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|Project Title: ||Miles of Movement|
|School Year: ||2008|
|School - District:||Adams Middle - Adams-Cheshire|
|Contact Name:||Robert Mallet|
|Contact Phone:||(413) 743-4756|
|Brief Description of SL Project: |
Sixth grade students demonstrated for and challenged family, friends, community groups, clubs or organizations to be physically active for 30 minutes a day in order to lead a healthier and more active lifestyle. Approximately 20 of my 6th grade students accepted the challenge to find someone in the community to participate in physical activity with them for 30 minutes a day. This challenge lasted for 5 days a week during the month of April. Activities included walking/jogging on a treadmill, riding an exercise bike/elliptical trainer, jumping rope, playing basketball and/or volleyball, stair climbing, mall walking, soccer, tennis or any other activity that requires physical movement. During class, students recorded in a daily log book the person/group with whom they were active and to what extent. A poster contest was held to promote the project as well as a fundraiser to pay for the new equipment.
As part of the Massachusetts Curriculum Frameworks/Comprehensive Health Strands, I am required to get students physically moving and encourage activities that lead to lifetime fitness. Promoting this active lifestyle also meets the Social/emotional strand dealing with mental health and family lifestyles. Not only does our community have a need for a healthier lifestyle but our entire society needs to learn the importance of exercise.
|The Community Need the Project is Meeting:|
An obesity epidemic is plaguing individuals of all ages—and our children in particular. The trend is to turn to computers and televisions for entertainment rather than to activity or play. This Community Service Learning project targeted people of all ages to get active and lead a healthier lifestyle. Students were to challenge anyone in the community, their family, clubs, or organizations to participate in any type of physical exercise with them for 30 minutes a day, 5 days a week. On selected days of the week, students were allowed to invite other students into class to partake. The other days, students were asked to find someone that they think has not exercised lately and to teach the value of a healthy lifestyle.
|Service Component: |
The students provided exercise opportunities and instruction to hundreds of people. The service was to get people active and participating in a healthier lifestyle. These 6th graders found peers, parents, clubs and other various organizations to work with. Approximately 20 students volunteered at least 30 minutes a day for 5 days a week for the month of April. If each child got at least one partner each day we would reach over 200 people. However, on several occasions we did a group activity with the mentor club, teaching staff and other classrooms. This multiplied our impact to involve well over 400 people.
In particular, the following groups made a standing commitment to participate.
--The AMMS band committed to one day a week.
--A computer class committed to one day a week.
--A music class committed to one day a week.
--Wednesday's after school staff members from AMMS accepted the students invitation to participated in a yoga class.
--The 50 members of the AMMS student council were challenged to a volleyball tournament.
--The Mentor group of 35 accepted the challenge to a badminton tournament.
Besides these groups that made a commitment, the students invited their entire families to participate. Students were encouraged to invite family members, grandparents, neighborhood friends or any other group or club to join them.
|Connections with Massachusetts Curriculum Frameworks: |
According to the Massachusetts Comprehensive Health Curriculum Frameworks, I have to provide some type of activity to fulfill the Standard Physical Activity & Fitness. “Students will, by repeated practice, acquire and refine a variety of manipulative, locomotor, and non-locomotor movement skills, and will utilize principles of training and conditioning, will learn biomechanics and exercise physiology, and will apply the concept of wellness to their lives.”
Community and Public Health Strand. “Students will learn the influence of social factors on health and contribution of public health, and will gain skills to promote health and to collaborate with others to facilitate healthy, safe, and supportive communities.”
