2. grade 4 fitness - province of manitoba · 2020. 8. 8. · grade 4: fitness...

Grade 4��

The student will demonstrate the ability to develop and follow a personal fitness planfor lifelong physical activity and well-being.

K-4 Physical Education/Health Education: A Foundation for Implementation

� Muscle Scramble

Have students participate in activities at the following stations.After defining muscular strength and endurance, ask students toidentify those stations that are associated with strength and thoseassociated with endurance.

Stations:

• Scooter Push-Away: Sit on a scooter facing the wall andsee how far you can go with one push.

• Scooter Travel: Push the scooter with legs only.

• Maximum Vertical Jump: Stand with one side to the walland try to jump as high as possible.

• Mexican Jumping Bean: Do as many vertical jumps aspossible in 20 seconds.

• Standing Long Jump: From a stationary position, jump asfar as you can.

• Line Jumping: Jump back and forth over a line for 20seconds.

• Push-ups: Place hands on bathroom scale and perform apush-up.

• Pull-ups: Do as many pull-ups as possible in 20 seconds.

� Create a Workout

Assign a fitness component to groups of students and have themwork at stations to create one or more exercises/activities thatwill serve to develop that specific component. Have studentsparticipate in an active Gallery Walk, rotating among the variousstations to perform the activities, with one group memberstaying back at his or her own station for instruction purposes.Refer students to books, websites, CD-ROMs, and so on, in theirsearch for appropriate fitness exercises/activities. (See GalleryWalk Alternative, Success for All Learners, 6.80.)

� Sport Collage

Have students bring to class pictures of people participating inactivities that require cardiovascular endurance, muscularstrength/endurance, or flexibility. Have groups of students makethree different collages representing the various health-relatedfitness components.

(continued)

SUGGESTIONS FOR INSTRUCTION

Students will...

PRESCRIBED LEARNING OUTCOMES

��K.2.4.A.1 Recognize the health-related fitness components (e.g.,cardiovascular endurance, muscularstrength, muscular endurance,flexibility…).

(continued)

Curricular ConnectionsELA: GLO 1—Explore thoughts, ideas,feelings, and experiences (express ideas,consider others’ ideas, expresspreferences, set goals, developunderstanding, explain opinions, combineideas, extend understanding), GLO 3—Manage ideas and information (usepersonal knowledge, ask questions,contribute to group inquiry, create andfollow a plan, assess sources, accessinformation, make sense of information,organize, record, and evaluate information)

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� Questioning: Fitness ComponentsTeacher: Inventory

Assign the name of a fitness component to each gymnasiumwall: cardiovascular endurance, muscular strength, muscularendurance, and flexibility. Call out an activity or exercise andhave students run to the fitness component that the particularactivity or exercise develops.

Suggested Criterion:

The student

� correctly identifies the component and runs to the correctwall

TEACHER NOTES SUGGESTIONS FOR ASSESSMENT

Grade 4: Fitness Management–Knowledge

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See also “Activities Bingo” on page21 in the Health section of TheCanadian Active Living Challenge:Leader’s Resource Tool Kit, Program 2 (CAHPER/CIRA).

For knowledge-related learningoutcomes, use “active” games tohelp students understand concepts.Use warm-up/cool-down time for“mini-lessons” and “assessmentchecks” for observing understanding.Some quick, efficient ways to assessin an active physical educationsetting are: use of exit slips, thumbs-up and thumbs-down signals, signingan inventory or “I Can” chart, humanopinion lines, and use of self-sticknotes for graphing results.

Health-Related Fitness Components:Introduce, explain, use, and reinforcevocabulary for health-related fitnesscomponents:• Muscular strength—the amount

of force that can be exerted by amuscle or group of muscles in asingle effort.

• Flexibility—the range and easeof movement of a joint (limitedby bone, muscles, ligaments,tendons, and the bone-jointcapsule).

• Muscular endurance—theability of a muscle or group ofmuscles to exert force over anextended period of time withoutincurring fatigue.

• Cardiovascular endurance—theability of the heart, blood vessels,and lungs to provide the workingmuscles with adequate oxygenduring prolonged activity; alsocalled aerobic enduranceor capacity.


(continued)

� The Muscle Circuit

Post exercise/activity cards with a range of repetitions on thegymnasium walls. Have students design a circuit plan with amuscular strength/endurance exercise for the arms, followed byone for the legs, the abdomen, and so on, until all cards areplaced on a plan. Students then use the Think-Pair-Sharestrategy with a partner and, once their plans are approved by theteacher, work together to perform the activities. (See Think-Pair-Share, K–4 ELA, Strategies–15.)

