Mix it Up for Fitnessoces.okstate.edu/healthyok/uploaded_files/curriculum...Upper Elementary Physical Activity/Fitness Revised January 2009 3 Mix it Up for Fitness Time needed to teach

Mix it Up for Fitness

Youth CurriculumRevised January 2009

Extension

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Upper Elementary Physical Activity/FitnessRevised January 2009

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Mix it Up for FitnessTime needed to teach lesson: 30 to 45 minutesOklahoma Priority Academic Student SkillsGrade 4

Health: 1.2, 1.11, 3.1, 6.2Health, Safety & Physical Education: 3.1Physical Education: 1.7, 3.3; 4.1, 4.2, 4.3, 4.4; 7.1, 7.3

Grade 5 Health, Safety & Physical Education: 1.2, 1.11, 1.13, 3.10, 6.2Physical Education: 4.1, 7.1, 7.2

Grade 6 Health, Safety & Physical Education: 1.2, 1.11, 1.13, 3.10, 6.2Physical Education: 4.1, 7.1, 7.2

Key Concept: Fitness is essential for good health.

Objective Students will participate in strength, endurance, and flexibility activi-

ties. Students will distinguish between physical activities that improve

strength, endurance, and flexibility.

SourcesCheung L, Dart S, Kalin S, Gortmaker S. 1. Eat Well & Keep Moving, 2nd ed. Human Kinetics. Champaign, IL. 2007. Duyff RL. 2. The Power of Choice. United States Department of Agriculture United States Department of Health and Human Services. Washington DC. 2003.Mills G. 3. Moving with all the Right Bites. Oklahoma Cooperative Extension Service. 2006.Photos by Todd Johnson, Ag Communicatons Services. Thanks to 4. Carson Gedon for posing, and also to Trisha Gedon, Ag Communications Services.

Materials neededResistance exercise bands, classroom set•Large pieces of white paper, 1 for each group of 3 to 4 students•Markers•CD player and CD with fast-paced music. (i.e. – 60’s genre)•Fitness cards•Container(s) for fitness cards •

Background InformationActive living promotes physical, social, and emotional health. There is

also evidence fitness is positively associated with academic performance. To obtain these components of health and achievement, preteens need to participate each day in at least 60 minutes of moderate to vigorous activities. Young adolescents frequently want to feel more energetic, look their best, do

Upper Elementary Physical Activity/Fitness

Revised January 2009

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better in school, perform at higher levels in sports, or have a healthy body weight. However, as preteens approach the teen years activity levels tend to decrease. Helping them identify reasons important to them and setting personal goals for achieving their ambitions may be beneficial in sustaining active lifestyles.

Active living requires physical fitness, which consists of three components – strength, endurance, and flexibility. Physical activity should include all three.

Muscles are masses of elastic, tough tissue found throughout the body. There are three types, each of which has specialized functions.

Skeletal muscles are voluntary muscles that we consciously control. 1. They surround bones and are anchored to them by tendons. Skeletal muscles are responsible for moving the skeleton.Smooth muscles are involuntary muscles in that they do their job 2. without our conscious control. They are found in the walls of organs and blood vessels. They help move food through the digestive system and help blood return to the heart.Cardiac muscle tissue is also an involuntary muscle and very 3. specialized. It is only found in the heart and keeps blood moving through the circulatory system.

Strength fitness is especially important for skeletal muscles. Strengthening exercises make muscles work harder than they are used to working. This is called overloading. The muscles must be challenged to lift something heavier, go further or faster than they usually do. Examples of exercises that improve strength are sit-ups, curl-ups, push-ups, squats and climbing. Strength fitness is important for activities such as bike riding, skating, and sports in which you throw or hit a ball.

Endurance fitness is the ability of muscles to work continuously over a period of time. Endurance is increased when physical activity is frequent, intense and has long duration time without stopping. (The acronym FIT can be used to remember frequency, intensity and time.) This type of activity is frequently called aerobic or “cardio” exercise because it requires us to breath hard to increase oxygen intake. It is beneficial to the cardiac (heart) muscle, lungs and blood vessels. When these organs are working efficiently we have more energy. Pacing is important when doing endurance activities. If you can talk during an endurance exercise your pace is about right. If you can sing, the pace needs to be increased; too breathless to do either, slow down. Examples of activities include jumping rope, cycling, jogging, walking, and dancing. Some of the benefits of endurance training are reduced risk for heart disease and high blood pressure, increased efficiency of the lungs, improved mental health and control of healthy body weight.

Flexibility helps prevent injuries and helps muscles move more efficiently. Stretching improves flexibility by stretching muscle fibers and increasing the range of motion of joints. Stretching exercises should be slow, smooth, and held for about 10 seconds. Flexibility is important for all physical activities and for all ages.


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Lesson ProcedurePart 1 – Anchor

Ask students to divide into small groups of three to four students. For 1. better classroom management you may ask the classroom teacher to group the students.

Ask students to brainstorm and list ideas for “Top 5” reasons that are 2. important to them for being physically fit.

