Fitness Rotation for 5th Grade

Thursday 1:15 -2:15 pm
15 minute stations (40 minutes for Rosette)

Lesson 1

This week and next week we will be doing activities that teach and reinforce procedures and protocols for the class. This is always important because you can't teach anything if you don't have classroom control.  Classroom management techniques will be especially important since the assisstants are not trained teachers. Doing essentially whole group lessons for the first two weeks will allow the assistants to learn the expectations, the management techniques while helping to monitor this large group of students.

P.E. Standard 6: Students demonstrate empathy, understanding and respect for the numerous differences exhibited by people in an activity setting.

P.E. Standard 7: Students exhibit responsible and self directed behaviors that lead to positive social interactions in physical activity.

Introductory Activity

1.  As students arrive, direct them to enter the general space (delineated by 4 cones in a 20x20 space) and to move continuously while the music is on. Students can move in place or around the space as long as movements are safe, they are within the boundaries and no contact with others is made. Inform students that once the music stops they need to stop immediately and look at teacher. Once all students have arrived (aprox. 90), and moved, stop music. Repeat to ensure all students stop all movement and look to teacher for directions. Reward with specific verbal feedback.

2.  Enlarge boundaries and repeat, this time when music stops, teacher holds up one finger and tells students that this signal means they need to find their own personal space or "own bubble" within boundaries. Repeat. Reward students showing good listening and following directions with drinks of water. "Go get a drink" is a magic tool. Kids love to go to the fountain nearby to get a drink even if they aren't thirsty!!

3.  Enlarge boundaries again and start music. Now when music stops, hold up index finger on each hand and tell students that this means to PAIR UP with someone of the opposite gender quickly. If you can't make a pair, quickly leave area and come over to teacher (Lost and Found). Instruct students to make their pairs from they have 'found' in the lost and found and then go out to general space with partner. Quickly practice using 1 and 2 fingers with music cues. Reward students generously.

 4. Enlarge boundaries and start music directing students to move continuously. Stop music and hold up 2 fingers on each hand and ask students what they think it means and to show you. Most students will form groups of 4 with 2 of each gender. Direct others to come to lost and found and form groups as quickly as possible. Give challenge to see how fast students can form groups or find personal space depending on the finger signal. Practice using 1,2,3,4,5 fingers: always on two hands to indicate mixed gender groups are always expected. Cues are to move quickly to form groups, come to lost and found and to look at me. Groups of 3 or more always make circle to indicate group is closed.

5.  Role play situations when students are made to feel unwelcome in a group and are told, "No" verbally or by body language/facial expressions or when students ignore others to avoid being in their group. Reinforce that this is NOT an option and students are never made to feel unwanted or rejected.

6.  GAME: Name Game (demo in one large circle but group can be split to make 2 circles for real game when equipment is used to allow for more student involvement) (Rosengard, et al 2006)

Formation: circle facing in.

Objective: to learn each others' names and practice safety and courtesy.

Equipment: 4-5 balls, 5-6 beanbags, 2-3 passables such as rubber chicken or baton

Go around circle, and on your turn step forward and say your name loudly. T demo, "My name is Ms. Judge." All students respond, "Hi, Ms. Judge." Once every student has gone, step forward and say nothing. All students in circle will say the student's name. This goes quickly around circle and helps teacher and students learn names.

Now we will introduce equipment. Intro a foam ball and demo how to call someone's name across circle, make eye contact, and ROLL ball to them. Receiver will say, "Thank you___________." Passer says, "You're welcome." Once you show you can give and receive safely more equipment will be added. (Balls= roll, beanbags = toss, baton=walk clockwise around outside of circle and hand off). Add multiple of each item so there are 4-5 balls, 5-6 beanbags, and 2-3 batons going around circle at one time. Evaluate to see how much the group can handle and still be safe.

Cues: Since a sport skill is not being taught in this lesson, the cues are more like reminders for safety and courtesy: Make eye contact, underhand toss, roll ball, walk outside of circle, clockwise.

Throughout the lesson teacher is checking for understanding by observing students. 80/20 is my rule. 80% of the students will follow directions correctly if the directions were clear. 20% won't get it and they will have to look around to pick up cues from other students. I am always walking around perimeter fixing the leaks as needed (helping students who still don't get it.) If only 20% get it and 80% do it incorrectly then I know I've not been clear with my expectations and directions.

