Topic outline

  • General

    fred

    Welcome to Hampstead Central School

    Ms. Ingraham's Physical Education Moodle!

    Physical education at HCS provides an opportunity for students to engage in developmentally appropriate movement challenges. Physical Education provides an environment that promotes cooperation, self-esteem, and personal well being. We align our physical education curriculum with the NH State and National Physical Education Standards as established by the National Association for Sports and Physical Education. Students learn the concepts of physical fitness and lifetime skills to help stay physically fit. We use critical and creative thinking skills within the physical education classes and integrate with the other curriculum areas.

    Students work hard on their motor skill development and are introduced to team sport concepts. We believe, “if you had FUN – you WON!” Students in Kindergarten through grade 4 have physical education twice a week. HCS Physical Education promotes the 5-2-1-0 Healthy NH wellness program. The emphasis is to have children eat 5 fruits and vegetables each day, 2 hours or less of TV and screen time, 1 hour or more of physical activity and 0 or restrict soda or sugar-sweetened drinks – substitute milk and water.

  • Topic 1

    Holiday Jingle Jangle - Dances

    12 Days of Gym Class

    On the 1st day of gym class my coach made me do some arm flapping chicken kinda things
    On the 2nd day of gym class my coach made me do two pulling thumbs (repeat whats above)
    On the 3rd day of gym class my coach made me do three weights for lifting
    On the 4th day of gym class my coach made me do 4 shout outs
    On the 5th day of gym class my coach made me do 5 hula hoops
    On the 6th day of gym class my coach made me do 6 squatting thrusts
    On the 7th day of gym class my coach made me do 7 strokes of swimming
    On the 8th day of gym class my coach made me do 8 ropes for climbing
    On the 9th day of gym class my coach made me do 9 ways of dancing
    On the 10th day of gym class my coach made me do 10 yards of leaping
    On the 11th day of gym class my coach made me do 11 boxing boxing (I think)
    On the 12th day of gym class my coach made me do 12 power punches

    Sit Down Sleigh Ride

    Sitting down clap four times low then clap four times high

    Sway to the right then sway to the left

    Lift hands and say “yee Ha”

    Gallop with hands on knees eight times

    Leaning right with your right thumb up say “Which way” then lean left with your left thumb up “do we go” hands in front palms up “I do not really know”

    Four rings low with your hands then four rings high with your hands

    Repeat

    Deck the Halls

    Grape vine right (step, step behind, step, together clap) then to the left same thing. Making it snow four corners start at right top hand together pushing up, then left top, right bottom, left bottom. Plow the snow away with two rings to the right - repeat on the other side.

    • Topic 3

      BOWLING - Grade 2

      This field trip will enhance both of our Physical Education & Math Curriculum's as we continue to work on math skills, encourage life long physical education activities, good sportsmanship skills and how to work together on a team.

      Why go bowling as a family?
      • Bowling can be played year round and you don’t have to worry about extreme heat or extreme cold
      • Bowling is a professional sport that encourages flexibility, strength and good hand-eye coordination
      • Bowling is a social sport that you can share good conversation and laughter while you play
      • Bowling isn’t just about winning and losing, it is very much about how you play and it’s a lot of fun for kids to play with their parents
      • Bowling can be played your entire life and everyone from the grandparents to the very youngest of children can play
      • Bowling is a great way to teach basic math facts, even with computers there to keep the score
      • Bowling teaches patience, sportsmanship, and how to work with a team
      • Bowling isn’t that expensive overall and you can rent most of your equipment for a small amount
      • Bowling is can burn about 50 calories per game and the average family will play 2 to 3 games per bowling session

      bowling

      • Topic 4

        Grade 2 - COMMUNITY

        In the Grade 2 curriculum integration project your child studied Hampstead Community in their Physical Education, Art, Technology, Music, Guidance, and Ventures. This curriculum integration project allows the students to use multiple intelligences through singing, movement, drawing, discussion and creating other art integration forms. We are all very proud of how hard the students have worked on this presentation!

        This year the grade 2 classes worked on two dances for the Community Show:

        Virginia Reel & We Are We Are Family

        community


        • Topic 5

          jump rope for heart logo

          2014 the students raised $ 3902.00

          2013 the students raised $3669.41

          2012 the students raised $2731.00

          Great job Students!

          • Topic 6

            colo 2013 2Colonial Integration Presentation 2014

            In the Grade 3 curriculum integration project your child studied Colonial times in their Physical Education, Art, Music, and Technology classes. This curriculum integration project allows the students to use multiple intelligences through movement, singing, drawing, discussion and other art integration forms. The children have learned new dances, songs, toys, games, fun facts, culture living, art designs and portraits which has been educational and fun. We are all very proud of how hard the students have worked on this presentation!

            colo 2013 colo 2013 2

             

            • Topic 7

              Grade 4 - Swimming / Water Safety Field Trip

              They went to Cederdale in Haverhill, MA to watch a Water Safety video and have a discussion then the children will swim.

