4th and 5th Grade

CHALLENGE DESCRIPTION

The 4th and 5th grade students will be using a Challenge Based Skill Assessment Program. This is an assessment tool that encourages repetition through motivation.  Students are allowed to work at their own pace with the goal of completing as many challenges as possible in a four day period of time. 

Challenges are created such that one challenge should be ‘simple’.  This will help determine effort and responsibility – as students who do not complete this challenge most likely did not show the effort to get to the station and complete it. One challenge is meant to be extremely difficult so that the students who are talented in the particular unit have something to strive for.  Students are also encouraged to assist their peers if they have already completed the challenges.

The Challenge Based Assessment program is motivating because students can take ownership in which challenges they want to work hardest on to reach success.   Once they do, they begin to learn the value of persistence and are rewarded with a feeling of accomplishment.  On the other hand, the students who are talented in the unit have the opportunity to learn a different life lesson.  They are learning how to be leaders and role models and are intrinsically rewarded by the satisfaction that comes with this.

SOCCER

  • Dribble while weaving in and out of cones – there and back
    • Evaluative criteria – teacher observation, must not lose control of soccer ball
  • 10 consecutive passes with a partner standing 6 yards away – no trapping
    • Evaluative criteria – inform teacher you are starting and count out loud
  • ‘Lift’ the ball five times in a row – hold the soccer ball between the ankles and toss it up in the air and catch it
    • Evaluative criteria – teacher observation – looking for the ball to go into the air before it is caught
  • Score one shot on goal from each of 5 X’s on the floor along the three point line.
    • Evaluative criteria – teacher observation. Students must kick and not just use a slow pass to make the shot.
  • Juggle the soccer ball 5 times without missing
    • Evaluative criteria – teacher observation

VOLLEYING

  • Volley a birdie back and forth with a partner 6 times from a distance of 5 yards
    • Evaluative criteria – inform teacher and count out loud
  • Volley a volleyball, soft tennis ball or a birdie back and forth over the net 6 times in a row – form is not a criteria
    • Evaluative criteria – teacher observation
  • With a partner, bump or set a volleyball ten times in a row using proper technique
    • Evaluative criteria – inform teacher and count out loud
  • Serve a volleyball over a net three times in a row using over hand or underhand serve
    • Evaluative criteria – teacher observation of third serve
  • Volley a soft tennis ball with a racket for 30 seconds while standing inside a circle/hula hoop
    • Evaluative criteria – inform teacher who will maintain control of the timer

JUMPING ROPE

  • Long jump ropes – ten jumps in a row
    • Evaluative criteria – inform teacher and count out loud
  • Short ropes - 100 jumps in a row without stopping or missing
    • Evaluative criteria – stand next to teacher and count out loud
  • Short ropes  - 5 cross overs in a row
    • Evaluative criteria – teacher observation for proper technique
  • Short ropes – two minutes of continuous jumping without stopping or missing
    • Evaluative criteria – teacher controls timer
  • Double Dutch – 5 jumps in a row
    • Evaluative criteria – teacher observation

After every 4 days of challenges, students will be exposed to small sided games involving those skills as well as team building activities.

OUR ROUTINE

The 4th and 5th grade have an established routine in which they come in and independently stretch, they then do a walking warm up until the music starts. At that time, they jog for 3- 5 minutes.  There are higher level thinking questions on the board that students can discuss while jogging. When the music stops, the students proceed to the board to set a goal for themselves for the day. They proceed to the blue circle to independently complete curl ups and push ups and then stand on the black circle for the day's instructions. It is a wonderful 7- 10 minutes!

At the end of the class students check out using Plickers as Exit Slips.

BASKETBALL

  • Ten bounce passes with a partner standing 5 yards away
    • Evaluative criteria – inform teacher and count out loud
  • Dribble while weaving in and out of 8 cones.  Down with the right hand and back with the left.
    • Evaluative criteria – teacher observation – students should not be permitted to walk through the motion slowly
  • Two free throw shots in a row
    • Evaluative criteria – teacher is called to observe the second shot
  • One lay up shot from each side of the basket using proper form
    • Evaluative criteria – after first lay up shot is made, teacher is called to observe the second one to make sure proper form is being used
  • Spin the ball on the finger for 5 seconds
    • Evaluative criteria – teacher observation with timer

FOOTBALL

  • Run through a ‘ladder’ as a football player would (tape a ladder on the floor)
    • Evaluative criteria-teacher observation
  • 15 consecutive passes with a partner standing 8 – 10 yards away
    • Evaluative criteria- after 10 catches, call teacher over to watch last 5
  • Stand in the center of the gym and throw a spiral that hits the backboard
    • Evaluative criteria- teacher observation for contact and spiral
  • Complete 2 partner passes while in motion
    • Evaluative criteria – teacher observation
  • Hit 5 targets on the wall from 5 yards away.  
    • Evaluative criteria – after 3 consecutive boxes are hit, call teacher over to observe hitting the last two consecutively

CLIMBING WALL

  • Perform one cross over step without coming off the wall
    • Evaluative Criteria – teacher observation
  • Climb the entire wall without stepping off
    • Evaluative Criteria – teacher observation
  • Climb through one hula hoop that is attached to the wall
    • Evaluative Criteria – teacher observation
  • Choose a color rock and not use that color the entire length of the wall
    • Evaluative Criteria – partner who acts as a spotter will observe and report completion along with teacher observation
  • Exchange four tennis balls off the four tennis ball ledges while climbing the wall
    • Evaluative Criteria – partner who acts as a spotter will observe and report completion along with teacher observation