Have students share the top one or two ideas. Explore how moving 3. more fits with their goals and dreams.

Part 2 – AddLesson dialogue guide:1.

Ask students to describe a person who is physically fit. Follow by •asking how a person becomes physically fit. Explain being fit includes three components - strength, endurance and flexibility. Each of the fitness components can help students achieve the “Top 5” reasons listed on the posters.Lead students through a series of flexibility, strengthening and •endurance activities. See activity cards. Use as many as time allows. Begin and end with flexibility, using them as a warm up and cool down. As each type of activity is performed share with students why the benefits of each type of activity (flexibility, strength, endurance) and discuss examples of activities that improve the fitness component.

Part 3 – ApplyPlay 1. Fitness Mix Up using the option most appropriate for the learning environment.

Part 4 – Away1. Closing discussion guide.

Ask students to share some of the daily activities they do. •Encourage students to think about carrying groceries, shoveling snow, walking to school, etc. Work together to identify the component of physical fitness each activity develops. For example carrying groceries builds strength and walking to school increases endurance. Ask students to think about what area of fitness they need to •improve and an activity they are willing and able to do to make the improvement. Ask if anyone would like to share their goal.

Additional Resources:American Heart Associationhttp://www.americanheart.org/presenter.jhtml?identifier=3003345



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Activity CardFlexibility/Stretch

Neck StretchLean head to right, then to left. 1. Lean head back, then forward.2. Roll head in clockwise direction. 3.


The WaveLift arms overhead, stretch palms toward ceiling. Hold for 1. 10 seconds.

Stretch to the left then to the right. Hold each position 2. for 10 seconds.

Stretching from the waist, slowly make big circles with 3. hands in the air.


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Toe TouchesStand with feet shoulder width apart.1. Slowly bend and stretch down to with fingers pointed 2. toward toes. Don’t bounce.

Hold for 10 seconds3.


Quad BurnerStand beside and place hand on a desk or chair. 1. Bend the right knee back and grab toes with right hand. 2. Gently pull. Hold for ten seconds.

Repeat with left leg.3.



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Activity CardStrength

Bicep Curl Use a resistant exercise band.

With right foot, stand on one end of band. 1. Grip other end of band with right hand.2. Place elbow on hip or close to body.3. Curl arm toward shoulder.4. Keep waist straight.5. Repeat with left side.6.


Tricep Curl Use a resistant exercise band.

Hold one end of the band in your right hand, place hand 1. over shoulder. Let the band trail down your back.

Reaching from the back grasp the band with your left 2. hand.

Press your right arm forward, and then slowly return.3. Do 5 repetitions.4. Repeat with left side.5.


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Horizontal Arm Pull Use a resistant exercise band.

Grip band with both hands, shoulder width apart.1. Palms should remain facing down.2. Extend arms in front of body about 4” below shoulder 3. level.

Slowly pull arms to side, pinching should blades together.4. Slowly return.5. Relax back muscles between repetitions.6. Do 5 repetitions.7.


Shoulder Shrug Use a resistant exercise band.

Using both feet, stand in the middle of the band1. Grasp end of band in each hand.2. Keep shoulder extended by side and back straight.3. Lift shoulders up (shrug).4. Slowly lower shoulders.5. Do 5 repetitions.6.



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Lateral Raise Use a resistant exercise band.

Stand with feet shoulder width apart.1. Stand on one end of band with right foot. Grip other end 2. of band with right hand.

Place arm at side of body.3. Slowly raise arm to the side and away from body. Keep 4. arm straight and palm down.

Stop at shoulder level.5. Do 5 repetitions.6. Repeat with left side.7.

Activity CardEndurance

Step AerobicsChoose one or combination of the following steps to do while a fast beat music plays for two to 1. three minutes.

Lunge – step forward with one foot and lower body to touch floor with the opposite knee.•

Clap Under – lift knee as high as possible and clap hands under leg. Repeat with other leg.•

Knees to Elbow – lift knee high across body to touch with opposite elbow.•

Do step aerobics at your own pace. Use the “talk/sing” test. If you are breathless and can’t talk, 2. slow down. If you can sing with the music, step up the pace a bit.

Optional – take pulse before and after the aerobic activity. Did your heart rate increase?3.


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MyPyramid Moves (created by Gale Mills)The activity is designed for students to perform moves beside their desk or other small space.

Play a fast beat music for two to three minutes.1. Rotate through the following moves, doing each move for 20 to 30 seconds.2.

Banana Peel – stand with feet shoulder width apart. Touch fingers to head, shoulders, knees •and toes. Bean Hop – hop in place on one foot.•Spilled Milk – run in place.•Broccoli Trees – stretch to the sky on tip-toes•Cereal Circles – hold arms outstretched to sides and move arms in circles.•Fats & Oil Gusher – jumping jacks.•

Do MyPyramid Moves at your own pace. Use the “talk/sing” test. If you are breathless and can’t 3. talk, slow down. If you can sing with the music, step up the pace a bit.Optional – take pulse before and after the aerobic activity. Did your heart rate increase?4.


