Unit One: Fab 5 Comes Alive • Day One
Introducing the Fab 5 Characters
Introduction
Objective:
Students will be able
to identify each
Fab 5 character and
the component of
fitness they represent.
Equipment:
• Posters of all the
Fab 5 Characters
Explanation:
The five components of fitness are important for physical
health. Maintaining healthy levels of fitness for each
component helps a person live a healthy and productive
life. Explain to the students they are going to be meeting
5 new friends who will help them understand how their
bodies work and ways they can improve their fitness.
Directions:
1. Show the picture of Cardio Kid. Explain his component of fitness
is cardiorespiratory endurance, which involves the heart and lungs
working together. An example of a cardiorespiratory activity would
be running.
2. Show the picture of Max and Maddy. Tell the students they are twins
and explain their components of fitness are similar because they
both focus on the body’s muscles. Max represents strength and
Maddy represents endurance. An example of a muscular strength
activity would be lifting a heavy back pack and muscular endurance
would be carrying the heavy back pack.
3. Show the picture of Flexy. Explain her component of fitness is
flexibility, which is required for every day movements. An example of
flexibility would be new hurdler’s stretch.
4. Show the picture of B.C. Explain his component of fitness is body
composition, which is the balance between energy in and energy
out. An example of a body composition activity would be any
physical activity combined with nutrition.
5. Refer back to the posters/characters throughout the lesson focus.
Assessment:
Point to each one of the characters and ask the students to name which
component of fitness they represent and give an example of an activity
that helps improve that component.
Physical Activity
Program
© 2009 Focused Fitness All rights reserved.
3
FAB 5 PHYSICAL ACTIVITY PROGRAM
Fab 5
Unit One: Fab 5 Comes Alive • Day Two
Relay for Fitness
Wrap Up/Cool
Down
Objective:
Students will be able to
explain the importance
and purpose of each of
the five components of
fitness as they perform
a variety of locomotor
skills and work in
groups to discuss
and review the five
components of fitness.
Equipment:
• 5 Hula Hoops
• Whiteboard or
Chalkboard
• Relay for Fitness
Cards
Explanation:
Five components of fitness are important to overall physical
health. Each of the components has a specific purpose and
health benefit. Maintaining healthy levels of fitness for each of
the components helps a person live a healthy, active life.
Activity
Directions:
1. Write 10 different locomotor skills (skip, leap, run, slide, gallop, walk,
march, jog, grapevine, jump) on board and number them 1-10.
2. Place 1 set of Relay for Fitness Cards in each of the 5 hula hoops.
3. Divide class into 5 equal teams; groups represent the five
components of fitness.
4. Students line up in teams at one end of the gym with hula hoops at
the opposite end across from each team.
5. Each of the five hula hoops has the index card set for one of the five
components of fitness.
6. On “go” students in each team will perform the first locomotor skill
from the board across the gym to the hula hoop, pick up one of the
index cards and return to the start.
7. The next student will perform the second locomotor skill across the
gym and pick up another card.
8. Process continues until all locomotor skills are performed and each
team has gathered all of the cards in their hula hoop.
9. Students work together with their teammates to put the letters
together to spell out one of the five components of fitness and work
to come up with an explanation.
Assessment:
One person from each team writes their component of fitness on the
board. Teacher asks the class to explain the importance of each of the
five components and give example of exercises that address each component as the teacher lists them under each heading.
Physical Activity
© Focused Fitness All rights reserved.
Program
15
FAB 5 PHYSICAL ACTIVITY PROGRAM
Fab 5
Unit Two: Improving Your Fitness & Health With the Fab 5 • Day Ten
Fitness Corners
Explanation:
Did you know that when we warm up we are also helping to
improve in all areas of the components of fitness?
Warm-Up
Objective:
Students will improve
in all areas of the
components of fitness.
Equipment:
• Activity Cards
(Teacher Choice)
• 4 Cones
Directions:
Activity
1. Divide students into four groups.
2. Assign each group to a cone.
3. Each cone will have a laminated activity card attached to it.
4. On the signal “Go”, students will look at the activity card and then perform
the exercise. Students need to do the required amount of reps that the
teacher says.
5. The cones are placed on the inside of the boundary lines. Instruct students to perform the exercises on the inside of the boundary lines as well.
6. Instruct students to exercise at their own pace. After they finish their required reps, they are to run clockwise on the outside of the boundary line
to the next cone.
7. Instruct students to keep exercising until the signal, “freeze”.
8. Warm-Up will continue until at least two rounds have been completed.
*** Fitness Corners warm-up can be taught using any exercise. It is a good idea
to alternate cardio with muscular strength or muscular endurance exercises. For
example: push-ups, mountain climbers, crunches and jumping jacks.
