FITNESS UNIT – FIRST GRADE
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Lesson 1SAFETY RULES, TRAVEL/STOP AND OWN SPACE REVIEW |
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LESSON |
BENCHMARK |
| Part one – Introduce/review the safety rules. Part two – Review traveling and stopping skills. Be sure your students stop on command, try different ways to indicate stopping. Review own space concept. Allow students to get water between part two and three of the lesson. This is great place to discuss hydration and why it is important to drink water. Part three – Play games or allow the students to be creative as they travel, and move to new own spaces. This is a great time to discuss the importance of communication. Not all communication is verbal, sometimes you watch people to see what they are communicating, IE: Look where they are moving toward to know what to stay out of the way of. Listen for footsteps. Look for signals (Red/Green). Communication is important so that we all understand what is going on, and what to do next. | Movement Concepts
1.1 Demonstrate an awareness of personal space, general space, and boundaries while moving in different directions and with the body at high, medium and low levels in space. 2.2 Identify people/objects that are within personal space and within boundaries. Body Composition 3.7 Sustain continuous movement for increasing periods of time, while participating in moderate to vigorous physical activity. Fitness Concepts 3.1 Participate in physical activities that are enjoyable and challenging. 3.2 Participate 3-4 times per week, for increasing amounts of time, in moderate to vigorous physical activities that increase breathing and heart rate. 4.2 Explain the importance of drinking water during and after physical activity. Flexibility 3.6 Stretch arms, shoulders, back, and legs without hyper-flexing or hyper-extending the joints. Self Responsibility 5.1 Willingly participate in new physical activities. 5.2 Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity. Group Dynamics 5.6 Identify and demonstrate effective practices for working with a group without interfering with others. |
Lesson 2CARDIOVASCULAR GAMES AND FLAG BELTS |
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LESSON |
BENCHMARK |
| Part one – Red light, Green light. This is not the traditional game, but a fun way to discuss and experience how the lungs, heart and muscles work together. Be sure to read the directions before playing this game. Part two – Review how to put on the flag belts. Review the rules around wearing and pulling flag belts. Play fitness flag tag. This will also review the cardiovascular cards for the station. Part three – Play some fun flag games that incorporate cardiovascular fitness. You can use the Rabbit Tails game to warm up, and then move onto other fun games. | Fitness Concepts2006
3.1 Participate in physical activities that are enjoyable and challenging. 3.2 Participate 3-4 times per week, for increasing amounts of time, in moderate to vigorous physical activities that increase breathing and heart rate. 4.2 Explain the importance of drinking water during and after physical activity. Body Composition 3.7 Sustain continuous movement for increasing periods of time, while participating in moderate to vigorous physical activity. Assessment 3.8 Identify and use two indicators of increased capacity for vigorous physical activity to measure change in activity levels. Aerobic Capacity 3.2 Participate 3-4 times per week, for increasing amounts of time, in moderate to vigorous physical activities that increase breathing and heart rate. 4.4 Explain that the heart is the most important muscle in the body and is approximately the size of a fist. 4.5 Explain that the heart becomes stronger from regularly beating faster during physical activity. 4.6 Identify physical activities that cause the heart to beat faster. 4.7 Explain that blood collects oxygen from the lungs. Flexibility 3.6 Stretch arms, shoulders, back, and legs without hyper-flexing or hyper-extending the joints. Self Responsibility 5.1 Willingly participate in new physical activities. 5.2 Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity. Social Interaction 5.3 Demonstrate characteristics of sharing and cooperation in physical activity setting. Group Dynamics 5.5 Identify and demonstrate the factors for being an effective partner in a physical activity setting. 5.6 Identify and demonstrate effective practices for working with a group without interfering with others. |
Lesson 3REVIEW LOCOMOTOR TRAVELING |
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LESSON |
BENCHMARK |
| The theme for this unit is cooperation and team building. Part one – Frozen Bean Bag. This isn’t very cardiovascular, but it’s a great game to work on cooperation. Part two – Review the locomotor moves. Part three – Include a cooperative activity that includes the locomotor moves. There are activities in the book you can use. Cooperative Locomotor Traveling Relay is just one of them! | Locomotor Movement
