles and organs. Fat-free mass includes everything that is not fat (bones, muscles and organs). Fat mass is the amount of fat being stored in the body. Everybody needs a healthy level of fat because it is important for the insulation of organs, the absorption of vitamins, nerve conduction and is a source of energy. Instructions to Activity Leader (Must be done prior to lesson): Print from Resource CD: Characters and Components of Fitness Definition Posters. Print from Resource CD, cut and laminate: Relay for Fitness Cards. FAB 5 AFTER SCHOOL PROGRAM 2 After School Program 2008 Focused Fitness All rights reserved.

6 Theme One: Comes Alive Day One Introducing the FAB 5 Characters Warm-Up Objective: Students will be able to identify each character and the component of fitness they represent. Character Posters Components of Fitness Definition Posters Explanation: The Five Components of Fitness are important for physical health. Maintaining healthy levels of fitness for each component helps a person live a healthy and productive life. Explain to the students they are going to be meeting 5 new friends who will help them understand how their bodies work and ways they can Activity improve their fitness. 1. Show the picture of Cardio Kid. Explain his component of fitness is cardiorespiratory endurance, which involves the heart and lungs working together to supply oxygen during exercise. An example of a cardiorespiratory activity would be running. 2. Show picture of Max and Maddy. Tell the students they are twins and explain their components of fitness are similar because they both focus on the body s muscles. Max represents strength and Maddy represents endurance. An example of a muscular strength activity would be lifting a heavy back pack and muscular endurance would be carrying the heavy back pack. 3. Show the picture of Flexy. Explain her component of fitness is flexibility, which is required for every day movements. An example of flexibility would be the hurdler s stretch. 4. Show the picture of B.C. Explain his component of fitness is body composition, which is the balance between energy in and energy out. An example of a body composition activity would be any physical activity combined with nutrition. 5. Refer back to the posters/characters throughout the lesson focus. Assessment: Point to each one of the characters and ask the students to name which component of fitness they represent and give an example of an activity that helps improve that component. After School Program 2008 Focused Fitness All rights reserved. 3 FAB 5 AFTER SCHOOL PROGRAM

7 Theme One: Comes Alive Day One Cardiorespiratory Endurance Activity Lesson Focus Objective: Students will explain what happens to their heart as they move their bodies more. Jump Ropes Explanation: Whenever a person runs, skips, gallops and does activities that increase heart rate, they are improving cardiorespiratory endurance. The heart gets stronger from activities that make it beat faster. A person will notice he/she can run, jump and play longer without getting tired because he/she has improved cardiorespiratory endurance. Activity 1. Have the students sit on the floor for 30 seconds. Have students place their hands over their hearts. Explain that their hearts are beating slowly because they are sitting. 2. Primary Students: Skip for 15 seconds, gallop for 15 seconds, followed by fast running for 15 seconds. Again have them place their hands over their chests and try to feel their hearts beating. Ask them if their heart is beating faster. The answer, of course, should be yes! Explain that their hearts are beating faster because the muscles are using oxygen to produce energy. The heart needs to beat faster to get more oxygen to the working muscles. Activities that raise the heart rate will make their hearts stronger. 3. Intermediate Students: Jump rope for 2 minutes. Have students put their hands over their hearts. Ask if their hearts are beating faster than before. The answer, of course, should be yes! Explain that their hearts are beating faster because the muscles are using oxygen to produce energy. The heart needs to beat faster to get more oxygen to the working muscles. Activities that raise the heart rate will make their hearts stronger. Variation: Pick any movement that increases the students heart rates. Assessment: At the end of the activity, ask each student to name an activity that gets their heart beating fast. FAB 5 AFTER SCHOOL PROGRAM 4 After School Program 2008 Focused Fitness All rights reserved.

