FITNESS INTEGRATION PROJECT K-2 GRADE BAND Name: Lauren Purvis Grade Level Band: K-2 SECTION 1: Developmental

Patterns When creating my Health-Related Fitness and Wellness Integration in Elementary Physical Education Program, I had to first research the developmental patterns of my grade band. In the elementary setting, I decided to choose the K-2 grade band. This includes students who are as young as four and old as eight years old. Even though four years may not seem like a lot of time, the physical changes in the body in those four years are dramatic. The body is still developing the central nervous system, which is why coordination can be so hard for these young students. It is important for these students to build a foundation of knowledge that they will build upon year after year. This is the time of schooling where they are introduced skill themes and movement concepts. This includes spatial awareness, relationships, and effort (Graham, 2013). They will also learn manipulative, nonmanipulative and locomotor movements as well. These movement concepts will be the foundation for the sports they will learn later on in schooling. The students in kindergarten and first grade develop at a rapid rate. They can gain up to five pounds, grow three inches, and discover their dominant hand within these years. They can throw an object about 5 feet usually and develop enough muscle to swim, run, climb, and skate (Goldfarb, n.d). Although it may seem that their energy is endless, while doing cardiovascular activities, it is important that they only work for a few minutes maximum and then give them a break.

The students in second grade experiences more rapid weight gain and more fine motor skills. Their eye-hand coordination is greatly improved as well. Their fitness is similar to first graders and they should receive frequent breaks when doing physically demanding activities (Goldfarb, n.d). Since I am creating a Health-Related Fitness and Wellness Integration in Elementary Physical Education Program and focusing on the K-2 grade band, it is important that I am giving students the appropriate activity based on their level of physical development. In my unit, I will include aerobic fitness, muscular strength and endurance, flexibility, and body composition. With aerobic fitness will focus on locomotor skills with effort. We will cover timing, force, and flow with this fitness component. With muscular strength and endurance I will use space awareness to do simple strength and endurance activities. Flexibility will be like a small gymnastics introduction by using nonmanipulative skills with relationships mostly with individuals. These young students will discover new and interesting ways their bodies can move. Finally, the students will work on their body composition with a combination of gymnastic-like activities and aerobic activities. They will be short activities so the students will be working hard but only for a limited amount of time. It is extremely important to understand that the K-2 grade band is extremely different than the 3-5-grade band. The younger groups of students are learning things they have never known they could do before and are building a foundation of movements they will use for the rest of their lives. The students should be at a pre-control to a control level of Generic Level of Skill Proficiency (Graham, 2013).

Works Cited Graham, G., Holt, S., & Parker, M. (2013). Children moving: A reflective approach to teaching physical education. (9th ed. p. 15) New York, NY :McGraw-Hill Companies, Inc. Goldfarb, C. (n.d.). Retrieved from http://www.aboutkidshealth.ca/En/HealthAZ/DevelopmentalStages/SchoolAgeChildren/ Pages/Physical-Development.aspx

SECTION 2: A) Activities Aerobic Fitness 1. Locomotor Go Fish- Set the eight cones, each with its own locomotor movement sign, around the gym in "station" fashion. Place all 33 letters in the middle of the gym upside down. This game is like the card game "go-fish". The object is for each group to collect all the letters, which spell the locomotor movement found on the card at their station. Divide the class into 8 groups of 2-3, and assign each group to a station. Have students decide who will go first, second, and third. On the signal, the first person in each group goes to the middle of the gym by performing the locomotor movement his/her group is trying to spell. When in the middle of the gym, the student picks a card and takes it back to the group (students may pick up only one card when in the middle). If the letter on the card is a letter making up the word at their station, they place the letter on the sign and give the next person in line a high-5. This next person now goes to the middle of the gym (again performing their specific locomotor movement), picks a letter, and brings it back to the group. If the letter is not one, which is found on their sign, the next student in line may take it back to the middle, place it face down on the floor, and pick up a new letter to take back to the group. When the word is spelled, the entire group sits down. Then that group gets a point (optional). Once a team spells their word, the next person in each team takes their letters back to the middle and places them face down on the floor (whether they are done spelling their word or not). All groups then move clockwise to the next station. If appropriate, quickly ask each group to tell and/or show you the locomotor movement found at their station before you give the signal for students to begin spelling the movement.