� Rotating Reel

Form groups of four or five students who number their playersone to four or five. Hold up the exercise/activity cards from TheMuscle Circuit above or from Bucket of Fun (learning outcomeS.2.3.A.1a) and have groups decide to which fitness componentit belongs (i.e., cardiovascular endurance, muscular strength,muscular endurance, flexibility). Select a card from Ace (one)through to four or five, and have the player with that numberfrom each group rotate to the next group to discuss their groupanswer regarding the activity card and the fitness component.Hold up another card and repeat the procedure of discussion androtation.

Variation: Hold up pictures of people swimming, cycling,jumping rope, tobogganing, and doing activities around thehouse/apartment or yard.


Students will...


��K.2.4.A.1 (continued)

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When using ranges of repetitions,encourage students to strive for theirpersonal best and to respectindividual differences in growth anddevelopment. Set realistic ranges ofrepetitions, consideringdevelopmental levels. Adaptexercises/activities where necessaryto ensure success for all learners.


� Heart Works

Provide the class with videos, CD-ROMs, books, models,diagrams, and/or pictures of the heart and have students researchthe location, size, and function of the heart. Compare the heartsize and number of heartbeats per minute of different animalhearts.

� My Heart

Provide students with a diagram of a heart. Have them colourthe arteries red (they carry oxygen) and the veins blue (theycarry carbon dioxide).

� Learning Outcome Connections

Have students participate in the physical activities suggested forlearning outcomes S.2.4.A.1a and S.2.4.A.1b. Pose questions fordiscussion (see teacher notes).

� Checkpoint

After students have participated in vigorous activity, have themrecord/write/draw how they felt.

� Prediction

Have students predict their heart rate (and record theirpredictions) for the following activities:

• resting for two minutes

• walking for two minutes

• jogging for two minutes

Have them try the activities and record their actual results.

Effects of Activities on Heart Rate

Prediction Actual Difference

Rest

Walk

Jog

After FiveMinutes


Students will...


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See BLM 4–2: My Heart.

��K.2.3.C.1a � K.2.4.C.1a Showan understanding of the location,size, and function of the heart (e.g.,in the chest area, size of a fist, pumpsblood...).

��K.2.3.C.1b � K.2.4.C.1bIdentify short-term effects ofexercise/physical activity on thebody (e.g., pulse rate increases,shortness of breath, body temperatureincreases, perspiration occurs, fatiguesets in...).

��K.2.4.C.2* Show anunderstanding of the factors (e.g.,planning, regular participation, effort,adequate information, motivation,commitment, regular monitoring…)affecting personal fitnessdevelopment._____* The flower (�) indicates that the learning

outcome could be introduced in this grade.

Curricular ConnectionsELA: GLO 1—Explore thoughts, ideas,feelings, and experiences (express ideas,consider others’ ideas, expresspreferences, set goals, developunderstanding, explain opinions, combineideas, extend understanding)PE/HE: S.2.4.A.1a, S.2.4.A.1b

� Questioning: Learning Outcome ConnectionsGroup Assessment: Inventory

Use a stand-up or hands-up response to statements about theshort- and long-term effects of exercise on the body.



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Refer to learning outcomeK.2.3.C.1a.

Jump Rope for Heart materials areavailable from the Heart and StrokeFoundation of Manitoba.

Questions for Discussion:

Use the following questions fordiscussion as they apply to thedifferent activities:

• What changes occur in your bodyafter activity? Describe them.

• What happens to your heart rateduring and after activity?

• What happens to your bodytemperature while being active?

• How is your rate of breathingaffected during activity?

• Do you feel sweat on your body?

• At what point do your musclesfeel tired?


� Walk after You Run

After students have participated in any of the vigorous aerobicactivities, have them walk a few laps, taking in deep breathsthrough their noses and exhaling through their mouths. Discussthe benefits of cooling down (e.g., decreasing blood flow, heartrate, and body temperature) while performing some slowstretches after the walk.

� Cool-Down Exercises/Stretches

Design exercise/activity cards that students could use as part of acool-down. Include light to moderate activities, as well asflexibility and strength challenges. Post the cards around thegymnasium. Have students rotate from card to card, performingthe activities.

� Concentration

Have students sit down in a personal space in the gymnasium toperform stretching exercises. Select one student to go and sitbehind another student, who then gets up and sits behindsomeone else, and so on, until everyone has had a turn or untilsomeone selects a person who has already had a turn. The objectof the game is for students to concentrate and remember whohas and who has not had a turn. Should a student select someonewho has already had a turn, everyone shouts out,“Concentration!” and the game ends. Remind students to cooloff from their vigorous activities by breathing deeply while theyare sitting on the floor.


Students will...


��K.2.4.C.3 Recognize theimportance of light aerobicactivities and stretching as part ofcool-down following a vigorousactivity (e.g., decrease blood flowand body temperature gradually...).