Curriculum Frameworks, Learning Standards, Activities & Assessment
--Physical Activity and Fitness 2.8, to invite family/groups to exercise 30min/day, Log Book
--Physical Activity and Fitness 2.9, to physically exercise with others each day, Log Book
--Study of Fitness 2.11, teach importance of training and guidelines for immediate and long term fitness, Log Book/Photos
--Study of Fitness 2.12, participate in activities to promote physical fitness, Log Book/Photos/Reflections
English Language Arts:
--Writing 19.9, write your ideas of how activities went and brainstorming of activities for future, written letters
--Organize ideas 23.8, map out a calendar of activities and write out invitations, written invitations
Assessment: As students enter the class on a daily basis, they logged in their activity the previous day. This typically required who did you involve, what activity was performed, how long, and log their pedometer reading. The fact that a student found a new partner was a positive assessment. Graphs were kept as to how many people were involved and the Miles of Movement (MOM).
|How Youth Voice Helps Shape Project:|
For project MOM (Miles of Movement) the students brainstormed as to which classes to invite in on a weekly basis to join them for physical activity. Some chose a particular class because they felt that class had a greater need to be engaged in physical activity, whereas others voted for a class where their friends were. The students also came up with the idea of challenging the student council to a volleyball tournament. To carry that further, they then invited the mentor group in for another afternoon of badminton games. With my encouragement they planned an activity that they hoped to beat the faculty in a challenge game.
The students picked and chose which activities they wanted to work on when these various classes would come in. They suggested walking the hall loop with the pedometers. (That means three levels of stairs up and three down.) Other suggestions included jumping rope, playing kick ball, roller blading, skateboarding, riding exercise bikes, walking/jogging on the treadmill, playing basketball or biking the bike trail. The students also video taped and photographed the events. One class was even helpful enough to assemble the new exercise bike.
|Student Reflection Component: |
To get the ball rolling, the students put on an assembly to inform the entire school what our project was about. They took turns explaining what an active lifestyle might look like. The part they found the easiest during this assembly was when they quizzed the audience with the following questions:
--What age do you have to quit riding a bike?
--What age do you have to quit swimming?
--What age do you have to quit playing tennis?
--What age do you have to quit cross country skiing?. etc
To encourage people to join them they also asked questions like:
--When was the last time you walked for 30 minutes?
--When was the last time you played basketball for 30 minutes?
--When was the last time you ran around and played after supper?
The students then started inviting other classes in for a demonstration and actual participation.
They each picked a station that they wanted to supervise and offered the other classmates to join them.
Ex. Station #1 Jump rope
--Station #2 dance
--Station #3 hall/stairs loop walk
--Station #4 exercise bike
--Station #5 basketball activities
When we had our challenge badminton game against the mentor group, several of the students asked if their friends could also join in as part of their activity for the day. This demonstrated that they were having fun and getting physical exercise as they performed this project.
One student said that “this project is easy because all we have to do is play.”
|Community Partners Involved: |
We were very fortunate to have acquired a Mini Grant from the Youth Target and Unity Coalition. The money that they provided helped us purchase materials and supplies to make the project possible. Items purchased included pedometers for the students, printer ink and poster boards. The mini grant also helped us to purchase an additional exercise bike so the students could exercise with a partner. These Additional partners included various teachers and their classes, the student council, band and mentor group. In addition, staff members in the school joined in whenever the students were walking the hall loop. Some parents commented that they were participating with their child on a regular basis.
|Demonstration/Celebration of Students' Work: |
As a final part of our project we held a school wide assembly to allow the students to demonstrate their accomplishments. Students gave a brief overview of their project and then showed the video that was made. This assembly also incorporated all of the service-learning projects that were going on in the building. Pictures of various activities and group functions were set up as a bulletin board out in the main hallway. Pictures included the parents joining in, volleyball games with the student council, badminton with the mentor group and class time activities with other groups. Award certificates were be handed out to all active participants of our 6th grade group.
|Evaluation of Project’s Impact:|
Students kept track of their Miles of Movement in a log book and asked questions of participants about their experience.
|Challenges/Solutions Identified by District:|
This project fell perfectly into the field of Health and Physical Education. All of the components are required by the Mass. Curriculum Frameworks. A couple events did require administration’s approval. The students put on an assembly which needed to be scheduled by the principal and when we did our after school tournaments, we needed to reserve the gymnasium because the high school athletic teams use it for spring training. The only concern that our principal had was making sure that all the release forms were completed and honored concerning photos or no photos of certain students.
* NOTE: This project summary was written by the district/community. Any text in italics was added or modified by the Department (ESE). Most of these projects were supported with Learn & Serve America funds distributed through the ESE.