Assessment-Reflective Questions:
When we do push-ups what component of fitness are we improving? Jumping Jacks?
Diagram:
= Laminated Activity Card
=Cone
Fab 5
Physical Activity
Program
© Focused Fitness All rights reserved.
63
FAB 5 PHYSICAL ACTIVITY PROGRAM
= Students
Gorilla Dance:
Stand with your feet shoulder width apart and knees
slightly bent
Exhale and lean forward letting your arms hang down like
a gorilla
Hop and shift weight to your right leg while lifting your left
leg to the side and simultaneously swinging your arms to the left
Hop and shift weight to your left leg while lifting your right leg to the side
and simultaneously swinging your arms to the right
Speed up the steps alternating sides, like a pendulum
........................................ Brain Boost with Cardio Kid
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Mirror Memory:
Find a partner and stand facing each other
The person who is shorter goes first and does a movement
The second person will mimic the movement and add
another movement
Continue alternating and adding movements until signaled to stop
If a partner forgets or skips a movement, begin the process again
.............................................. Brain Balance with B.C.
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Touchdown Stretch:
While sitting or standing, inhale and raise arms
straight above your head with palms facing each other
Hold the stretch for 3-5 seconds
Place your palms together, exhale and lean to your right side
Hold the stretch for 3-5 seconds
Inhale and return to starting position
Repeat steps leaning to left side
..............................................Mental Mojo with Flexy
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Fab 5 Classroom Activity Breaks
Classroom Activity Breaks provide brain-activating movements,
rhythms, aerobic and muscular strengthening exercises to stimulate
and prepare students to transition to their next
classroom lesson.
Fab 5
Classroom
Activity Break
Classroom Activity Breaks:
From Moving to Learning
Classroom Activity Breaks:
Boost Your Brain Moves
Commotion Motion
Participation in Recreation
The Classroom Activity Break provides brain
Rev up for Reading
activating
movements, rhythms, aerobic and
Warming Up with the
muscular
to stimulate
Write Movesstrengthening exercises
All the Right Foods With All
the Right Moves
andMaxed
prepare
to transition
to their next
Out Mathstudents
Moves
Spell Your Way to Fitness
Ready, Set, Activateclassroom lesson.
n.
Activities are:
Boogie Your Bones and
Move Your Muscles
Rev Up for Reading
OOM
SSR
CLA
K
REA
YB
VIT
I
T
AC
Warming Up with the
www.focusedfitness.org
Write Moves
(509) 327-3181
Unit One • Exercise Your Brain, Getting Started • Day Two
Lesson Focus One
Grade: Pre K-2
Objectives:
Students will
understand safe
spacing in a circular
formation.
EXERCISE YOUR BRAIN, GETTING STARTED
Students will be able
to perform the basic
crossing the midline
exercises (possibly
with support)
following a rhythmic
pattern.
Crossing the Midline – Brain
Exercises
“I Can” Statement:
I can show I know opposite.
Equipment: no equipment is needed
Activity
Explanation: Your muscles and your brain work together to help you
perform a task correctly. Slowing your body down and thinking about
what you are doing helps you learn the task more quickly.
Directions:
1. Remind students about safe spacing. Have them put their toes on
the curved line of the center circle and then take 3 big steps back.
2. Review the “Ready Position” with their feet spread shoulder width
apart and their arms stretched out wide to the side. They should
return to this position after every repetition.
3. Do 10 repetitions of each of the following exercises. (See
Resource CD for descriptions of exercises.) Use a slow controlled
rhythm that emphasizes the act of crossing the midline. The goal
is to stay with the teacher. Count the repetitions by saying, “ready,
1, ready, 2, ready, 3, ready, 4…”
a. Toe Touches
b. Knee Taps
c. Standing Opposites Crunches (SOCs for short)
4. Tell students they are going to learn two new brain exercises.
Remind student that they should slow down and train their brains.
Do exercises using a slow controlled rhythm.
e. Toe Points – Begin at the “Ready Position”. Lift your left leg
keeping your leg straight and pointing your toe. Using your
right hand cross your body (turning slightly at the waist) and
point to your left toe. Return to the “Ready Position”. Now
raise your right leg keeping your leg straight and pointing your
toe. Using your left hand cross your body (turning slightly at
the waist) and point to your right toe. Do ten repetitions.
f. Soft Crab Kicks – Students sit on their bottoms, feet flat,
knees bent, and leaning back with their hands on the floor
behind them. Have students lift their bottoms off of the ground
so they are in a crab position (or reversed push-up position).
With their bottoms off of the ground, students lift their left leg
slowly up and out so that their leg is straight. Using their right
hand they point to their left toe while maintaining balance.
