Teacher: TIPPEN-CROSS

Content:
FITNESSGRAM

2016-2017 Ongoing
Testing

Standard: Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of
physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply
to the learning and performance of physical activities. Standard 3: Participates regularly in physical activity.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Exhibits responsible personal and
social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment,
challenge, self-expression, and/or social interaction.

What Are we Learning Today? (Learning

Intentions)
Taking height, weight, and administering the
sit and reach test, Pacer test (test
cardiovascular endurance)
Push up and Curl up test: Curl up test- Measuring
abdominal strength and endurance, students lie
down with knees bent and feet unanchored. Set to
a specified pace, students complete as many
repetitions as possible to a maximum of 75.
Push up test- Measuring upper body strength and
endurance, students lower body to a 90-degree
elbow angle and push up. Set to a specified pace,
students complete as many repetitions as possible

Warm-Up/ Do-Now

(5-8 minutes)

Kids Health. Org (Exploring the body functions)

Daily warm up routine which includes stretching and strengthening of all major muscle groups and the five components of
fitness.
Rock/Paper /Scissors (Listening and Warm UP) Sea, Brige, Land(Listening and Simon Said)
Dance Warm UPs
- Jumping Jacks
- Lunges
- Cross Knee Lifts
- Toe Touches
- Squats
- Line Jumps (Lateral, Front and Back)
- Hamstring Stretch
- Curl ups
- Push Ups
- Mountain Climbers

Opening (Hook/ Activating Strategy/Learning Intentions)

(5-10 minutes)

PacerTesting Cardiovascular Endurance

Students will run to a mark when a beep is
sounded. Student will stay on the mark
until the beep sounds again then proceed to
the next mark (repeating this action until
tired).
Sit & ReachTesting Flexibility
Students will bend one leg and place the
other leg on the Sit &Reach bench. ..
Keeping both hands together , attempt to
push the measurement apparatus forward
without breaking form

FITNESS RELAY--LOCOMOTOR MOVEMENTS

Work Period (I do, we do, you do)

(30 minutes)

Dance (Fitness Flexibility & Cardio)---Fitness Relay (Cardio & Muscular Endurance)
Walk, Run, JogBuilding cardio capacity. Pacer AppBeep Test
Army Navy---Listening an d Pacer Practice (Cardio)
Rock Paper Scissor--Choice StationsStudents will have the opportunity to explore stations to practice on cardiovascular, muscular endurance and
flexibility movement. (Basketball, Dance, Hula Hoop, Scooters, Catching & Throwing, and Kicking Stations)
JUST

FITNESSGRAM TESTING
Height and Weight:
Sit and reach:
PACER TEST
CURL UP
PUSH UP

Tier I
See this link
http://www.cde.ca.gov/
ta/tg/pf/documents/hea
lthfitzone09.pdf
Closing (Summary)
(5 minutes)

1 Questions that link back to Success Criteria

What part of the 5 components of fitness does the sit and reach, PACER, PUSH
UP, & SIT UP cover.

Curl up Test Video: Before we start the physical test, the students have to be
shown an instructional video on how the curl up test should look.

Push up Test Video: Before we start the physical test, the students have to be
shown an instructional video on how the Push up test should look.

Physical demonstration: We will use some student volunteers to demonstrate

the test to the cadence that will be used during the test.

Physical Test: During both the push up and curl up test, the entire gym will do it
at the same time. Each student will be instructed to come up to his or her teacher to
report their score when done.
Reflection What will I do tomorrow?

Teacher: Tippen-Cross/ Young

Content:

January 18- February

18

Standard: Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of
physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply
to the learning and performance of physical activities. Standard 3: Participates regularly in physical activity.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Exhibits responsible personal and
social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment,
challenge, self-expression, and/or social interaction.

