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Teaching Physical Activity to Elementary Children

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Table of Contents
Lesson Plans
Twinkle Land Torie Agne..4 Crash Torie Agne..7 Frogs - Torie Agne.11 Catching Stars Jessica Frank.15 Balance Relay Trisalaya Wyrick18 Super Food Relay Alex Stanisz.21 Germ Tag Kat Smith.24 Smokers Challenge Lauren Garneau.27 Rolling Around the Continents Alex Stanisz..33 Math Review Bowling Trisalaya Wyrick37

Newsletter Briefs
Parent Role Models Torie Agne.40 The Importance of Breakfast Patricia McGuire45 Healthy Lifestyles Ashley Moore50

Physical Activities
Moving Monkeys.56 Social Butterfly.56 Correct Steps .56

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The States.57 Morning Routine57

Additional Resources
Links to additional resources58 Brain Breaks..58

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Twinkle Land Lesson Plan

Lesson Title: Twinkle Land
rd

Teacher: Torie Agne School: IM Circle Elementary

Date: Thursday May 23 , 2013

Grade Level: 3rd Time: 8-10 Minutes

Equipment Needed: About 30 soft/plush bags or balls

Specific Objective: Students will improve their ability to aim an underhand roll.

Concomitant Objective: Students will work on their team work as well as learn how to behave properly in a winning or losing situation. Students will work on reflexes and response time. Students will work on form of an underhand roll. Students will need to maintain a sense of their surroundings at all time, working on cognitive function and peripheral vision.

Connection to Prior Learning: Students will need an understanding of an underhand roll as well as the general concept of dodge ball.

Time

Procedures Followed Set Induction: Who remembers playing dodge ball in gym class? Who LIKED playing dodge ball in gym class? This activity is going to be similar to dodge ball, but without the painful memories.

Materials

0-1

Minutes

General Activity Description: First we all need to know how this game is played. Im going to divide you into two teams, and each team will get one side of the playing area. Each team is going to have half of the plush balls on their side of the playing area. On Go each player can pick up one of the plush balls. There can only be

P age |5 one plush ball at a time in the possession of a student. If they pick up two, they are automatically out. Teams must stay on their designated sides and cannot cross a center line that is determined. If a student crosses the line, they are automatically out. The player must then underhand roll the plush ball across to the other side of the playing area in hopes of hitting the feet of someone on the other team. If a students feet get hit by one of the plush balls, they are out and must line up on the side of the playing area to cheer on their team. Players may not stop a moving plush ball with their hands, but they can roll a plush ball towards the other in hopes of deflecting it. Students continue in play until only one person remains standing. That players team gets one point. The first team to 3 points wins.

Prior to game play, a proper underhand roll will be explained, demonstrated, and practiced.

Modeling of Desired Skill(s): Using a plush ball, proper underhand roll technique will be shown to the students.
1-2

Soft/Plush Balls or Bags

Minutes

Guiding Practice: As a group we will collectively practice underhand rolls multiple times so that students are aware of technique as well as the necessary power required for gaining distance.
2

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Minutes

Minutes

Invitation to Independence: Once the underhand roll has been practiced, we will start the game. This game will allow them to practice the skill in a fun way.

Minutes

Possible Modifications: Possibly less points for the winning team depending on time. Also possible to do a showdown to determine winner once one person remains per side. In showdown, a target is given and each player must underhand roll the plush ball as close to the target as possible. Whoever gets closest wins the point/game. A jump rope or net can be used to help determine the center line more clearly, simply have two people hold the jump rope at waist height across the playing area or set up the net (volleyball) and use the court as the play area. Lesson Review/Checking for Understanding: After a team has won the game, a discussion will occur of the difficulties of the game and what was harder, aiming the underhand roll or dodging the plush balls that the other team rolls at you.

Minutes

Notes:

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Crash Lesson Plan

Lesson Title: Crash
th

Teacher: Torie Agne School: IM Circle Elementary

Date: Thursday June 6 , 2013

Grade Level: K - 1 Time: 8-10 Minutes

Equipment Needed: 1 hula hoop 4 traffic cones marking a play area with at least 3 different color gym lines (approximately equal amount) Traffic Hierarchy sheet Role Assignment cards

Specific Objective: 3.5 Demonstrate the procedure for calling 9-1-1 and explain when it is appropriate to do so

Concomitant Objective: 3.1 Describe pedestrian hazards and safe pedestrian behaviors 3.11 Apply strategies to avoid personally unsafe situations Balance

Connection to Prior Learning: Time

1

9-1-1 - How to call for 9-1-1 and the appropriate instances to do so PacMan Game similar game concept Rock, Paper, Scissors needed within the game Procedures Followed Set Induction: Who knows what happens when we call 9-1-1? Materials

Minute

P age |8 And why might someone call 9-1-1?