Using a slow, controlled motion students gently put their foot
back on the floor. Students should be encouraged to set their
foot down without making a sound and should also concentrate
on keeping their bottoms off of the floor. Repeat with the other
leg. Do ten repetitions.
5. On “Go,” students return to sitting on the center circle.
Fab 5
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continued…
Early Learner Fitness
Unit One • Exercise Your Brain, Getting Started • Day Two
Crossing the Midline – Brain Exercises (continued)
Variations/Teaching Tips:
1. Language is important during the crossing the midline exercises. Stress the phrases “opposite” and “slow down and train your brain” as you are introducing the exercises as well
as when doing them.
2. Some students may be unable to cross their midline without physical assistance and
modeling by an adult. Do not let them practice the exercises wrong. If they cannot perform the movement they should be corrected to ensure proper brain development.
3. When doing Soft Crab Kicks students should work up to lifting their leg and opposite arm
at the same time while pointing their hand across their body towards their foot. You may
want to start by simply having them lift their legs.
4. Crossing the midline exercises can be performed in the classroom around a carpet or in
an area large enough to provide safe spacing.
5. To stress academic concepts counting from one to ten can be varied. Counting starting
from a different number, counting backwards, skip counting or counting in a different
language are examples of different academic concepts that can be reinforced during
crossing the midline exercises.
Reflective Questions:
• What could happen if you didn’t have safe spacing during crossing the midline exercises?
• How did slowing down help you during the crossing the midline exercises?
• How does slowing down help train your brain to learn and practice a new skill?
Diagram:
TOE POINTS:
Ready
Ready
Right
Left
Ready
Right
SOFT CRAB KICKS:
Ready
Fab 5
Early Learner Fitness
17
EXERCISE YOUR BRAIN, GETTING STARTED
Left
Unit Two • Big Movements for Big Improvements, Moving Towards Stations • Day Seven
Sight Word Circle
Lesson Focus Four
Grade: Pre K-2
Objectives:
Students will be able
to move in a circular
pattern using a two
feet jump.
Students will
understand the safety
and performance
expectations when
doing the Sight Word
Circle.
“I Can” Statements:
• I can do a two feet jump.
• I can move slowly and concentrate while jumping around the Sight Word Circle.
• I can show the definition of Flexibility.
Activity
Word of the Day: Flexibility
Definition in Motion: Flexibility is bending (bend down at the waist),
twisting (twist body from the waist left to right and then back), and
stretching (stretch both arms up in the air as high as they will go).
Equipment:
• Poly spots
Explanation: When your brain and your body are asked to do two
separate skills your brain is challenged! By doing two tasks at once
you will learn both tasks quicker and they will both become automatic.
Variations/Teaching Tips:
1. This station is name Sight Word Circle because during subsequent
lessons sight word cards will be added. To begin, you will just want
to teah the routine and ensure all students can do a two feet jump.
2. Some students may not be able to do a two feet jump and focus on
saying the colors of the poly spots. If they are unable to focus on
both tasks or do not know their colors, at first have them only focus
on using proper form to do a two feet jump.
3. Students will tend to want to rush around the Sight Word Circle. The
key here is to have them go slowly. Do not let them rush!
Fab 5
Early Learner Fitness
continued…
77
BIG MOVEMENTS FOR BIG IMPROVEMENTS, MOVING TOWARD STATIONS
Directions:
1. Prior to the students coming into the gym, create a circle with multicolored poly spots.
2. Ask the students to sit in front of the circle you have created.
3. Demonstrate using a two feet jump and jumping around the circle.
Model jumping with legs spread apart, feet landing on either side of
the poly spot and saying the color of the poly spot.
4. Instruct the students to practice moving safely around the Sight
Word Cirlce and saying the colors of the poly spots while doing a
two feet jump.
5. Remind the students to go slowly, stop at each poly spot and
concentrate on saying the colors.
6. When the students get to the last poly spot, they exit the Sight Word
Circle and skip back to the end of the line.
7. If time permits have students go through the Sight Word Cirlce two
times.
8. On the signal “Word of the Day”, students return to the center circle.
Unit Two • Big Movements for Big Improvements, Moving Towards Stations • Day Seven
Sight Word Circle (continued)
4. If the circular pattern is too difficult or for younger students, you may want to set the poly
spots up in a line at first.
BIG MOVEMENTS FOR BIG IMPROVEMENTS, MOVING TOWARD STATIONS
Reflective Questions:
• What did you have to do to stay balanced while saying the colors of the poly spots?
• What helped you to do a two feet jump and say the colors of the poly spots at the
same time?
• What made this task hard or easy for you?
Fab 5
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Early Learner Fitness