              What the children we learn in the water safety class:

              POOL SAFETY AT HOME

              • If you have a pool at home, install a fence. The fence should be at least four feet high and have a self-closing, self-latching gate that has a locking mechanism beyond a child's reach.
              • Cut overhanging tree limbs and remove chairs or ladders from the pool area to prevent children from climbing over the fence that surrounds the pool.
              • Keep grates and drain covers in good repair and secured in place. Alert your family and guests to stay away from these devices, as the suction from drain outlets can be strong enough to cause entrapment of hair or body parts, which can potentially cause a person to drown.
              • Make sure you know infant and child CPR if you own a pool.

              BE SAFETY SMART WHILE SWIMMING

              • Always have rescue devices, such as life preservers, nearby.
              • Flotation devices, toys and inflatable swimming aids are not safety devices. They are toys and can easily puncture and deflate.
              • Always drain wading pools after children are done playing. Infants can drown in just a few inches of water.
              • Have a telephone nearby and appropriate emergency numbers posted.
              • Remove all toys when you leave the pool. Toys may attract children to the unattended pool.

              Special Thanks to all Parent Volunteers that helped!

              Swim 2013

              • Topic 8

                Running Push up Pull Up

                Physical Fitness Testing - Grade 3 and 4

                Starting in March 2013 the 3rd and 4th grade student will be participating in the Hampstead Central School Physical Fitness Challenge.

                The students will be tested in:

                Curl-Ups (Abdominal Strength)

                Sit & Reach (Flexibilty)

                One Mile Run (Heart & Lung Endurance)

                Pacer Test (Endurance & Speed)

                Pull-Ups & Push Ups (Upper Body Strength)

                Hampstead Central School has implemented a fitness testing program called Hampstead Physical Fitness Challenge. We have combined elements of the Physical Best and Presidential Physical Fitness programs to create an effective tool for helping students recognize the strengths and weaknesses of their personal fitness. Scores in the Silver range represent adequate to good fitness while scores in the Gold range represent very good to superior fitness. Our hope is to have students strive to reach the Silver level in each component areas (strength, flexibility and endurance). The goal of the overall program is to help students develop the skills, knowledge, attitudes and behaviors that lead to physically active, healthy lifestyles. All results will be sent home at the end of testing.

              • Topic 9

                Physical Education Hampstead Central School K-4

                Curriculum Guideline 1: Engages in a physically active lifestyle K-2: Students will be able to: a. Participate in daily physical activity. b. Identify benefits gained from participation in physical activity. c. List activities that will promote a physically active lifestyle. Grades 3-4: Students will be able to: a. Participate in daily physical activity that promotes health lifestyles based on personal abilities and interests. b. Examine personal reasons and health benefits for participating in physical activity.

                Curriculum Guideline 2: Achieves and maintains a health enhancing level of physical fitness K-2: Students will be able to: a. Participate in aerobic, anaerobic, flexibility and muscular strength and endurance activities. b. Demonstrate the motor skills in the HCS assessment to the best of his/her ability. c. Progress in vigorous activities from shorter periods to longer periods. Grades 3-4: Students will be able to: a. Take part in regular aerobic, anaerobic, flexibility and muscular strength and endurance activities. b. Participate in the HCS formal physical fitness assessment and be able to identify the fitness components where he/she needs to improve. c. Identify health-related fitness components inherent in various activities.

                Curriculum Guideline 3: Demonstrates competency in motor skills and movement patterns, and applies these skills and patterns in a variety of physical activities. K-2: Students will be able to: a. Demonstrate locomotor, non-locomotor, and manipulative skills in a developmentally appropriate form. b. Apply fundamental motor skills in a variety of physical activities. The K-2 units at HCS include: low-organized games, dance and rhythm activities, kicking/soccer, dribbling/basketball, scooters, parachute, jump rope, floor hockey, lacrosse, rackets/striking, and tumbling/gymnastics. 3-4: Students will be able to: a. Demonstrate developmentally mature patterns on a wide variety of locomotor, non-locomotor, and manipulative skills. b. Apply fundamental motor skills in a variety of physical activities and sports. The 3-4 units at HCS include: fitness activities, dance and rhythm activities, soccer, basketball, snow shoeing, team handball, floor hockey, lacrosse, gymnastics, kickball, jump rope, frisbee, volleyball, badminton/paddleball and track. c. Combine fundamental motor skills to develop more complex motor skills.