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� Questioning: Walk after You RunTeacher: Informal Inventory

Ask students the following questions during or after the walk:

• What is an important activity to perform after vigorousactivity?

• Why is a cool-down activity important?

• What types of activities should a cool-down consist of?

Suggested Criterion:

Look for

� number of correct responses



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Cool-down Time:

Cooling down is an essential part ofany exercise session, as is warmingup (see learning outcome K.2.2.C.3).A cool-down activity should lastabout three to five minutes for 30-minute classes in order to allow thebody to recover gently fromvigorous exercise. The best way toenhance flexibility is to stretch afterexercise during the cool-down, sincethe muscles are already warm.

Use assessment strategies such asexit slips, thumbs-up and thumbs-down signals, or human opinionlines as part of a class cool-downactivity.

For cool-down activities, see page103 of Health-Related Fitness forGrades 3 and 4 (Hopper, Fisher, andMunoz). See also Ready-to-Use P.E.Activities for Grades 3–4 (Landy andLandy).


� Goal Setting

Have students review their first-attempt fitness results (seelearning outcome S.2.4.A.3b) and help them to set goals after adiscussion of goal setting (see teacher notes).

� “I Can” Charts

Have students review their “I Can” checklists (see learningoutcome S.2.4.A.3b) to discuss how personal achievement, asindicated on their charts, and positive thinking contribute tosuccess and a sense of enjoyment and self-confidence.

� Strive to Arrive

Have students review their goals and their second-attempt fitnessresults (see learning outcome S.2.4.A.3b) to determine whetherthey have arrived at or achieved their goals and whether theyhave set realistic goals.

Questions for Discussion:

• Were the goals too easy or difficult?

• Did setting specific goals motivate you to reach your target?

• Do you need to adjust your goals up or down?

� Guest Speakers

Invite parents, athletes, or sport/recreation program personnel tospeak to students about the role of activity in their lives and theimportance of setting goals and having a positive attitude anddetermination to reach for a personal best. Have studentscomplete a LAPS activity before the speaker visits the school.(See LAPS Frame, Success for All Learners, 6.54.)

� Guest Performance Groups

Invite cultural dance groups, juggling experts, gymnasts, and/orspecific sport agencies to school to demonstrate and possiblyhave students take part actively in mini-sessions.


Students will...


��K.2.4.C.4 Discuss how settingrealistic goals and developingstrategies (e.g., positive thinking,regular practice, participating withothers...) can contribute to personalachievement (e.g., sense ofenjoyment, self-confidence...).

Curricular ConnectionsELA: GLO 1—Explore thoughts, ideas,feelings, and experiences (express ideas,consider others’ ideas, expresspreferences, set goals, developunderstanding, explain opinions, combineideas, extend understanding)PE/HE: K.5.4.B.1, K.4.4.A.1, K.4.4.A.2a,K.4.4.A.2b., S.4.4.A.1, K.1.4.C.4SS: building community

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� Reflection/Journal Entry: Goal SettingSelf-Assessment: Inventory

Have students write in their journals about their first attempts,what goals they set for themselves, and what improvements theymade in trying to reach those goals. Ask them to indicate howthey feel about setting goals and making improvements.



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Goal-Setting Strategies:

To motivate students maximallytoward positive behaviours andattitudes regarding physical activityand fitness, use the followingstrategies for successful goal setting(AAHPERD, 18–22):

• Involve students in the goal-setting process.

• Focus on improvements relativeto an individual’s pastbehaviour/performance.

• Set specific and measurable goals(e.g., in the 1600-metre run thegoal should be to decrease thetime rather than just to runfaster).

• Set challenging and realistic goals(e.g., the goals should not be soeasy that they do not challengethe student or so hard that theydiscourage the student).

• Write down goals.

• Provide students with strategiesto improve and maintain fitness.

• Support and give feedback aboutprogress toward goals.

• Create exercise stations wherestudents can choose to work onpersonal fitness goals (i.e., goalstations) as a warm-up or classactivity.

• Provide opportunities for periodicassessment.

Students whose initial fitness level islow and who have a long timebetween testing periods to work onfitness have greater potential forimprovement than students whosefitness level is high and who havelittle time to work on fitness.


� Swedish Bench Run (cardiovascular endurance)

Divide the class into four teams and place four benches in theformation shown below, one bench for each team to sit on. Atthe “go” signal, have the first person from each team exit thesquare and run once around the other benches to tap the hand ofthe next team member before safely returning to sit at the end ofthe team line on the inside end of the bench. Continue for aspecified amount of time.