2.4 Explain the difference between a jog and a run, a hop and a jump, and a gallop and a slide. 1.4 While walking, running, hopping, and jumping (locomotor skills), change direction from forward and back, and right and left, in response to tempos, rhythms, and signals. Body Composition 3.7 Sustain continuous movement for increasing periods of time, while participating in moderate to vigorous physical activity. Fitness Concepts 3.2 Participate 3-4 times per week, for increasing amounts of time, in moderate to vigorous physical activities that increase breathing and heart rate. Flexibility 3.6 Stretch arms, shoulders, back, and legs without hyper-flexing or hyper-extending the joints. 4.10 Explain that proper body position while stretching and strengthening will help prevent injury. 4.11 Explain that flexible muscles will allow more range of motion in activity. Self Responsibility 5.1 Willingly participate in new physical activities. 5.2 Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity. Social Interaction 5.3 Demonstrate characteristics of sharing and cooperation in physical activity setting. 5.4 Invite others to use equipment and/or apparatus before repeating a turn. Group Dynamics 5.5 Identify and demonstrate the factors for being an effective partner in a physical activity setting. 5.6 Identify and demonstrate effective practices for working with a group without interfering with others. |
Lesson 4HOOP EXPLORATION/COOPERATION |
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LESSON |
BENCHMARK |
| Part one – Review three of the strength exercises, sit ups, push ups and V-Sits. Set up a circuit of strength, cardiovascular and hoop cards. You can use the hoop cards as your part two, allowing the students to review some of the cool tricks you can do with the hoop. Part three should allow the students to create a trick of their own, and then explain and show it to a partner who can try it. After each of the partners have had a chance to show and learn the tricks, allow the class to find new partners and show the tricks to them. | Muscular Strength/Endurance
4.8 Explain that strengthening muscles will help prevent injury and that strong muscles will produce more force. 4.9 Explain that prolonged participation in physical activity will increase endurance, which allows for movement to occur for longer periods of time 3.3 Demonstrate for increasing periods of time a “v” sit position, a push-up position with arms extended, and a squat position. Body Composition 3.7 Sustain continuous movement for increasing periods of time, while participating in moderate to vigorous physical activity. Fitness Concepts 3.2 Participate 3-4 times per week, for increasing amounts of time, in moderate to vigorous physical activities that increase breathing and heart rate. Flexibility 3.6 Stretch arms, shoulders, back, and legs without hyper-flexing or hyper-extending the joints. Self Responsibility 5.1 Willingly participate in new physical activities. 5.2 Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity. Social Interaction 5.3 Demonstrate the characteristics of sharing and cooperation in a physical activity setting. 5.4 Invite others to use equipment and/or apparatus before repeating a turn. Group Dynamics 5.5 Identify and demonstrate the factors for being an effective partner in a physical activity setting. 5.6 Identify and demonstrate effective practices for working with a group without interfering with others. |
Lesson 5HOP VERSUS JUMP/HOPSCOTCH |
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LESSON |
BENCHMARK |
| Part one – Play an active game that incorporates the locomotor movements that you reviewed last lesson. After that activity, verbally discuss what the difference is between the hop and the jump. (Hop uses one foot, the same foot, and jump uses two feet.) Part two – Give the students an opportunity to practice hopping and jumping in different combinations. (Jump two times, and then hop two times. Jump once and then hop three times. Start your jump with two feet, but land in a hop on one foot!) Teach your class how to play hopscotch. Part three – Give partners a piece of chalk (to draw hopscotch) and each a bean bag (instead of a rock!) and let them draw their own hopscotch, and play the game! | Locomotor Movement
1.8 Land on two feet using one and two footed takeoffs. Fitness Concepts 3.2 Participate 3-4 times per week, for increasing amounts of time, in moderate to vigorous physical activities that increase breathing and heart rate. Body Composition 3.7 Sustain continuous movement for increasing periods of time, while participating in moderate to vigorous physical activity. Flexibility 3.6 Stretch arms, shoulders, back, and legs without hyper-flexing or hyper-extending the joints. Self Responsibility 5.1 Willingly participate in new physical activities. 5.2 Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity. Social Interaction 5.3 Demonstrate the characteristics of sharing and cooperation in a physical activity setting. 5.4 Invite others to use equipment and/or apparatus before repeating a turn. Group Dynamics 5.5 Identify and demonstrate the factors for being an effective partner in a physical activity setting. 5.6 Identify and demonstrate effective practices for working with a group without interfering with others. |
Lesson 6SWAYING A ROPE/JUMPING OVER THE ROPE/RHYMES |
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LESSON |
BENCHMARK |