2. Crazy Colors- Place cones in a scattered formation around the activity area, as far apart as possible. Under each cone, place one small index card that has a color written on it. Be sure not to put a color card under a cone of the same color (i.e., a card with the word "red" written on it should not be placed under a "red" cone). When the music begins, students jog (medium speed) to any cone and look under it, read the color which the card says, replace the card under the cone (demonstrate to students how to place the cone over the card so the next person does not see the color on the card), and then jog to a cone of that same color (e.g., if the color "green" is written on a card, the student would jog to a "green" cone). Students continue moving from cone to cone until the music stops. Call out a new locomotor movement for children to use, challenge students to move to as many cones as possible, and begin the music again. 3. Fitness Bingo- Under each numbered cone will be various activities with a picture explanation. A station leader will help thoroughly explain/demo activities at the start of each set. Students will be in partners and with their PHITT card. Each station (represented by the cones from the IA) will have pieces of paper with one activity on it underneath them. Pairs will go to the station designated by the number on their PHITT card. Once at the station and when the music starts, they will pick one activity, perform it in front of station leader, and mark it off on their PHITT card if its on it. If the picked activity is not on their PHITT card and music is still playing, they will pick another activity, perform it, and mark it off on their PHITT card if its on it. All students must put the activity paper back under the cone before leaving the station. When music stops, students will rotate clockwise to a new station with different activities and repeat. The goal is to get bingo on their PHITT board.

Muscular Strength & Endurance 1. Horton Hatches the Egg- Scatter the hula-hoops throughout general space and place one poly spot in the middle of each hoop. Explain to the students that they are going to pretend that they are Horton the Elephant and that their goal is to hatch as many eggs as possible! Students get inside the hula-hoop and hatch an egg (sit on a poly spot). Before the student moves to hatch another egg (sit on poly spot), they have to complete a set of 3-5 fitness activities chosen by the teacher (jumping jacks, sit-ups, push-ups, jog in place, etc. 2. Super Hero Fitness- Begin by telling the students how the Super Heroes of the Universe have heard how the children on Earth watch too much TV, eat too much junk food and don't get enough exercise. They have decided to save the children by demonstrating how to get more exercise. The Super Heroes are Kid Cardio, Mr. Flex and Miss Muscle. Choose 3 students to be the Super Heroes. When the game starts, the Super Heroes will try to tag the children from Earth in an effort to help them break away from the television. If Kid Cardio (s) tags a studenthe must do an exercise for cardiovascular fitness before returning to the game. If a student is tagged by Mr. Flex that student must perform a stretch, and, when a student is tagged by Miss Muscle (s)he must do a strength exercise. For younger students, a pre-designated exercise works well, such as jog 2 laps, V-sit Stretch or 5 curl-ups. 3. Treasure Hunt- Teacher will lead students through a fitness treasure hunt using muscular strength and endurance. You begin climbing the mountain (mountain climbers),

then cut through the forest (bear walk), go through the caves (squats), ski across the mountain (leg skis), check for guards (plank and push up), cross the bridge (jump), and sneak into the hidden treasure (army crawl). Repeat steps again to go back to the bottom of the mountain