Variations: Have students sit with a partner on the benches andhave them run, one at a time, and tap the hand of the partner.Students may run two or three laps before tagging off. Studentswho are not running may perform a variety of exercises ratherthan sitting (e.g., curl-ups with toes under a bench or push-upswith hands or feet on the bench, depending on fitness levels).

� Mountain Climber

Pair students and place them on the inside of a lap track in thegymnasium. Have one partner run one lap and tag off his or herpartner who also runs one lap. The first runner then runs twolaps, as does the partner. They then each run three laps, then twolaps, and finally one lap, alternating turns.

(continued)

X O X

O X

O X

OX O

X O

X O

X OX O X O X O X O

X O X O X O X O


Students will...


��S.2.4.A.1a Participate regularlyin a variety of purposeful andindividually challenging fitnessactivities that develop health-related and/or skill-related fitnesscomponents (e.g., activities thatincrease heart rate, lung capacity,strength, muscular endurance,flexibility, coordination...).

(continued)

Curricular ConnectionsMA: Patterns and Relations (sorting,graphing, patterns, sequence), Statisticsand Probability (counting, measuring,formulating questions, reading graphs,pictograms, predicting chance), Number(counting, adding with pictures, concept ofhalf)PE/HE: GLO 3—Safety (in all activities)

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� Observation: All ActivitiesTeacher: Participation Rubric

As students participate in physical activities, observe their levelsof participation and keep ongoing records for each term.


Grade 4: Fitness Management–Skills

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Due to the importance and the natureof fitness development, learningexperiences related to this outcomewill be ongoing throughout the year.Assessment also needs to be ongoingto determine how students managetheir fitness in class throughout theyear.

Make appropriate adaptations ormodifications for students withspecial needs or medical conditionsin order to facilitate participation.

Provide alternative activities forstudents who are not able toparticipate fully.

Suggestions for instruction providedin previous grades can be carriedforward and adjusted for Grade 4.Refer to learning outcomesS.2.3.A.1a, S.2.3.A.1b, andK.2.3.C.3.

Provide opportunities for students topractise activities requiringcoordination such as juggling andskipping rope (see learning outcomeS.1.4.B.1), activity games such asContinuous Baseball (see learningoutcome S.1.4.B.2), and recreationalactivities such as cross-countryskiing.

If batons are used in relays insteadof tagging, review safety guidelinesfor baton exchange (e.g., spacing andspeed control to avoid collisions,ways of carrying the baton).

Refer to Appendix I: Glossary fordefinitions of health-related fitnesscomponents.

See BLM G–3: Participation Rubric (Appendix H).


(continued)

� Cross-Country Team Challenges

Provide groups of students with cross-country runningchallenges listed on one sheet of paper.

Example of Team Challenges:

1. Run to the far baseball diamond.

2. Skip to the bicycle racks.

3. Power walk to the slide.

4. Jog around the soccer posts.

Have students predict the time it would take their team tocomplete the challenges. Students work together to cross thefinish line with all team members striving to arrive at theirpredicted times, rather than racing for the fastest time.

Variation: Teams can earn extra points for performing all thechallenges as a team.

� Score Orienteering

Create a map of the school grounds or the area to be used for theorienteering. Mark the map with numbered targets correspondingto the markers set out on the grounds. Each marker has a numberand a symbol. Have partners or small groups each carry a copyof the map and attempt to find all the targets as quickly aspossible. When they find one, they mark the symbol on theirscore sheet next to the correct target number. They return to thestart when they have found all the targets or when the allottedtime is up. Sheets can be scored by numbers found or bydifferent scores for each target, depending on distance ordifficulty. Runners can be timed by sending them out at timedintervals. Providing fun clues on the score sheets can help thesearchers (e.g., north side of the slippery thing that rhymes with“hide”).

Target Example: Score Sheet Example:

(continued)

Orienteering Score Sheet

Names __________________ ____________________

Time In _____ Time Out _____ Actual Time ______

Target Number Symbol

1. clue _______2. clue _______3. clue _______4. clue _______5. etc.

Total Correct _______

3

▼


Students will...


��S.2.4.A.1a (continued)

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Skill-related fitness—refers to theability to perform successfullyduring games and sports (also calledperformance fitness). The skill-related fitness components are:

• agility—“the ability to shift thebody in different directionsquickly and efficiently” (Kirchnerand Fishburne, 701).

• balance—the ability to control orstabilize your equilibrium whilemoving (dynamic balance) orstaying still (static balance).

• coordination—“the ability to useyour eyes and ears to determineand direct the smooth movementof your body” (hands, feet, arms,head, and so on) (Rainey andMurray, 395).

• speed—“the ability to move yourbody or parts of your bodyswiftly” (Rainey and Murray,399).

• power—“the ability of the bodyto apply a maximum muscularcontraction with the quickestpossible speed” (Kirchner andFishburne, 706).