8 Theme One: Comes Alive Day One Muscular Strength/Endurance Activity Lesson Focus Objective: Students will explain the difference between muscular strength and muscular endurance and how to improve each one. Dumbbells After School Program 2008 Focused Fitness All rights reserved. Explanation: The definition of strength is the ability of a muscle or muscles to push or pull with its total force. If a person wants to work on strength, they should use enough resistance so that the muscles are challenged to complete eight repetitions. If a person can do more than twelve repetitions of an exercise, then he/she Activity has plenty of strength and is working on muscular endurance. Some activities might need a lot of muscular strength and others a lot of muscular endurance. Raking leaves requires muscular endurance but picking up the bag of heavy wet leaves requires muscular strength. Going for a long bike ride requires muscular endurance, but riding up a steep hill requires muscular strength. Muscular Strength 1. Have the students partner up and face each other. One person (exerciser) will do bicep curls while the other person (resistor) will provide the resistance. 2. The exerciser will bend their elbows at a 90 degree angle with elbows at his/her sides and palms up in front of himself/herself. 3. The resistor will place his/her hands on top of the exerciser s hands and add consistent weight making it hard for the exerciser to do bicep curls. The resistor will allow the exerciser to do 4 bicep curls with enough even pressure so the 5th cannot be performed. This demonstrates that the exerciser s muscle has failed. When a muscle cannot complete more than 8 repetitions of an exercise the benefit is added strength. 4. Students will then switch places and repeat the activity. Muscular Endurance 1. Have the students partner up and face each other. One person (exerciser) will do bicep curls while the other person waits his/her turn. 2. The exerciser will bend his/her elbows at 90 degree angles with dumbbells out in front of himself/herself. 3. The exerciser will perform dumbbell curls using proper technique. This demonstrates that there is plenty of strength to perform multiple bicep curls and that the added benefit will be endurance. 4. Students will then switch places and repeat the activity. Variation: Crunches (Endurance only). Assessment: Students tell their partner one activity that requires strength and one activity that requires endurance. 5 FAB 5 AFTER SCHOOL PROGRAM

9 Theme One: Comes Alive Day One Flexibility Activity FAB 5 AFTER SCHOOL PROGRAM 6 Lesson Focus Objective: Students will explain why flexibility is important to keep the body moving properly. Foam Balls Explanation: Flexibility is an important part of fitness. Muscles stiffen as they become older. If muscles are never stretched, they tighten and begin to limit movement. Combing hair and tying shoes require flexibility. If a person does not stretch Activity consistently, one day he/she may not be able to do daily tasks. Golfers need flexibility in the hips and shoulders. This allows them to rotate the golf club farther and in turn hit the ball a greater distance. Softball and baseball players need flexibility in their shoulders and arms. This means they can bring the ball back farther, which allows them to throw the ball harder. Flexibility is required for everyday movements, from tying shoes to throwing a ball. Stretch and be active every day to remain flexible. Throwing Activity 1. Have students line up on sideline of gymnasium and give each of them a ball to throw. 2. The students will attempt to throw the ball across the gym using a restrictive motion. Their elbow will be down at their side while throwing. Tell the students to attempt to knock down the wall on the other side of the gym. Repeat this three times. 3. After throwing, lead the students in the backscratcher stretch and kung foo stretch (see flexibility unit). Explain to the students that these movements stretch the shoulder and triceps muscles, which are used while throwing. 4. The students will attempt to throw the ball across the gym using a full range of motion. Tell them to throw as hard as possible. They will bring their arms behind their heads to throw. Repeat this three times. Explain to the students that having good flexibility in their shoulder muscles allows them to throw harder and farther. Running Activity 1. Have students line up on sideline of gymnasium. 2. The students will run across the gymnasium with straight legs. Repeat this three times. 3. After running, lead the students in the pelican stretch and new hurdler stretch (see flexibility unit). Explain to the students that these movements stretch the leg muscles used during running. 4. The students will again run across the gym using a full range of motion. Explain to the students that having flexibility in the muscles used while running allows them to run faster. Assessment: Discuss with students how flexibility improves performance. After School Program 2008 Focused Fitness All rights reserved.

10 Theme One: Comes Alive Day One Body Composition Explanation Lesson Focus Objective: Students will explain the importance of fat-free mass and fat mass to health. Whiteboard or Chalkboard Writing Utensil Explanation: Many times people will see a great athlete or someone in great shape and say, Wow, she s all muscle, there is no fat on her or, Look at him, he s solid muscle. The truth is that no one is solid muscle. The body is made up of fat, bones, Activity muscles and organs. Body composition refers to how much fat the body has compared to the bones, muscles, connective tissues (e.g. cartilage) and organs. These are called fat-free mass because they are free of fat. The fat in the body is called fat mass or the percentage of body fat. This simply means how much fat is stored in the body. It would be impossible and very unhealthy for someone to be all muscle and no fat. Fat is an important part of the body; it is needed for the nervous system to work; it allows the body to use certain vitamins (vitamins A, D, E, K) and it also helps to insulate the body and protect organs. Fat is a great source of energy. Most men are considered healthy if they have a fat percentage between 10% and 20%. Women tend to need a little more fat, and it is recommended women stay between 15% and 25% body fat. Most children should not worry about body fat because fat is used as energy and it certainly takes a lot of energy to grow. Children might need to store up a little more fat before they have a growth spurt. However, too much fat is a health concern. Unhealthy levels of fat put an additional strain on the heart, contribute to heart disease and increase the risk of type 2 diabetes. 1. On white board create a two column chart splitting the board with a T. 2. On one side of the chart write fat-free mass and on the other side write fat mass. 3. Ask students what the body is made of and write their answers on the correct side of the chart (write everything under the fat-free mass side of the chart, except when a student says fat-that goes under fat mass). 4. Use these examples to have a discussion about what the body is made up of and what we can effect through nutrition and exercise. After School Program 2008 Focused Fitness All rights reserved. 7 FAB 5 AFTER SCHOOL PROGRAM