Closing Activity: Direct students to find personal space by teacher holding up one finger. Stretch together and discuss what was learned today (names, how to be safe with equipment, always get someone's attention first by calling their name, be courteous)

Direct students to line up quickly and quietly behind their teacher. Dismiss students

Lesson 2 - (no rotation this week)

P.E. Standard 6: Students demonstrate empathy, understanding and respect for the numerous differences exhibited by people in an activity setting.

 Objective: Students will demonstate cooperation and trust with their partner.

 Introductory Activity- 4 Corners Warm Up (Pangrazi, 2004)

As students enter PE area, direct them to move around the perimeter of the area using a medium paced walk. Each time students pass a corner cone, they must switch to a different locomotor skill. As students walk, review last week's lesson's keypoints. Turn off music and hold up 2 fingers indicating pairs of opposite gender. Praise those moving quickly and reward with drink.

 GAME: Hog Call (Rosengard, et al 2006)

The object of the game is to find your partner using a chosen "hog call" and without opening your eyes. Tell students that this game is NOT fun if you open your eyes!

  1. Direct partners to face off in middle of area (2 long lines facing each other). Partners come up with unique hog call which could be a compound word (toothpaste) or words that go together (cookies & cream). Have partners share their word to entire group to make sure their are no duplicates. One partner calls the first half and the other partner calls the second half.

2.  Begin game with students about 4 paces apart. Direct students to put up their "bumpers" (palms on eyes, elbows out in front of you).

3.  On "Go" students will try to find partner using only hog call.

4. Increase distance each time and repeat until lines are opposite each other on sidelines (about 40 paces).Once they find their partner, direct students to move to perimeter and begin walking around perimeter to clear space for students still hog-calling!

5. For increased challenge direct students in one line to form a tight circle, left shoulder in center and hands on shoulder of person in front, eyes closed! Circle begins to shuffle around in a circle EYES CLOSED and when teacher calls "bumpers up" both lines put up their bumpers and try to find each other by using hog call only. Cues: be loud, eyes closed, bumpers up. Once partner is found begin walking around perimeter while last few pairs find each other.

Station Practice

Break up large group of students into 3 groups by class and show which station they will go to each week first. Show where to line up at beginning and end of stations. At this station students will listen to their teacher (either me or the yard supervisors) to do another activity. We won't rotate through the three stations today due to time, but this is a good way to introduce the procedure of how to enter the PE space and where to go. It will also be the first opportunity for students to show how well they can listen to any adult leading the class! (I hope!)

Station Activity: Courtesy Flag Tag (PE Central.org)

All 3 groups to do same lesson, each at a station   

Purpose of Activity: For students to improve their cardiovascular fitness while practicing good manners.

Equipment: One flag belt for each student; cones for boundaries to make a 40x40 space.

The object of the game is to acquire more flags (one for each hand) while keeping your own flag on your belt. (3 belts max )You do this by pulling other students' flags from their belts while avoiding having your own belt pulled from your belt.

Students start scattered in self space; all students have one belt attached around their waist. On the signal, each student tries to pull others' flag belts without getting their own flag belt pulled. Students are allowed to have three belts maximum -- one in each hand and one around their waist -- at any given time, once the game begins. Running is never an option, so teacher will call out locomotor skill to be used and will switch it every few minutes.

When one's flag belt is pulled -- and if one has a belt in hand -- they can go to the "fitness box" (an area outside the boundaries) to do 3 jumping jacks and put it back on their belt (so they are out of the way of students playing the game). If one doesn't have any flags in hand when their belt is pulled, they must then drop to one knee. This indicates that a friend is needed to "save" you by giving you a belt. The person saving you must help you up; the person being helped up must then say "thank you" and the person giving the flag belt away must say "you're welcome". You are both safe during this time: 3 seconds time limit. The player getting the flag belt then goes to the fitness box, does 3 jumping jacks and puts on the new flag belt before coming back into the game.

A player who is "saving" another may remove his/her own flag belt and give it to another player. He or she would then drop to one knee in order to get a belt from someone else.

Stop the game when you see students may be getting tired and need a rest, or if you want to reinforce how one uses good manners to give a belt to another student. You may also wish to use heart rate monitors and discuss what is happening with their heart rate during this "rest time". Pedometers are another option. When you begin the game once again, each student should start with only one belt (their own). A good way to do this quickly is to have all students with extra flags drop their extra flags in the middle or perimeter of room. Then all those without flags go (on cue) to the middle or perimeter to get one flag for their belt.

Closing Activity: Challenge students to line themselves up in a single file line in order of birthday month without talking!