Body Composition 1. Pedometer- At the beginning of the pedometer unit, students are given a pedometer card (see below) and an assigned pedometer. They write their name and pedometer number on their card. Each day the student will put on his or her pedometer and use it for the duration of the class. At the end of class, they write the number of steps they accumulated on their pedometer card. At the end of the week, the student will compare each day and highlight the day they were the most active. 2. Know Your Food- Place one cone for every two students on the baseline. Scatter the laminated food cards face down on the opposite side of half court. When the music begins, one student from each team (teams of two) performs the specified locomotor movement until s/he gets to a food card. S/he picks up one card and performs the specified locomotor movement back to her/his cone. The partner then performs the specified locomotor movement to pick up another food card. The partners take turns picking up food cards until no cards are left to be picked up. Each team makes two piles: "everyday" foods and "sometimes" foods. After all foods are picked up, have one student from each team bring the healthy foods to the instructor. Check for accuracy and then have the students scatter the foods back on the court. 3. Fishing for Food- Arrange the students so they are sitting in a circle. If you can have several circles set up as opposed to the entire class. In the middle of the circle place food cards (a large variety) face down (food cards must have a paper clip attached to them). Explain to the students that this is the fishpond and the food cards are the fish. Attach the string to the yardstick and a magnet to the end of the string. Give each student a turn to "fish" in the pond by putting the yardstick over the pond and attaching the magnet to the paper clip. The student will then reel in the food card and look at it to decide which food group on the food guide pyramid that it belongs to. The student will then ask the group if they agree. Flexibility 1. Make Cake- Lead students through various stretches as they pretend to bake a cake. Have students sit in a circle and straddle, reach for mixing bowl, put the ingredients in bowl. Have them stretch in various ways including twisting. 2. Partner Stretch- Ask students to see how many body parts they can name that could be used for "bases of support" while balancing. The responses should include knees, hands, elbows, feet, tummy, back, seat, etc. Remind students to keep their weight over their "bases of support" and try and hold their balance still for 5 seconds. Demonstrate what a partner balance might look like.

Divide students into pairs and challenge them to work cooperatively to create and design balances with a partner. The partner can also be used as a base of support. Students are encouraged to see how many different partner balances they can create. 3. Flying through a Rainstorm- Have students work on superman and bridge poses while having them fly through a rainstorm. Includes small rain drops (small movements), bigger raindrops, hail, steering a boat, etc. B) Unit Goals/Objectives Psychomotor- Students will be able to perform a variety of physical activities to understand health- and skill-related fitness components Cognitive-Students will be able to develop an understanding of the relationship between physical activity and the five components of fitness. Affective- Students will be able to display a desire to help others. NASPE STANDARDS: Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others. C) Equipment Jump ropes, cones, music player, music, balance boards, stretch bands, hula-hoops, fitness gram, cards, poly-spots, pinnies, mats, cards, and picture cards D) Teaching Models/Strategies For this Fitness/Wellness and Health Integration unit in the elementary school, I would use a fitness model for teaching and would use various teaching strategies for my students to feel successful each day. I would include Teaching by Invitation (TBI), which gives students options of different equipment, they would like to use as well as different challenges they want to choose. I would also implement Intra-Task Variation (ITV), which I get to dictate how I am changing the challenge. I plan on using different types of feedback including: congruent, positive, and corrective. I will pinpoint students for good form and proper behavior. I will also use a peer teaching style that uses peers teamed in pairs so they can actively teach each other. This gives the students a chance to have many practice opportunities, have lots of feedback, and work with others. E) Assessment Strategies/Measures I plan on using various assessment strategies and measures. I believe using peer assessments is beneficial for K-2 students since they can learn from observing their peers. I would use self-assessments more so for the older students because they would have a better idea of how well they are completing a skill. I would use observational assessment as

well. I would most likely do this in the beginning of class during an instant activity while taking attendance. I would observe a few students each class over the course of the year to make sure I have assessed each student multiple times. Since I am going to focus more on movements and fitness, I would tend to do more performance assessment than authentic. I will use formative and summative assessments for my students. The formative assessments would include the peer, observation, and self-assessments. They can also include exit slips to check for cognitive understanding. If I have an iPad or a video camera, I can record the students as they are participating in activity and assess their performance. The summative assessment would be the fitness testing. I would use the fitness test but would only grade them on their completion and if they achieved higher scores than the first time they tested. I would test each student the first few weeks of class and the last class to see if they improved. F) Timeline If my year consists of 36x45 minute lessons, this fitness unit would be 9 classes. I would have 4 units for the year and this would be one of the units. 1 2 3 4 5 6 7 8 9 Health-Related Fitness & Wellness Unit Aerobic Fitness- Locomotor Go Fish Crazy Colors Muscular Strength & Endurance- Horton Hatches the Egg Super Hero Fitness Treasure Hunt Flexibility- Make a Cake Flying Through a Rainstorm Body Composition- Know Your Food Fish Your Food K 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1