11 Theme One: Comes Alive Day One Relay for Fitness Wrap Up/Cool Down Objective: Students will be able to explain the importance and purpose of each of the Five Components of Fitness as they perform a variety of locomotor skills and work in groups to discuss and review the Five Components of Fitness. 5 Hula Hoops Whiteboard or Chalkboard Relay for Fitness Cards Explanation: Five Components of Fitness are important to overall physical health. Each of the components has a specific purpose and health benefit. Maintaining healthy levels of fitness for each of the components helps a person live a healthy, active life. Activity 1. Write 10 different locomotor skills on board and number them Place 1 set of Relay for Fitness Cards in each of the 5 hula hoops. 3. Divide class into 5 equal teams; groups represent the Five Components of Fitness. 4. Students line up in teams at one end of the gym with hula hoops at the opposite end across from each team. 5. On go students in each team perform the first locomotor skill from the board across the gym to the hula hoop, pick up one Relay of Fitness Card and returns to the back of their team s line. 6. The next student in line performs the second locomotor skill across the gym and picks up another card. 7. Process continues until all locomotor skills are performed and each team has gathered all of their cards. 8. Students work together with their teammates to put the letters together to spell out one of the Five Components of Fitness and work to come up with an explanation. Assessment--Reflective Questions: One person from each team writes their component of fitness on the board. Ask the class to explain the importance of each of the Five Components of Fitness. Ask students to give an example of exercises that address each component as you list them under each heading. Diagram: = Hula Hoop = Relay for Fitness Cards FAB 5 AFTER SCHOOL PROGRAM 8 = Cone = Student After School Program 2008 Focused Fitness All rights reserved.

12 Theme One: Comes Alive Day One Wrap Up/Cool Down Objective: Students will be able to explain and show understanding of a concept while building cardiorespiratory endurance through speed walking. None Walk and Pair Share Explanation: Walk and Pair Share is a cool down activity that promotes active learning. Students who are active learners are more engaged and retain information better. Activity 1. Have the students partner up. 2. Ask the class one reflective question. 3. Students will have 2 minutes to walk and pair share with a partner to reflect about the concept of the day. 4. After 2 minutes, have students form two lines. Each student should be standing across from his/her partner to form the two lines. When a pair reaches the teacher/leader, the pair will be asked a reflective question. If the pair demonstrates understanding then the pair is free to get a drink and start speed walking again. 5. If the pair cannot demonstrate understanding, the pair will be asked to return to the end of the line. Variations: If more than one activity leader is available, form more than two lines to keep the students moving. Assessment - Reflective Questions: What are the Five Components of Fitness? What is the definition of each component of fitness? What is an activity you can do for each component? After School Program 2008 Focused Fitness All rights reserved. 9 FAB 5 AFTER SCHOOL PROGRAM

13 Fishin for Nutrition Healthy Eating Snack Time Swipe Activity Objective: Students will classify snack foods as everyday foods and sometimes foods. Resource CD: Food Label Cards Cones Fishing Poles Exercise Mats Food Cards Prerequisite Knowledge: Everyday Foods vs. Sometimes Foods Empty Calories Food Labels (variation) Explanation: Food gives your body energy through calories. Your body needs food for energy so that you can grow, play and work. Some calories are better for you than others are. If you eat too many empty calories, your body will not receive all the nutrients it needs. You may also consume too many calories and your body will store these empty calories as fat. Empty calories are calories from solid fats and/or added sugars with little or no nutrients. Some fat in your body is healthy but too much fat is not healthy. It is important to make wise food choices during meals and at snack time. Examples of everyday snacks are apples, carrots, whole wheat toast, yogurt, and almonds. Examples of sometimes food snacks are soda, potato chips, candy bars, donuts, and ice cream. These foods provide empty calories. Try to choose a variety of everyday snacks from all the food groups. 1. Select exercises from the Appendix for the students to perform in the activity. a. Tip: Make exercise posters from the exercise descriptions to post on the wall behind the mats. Refer students to the posters in addition to giving verbal instructions. 2. Go through the Food Card set and pull out all the foods that can be snack foods. a. You will use only the snack cards in this activity. b. Be sure to include everyday and sometimes snack foods. 3. Set up an exercise mat for each team around the gym (see Direction #5). 4. Place each team s set of cards face up on the mats. 5. Place 2-3 cones and fishing poles at each mat. 6. Divide the class into 5-7 teams and have each team line up next to an exercise mat. 7. Explain to the students that each mat has a different collection of snack Food Cards. a. Some of the snack foods in their collection are for everyday and some are just for sometimes. b. The point of the activity is for each team to collect as many everyday snack Food Cards as they can and get rid of as many unhealthy sometimes snack Food Cards as they can. c. They will swipe (or take) everyday snacks from other teams and will get rid of their sometimes snacks by giving them to other teams. 8. On the go signal, one person from each team chooses a team fishing pole and fishes for a sometimes snack Food Card from their team s collection. a. The student returns the pole to its cone, takes the Food Card, and travels to another team s mat. b. At the other team s mat, the student places the card in the other team s collection. continued 24 Focused Fitness. All Rights Reserved.