Lesson 3 

This is the first week students will break into class groups to go to a station and be instructed by another adult. On this first day (and on subsequent days), time needs to be spent at the beginning and end of each station reminding students where and how to stand in order to be ready to rotate.Teacher of new station will go to the line and greet each group of new students with directions of how to enter the space and what to do.

 Each class will spend 15 minutes at each of the 3 stations before rotating. More activities are included if your time allows for longer stations. Stations are labeled with the first number indicating the lesson # and the second number indicates the station number: 4.3 = lesson 4, station 3

STATION 3.1 –    Personal Best Day

 Objective: Students will track their fitness progress over time through regular testing (every 8 weeks) which concentrates on cardiovascular, abdominal, upper body strength and endurance.

CA Standards: 3.8 Assess health-related physical fitness by using a scientifically based health-related fitness assessment.

Warm-up - Neck rotations, arm circles, trunk twist, side bends, hamstring stretch, side lunge.

Opening Activity:

·                     Teacher distributes Personal Best recording cards and pencils to students. 

·                     Each student will be tested periodically to encourage them to improve their health and fitness.

·                     Scores are confidential and should not be shared with other students. 

One-minute sit-up test:

·                     Partner up

·                     One partner performs sit-ups while the other counts and records.

·                     Students switch roles after the 60 seconds.

Cues:

·                     The sit-up test shows how strong your abdominal muscles are.

·                     Begin in "ready position"; (back on ground, knees bent, feet on ground, arms folded across chest and place hands on shoulders).

·                     On "Go!" curl-up, touch elbows to thighs (or knees), then return to "ready position." Do as many correct sit-ups till the whistle is blown.

·                     Counter: count each time your partner curls up and touches elbow to thighs. Encourage your partner. When time is up record the number of sit-ups your partner performed correctly. 

·                     Change positions quickly.

Thirty-second push-up test:

·                     In pairs, one partner performs push-ups for 30-seconds while the other partner counts.

Cues:

·                     The push-up test shows how strong your arms, chest and shoulders are.

·                     Begin in "ready position"; (face down, place hands even with chest line and just wider than shoulders, point fingers straight ahead).

·                     On "Go!" do as many push-ups as possible in 30-seconds.  (If you think you cannot do 5 push-ups in a row, then push-up from your knees).

·                     Counter: count each time your partner does a push-up with correct form.  Record the number and change roles.

9-minute Jog/Walk

·                     Determine how many laps around four cones constitutes a mile.

·                     Students will walk/jog around the field for 9 minutes.

·                     Divide the class into four groups and send them to a cone. (That cone will be their starting position).

·                     Begin the test with "Ready, Go!" and start watch.

·                     After 9-minutes signal students to stop.

·                     Students count laps (lap = each time student passes his/her starting position), and any extra cone they passed.  (i.e. Student who ran 4 laps and passed 3 cones should record 43/4.)

·                     Students record their own scores.

·                     Students turn in their Personal Best cards to storage box.

Cues:

·                     9-minute jog/walk will tell you how fit your heart and lungs are.

·                     Jog/walk as many laps as you can during the 9-minutes.

·                     Pace, don't race! 

·                     Count each time you run around your starting cone.

 Cool Down - Shoulder shrugs, trunk twists, hamstring stretch, quad stretch, side stretch, calf stretch.

STATION 3.2 - Sports Skills: Flying Disc Unit

The activities at the station provide students an opportunity to practice and develop the fundamental skills of throwing for accuracy and distance, catching, offense and defense. These activities are high activity and follow a skills progression which can be adapted to a variety of skill levels.

Backhand Throw and Catch  (instructional cues are in italics)

Objective: learn and practice backhand throw using proper grip, technique and the “clap” catch with a partner.

Equipment: one disc per pair

Formation: partner face off (8-10 feet apart)

1)      Shadow the proper grip (thumb on top of disc, index finger on outside edge, curl other fingers under rim and grip firmly)

2)      Shadow the throw (side to the target, disc parallel to ground, point throwing elbow at target, step toward target with front foot, extend arm, snap rest open at release and pointing at target, "step, extend, snap, release")

3)      Shadow the clap catch (hands out in front, 1 above and 1 below, clap disc as it comes to you, eyes on disc as it comes into hands)

4)      Get equipment from perimeter of area. Students can choose foam or plastic discs depending on comfort level. Partner face off formation. On signal play catch with partner.

5)      Each time you make a catch take one step farther away from your partner.

6)      Challenge by Choice: Return to original formation and trying to throw using non- dominant hand. Use partner step back after successful catches.

