Map Making and Directions

In the coming weeks we will introduce maps. This will include explantion of maps, map making, cardinal directions and degrees.
We have already been diagraming the soccer field and black top along with dimensions. Now we will add the element of making it into a map.

Hart Elementary PE Website

http://www1.eboard.com/eboard/servlet/BoardServlet?ACTION=NOTE_SHOW&ACTION_ON=NOTE&OBJECT_ID=2912390&SITE_NAME=jppss&BOARD_NAME=hart&SESSION_ID=d2b6nmjte88u6q5586&TAB_ID=407258

Concrete, Representative, Abstract Strategy Using The Clock

When we teach the students how to read a clock this week we will be using the stratgy of CRA First we will show them how to manipulate the clock using a clock manipulative(concrete). Next we will have the kids draw a clock(representative) and last we will have the students tell time on a regular clock(abstract).

Use of the scale, clock, tape measure and thermomter

This week we have focused on reading the scale, clock, tape measure and thermometer. We focus on reading the number on the scale including the decimal. We practice counting by two's on the thermometer. We practice counting by 5's on the clock. On the tape measure we practice how to read the inches and feet and how to convert inches to feet and feet to yards.
We tie into what is a half when we are performing agility drills. We ask the students how far is halfway, a quarter, 3 quarters, etc. Next is to tie that in with the decimal system. We also need to ask the students to estimate how far in feet is halfway, etc.

Gravity, Potential and Kinetic Energy

We have been talking about gravity for the last couple of weeks. This week we used the standing long jump and the running long jump to demonstrate gravity, momentum, potential and kinetic energy. We started with showing the students how to perform the standing long jump. This is where we introduced potential energy-when the jumper was flexed and ready this is kinetic and when the jumper actually jumps is where the kinetic energy is released. We had a person to act as marker. That person used a baton to mark where the jumper's heel landed. We then asked the question,"How do we know how far the jumper went?" We then introduced the tape measure. We showed the students how to read the tape measure. The first day of measuring we rounded the number to the nearest foot. We then started using inches and then using feet and inches for the upper grades. We repeated this process for the running long jump. The students were able to get a running start of 10 yeards. We asked hot questions such as,"When will we be able to jump further? With standing or running?" This is where we introduced momentum.
The upper grade students had to provide the average of the 3 jumps. The division had to be checked by multiplication.

Gravity- Vertical Jump and Standing Broad Jump

This week we talked about gravity and it's effect on the vertical and broad jump. We began with a demonstration of gravity using a large object(a basketball) and a small object(rock). We demonstrated how gravity pulls on large and small objects the same. We introduced Newton's 1st law of motion and talked about how gravity pulls us down. We talked about using the scale to measure how much gravity is pulling us down to the earth. We then talked about how we can overcome gravity by using our muscles and then we could measure that using the vertical jump.
We reviewed how to read a ruler and scale. We used both yard and meter stick. This week we rounded our numbers to the nearest inch. Next week we will round to the nearest half inch. On the scale we rounded to the nearest pound.
We demonstrated how to perform the vertical jump test. We then let the students perform the test on each other. They were instructed to get 3 vertical jump measurements. Their journal entries had to include inches, cm's. Their weight entry must include pounds.
We then introduced the standing broad jump. We instructed the students on how to perform the jump correctly and how to measure the distance. Their journal entry had to include 3 jump measurements and their weight.

Questions For Students Weeks 1-2

Math


Estimation using miles biked a week. 12 miles mon, 17 miles wed, 18 miles friday. Estimate miles for the week.

Use rounding when averaging up push ups. Can't have r2 push ups round down to nearest whole number.

Associative property question. We ran 2 miles a day for 4 weeks. How many for 6 months? 2x6x4= (2x6)=12x4=48 must show work

Division 20 students, 4 teams. How many on each?

Estimation problems perimeter estimation. Perimeter of grass and blacktop. Round up and down.

Science

Measure length- blacktop, field

Measure mass- have students weigh themselves

Measure volume- ?

Measure time and distance- 25 yard dash(we need stop watches)

Measure temp- shade vs sun vs blacktop

States of matter and effect of temp on that matter. Sit and reach cold muscle and warmed up muscle.

Using Fantasy Football To Learn About Math

This week we are starting a fantasy football league. The goal is to teach the students about math skills and to use the numbers in a rational way to help them make decisions. We will be discussing how to identify the trends of the players and evaluating player performance. This will be a precursor to learning about the stock market.

Fitness Bucks

Students will receive fitness bucks for completing homework and classwork. Denominations will be in  pennies, nickles, quarters and dollars. Students will be able to choose what to purchase such as toys, free days, healthy snacks, etc. More to come....

Find The Square Footage Of The Blacktop

Today's journal entry and ticket to play was to find the square footage for the blacktop. Students were given the dimensions of the blacktop. Students have to show work.
Next we will figure out how many gallons of black paint to repaint the black surface. From the Home Depot calculator 1 gallon of paint covers 350 square feet of surface.

How Many Laps Equals A Mile?

This week we asked the question, "How far are we jogging when we do laps around the field?" First I asked the students to find out how many feet in 1 mile? The next day we measured the perimeter of the field. We now know that one lap = 550 feet. We then asked the question how many laps would we have to complete to equal one mile. On our field the answer is 9.6 rounded up to 10 laps. For grades 2-5 we are asking the students to give us the total feet traveled if we complete x amount of laps. Grades 2-3 the students are using addition. Grades 4-5 are using multiplication.

Using Pedometers

We have introduced pedometers for grades 2-5. Our peds only show number of steps. We showed the students how to attach the peds to either their hip or their shoe. We then logged the steps after warm ups, after running drills and after they completed their sport play. For the upper grades, 4th and 5th, we will compare number of steps after 6 minutes of each- warm ups, running and sport playing to compare/contrast which type of exercise yields more steps. In the coming weeks we will convert steps to feet and feet to miles. We will compare how many steps a student takes compared with a classroom teacher, office worker and PE teacher.

Baseball Instructional videos

http://www.baseballrox.com/

Numbers in Baseball

Statistics-Today we figured out winning percentage for baseball pitchers and football quarterbacks. The formula is games won divided by total games

Diagrams- Today we looked at the dimensions of major league ball parks. Distance to center field, left, right.

Design and Build a Baseball Diamond

Today we had the students go through the process of designing and building a baseball diamond. First we started with a plan. We had the students copy a sketch of a baseball diamond including the dimensions of 30 feet to each base. Next we used a tape measure to put the bases in the proper place. We also showed them how far it is for a professional base path of 90 feet. The next day i asked them if a batter got a hit and ran from home to 2nd base, how far did he run? If a person got a home run how many feet did he run? We talked about using addition and multiplication to figure out the answer.

Describe Gravity and It's Effects On the Human Body

Today we will begin a disscussion on gravity with newton's 3 laws of  motion.
View science.discovery.com site http://science.discovery.com/interactives/literacy/newton/newton.html .
We will use Pe apparatus to prove these laws.