• reaction time—“the ability toreact or respond quickly to whatyou hear, see, or feel” (Raineyand Murray, 398).

Emphasize with students that inorder to improve personal fitness onemust increase the intensity (howhard), duration (how long), orfrequency (how often) of performingthe activity. If one is inactive, themuscles become smaller (atrophy)and lose strength, and breathingbecomes less efficient because thelungs are not forced to expand(refer to learning outcomeK.2.3.B.1).


(continued)

� Partner Challenge (muscular strength/endurance)

Set up a circuit of various muscular strength/endurancechallenge cards (e.g., push-ups, skips, mountain climbing, curl-ups, line touches) around the gymnasium. Have students workwith a partner of similar ability to count the number ofchallenges (e.g., push-ups or skips) they can complete in 30seconds.

Variation: Have students work individually to record theirscores and beat their personal best.

� Gymnastic Routines (flexibility)

Have students participate in gymnastics routines (see learningoutcome S.1.4.D.2).

� Rhythmic Ball Routine

Use a large or small playground ball and slow music todemonstrate a rhythmic ball routine and have students match themovements.

For example, move the ball

• around the neck

• down and back up the arms

• around the waist

• out to the side (stretching the body)

• down and up the legs (without locking the knee joint)

• to the floor and up overhead

• around straddled feet while sitting on the floor

• around toes with legs together while sitting on the floor

� Star Adventure

Have each student stand inside a hoop (space ship) and move inhis or her own path according to the music. Play the theme songfrom a current space movie and have students move accordingly:loud—move quickly; quiet—bend down slowly in the hoop.When the music stops, students can do challenges (e.g., push-ups, curl-ups, stretches, balances, transport skills, gymnasticmovements such as weight transfer, creative movements).


Students will...


��S.2.4.A.1a (continued)

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Fitness for All:

Use strategies such as the followingto accommodate fitness activities forall students, regardless of theirability levels or physicalcharacteristics:

• Allow students to choose anactivity to develop one fitnesscomponent, as well as the numberof repetitions (e.g., 5, 10, 15) ofan exercise.

• Challenge students to performexercises for a set time period(e.g., number of push-ups in 30 seconds, distance covered in10 minutes) instead of setting anumber that may be too hard forsome and too easy for others.

• Provide motivation usingdevelopmentally appropriatefitness progressions. For thedevelopment of upper bodystrength, for example, allowmodified push-ups with kneestouching the floor or a standingpush-up against the wall. As well,the degree of difficulty can beadjusted easily by moving thefeet farther from the wall toincrease the degree of body leanor inclination as the child’s upperbody strength improves.

• Encourage all students byfocusing on individual effort andimprovement, rather than on thesuccess of a few highlyaccomplished students.

• Establish a class atmosphere inwhich praise and groupcooperation is evident formotivating students to achievetheir personal best.

TEACHER NOTES (continued)

Help students work toward maintaining lifelong physicalactivity by providing motivating and varied activities thatdevelop confidence and competency.

Refer to 1999 Pan Am Games: Resource Kit for PhysicalEducation Teachers for general fitness and participationactivities/games from different cultures (e.g., “IndianKickball,” page 26).

Various track and field events provide opportunities forstudents to improve on all aspects of their health-relatedand skill-related fitness.


� 4, 3, 2, 1

Have students set a pace at which they can run/jog/speed walk intheir target heart-rate zones (see teacher notes for learningoutcome S.2.4.A.2) for four continuous minutes, followed by a 30-second to one-minute walk, followed by a three-minutecontinuous run, a 30-second walk, and so on. Provide current,up-tempo music for interest and motivation.

Variation: Start with 3, 2, 1 according to the general enduranceof the class.

� Partner Interval Run

Challenge pairs of students to count the total number of lapsthey run in a specified time period, alternating laps with theirpartner, and have them attempt to improve their own scores inanother session.

� Run Your Grade in Minutes

Have students run/jog/speed walk continuously for four minutes.

Variation: Have students run/jog/speed walk their age in laps(e.g., nine-year-olds run nine laps).

� Fitness Runs

Organize fitness runs (e.g., Run to an Olympic City, Run acrossCanada, Charity Runs) that challenge the class to cover a certaindistance in laps by a certain date.

Students run for a specified amount of time each day and eachperson contributes to the class total of laps/distance. Havestudents record their daily totals and have them assist in themapping of the distances on a large wall map.

