Physical+Education+for+2nd+Graders

Good Afternoon and Welcome to Physical Education the Online Edition!


 * This Wiki is designed for to help children in the 2nd Grade become more active everyday. Follow these instructions to lead a healthy life at school and at home. Please incorporate all your classmates. If some of the activities are new to you feel free to try them out. The main idea is for you to become more active and still have fun. Make sure to keep track of how you feel throughout the tasks and you will get better everyday.**

**TASK 1:** 1.Clear a wide open space in your classroom to make room for the activity. 2. With you teacher's permission click on the link below titled "Workout for Kids" 3.Try your best to complete all the exercises with the instructor. 4. Write two sentences about what you liked about these exercises. **TASK 2** Make Your Own Workout Video! Using iMovie or Windows Movie Maker record and edit your own work out video to do with your class during gym or rainy days. 1. Double-click on iMovie and wait for it to open. 2.Click on the file and select **New Project** 3. Use your name as the title and if you want, pick a theme, most students like the comic book theme J. 4. Click on the camera icon on the far left to start recording. 5. Drag the new media into your project area to start editing. 6. Edit the footage by selecting the portions you want to remove and pressing "delete" 7.Add voice-overs by each member of your group narrating what exercise you are doing. 8.Add credits slide by clicking the Text button (third from the right) 9. Your project will automatically save for you.
 * [|Workout for Kids!]media type="youtube" key="pWmscIVv8-4" height="315" width="420"**
 * STATE GOAL 19: Acquire movement skills and understand concepts needed to engage in health enhancing physical activitity**
 * Extra option* Ask your teacher to upload your video to YouTube by clicking **Share** and pick the option **YouTube**. **ASK PARENTS PERMISSION IF IT IS OKAY TO SUBMIT!!!** This way you can share it with all your friends at different schools too.
 * STATE GOAL 20: Achieve and maintain a health enhancing level of physical fitness based upon continual self assessment**

**TASK 3** Food Tracker

1.Log on to [|ChooseMyPlate] by clicking this link 2. On the left side under **Tools** click the **Interactive Tools** link 3. Click on the second item in the second row titled **Food Tracker** 4. Click on the link **Assess your food intake** 5. At this point your screen should look like this, if it does not ask your instructor. 6. Click on the link that says [|here] and sign up for an account. (The school has permission :) ) 7. Fill in only the necessary information (username and password), your teacher can help you with this 8. Once you are logged in, enter your **Age, Weight, and Height** 9. Click on the option that says **Proceed to Food Intake** 10. Enter a food item you had for lunch and click on **Search** and enter the serving size and quantity. 11. Pick at least 5 food items that you had today. 12. Click on **Save and Analyze** 13. Click on **Nutrient Intakes** 14. Keep track of your progress for a week on a Google Docs Spread sheet using the example below.

Name: Joe Smith 2nd Grade
 * Date: || Food || Serving || Carbs || Sugar || Protein || Fat ||
 * 10/2/2011 || Bread || 2 || 15g || 88g || 4g || 2g ||
 * || Cheese || 1 || 5g || 5g || 2g || 5g ||
 * || Turkey || 2 || 5g || 5g || 3g || 5g ||
 * || Apple Juice || 1 || 20g || 15g || 2g || 0g ||
 * || Donut || 1 || 200g || 20g || 0g || 15g ||


 * STATE GOAL 22: Understand principals of health promotion and the prevention and treatment of illness and inquiry**

**TASK 4**

1. Using the information you got from the Food Tracker, go to [|Wordle] and make a graphic image of everything you ate that week. 2. Go to Google Docs and write a response about:
 * What you ate the most of and why you think that is so?
 * What healthy foods have you or will you add you your plate?
 * What should you change or keep the same?


 * Rubric: **

for less than half the video. Did not put much effort into the activity. || Participated in more than half of the video. Tried to keep up but stopped after a while. || Participated in majority if not all of the video, maintained activity level throughout the 10 minutes || and credit slide. Did not use transitions/voice over/ or text options. || Followed all steps including an edited video, transitions,text,voiceover having teacher upload to YouTube on school's account. ||
 * Activity/Points || 1-2 points || 3-5 points || 6-8 points || 9-10points ||
 * Task 1: Exercise || Did not participate. || Participated
 * Task 2: Video || Attempted to use iMove to make a video, but did not have a final project. || Used iMovie to record individual workout videos but did not edit and the final project did not flow. || Recorded a video and edited the footage. Used minimum introduction
 * EXTRA CREDIT***
 * Task 3: Food Intake Tracker || Did not enter in items but registered for site. || Registered for site, entered in some items, but had less than 5 items/day for a week. || Registered, entered in food items (5/day for a week) Did not look at analyses for results. || Registered, entered food items, looked at analyses and nutrient intake. Kept track for a week. ||
 * Task 4: Wordle || Did not make image using Wordle. Attempted to write response and looked at others. || Used Wordle, but did not analyse to see which words were bigger than others. || Used Wordle and food tracker information to make an image. Briefly analyzed the graphic in less than a paragraph. Looked at others information but did not comment. || Followed every step including using Wordle and answering the questions in a Google Doc. Looked at classmates' results and commented. ||
 * Total ||  ||   ||   || /40 ||

//** NET-S **//
**1. Creativity and Innovation** Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes b. create original works as a means of personal or group expression c. use models and simulations to explore complex systems and issues d. identify trends and forecast possibilities Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. communicate information and ideas effectively to multiple audiences using a variety of media and formats c. develop cultural understanding and global awareness by engaging with learners of other cultures d. contribute to project teams to produce original works or solve problems **3. Research and Information Fluency** Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. process data and report results **4. Critical Thinking, Problem Solving, and Decision Making** Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation b. plan and manage activities to develop a solution or complete a project c. collect and analyze data to identify solutions and/or make informed decisions d. use multiple processes and diverse perspectives to explore alternative solutions Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. demonstrate personal responsibility for lifelong learning d. exhibit leadership for digital citizenship Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems b. select and use applications effectively and productively c. troubleshoot systems and applications d. transfer current knowledge to learning of new technologies
 * 2. Communication and Collaboration **
 * 5. Digital Citizenship **
 * 6. Technology Operations and Concepts **

From these tasks students learn to be conscious of what they eat and how often they engage in physical activity. While these may have been new for some of the students we feel that it is great to try new things. By learning to be physically active at a young age will help the students become healthier teens and adults. While childhood obesity is on the rise, by being active these children are protecting themselves and their health. By incorporating technology students also become familiar with the World Wide Web.

**Thanks for completing the tasks!**

Resources:

American, G. (2011, September 30). //Usda myplate//. Retrieved from http://www.choosemyplate.gov/ Eugene, P. (2010, March 28). //Kids workout with paul eugene//. Retrieved from http://www.youtube.com/watch?v=pWmscIVv8-4 Feinberg, J. (2009). //Wordle//. Retrieved from http://www.wordle.net/create ISBE. (2011). //Isbe standards//. Retrieved from http://webprod1.isbe.net/schwow/standards.pdf //ISBE Standards//. (2011). Retrieved from http://www.iste.org/standards/nets-for-students.aspx