| Part one – Warm up with a fitness activity. Part two – With a partner, have one partner move the rope back and forth along the floor while the other partner tries to jump over it. Review the points to jumping over. (Look at the rope, jump when it comes toward you). After both partners have had a chance to practice begin working on swaying the rope together. One partner holding each end of the rope. Be sure to explain how to work together to swing the rope. Once the students have a good idea of how to sway the rope, have them work in 3’s with one partner jumping over the swaying rope. Each student should take at least five jumps, even if they miss, and then switch roles. Part three – Can begin once everyone has a good idea of how to jump over the swaying the rope. Teach them a jump rope rhyme to try as they jump. After they all try that, you can see if anyone else knows any jumping rhymes and then try those! | Locomotor Movement
1.9 Jump a swinging rope held by others. Fitness Concepts 3.2 Participate 3-4 times per week, for increasing amounts of time, in moderate to vigorous physical activities that increase breathing and heart rate. Body Composition 3.7 Sustain continuous movement for increasing periods of time, while participating in moderate to vigorous physical activity. Flexibility 3.6 Stretch arms, shoulders, back, and legs without hyper-flexing or hyper-extending the joints. Self Responsibility 5.1 Willingly participate in new physical activities. 5.2 Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity. Social Interaction 5.3 Demonstrate the characteristics of sharing and cooperation in a physical activity setting. 5.4 Invite others to use equipment and/or apparatus before repeating a turn. Group Dynamics 5.5 Identify and demonstrate the factors for being an effective partner in a physical activity setting. 5.6 Identify and demonstrate effective practices for working with a group without interfering with others. |
Lesson 7DIRECTIONS/BODY SURFACES |
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LESSON |
BENCHMARK |
| Part one – Choose a fun fitness game. Part two – Review the surfaces of the body. Refer to the Lesson in Kindergarten. Part three – This lesson is a part three lesson; the majority of your time should be spent with the class engaged in problem solving situations. Part three should also include opportunities for the class to work on cooperation. Use the stretching time to reinforce direction. During the culmination have the students discuss why they chose the stretch for each direction. This will help you assess whether your students have grasped the concept of directions and are able to transfer it to another situation. | Fitness Concepts
3.2 Participate 3-4 times per week, for increasing amounts of time, in moderate to vigorous physical activities that increase breathing and heart rate. Body Composition 3.7 Sustain continuous movement for increasing periods of time, while participating in moderate to vigorous physical activity. Flexibility 3.6 Stretch arms, shoulders, back, and legs without hyper-flexing or hyper-extending the joints. Self Responsibility 5.1 Willingly participate in new physical activities. 5.2 Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity. Social Interaction 5.3 Demonstrate the characteristics of sharing and cooperation in a physical activity setting. 5.4 Invite others to use equipment and/or apparatus before repeating a turn. Group Dynamics 5.5 Identify and demonstrate the factors for being an effective partner in a physical activity setting. 5.6 Identify and demonstrate effective practices for working with a group without interfering with others. |
Lesson 8ROLLING A BALL TO A TARGET |
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LESSON |
BENCHMARK |
| Part one – Play a fitness game. Part two – Using targets practice rolling a ball to a target, be sure you teach the skill. What do you look at? When do you let go of the ball during the arm swing? What do you step toward? Part three – Practice rolling a ball. Include rolling a ball through partners’ legs, as a pre-skill to spud. | Manipulative Skills
1.14 Underhand toss and catch a ball to self. 2.7 Explain that the non-throwing arm and hand provide balance and can influence the direction an object travels 2.6 Explain that when using the underhand throw, the position of the fingers at the time of the release influences the direction an object travels. 2.5 Identify examples of underhand and overhand movement patterns. 1.10 Demonstrate the underhand movement (throw) pattern. Body Composition 3.7 Sustain continuous movement for increasing periods of time, while participating in moderate to vigorous physical activity. Fitness Concepts 3.2 Participate 3-4 times per week, for increasing amounts of time, in moderate to vigorous physical activities that increase breathing and heart rate. Flexibility 3.6 Stretch arms, shoulders, back, and legs without hyper-flexing or hyper-extending the joints. Self Responsibility 5.1 Willingly participate in new physical activities. 5.2 Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity. Social Interaction 5.3 Demonstrate the characteristics of sharing and cooperation in a physical activity setting. 5.4 Invite others to use equipment and/or apparatus before repeating a turn. Group Dynamics 5.5 Identify and demonstrate the factors for being an effective partner in a physical activity setting. 5.6 Identify and demonstrate effective practices for working with a group without interfering with others. |
Rhythm & Mini-Moves 