� Pick-a-Paper

Make exercise/activity cards and place them upside down in thecentre of the gymnasium. Play a tape with intervals of 15seconds of quiet followed by 30 seconds of music. During thefirst 15 seconds of quiet, have students select one activity card,read it, and return it to its upside-down position. When themusic begins, students perform that activity for the 30 secondsof music. Repeat for a specified period of time. Include someenjoyable, easy tasks, such as the following: “Tell your physicaleducation teacher how much fun gym class is.” “Go get a drinkof water.” “Shake hands with five different people.” “Sit downon a bench.”


Students will...


��S.2.4.A.1b Maintain continuousaerobic activity for a set period oftime, based on functional capacity.

Curricular ConnectionsMA: Patterns and Relations (sorting,graphing, patterns, sequence), Statisticsand Probability (counting, measuring,formulating questions, reading graphs,pictograms, predicting chance), Number(counting, adding with pictures, concept ofhalf)PE/HE: GLO 1—Movement, GLO 3—Safety (in all activities), GLO 4—Personaland Social Management, K.4.4.B.1bSS: building community, cultural diversity

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� Performance Task: All ActivitiesTeacher: Scoring Rubric

Observe students as they participate in the activities. UsingBLM G–8, fill in the names of students in the categorydescribing their performance level. As a timesaver, fill in onlythe names of students achieving a “3” or a “1” during theactivity and add the other names later.



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When doing continuous runs,alternate clockwise and counter-clockwise laps for interest and anklemuscle development.

The fitness management outcomeslink to active living in GLO 5—Healthy Lifestyle Practices. Thereare also links between GLO 1—Movement and GLO 2—FitnessManagement since many of themovement activities can be designedto be more physically active in orderto enhance students’ fitness levels.

Examples:

S.1.4.A.1• Follow the Signs• Relays• Leaping LizardsS.1.4.A.2• Dribble Tag• Soccer TagS.1.4.B.2• Continuous Baseball S.1.4.C.1• ShinnyS.1.4.D.1• Aerobic Routines

Physical Education Methods forClassroom Teachers (HumanKinetics, with Pettifor, 139) suggeststeaching tips for fitnessdevelopment:

• Never use fitness activities aspunishment.

• Don’t overemphasize fitnesstesting.

• Encourage students to set realisticgoals and to celebrate progressand achievement.

• Don’t underemphasize theimportance of self-esteem tolifelong fitness.


• Clarify goals of fitness, check for understanding of whyactivities are done, and relate fitness concepts to everydayexperiences.

• Teach children the difference between initial fatigue andpain that may result in injury.

• Always ensure that environmental conditions are safefor all lessons.

See BLM G–8: Aerobic Capacity Rubric (Appendix H).


� Taking Your Heart Rate

Discuss with students the normal resting heart-rate ranges forchildren in beats per minutes (see teacher notes). Show the classa chart for 10-second counts. Have them determine their own10-second heart rates while resting and after participating inactivities by gently placing the pads of the first two fingers onthe sides of their necks (some students may not be able to feelthis light pulse). Also, have students follow a demonstration ofusing the pads of the first two fingers to feel their pulses neartheir wrists (on the thumb-side of the underside of their wrists).If students are unable to locate their pulses, have themparticipate in a brief physical activity and then take their pulses.

Variations: Have students count their heartbeats for six secondsand multiply by 10 to determine beats per minute and/or havethem count for 30 seconds and multiply by two. If available,have students use pulse sticks or heart-rate monitors todetermine their resting heart rates before exercise. Stethoscopescan also be used as a station activity.

� Heart-Rate Inquiry

Have students work individually or in pairs to answer thefollowing inquiry questions while using heart-rate monitors (ifavailable). Use a class Inquiry Chart to record responses.

Inquiry Questions:

• Which of the following heart rates are most likely to bebelow one hundred beats per minute:

— resting heart rates?

— heart rates during activity?

— heart rates five minutes after activity?

• What do you predict your three heart rates to be?

(See learning outcome K.2.4.C.1b.)

Have students participate in cardiovascular activities (refer tolearning outcomes S.2.4.A.1a and S.2.4.A.1b) to complete theirInquiry Charts. (See Inquiry Chart, K–4 ELA, Strategies–83.)

Variation: Have students chart or graph their heart-rate resultsbefore and after participating in various activities.


Students will...


��S.2.4.A.2 Demonstrate efficientways (e.g., pulse point location andproper finger positions on wrist andneck, use of heart monitors...) todetermine heart rate before andafter exercise.

Curricular ConnectionsMA: Patterns and Relations (sorting,graphing, patterns, sequence), Statisticsand Probability (counting, measuring,formulating questions, reading graphs,pictograms, predicting chance), Number(counting, adding with pictures, concept ofhalf)

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� Learning Log: Heart-Rate InquiryTeacher Inventory

Have students complete heart-rate prediction charts (see learningoutcome K.2.4.C.1b).