For longer lessons continue:

7)      Teach and practice Thumb Down catch when disc is received at waist level or above and Thumb Up Catch when disc is received below waist. (fingers spread)

Activity: Pass and Follow

Objective: practice backhand throw and following it and 3 types of catches.

Equipment: 1 disc per group of 4-5, 2 spot markers per group

Formation: groups of 4-5 divided in 2 file lines facing each other about 8 paces apart. Place spot marker at the front of each line.

1)      First person in line uses backhand throw to first person in opposite line and then runs to the right to the end of that line.(make eye contact before throwing, ready hands, pass then run)

2)      Receivers catch and pass back quickly but with good form and run to the right to the end of that line. (Give and Go )

3)      Continue passing and following until stop signal.

4)      For greater challenge, once the group completes 1 cycle without a dropped pass, both lines take one step back.

Closing Activity: Slow stretches while discussing the important cues used for throwing and catching that will help them remember proper form. Dismiss students to line up with teacher once they shadow good form of today's skills.

STATION 3.3 Cooperatives

Group Juggle (Poppen, 2002)

Object: to cooperate with others in group to pass a tossable in a sequence

Equipment: 1 ball or other tossable per group of 5-7

Formation: circle fromed by groups of 5-7 students

1.  Play begins with a toss across the circle to anyone NOT on either side of you.

2.  Passing continues until everyone has received a pass and the tossable is returned to the first person. Repeat the sequence until everyone in the group can toss and catch the ball without dropping it. (Pass ball to each person in your circle in the same order everytime.)

Challenges: How many times can you make it back to the first person in the sequence in 1 minute. Can you beat that number on a second try?

3.  Once group successfully passes in sequence 3 times, add a second tossable and then a third.

Cues: Hands up ready to receive pass, keep your eye on the person who passes it to you, remember who you are to pass it to.

Challenges: While passing all start in standing position, then move to kneeling then to sitting position, now back to standing.

Teacher calls out body part every few seconds, you must touch that part quickly and still maintain sequence.

Use different size and shapes of tossables.

For a longer lesson:

Pass it Around

Object: to move all pieces of equipment around the circle without using hands

Equipment: 1 piece of equipment per 4 students (choose larger sized light pieces such as cones, chickens, balls, etc)

Formation: students sitting a circle facing in unless girls wearing dresses is an issue, then face out.

 1.  On signal, lean back and keep feet off the ground. Pass the equipment clockwise around cirlce with your legs and feet, without using hands.

Cues: use your abdominal muscles to keep feet up off the ground, work together, help each other.

2. Add pieces of equipment so that there is minimal waiting and a lot of passing

 Challenge: Hook elbows with person on either side of you, use small equipment such as beanbags, scarves, fluffball

Lesson 4

Station 4.1:  Fitness Activities

CA Standards:  3.4  Perform an increasing number of oblique curl-ups on each side.  3.5  Perform increasing number of triceps push-ups. 4:14  Explain the benefits of stretching after warm-up activities. 

Objective: Students will demostrate knowledge of physical fitness concepts, principles, and strategies to improve their health and performance.

Equipment:  20' by 30' area, pull-up bar,

Warm-up: Free Running & Stretching (flexibility)

·                     Students run in any direction (within a designated area), changing directions at will while maintaining personal space for 1 minute.

·                     Shoulder Shrugs - up and down

·                     Ladder - Extend arms above head and reach up alternating hands.

·                     Trunk Twists - Spread feet  comfortably apart.  Twist body slowly from side to side.

·                     Hamstring Stretches - With feet close together and knees slightly bent, curl over and reach for ankles or toes.  Explain, "Hamstrings refer to the group of three large muscles located between the knee and hip in the back of the leg."

·                     Explain that it is important to stretch after warm-up activities as it improves joint flexibility and prevents injuries from occurring. 

 Arm-shoulder girdle: (Perform as many as possible in 20 seconds.)

·                     Pull-ups - Individuals at bars.  Cues:  Place hands shoulder width apart with palms facing away.  Lower body to straighten arms (feet should not touch ground). Bend arms to raise chin above the bar while keeping body straight.  Lower body slowly until arms are straight.  Repeat.

·                     Push-up on knees - Scattered.  Cues:  Begin in "Down Position."  Curl knees by bringing heels towards your bottoms.  Continue like Push-ups for Personal Best Day.

Abdominal: (Perform as many as possible for 20 seconds).

·                     Sit-Back - working in pairs.  Cues:  Begin in "up" position from Sit-ups.  Lower upper-body halfway and pause (3 seconds).  Return to up position.

Leg & Agility: (Perform for 20 seconds).