                Curriculum Guide 4: Demonstrates understanding of movement concepts, principles, and strategies as they apply to the development of motor skills and the learning and performance of physical activities. K-2: Students will be able to: a. Begin to use movement vocabulary and describe some of the elements of motor skills. b. Distinguish differences in time, space, force, flow and direction. c. Use feedback from teacher to improve skill performance and cognitive understanding. 3-4: Students will be able to: a. Use a movement vocabulary when describing motor skill performance. b. Explain the use of movement concepts and elements of more complex skills. c. Use feedback from teachers, peers, and other mediums to improve skill performance and cognitive understanding. d. Transfer concepts learned in other skills and games for new skills and game situations.

                Curriculum Guideline 5: Identifies that physical activity provides opportunities for health enhancement, enjoyment, challenge, self-expression and social interaction. K-2: Students will be able to: a. Identify the value of participation in physical activities. b. Describe what it is like to work appropriately in a group in a movement activity or game. 3-4: Students will be able to: a. Identify the value of participation in physical activities. b. Describe the benefits and challenges of working in a group in a sports activity.

                Curriculum Guideline 6: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. K-2: The students will be able to: a. Accept responsibility for his/her participation in physical activity settings. b. Work cooperatively and productively with a partner or in a small group. c. Identify and follow safety rules for all activities and games. d. Display consideration for others in physical activity settings and resolve conflict in socially acceptable ways. 3-4: The students will be able to: a. Describe responsible behavior in physical activity settings. b. Work productively and respectfully with others to achieve a group goal. c. Identify and apply safety rules for all activities and games. d. Demonstrate an understanding and tolerance for individual differences and resolve conflict in socially acceptable ways.

              • Topic 10

                2014 SNOWSHOEING

                Did you know that you can burn more calories snowshoeing than you can walking, running or cross country skiing at the same pace? For health and fitness benefits, snowshoeing is great for you. It provides a cardio workout while also building strength, agility, balance and endurance. The best part is you get to do it all in the beautiful outdoors!

                Snowshoeing is a great winter fitness activity to keep a person fit during the winter months!

                Here are some pictures of Grades 2, 3, and 4th students snowshoeing!

                snow1snow 5 snow 3snow 2

                SPECIAL THANKS TO ALL THE PARENT VOLUNTEERS THAT CAME INTO HELP! THANK YOU

                • Topic 11

                  gymnasticsgymnastics moving

                  All of Ms. Ingraham's PE classes will be working on Gymnasitics April 13th to April 24th -- 2015.

                  • Topic 12

                    5210

                    "5-2-1-0 Healthy NH" is a statewide public education campaign to bring awareness to the daily guidelines for nutrition and physical activity. Its message is simple and clear and represents some of the most important steps families can take to prevent childhood obesity:

                    5  Fruits and vegetables…more mattersEat fruits and vegetables at least 5 times a day.  Limit 100% fruit juice. 
                    2  Cut screen time to 2 hours or less a day.
                    1  Participate in at least one hour of moderate to vigorous physical activity every day.
                    0  Restrict soda and sugar-sweetened sports and fruit drinks.  Instead, drink water and 3-4 servings/day of fat-free/skim or 1% milk.

                    Below, you'll find resources for doctors, teachers and anyone else in the community to use to promote 5210 Healthy NH and implement the recommendations outlined by the NH Childhood Obesity Expert Panel. All of the materials are free for your use. 

                    http://www.healthynh.com/fhc/initiatives/ch_obesity/5210.php

                    • Topic 13

                      NEW CLIMBING WALL - HCS

                      The NEW Climbing Wall was installed October 3, 2012 and that same day the Central School children were climbing the wall. The funds were provided by the Hampstead Mother’s Club, PTSA, CRA and HCS Physical Education Budget. A special thank you for all that made this project happen for our children.

                      The Traverse climbing wall is an innovative activity that captivates all learners and builds physical, cognitive and social/emotional skills. Physically the students will work upper body strength, cardiovascular endurance, and coordination. Cognitive skill will include communication, problem solving, goals setting, and cross-curricular activities. Lastly the children will work on social/emotional skills on the climbing wall by cooperatively working together toward a common goal, increase self-knowledge,self-awareness, and self-confidence through progressive challenges on the wall and developing perseverance when attempting to improve one’s climbing skills.

                      The climbing wall activities provide meaningful educational opportunities for all HCS students. We are looking forward to encouraging our students to do their best when climbing the traverse wall. The wall also will be used to reinforce classroom teaching through math and language arts. We will be able to integrate these skills by various activities and lessons.

                      Climbing wal wall