Suggested Criteria:

Look for

� completion of chart

� ability to find own heart rate



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Remind students to use their fingersrather than the thumb when takingthe pulse rate since the pulse in thethumb may be strong enough tointerfere with the actual count.

Ten-Second Heart Rates

Typical resting heart rates ofelementary school children arebetween 75 and 95 beats per minuteand that the maximum heart ratefor elementary school children isapproximately 210 to 220 beats perminute (Kirchner and Fishburne,146).

For the general activities of children,a target heart-rate zone of 60% to80% of maximum heart rate has apositive effect on the heart andcirculatory system without being toostrenuous (Kirkpatrick andBirnbaum, 9).

See Appendix I: Glossary forsuggested target heart rates related tomoderate and vigorous activity.

# beats in 10 sec. x 6 = # beats per min.

8=48 13=78 18=108

9=54 14=84 19=114

10=60 15=90 20=120

11=66 16=96 etc.

12=72 17=102


� Fitness Circuit

Set up a fitness circuit that includes exercises or tasks thatchallenge the different health-related fitness components anddifferent muscle groups (e.g. arms, legs, abdominals). Havestudents work in pairs. Partners take turns participating andrecording at each exercise station on cue from the teacher. Havestudents perform the circuit several times throughout a term toset goals and monitor their own progress. Change exercisesperiodically for variety and interest.

Examples of Fitness Tasks or Challenges:

• Record the number of minutes that the heart rate is in thetarget heart-rate zone while jumping rope or running for fiveminutes (cardiovascular endurance).

• Record the maximum number of push-ups, choosing aprogression (e.g., against the wall, with bent knees, withstraight body) for measuring upper body strength andendurance. Perform shoulder stretches before and after self-assessment if waiting to switch stations.

• Record the maximum number of curl-ups that the partnercan do at a specified pace (e.g., rate of 20 curl-ups perminute) for abdominal strength and endurance.

• Perform a shoulder-stretch challenge by raising one arm upand bending it to pat the back. With the other arm, reachdown and behind the back and try to touch the fingers of thefirst hand, which is patting the back. Measure how manycentimetres the hands are apart when fingers of the secondhand attempt to reach the fingers of the first hand. Repeatthe shoulder-stretch challenge, starting with the other hand(checking for flexibility).

� 6-8-10-12 Time Trials

Have students run/jog at a steady pace and count the number oflaps they complete in various minutes, gradually increasing theamount of time each session.

Variations: Have students work in pairs, with one student sittingon the inside of the track counting his or her running partner’slaps. If heart-rate monitors are available, have studentsrun/jog/speed walk in their target heart-rate zones for theduration of the time rather than having them count their numberof laps.


Students will...


��S.2.4.A.3a Determine ownperformance level for health-related fitness components (i.e.,cardiovascular endurance, muscularstrength, muscular endurance,flexibility), using simple tests ortasks (e.g., sit and reach, modifiedcurl-up, 1600-metre run...).

Curricular ConnectionsELA: GLO 3—Manage ideas andinformation (use personal knowledge, askquestions, contribute to group inquiry,create and follow a plan, assess sources,access information, make sense ofinformation, organize, record, and evaluateinformation)MA: Patterns and Relations (sorting,graphing, patterns, sequence), Statisticsand Probability (counting, measuring,formulating questions, reading graphs,pictograms, predicting chance), Number(counting, adding with pictures, concept ofhalf)PE/HE: GLO 4—Personal and SocialManagement (goal setting/planning)

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� Performance Task: Fitness CircuitSelf-Assessment: Rating Scale

Have students complete fitness assessments and determine theirown results or scores. Record student results on a class statussheet.

� Reflection/Journal Entry: All Fitness ActivitiesSelf-Assessment: Inventory

Have students choose a number of exercises or assessment tasksthat measure health-related fitness components. Explain propertechnique, safety precautions, and procedures for each task.Have students practise the exercise or task, perform and assess itto determine their personal best, and set goals for personalimprovement. Ask them to record this information in a journal.



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For assessment guidelines, seeGuidelines for GLO 2—FitnessManagement in the Overview of thisdocument.

A variety of fitness tests or taskshave traditionally been used tomeasure health-related fitnesscomponents. Before choosing afitness-assessment task, check forreliability, validity, developmentalappropriateness, ease ofadministration, and safetyconsiderations. Use fitness testing orassessment as a strategy to helpstudents monitor their own progressand set personal goals rather thanemphasizing the test itself. Focus onfitness management and motivationtoward participation in physicalactivity. Comparing students’ scoresand using extrinsic awards arediscouraged.