MyPyramid Scramble (created by Gale Mills)The activity is designed for students to perform moves while rotating through stations in an open space.

Print each of the activities on colored paper corresponding to MyPyramid food groups.1. Place each sign at different stations around an open room.2. Divide the class or group into six groups. Have each group start at a different station.3. Play fast beat music while students rotate (scramble) through the stations every 20 to 30 4. seconds.

Activities:Cereal Circles - Arms outstretched to sides and move arms in circles. Print on orange paper.•Broccoli Trees – Hold arms outstretched over head and stretch arms to sky. Print on green •paper.Banana Peel - Stand with feet shoulder width apart. Touch fingers to head, shoulders, knees, and •toes. Repeat. Print on red paper.Fats & Oil Gusher – Do jumping jacks. Print on yellow paper. (Move fat station around during •rotations to illustrate fats and oils are found in all food groups.)Spilled Milk – Run in place. Print on blue paper.•Bean Hop – Hop 5 times on one foot, then the other. Print on purple paper.•



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Fitness Mix Up Option 1: Game show format Divide students into two teams. Have students take turns being the spokesperson for their team. If they do not want a turn they can defer to the next person on the team.

Place the fitness cards into a container. Team A draws a fitness card and reads it to Team B. The Team B spokesperson identifies the area of fitness the card addresses (strength, endurance or flexibility). For an extra point, Team B can name a benefit of the fitness area or how to improve the area of fitness. If Team B is not able to answer correctly, Team A gets a chance. If Team B answers correctly, they get another turn, not to exceed two draws per turn.

Option 2: Relay Divide students into two teams.

Explain that in the container at the other end of the room are cards with a different activity listed on each. Each activity addresses one type of fitness (strength, endurance or flexibility). In the middle of the room there are three containers, each representing a fitness area.

On the signal, the first person in each line jogs, skips or walks (their choice) to the fitness cards and picks one up. At the middle of the room the card is placed in the appropriate container. When they return the next person goes. Everyone should be moving during the relay; those in line should be marching or jogging in place. Continue until all the cards are used or everyone has had a turn.

Review the choices being sure all the cards are correctly classified.


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Overview of Fitness Components Fitness Component Benefits How to Improve Activities

Strength • Helps muscles move • Make muscles work • Push-ups & resist force more than they are used to • Sit-ups • Perform tasks without tiring • Weight lifting • Improves performance • Climbing in games and sports • Arm curls • Shoulder shrug

Endurance • Improves health of heart, • Frequency (go daily) • Swimming lungs and blood vessels • Intensity (go faster) • Jumping rope • Increases energy • Time (go longer) • Power walking • Dancing • Basketball • Jogging • In-line skating • Ice hockey • Cycling • Running • Soccer • Tennis

Flexibility • Helps prevent injuries • Hold stretches for • Neck stretch • Increases range of motion 10 seconds • The wave • Stretch gently & slowly • Shoulder shrug • Quad burner



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Fitness Cards

swimming jogging

jumping rope

in-line skating

power walking

cycling

dancingplaying ice

hockey

playing basketball

running


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Fitness Cards

Push-ups sit-ups

rock climbing

weight lifting

neck stretch shoulder shrug

quad burner the wave

playing tennis

arm curls



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Fitness Cards

Playing soccer

hiking

gymnastics golfing


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Related Classroom Activities Oklahoma Ag in the Classroom activities corresponding to the Fitness – Mix It Up lesson. Share this information with the classroom teacher. The Ag in the Classroom lessons will extend the nutrition message presented in the Healthy Oklahoma Youth lesson. The lessons correspond with grade appropriate Oklahoma Priority Academic Student Skills (PASS). Books can be made available to students either in the library or in the classroom.

Fitness – Mix It Up Lesson

Ag in the Playing Fields Available at http://www.clover.okstate.edu/fourh/aitc/lessons/upper/drink.pdfSkills: Visual Arts, Language Arts, Math, Social and Science for Grade 4.Objective: Students will learn the many ways agriculture is involved with sports.

Ag in the Outfield Available at http://www.clover.okstate.edu/fourh/aitc/lessons/intermed/outfield.pdfSkills: Language Arts, Math, Social Studies, Visual Arts, Instructional Technology for Grades 4, 5, and 6.Objective: Students wil learn about the many agricultural products used in a baseball game.

Move It! Available at http://www.clover.okstate.edu/fourh/health/moveit.pdfSkills: Physical Education, Math and Language Arts for Grades 4 and 5.Objective: Students will use movement to practice math and spelling.

Extra Reading:Christopher M. The Lucky Baseball Bat. Scholastic. 1991.Herzig AC. The Boonesville Bombers. Viking. 1991.Mochizuki K. Baseball Saved Us. Macmillan. 1995.Slote A. Finding Buck McHenry. Harper Collins. 1995.

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Mix it Up for Fitnessoces.okstate.edu/healthyok/uploaded_files/curriculum...Upper Elementary Physical Activity/Fitness Revised January 2009 3 Mix it Up for Fitness Time needed to teach