Brain + Nervous System +
Muscles = Motor Skills to Motor
Learning
Handouts
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BONE HEALTH
K-5
Activity
Grade: Basic/K-5
Bone Health Tag
Objectives:
Students will identify the
names and location of
bones. Students will perform exercises to strengthen
bones.
Explanation:
Bones can be strengthened through weight-bearing activities. It is
important to understand where the bones are located and how to
strengthen those bones through exercise.
Equipment:
• Cones
• Foam Balls
CCSS:
SL.2
Gr K-3
SL.6
Gr K-5
L.5
Gr K-3
L.6
Gr K-5
Directions:
1. Select three to four taggers and give them a foam ball for tagging.
2. Call out name and location of bone to be tagged.
3. The teacher picks an exercise to be performed that strengthens
the bone when students are tagged.
4. If students are tagged, they perform exercises outside the
boundary lines at designated exercise area.
5. Game is stopped every 45-60 seconds to pick new taggers, new
bone, and new exercise.
6. This game can be played to teach any combination of these
bones and exercises.
7. Activity should last 5-6 minutes.
Femur - Lunges
Humerus - Push-ups
Radius and Ulna - Squat Thrusts
Vertebrae - Front Squats
Assessment:
At end of class, teacher calls out name of bone as students point to
its correct location.
x
BONE HEALTH K-5
© 2003 Focused Fitness All rights reserved.
3.7
Motor Skills Configuration Report
Category:
Locomotor
Standard:
Definition:
Basic motor skills involving a change of position of the feet and/or a change of
direction of the body
Proficiency
Explanation:
1 - Working towards standard with assistance, 2 - Approaching standard, 3 - Meets
standard, 4 - Exceeds standard.
WA 3.2
Proficiency:
3
Locomotor Critical Elements
Name
Definition
Head:
Head is stable, controlled and aligned with the locomotor movement and direction of travel.
Upper
body:
Core is controlled and arm movement patterns are in coordination with lower body according to the locomotor
movement
Lower
body:
Foot placement and leg movement patterns are completed according to the locomotor movement
Rhythm:
Locomotor pattern is characterized by regular reoccurrence while using qualities of time, space, levels, patterns,
distance and direction
Locomotor Descriptors
Skill Name
Critical
Element
Head
Descriptors
• Head is level
• Head is facing direction of travel
• Core is engaged
Upper body
• Arms are extended behind the body in starting position
• Arms are driven upwards to aid in the jump
Jump
Grades: 0 12
• Knees flex in preparation of the jump
Lower body
• Weight placement is on the balls of the feet
• Legs extend and push off the balls of the feet
• Landing occurs on the balls of the feet with knees slightly flexed
• The rhythmic reoccurring pattern consists of preparation, jumping and landing on both feet
Rhythm
• A smooth rhythmic transition occurs with consistent speed, distance and height allowing for
reoccurrence of the jump
nutrition
Key Concept:
Food Groups
Objective:
Students will cooperatively
work together to place
Nutrition Cards in the
correct sections of the
MyPlate Placemat Poster to
create a balanced meal that
includes some healthy oils.
Equipment:
• MyPlate Placemat Posters (1 for each
group)
• Nutrition Cards
• Container for the
Nutrition Cards (called
the “Food Basket”)
• Large Foam Balls
(1 for each group)
• Cones
Toss the Foods
Explanation:
A meal that has all five food groups – including a small amount of healthy
oils – is called a “balanced meal.” A balanced meal will give us a balance of
nutrients. Nutrients are the substances in food that our bodies need in order to
be healthy and strong.
At each meal, if we choose one food from each group plus a small amount of
healthy oils, we will have a varied, healthy and nutritious diet every day.
Directions:
1. Pair up students.
2. Have them find another pair to work with. Then have the pairs line up
behind a cone.
3. Give each team of four students a ball and instruct them to walk and
toss it back and forth (one pair at a time) until they reach their MyPlate
Placemat Poster.
4. If the pair makes it to their MyPlate Placemat Poster without dropping the
ball, they:
• select a Nutrition Card from the Food Basket.
• Place it in the correct category on their plate. Oils may be placed
outside of the plate.
• Run back to the starting point and give the ball to the other pair.
5. If the ball is dropped, the pair goes back to the beginning and gives the
ball to the other pair.
6. When the Food Basket is empty of Nutrition Cards, each team of four
evaluates their collection of cards in order to make as balanced meal a
meal as possible. They need to try to represent all the food groups plus a
small amount of healthy oils, using the MyPlate Placemat Poster as their
guide. It is possible that not all groups will have all the necessary cards.
7. When all the groups are finished, each team shares their meal with the
rest of the class, explaining why it is balanced or not balanced.
Assessment:
After playing the activity, ask students:
• “How did you achieve a balanced meal?
• “Why is it important to eat foods from all five of the food groups?”
Info Cube
= Pair of Students
Info Cube
= Team of Students
= Cones
Info Cube
= MyPlate Placemats
Cube
= FoodInfo
Basket
Info Cube
18
© 2004 Focused Fitness All rights reserved.
Motor Skills Configuration Report
Category:
Locomotor
Standard:
Definition:
Basic motor skills involving a change of position of the feet and/or a change of
direction of the body
Proficiency
Explanation:
1 - Working towards standard with assistance, 2 - Approaching standard, 3 - Meets
standard, 4 - Exceeds standard.
WA 3.2
Proficiency:
3
Locomotor Critical Elements
Name
Definition
Head:
Head is stable, controlled and aligned with the locomotor movement and direction of travel.
Upper
body:
Core is controlled and arm movement patterns are in coordination with lower body according to the locomotor
movement
Lower
body:
Foot placement and leg movement patterns are completed according to the locomotor movement
Rhythm:
Locomotor pattern is characterized by regular reoccurrence while using qualities of time, space, levels, patterns,
distance and direction
Locomotor Descriptors
Skill Name
Critical
Element
Head
Descriptors
• Head is turned slightly toward direction traveled
• Head is in a stable position
• Upper body is leaning forward slightly
Upper body
• Elbows are held at 90 degrees
• Hands are relaxed
Side Slide
Grades: 0 12
• Knees and hips are slightly flexed
Lower body
• Step wide with lead leg in direction of travel
• Bring feet together without crossing or touching
• Repeat movement keeping lead leg constant
Rhythm
• A smooth rhythmic transition occurs with consistent speed and distance allowing for
reoccurrence of the side slide
• As speed increases a wider step is taken