The use of individual goal-settingtechniques helps encourage studentsto focus on personal improvementand progress toward achievingpersonal goals rather than oncomparisons. For example,cardiovascular endurance runs basedon time to run rather than distancesto be covered motivate studentstoward achieving fitness. Timing the1600-metre (one mile) run may be asimple task to organize for large-group testing; however, havingeveryone run the same length of timemeans no waiting for slower runnersand less chance of any childrenfeeling embarrassed by theirperformances, as everyone succeedsat his or her own rate. (Refer to theteacher notes for learning outcomesS.2.4.A.1a and S.2.4.A.1b.)


For physical fitness tests for special populations, see page163 of Physical Education for Elementary School Children(Kirchner and Fishburne) and pages 25 and 29 of PhysicalBest Activity Guide (AAHPERD).

See BLM 4–3: Fitness Assessment Results: ClassStatus.


� Record Your Fitness Results

Provide students with charts and/or computers to enter theirfitness results.

Variation: Have students chart their results to notice personalprogress.

� Learning Log Entries

Have students keep a portfolio of their results in variouschallenges suggested for learning outcomes S.2.4.A.3a,S.2.4.A.1a, and S.2.4.A.1b in order to observe improvementsand progress as a source of motivation.

� “I Can” Checklists

Provide students with various health- and skill-related fitnesschallenge checklists and have them record their performancesthroughout the year.


Students will...


��S.2.4.A.3b Record own fitnessresults and physical activityparticipation over a period of time(e.g., beginning, middle, end ofschool year...) for personal progress.

Curricular ConnectionsELA: GLO 3—Manage ideas andinformation (use personal knowledge, askquestions, contribute to group inquiry,create and follow a plan, assess sources,access information, make sense ofinformation, organize, record, and evaluateinformation)MA: Patterns and Relations (sorting,graphing, patterns, sequence), Statisticsand Probability (counting, measuring,formulating questions, reading graphs,pictograms, predicting chance), Number(counting, adding with pictures, concept ofhalf)PE/HE: GLO 5—Healthy LifestylePractices

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� Performance Task: Record Your Fitness ResultsSelf-Assessment: Inventory

Have students complete fitness profile charts to show personalprogress.



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Encourage students to recognizereal-world activities (e.g., going for afamily walk or hike, carryinggroceries or laundry, raking leaves,shovelling snow, walking a dog,delivering papers) as contributors toan active lifestyle. See BLM 4–4: My Personal Fitness Profile.


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Fitness Management Outcomes: Grade 4

��K.2.4.A.1 Recognize the health-related fitnesscomponents (e.g., cardiovascular endurance, muscularstrength, muscular endurance, flexibility...).

��K.2.3.C.1a � Show an understanding of thelocation, size, and function of the heart (e.g., in thechest area, size of a fist, pumps blood...).

��K.2.3.C.1b � Identify short-term effects ofexercise/physical activity on the body (e.g., pulse rateincreases, shortness of breath, body temperatureincreases, perspiration occurs, fatigue sets in...).

��K.2.4.C.3 Recognize the importance of lightaerobic activities and stretching as part of cool-downfollowing a vigorous activity (e.g., decrease blood flowand body temperature gradually...).

��K.2.4.C.4 Discuss how setting realistic goals anddeveloping strategies (e.g., positive thinking, regularpractice, participating with others...) can contribute topersonal achievement (e.g., sense of enjoyment, self-confidence...).

Knowledge

��S.2.4.A.1a Participate regularly in a variety ofpurposeful and individually challenging fitnessactivities that develop health-related and/or skill-related fitness components (e.g., activities that increaseheart rate, lung capacity, strength, muscular endurance,flexibility, coordination...).

��S.2.4.A.1b Maintain continuous aerobic activityfor a set period of time, based on functional capacity.

��S.2.4.A.2 Demonstrate efficient ways (e.g., pulsepoint location and proper finger positions on wrist andneck, use of heart monitors...) to determine heart ratebefore and after exercise.

��S.2.4.A.3a Determine own performance level forhealth-related fitness components (i.e., cardiovascularendurance, muscular strength, muscular endurance,flexibility), using simple tests or tasks (e.g., sit andreach, modified curl-up, 1600-metre run...).

��S.2.4.A.3b Record own fitness results and physicalactivity participation over a period of time (e.g.,beginning, middle, end of school year...) for personalprogress.

1.1 Show a willingness to participate in a variety of physical activities.

1.2 Express enjoyment in a variety of movement experiences.

1.3 Appreciate that time, commitment, and practice are required for skill development.

1.4 Appreciate the aesthetic and athletic values of movement.

1.5 Appreciate and respect diversity while participating in physical activity.

1.6 Appreciate and respect the natural environment while participating in physical activity.

Skills

Attitude Indicators

2. grade 4 fitness - province of manitoba · 2020. 8. 8. · grade 4: fitness...

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