14 Fishin for Nutrition Healthy Eating Snack Time Swipe - continued c. The student then chooses a fishing pole at the other team s mat and fishes for an everyday snack Food Card from the other team s collection. d. The student returns the pole to its cone, takes the card, travels back to his/her team s mat, and places the card in his/her team s collection. Note: Students fish from the pond they dropped their sometimes snack into and fish from a different pond each turn. e. The next student in line takes a turn, fishing for a sometimes Food Card from his/her team s collection and then for an everyday snack from a different team s collection. 9. Instruct the students waiting in line to perform one of the pre-selected exercises. 10. On the stop signal, the exercising students stop exercising and the teams sort their snacks into two piles (everyday and sometimes) and count them. They then identify the foods from each category. 11. Rotate groups to another exercise mat and have the students complete peer assessment on another team s sorting accuracy. 12. The next activity round begins at the exercise mat they assessed. Variation: For upper level progression, print and use Food Label Cards from the Resource CD for this activity. Assessment Ideas: Observe students fishing for everyday and sometimes snacks. Peer Check: Students sort snacks into two piles (everyday and sometimes) and then rotate to another team s exercise mat to check the other team s snacks. Ask students, How many food groups are in your everyday snacks? and how many food groups are in your sometimes snacks? Diagram: Activity = Exercise Mat and Food Cards = Cone and Fishing Pole = Student Focused Fitness. All Rights Reserved. 25

15 Unit One Exercise Your Brain, Getting Started Day Two EXERCISE YOUR BRAIN, GETTING STARTED Lesson Focus One Grade: Pre K-2 Objectives: Students will understand safe spacing in a circular formation. Students will be able to perform the basic crossing the midline exercises (possibly with support) following a rhythmic pattern. 16 Crossing the Midline Brain Exercises I Can Statement: I can show I know opposite. no equipment is needed Activity Explanation: Your muscles and your brain work together to help you perform a task correctly. Slowing your body down and thinking about what you are doing helps you learn the task more quickly. 1. Remind students about safe spacing. Have them put their toes on the curved line of the center circle and then take 3 big steps back. 2. Review the Ready Position with their feet spread shoulder width apart and their arms stretched out wide to the side. They should return to this position after every repetition. 3. Do 10 repetitions of each of the following exercises. (See Resource CD for descriptions of exercises.) Use a slow controlled rhythm that emphasizes the act of crossing the midline. The goal is to stay with the teacher. Count the repetitions by saying, ready, 1, ready, 2, ready, 3, ready, 4 a. Toe Touches b. Knee Taps c. Standing Opposites Crunches (SOCs for short) 4. Tell students they are going to learn two new brain exercises. Remind student that they should slow down and train their brains. Do exercises using a slow controlled rhythm. e. Toe Points Begin at the Ready Position. Lift your left leg keeping your leg straight and pointing your toe. Using your right hand cross your body (turning slightly at the waist) and point to your left toe. Return to the Ready Position. Now raise your right leg keeping your leg straight and pointing your toe. Using your left hand cross your body (turning slightly at the waist) and point to your right toe. Do ten repetitions. f. Soft Crab Kicks Students sit on their bottoms, feet flat, knees bent, and leaning back with their hands on the floor behind them. Have students lift their bottoms off of the ground so they are in a crab position (or reversed push-up position). With their bottoms off of the ground, students lift their left leg slowly up and out so that their leg is straight. Using their right hand they point to their left toe while maintaining balance. Using a slow, controlled motion students gently put their foot back on the floor. Students should be encouraged to set their foot down without making a sound and should also concentrate on keeping their bottoms off of the floor. Repeat with the other leg. Do ten repetitions. 5. On Go, students return to sitting on the center circle. continued Early Learner Fitness

