Sometimes we just need a little help!

Ms. Allmaras’ 5th grade introduced the rock wall to kindergarten today! Sometimes having someone there with you makes new things seem less scary. 5th grade gave step by step instructions for the kinder, decision making is a skill we will be working on! Thanks 5th grade, way to be brave kinder!

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Second grade learns how to play P-I-G!

With just one demonstration, second graders were able to dual a partner in a friendly game of P-I-G! The support, high fives and “nice shot” were prevalent all over the gym during second grade classes! It is a wonderful thing to see students apply our citizenship matrix in activities, especially when they are paired with a random partner! Way to make your teacher proud second grade!:)

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Student comments on No Dribble Basketball!

We applied our jump stop, pivot, passing, shooting and cooperation to a game of no dribble basketball! The older kids loved playing on the lowered rims! Our shot percentage went way up! Her is one class’ take on the game!

“This activity makes you sweat really bad, but it is fun!”- Anthony
“This is one of the best cardio activities I’ve ever done!”- Josue
“Great to do with friends any day!”- Sidney
“Awesome and fun cardio activity!”- Kimberly
“So awesome!”- Austin
“Fun and good for you!”- Kyle
“Fun way to have a competition!”- Adianna
“Fun to do with friends!”- Ashlyn
“Great way to be active and have fun!”- Burkley
“Awesome cardio activity, Mrs. Adams rocks!”- Gisselle
“I loved it! A great cardio game!”- Natalia
“Very fun activity to play.”- Dayna
“It is fun.” -Sam
“Very fun activity!”- Kiera

And finally….

“Fun, awesome, insane!”- Spencer

I think I will keep this activity on speed dial when we are needing a quick cardio activity!
Thanks for all of your wonderful comments!

Slam Dunk!

Bouncing balls…oh how I love the sound of basketballs bouncing on the gym floor!

For the last 3 weeks we have been working our way through basketball skills!

Dribbling- finger pads push! We have worked each and every class to improve our dribbling, even challenging our mind and bodies with dribbling between our legs and behind our backs and our cross over dribble!

Jumps top with a pivot.

Shooting-B.E.E.F Balance, Eyes, Elbow, Follow through.
We start each shot with a jump stop, knees flexed, elbow in, eyes on basket, jump, with arm extension and follow through, “hand in the cookie jar!

Chest Passing- eye contact with partner, step toward target, arms extend together, thumbs down on release, ball snaps there!

P-I -G: shooting game. (H-O-R-S-E) our focus is on using proper shooting form and cooperation skills. Students have done a fabulous job!

Next week: NO DRIBBLE BASKETBALL!! Stay tuned!20131108-125508.jpg

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Math in the Middle

“Math in the middle” -an obstacle course combining basketball stations, fitness stations and math stations! The math in the middle refers to the center basketball circle where a variety of math stations have been set up on the inside of the circle.
Students are given a partner. One of the partners is doing the activity station while the other partner is doing math in the middle. At math in the middle students will be holding themselves in plank position while completing a math station.
Math stations include: setting time on clocks, math puzzles, creating the place value line, rolling dice and using math manipulatives to find the answer, math mats and flash cards. Flash cards were either addition or multiplication! Holding plank position while completing the math stations was found to be an intense muscular strength and endurance activity. The photos below will help clarify what each math activity is!

The activity stations around the gym included, dribbling through cones, log rolling or cartwheels down the mats, ball handling, basketball shooting, jump rope and pull ups!

The activity provided an opportunity for teamwork, following directions, responsibility and hard work!
Check out the photos and a pop in special guest!!
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5th grade mentors!

Miss Allmaras’ class rocked it today with kindergarten. They took them through various stations and introduced skills, while working on numbers 0-9! The obstacle course was called math in the middle. After completing a station the 5th grader worked on number recognition from 0-9. What a difference a little one on one help can do! Thank you fifth grade for being such amazing mentors and teachers!

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Respiration Relay

res·pi·ra·tion (r s p -r sh n). n. 1. a. The act or process of inhaling and exhaling

This week students have been simulating this process with the use of PE equipment. The equipment represents different parts of the process and the students have the opportunity to become a specific part of the process.

Students are broken into groups of 3. One student begins at a cone (lungs). They sit on a scooter (red blood cell) and pretend to be an oxygen. The other two students in the group are at the mat (muscle). One partner is doing sit ups, replicating a muscle working, the other partner is holding their feet, the oxygen needed to perform the task. The red blood cell arrives with the oxygen and a simple rotation occurs within the muscle. The oxygen becomes the foot holder, the previous foot holder becomes the working muscle and the working muscle is now carbon dioxide on the scooter returning to the lungs. Once at the lungs we talk about exhaling. The student does 5 jumping jacks and then sets out back to the working muscle.

The first 3-5 minutes we are simulating a muscle working as the body is taking a walk in the park, level 2 intensity. The students all agree that it was easy to do keep complete the activity and the oxygen was able to keep up with the muscles demands.

The next 5-8 minutes we simulate a muscle working as the body is jogging in the park, level 3 intensity. The muscle is doing the sit ups faster and the oxygen and carbon dioxide are expected to also work faster, as the heart is beating faster and the oxygen demand is higher. Students informed me it was much more difficult to keep up with the muscles demands but they could do it.

The last 8-10 minutes we simulated a muscle working as the body was doing the PACER test during PE, level 4 intensity. The muscle now had to do a plank hold, while the foot holder had to do high knees jog in place. The oxygen/carbon dioxide exchange had to do 15 jumping jacks now, creating a longer time between exchanges at the muscle. ALL students said keeping up with the oxygen demand at the muscle was extremely difficult. You could actually hear the muscles calling out to their peers, “HURRY, HURRY”!!

We discussed each scenario and how what they experienced was what the muscle experiences at each intensity level. It was fun to watch them grasp that they were re-enacting what was actually happening in their own bodies at the very moment we were discussing it!

WHAT A FABULOUS MOMENT!!
CHECK OUT THE PICTURES!!!

Oxygen traveling in the blood

Oxygen traveling in the blood


Oxygen arriving at the working muscle

Oxygen arriving at the working muscle


The exchange within the muscle- oxygen and carbon dioxide

The exchange within the muscle- oxygen and carbon dioxide


The carbon dioxide traveling back to the lungs

The carbon dioxide traveling back to the lungs


The carbon dioxide has been exhaled and the oxygen is beginning the return from the lungs to the muscle

The carbon dioxide has been exhaled and the oxygen is beginning the return from the lungs to the muscle