·                     Running in Place - Scattered.  Cue:  Run in place.  Raise knees to hip height.  Count only left foot.  Run on toes. 

Trunk Twisting:  (Perform 20 on each side)

·                     Trunk Twister - scattered.  Cue:  Stand with feet shoulder distance apart and pointed forwards.  Hands are crossed and placed on shoulders.  Bend forward, keeping knees relaxed and rotate trunk to left and then to right.

Rotate to next station.

STATION 4.2- Sport Skills   Flying Disc

Introductory Activity – Students enter the area and pair up with someone of opposite gender. Spread out in partner scattered formation. One partner picks up disc from perimeter. Immediately begin passing and catching Frisbee using last week’s skills of backhand throw and 3 types of catches. At stop signal (1 whistle) students freeze and are then directed to run in to teacher at 2 whistle signal. Discs placed at feet while directions are given.

Skill Activity – Backhand Give and Go

Object: to learn and practice backhand throws using the “Give and Go” with a partner.

Equipment: one disc per pair, 4 cones for boundaries

Formation: line up with partner on end line of boundaries, each pair with disc

“Give and Go” is an offensive strategy used to move the disc up the field.

1. The thrower ‘gives’ (using backhand throw) to partner; then ‘goes’ (run into open space) to receive the return throw from partner.

2. Continue giving and going throughout the area trying to get to the opposite endline.

3. Try to “lead” your partners with your pass: pass to the open space where your partner is going, not where they started.

4. Rotate partners every few minutes.

5. Cues: run forward not sideways or backwards, aim ahead of partner

For a longer lesson:

Skill Activity: Grid Group Passing

Equipment: one disc per 4 students

Formation: 10x10 pace grids marked by polyspots or cones 

1. Pairs of students join together to make groups of 4. Each group goes to a grid. Some spot markers represent corners of more than one grid so explain this to students and demo shared corners.

2. Thrower may pivot and pass to receivers who are moving within grid. There is no defense in this activity. Receivers keep moving throughout grid and thrower must move as soon as disc is thrown.

3. See how many catches you can make before the signal, see if you can make successful pass to everyone once before anyone catches it twice

4. Challenge: enlarge the grid to challenge accuracy and distance

Closing Activity:    Challenge the students to line up by birthday order, (month and day) without speaking. Good problem solving and cooperation activity!

 STATION 4.3 - Chop Stick Relay Race:  (P.E. Central)

Objective:  Students will work together as a team and encourage each other while completing a task.

CA Standards:  5.6 Acknowledge orally the contributions and strengths of others.

Equipment:  Basketball court, colored poly spots for each team of 4 placed on one side of court, cones placed at opposite end of court, rhythm sticks for each team (these will act as chop sticks), 1 large fluff ball for each team.

 NOTE:

Activity:

• Students break into groups of 4, each group stand behind a poly spot.

• Within a given time limit (3-4 minutes) teams will try to have as many of their members as possible complete the chopstick task.

• On the word “Go!” the first member from each team will pick-up fluff ball with two sticks and proceed to move towards the cone and around it without dropping the fluff ball.

• If students drop the fluff ball, he/she can only pick it up with sticks.

• Once student is back at poly spot, the sticks and fluffball is passed off to the next person standing in line.  Each time a team member passes on the sticks & ball to a team mate, the team earns a point. Depending on the speed of the team, some members may end up going twice. Teams keep track of their own points.

• Students are encouraged to cheer on their teammates. 

• Points are awarded at the end of the time limit to students who demonstrate good sportsmanship.  teams add those point together and remember their score.

• If time allows, play again beginning with whomever was the next person in line and challenge students to beat their score (cheer louder, go faster, good sportmanship). Give a little bit longer time without telling the students you are doing so. When second round is finish, ask students who beat their first score to give each other high fives or yell 3x all together "PE Rules!"

Closing Activity:

• Teacher directs students to tell other groups “Good Job" or another sportsmanlike comment

• Teacher has students tell their own group members one positive thing they noticed about them. 

• Students are encouraged to always look at the positive contributions that are made by every individual. 

 Sources:

Landy, J.(2002) PE teacher’s pre-sport skill lessons, activities & games for grades 4-6. Paramus, NJ: Parker Publishing.

Pangrazi, R. (2004) Dynamic physical education for elementary school children. San Francisco, CA: Pearson Education Inc. 

Poppen, J. (2002). 201 Games for the elementary physical education program. Paramus, NJ: Parker Publishing.

Rosengard, P. (2006) SPARK: sport, play and active recreation for kids.  San Diego ,CA: SDSU Foundation.