16 Unit One Exercise Your Brain, Getting Started Day Two Crossing the Midline Brain Exercises (continued) Variations/Teaching Tips: 1. Language is important during the crossing the midline exercises. Stress the phrases opposite and slow down and train your brain as you are introducing the exercises as well as when doing them. 2. Some students may be unable to cross their midline without physical assistance and modeling by an adult. Do not let them practice the exercises wrong. If they cannot perform the movement they should be corrected to ensure proper brain development. 3. When doing Soft Crab Kicks students should work up to lifting their leg and opposite arm at the same time while pointing their hand across their body towards their foot. You may want to start by simply having them lift their legs. 4. Crossing the midline exercises can be performed in the classroom around a carpet or in an area large enough to provide safe spacing. 5. To stress academic concepts counting from one to ten can be varied. Counting starting from a different number, counting backwards, skip counting or counting in a different language are examples of different academic concepts that can be reinforced during crossing the midline exercises. Reflective Questions: What could happen if you didn t have safe spacing during crossing the midline exercises? How did slowing down help you during the crossing the midline exercises? How does slowing down help train your brain to learn and practice a new skill? Diagram: TOE POINTS: Ready Left Ready Right SOFT CRAB KICKS: Ready Left Ready Right Early Learner Fitness 17 EXERCISE YOUR BRAIN, GETTING STARTED

17 nutrition Key Concept: Food Groups Objective: Students will be able to categorize foods on the MyPlate Placemat, including healthy oils. Nutrition Cards MyPlate Placemat Posters 2 Colored Pinnies CCSS: RI. 4 Gr K-8 RI. 7 Gr K-6 RST. 4, 7 Gr 6-12 SL. 1 Gr K-8 SL. 2 Gr K-2 L. 1, 6 Gr K-12 MyPlate Chase Explanation: The USDA Please MyPlate continue Placemat on can the help us choose a variety of foods at each meal. remaining We will not pages be healthy to : if we eat only one or two kinds of foods all the time. MyPlate Line is divided up header into four (nutrition) right margin food groups and the cup is the fifth food group. The five food groups are grains, vegetables, fruits, protein foods and dairy. with text margin (.5 There is one more important type of food that is not on the MyPlate Placemat--this inch) food is oils. Healthy oils provide important nutrients but we have to eat them in small amounts because too many is not good for our bodies. Line up right footer At each meal, margin if we choose one food from each group plus a small amount of healthy oils, we will have a varied, healthy and nutritious diet every day. with text margin. (.5 inch) 1. Remove the Empty Calories/Fats/Sweets cards from the Nutrition Cards. They will be introduced in a later activity. 2. Set up playing area according to diagram. The MyPlate Placemat Posters go on the floor. 3. Line up students and give each a food group or healthy oils to represent. Several students may represent each category 4. Pick two students to be taggers. Give each a different colored pinney. 5. On signal to start, each tagger calls out one of the food groups or healthy oils. For example, if a tagger calls out grains, the students representing grains attempt to run to the other side of the gym without getting tagged. 6. If students are tagged, they take a Nutrition Card that represents a food in the grains food group and place it on the grains section of the MyPlate Placemat Poster. They will need to pile them carefully to keep them in the right section of MyPlate. Oils can be placed on the poster outside the plate. 7. They then line up where they started to wait for their next turn. 8. Students that are not tagged are safe when they reach the opposite end of the playing area, where they wait for their next turn. 9. The game resumes with the students running in the opposite direction. 10. Play continues until both of the MyPlate Placemat Posters have each of the five food groups represented and healthy oils. (continued) Focused Fitness All rights reserved.

18 nutrition MyPlate Chase Continued 11. Choose one of the MyPlate Placemat Posters. The food group with the of the highest number of Nutrition Cards (or lowest, or just pick a food group) chooses an exercise for the class to do. Each Nutrition Card represents 1 repetition of exercise. For example, if the grains group has 20 Nutrition Cards, the class does 10 jumping jacks (or rocket blasters, mountain climbers, push-ups, etc.).* 12. Pick two new taggers and play again. Assessment: After the activity, randomly pick foods and have the students determine which food group they belong to on the MyPlate Placemat Poster. * Instructions for doing exercises listed in the Nutrition Handbook are in Appendix I. = Students = Taggers = MyPlate Placemat Posters = Containers with Nutrition Cards Focused Fitness All rights reserved.