What Are we Learning Today? (Learning

What Im Looking For (Success

Intentions)

Criteria)
Coorporation and attempting
to execute dance movements

Rhythm & Dance exploration

Warm-Up/ Do-Now /Opening (Hook/ Activating Strategy/Learning Intentions)

Line Dance, Fitness Relay, Super Hero Stretches, Health Fitness Videos
Name of Activity: Cupid Shuffle
This dance maintains a simple 4-step pattern that the students will really enjoy.
http://www.youtube.com/watch?v=-GxidrT5GyU
Name of Activity: Cha-Cha Slide
http://www.youtube.com/watch?v=jCEu_dFfw6I
Name of Activity: Basic Line Dance
This basic routine can be performed to any song with a 4/4 beat. Actions can
easily be substituted for any other appropriate movement.
-Mountain Climbers
-Jumping Jacks
Lunges
Cross Knee Lifts
Toe Touches
Squats
Line Jumps (Lateral, Front and Back)
Hamstring Stretch
Curl ups
Push Ups

Work Period (I do, we do, you do)

Name of Activity: Small Group Creative RoutineGrade 3-5--Students will be arranged in small groups and given the objective to create a short dance
routine that follows a 4/4 beat. Actions in these routines must be suitable for the
elementary school setting. Students are welcome to increase the level of difficulty if
desired. Cooperation and respect of others is essential throughout this choreographing
process. Each group will then lead their creative dance to the rest of the class.
Grade K-5Just dance exploration. Students will explore various types of dance via just
dance. Some students will choose the dances.
K-1 Combine some of these skills into a rhythmical pattern (Using Cups) to perform with
voice or musical accompaniment. More skillful students are permitted to work in pairs to
create a routine.
Line Dances Exploration
Name of Activity: Cupid Shuffle
This dance maintains a simple 4-step pattern that the students will really enjoy.
http://www.youtube.com/watch?v=-GxidrT5GyU
Name of Activity: Cha-Cha Slide
http://www.youtube.com/watch?v=jCEu_dFfw6I
Notes to Teachers

Differentiation Tool Kit

Students can research dances that are custom to various cultures. If desired, the students
can then perform some steps that they learned from one of those dances.
Have each student create a poster for the original dance they designed.
Math: Rhythmic Multiples (Integrated Lessons)
The teacher begins by giving an example for multiples of one and two by doing the
following: Multiples of 1: one clap. The students (led by the teacher) count by ones and
clap their hands together for each number up to 9. Multiples of 2: one clap and one snap.
The students (led by the teacher) clap their hands and then snap their fingers. They count
by twos when they snap (up to 18). Ex. "Clap", "Snap (Two)", "Clap", "Snap (Four)", "Clap",
"Snap (Six)", etc. Next, the students are arranged in groups of three or four and a number
is assigned to each group using the numbers 3-9. Each group must come up with a
clapping/snapping/stomping pattern for the multiples of their number. Multiples of three
must have three sounds (ex: stomp, clap, snap), multiples of four must have four sounds,
five must have five sounds, etc. The students are given approximately fifteen minutes to
get their patterns together. Once the clap, snap, stomp pattern is completed the students
are challenged to apply the same process using manipulative skills. The students are to
design a similar sequence using throwing, catching, kicking or dribbling. Each person in
the group can do a single part of the sequence or each student can do the complete
pattern. (For example, for 2 times 2 the students might bounce the ball twice and throw
the ball twice) They are free to choose from a variety of balls of different sizes, shapes
and weights. Finally, each group will present both of their "Rhythmic Multiples" to the
class.
Variations: Larger numbers can be used with a greater variety of manipulative and nonmanipulative skills.
Assessment Ideas: Have students write out each skill sequence to determine if the
multiplication facts are correct.

Name of Activity: Basic Line Dance

This basic routine can be performed to any song with a 4/4 beat. Actions can easily be
substituted for any other appropriate movement.

Closing (Summary)
(5 minutes)

Review Essential Question

Reflection What will I do tomorrow?