General Activity Description: -Students will discuss the reasons that someone may call 9-1-1. They will recognize that after a crash it may be necessary to call an ambulance. Students will notice that in a crash, cars usually have less injury than someone on a bike or someone who is walking through a hierarchy shown by the teacher. -Together as a class students will practice calling 91-1 by dialing on hand phones and pronouncing 9-1-1 as they dial. They will then practice saying Theres been an accident, I need an ambulance. -Each student will draw a mode of transportation out of a bag (1 ambulance, 3 cars, 3 bikers, and 3 walkers). The ambulance will be given a hula hoop and told that they can travel wherever they would like, within the play area. Cars are assigned to one color of line to walk on and are told that they cannot leave the line and they cannot turn around on the line. Bikers are assigned a different color of line to walk on and are given the same rules. Walkers are given a 3rd color of line to walk on and must follow the same rules. One student can demonstrate how to walk on the line, while the teacher also enforces that you must stay on the assigned color and cannot turn around. If a crash occurs the hierarchy determines who will be injured in the crash, the lower on the hierarchy is the one injured. If two of the same type of transportation crash, a game of rock-paper-scissors determines who is the injured person. In a multiple person accident there will be only one person who remains safe, and multiple injured people, the same determiners will be used. The winner of rockpaper-scissors or the person who is higher up on the list continues to move around on their assigned color of line. The injured person must then sit on the ground and call 9-1-1 as practiced earlier. The

1 hula hoop given to ambulance 4 traffic cones on the 4 corners of the playing field Traffic Hierarchy sheet used in demonstrating Role Assignment cards for each student

P age |9 ambulance comes to help the injured person by asking Do you need assistance? When the injured person says Yes the ambulance takes the hula-hoop and puts it around the injured person. The injured person can then stand up and follow the ambulance. The ambulance leads the injured person back to the starting area and then that person can resume play as their original mode of transportation. The ambulance can only carry one person at a time and must let their first person free in the starting area before picking up another injured person.

2-3

Modeling of Desired Skill(s): Balancing Someone show how we walked on the lines for the game pacman Rules Teacher will show walking on one color line and not turning around.
Ambulance Teacher can show how to hold the hula-hoop when leading another person Person holds hula-hoop behind their back at about waist level, holding it parallel to the floor Crash Have two students demonstrate a crash between (a) two different types of transportation (b) two of the same kind of transportation Rock-Paper-Scissors Have two people demonstrate

Minutes

Guiding Practice:
1

The group will practice dialing 9-1-1 and saying Theres been an accident, I need an ambulance.

Minutes

Invitation to Independence:
3-4

Once rules are established, the game allows

P a g e | 10 students to practice calling 9-1-1 throughout, in a fun way.

Minutes

Possible Modifications: Road blocks can be added to increase the difficulty and cause more crashes.

Lesson Review/Checking for Understanding: At the end of the lesson we will talk about what happened when someone called 9-1-1. We will discuss that calling 9-1-1 is a serious thing and should only be used in emergencies.

1-2

Minutes

Notes:

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Frogs Lesson Plan

Lesson Title: Frogs
th

Teacher: Torie Agne School: IM Circle Elementary

Date: Thursday, June 20

Grade Level: 1st Grade Time: 8-10 Minutes

Equipment Needed: Its Mine! by Leo Lionni Frog Life Cycle Images Masking Tape Precut Letters Crossword Puzzle Template Crossword Puzzle Clues

Specific Objective: L.OL.01.21 Describe the life cycle of animals including the following stages: egg, young, adult; egg, larva, pupa, adult.

Concomitant Objective: M.MC.01.01 Demonstrate selected elements of space awareness movement concepts for location (e.g. self-space and general space) in isolated settings.

M.MC.01.02 Demonstrate selected elements of space awareness movement concepts for direction (i.e. up/down, forward/backward, right/left, and clockwise/counterclockwise) in isolated settings.

M.MC.01.03 Demonstrate selected elements of space awareness movement concepts for levels (i.e. low, medium, and high) in isolated settings.

M.MS.01.01 Demonstrate selected elements of non-locomotor skills of balancing, bending,

P a g e | 12 rocking, rolling, curling, twisting, turning, pushing, pulling, swinging, swaying, jumping, and landing in isolated settings.

M.MS.01.02 Demonstrate selected elements of mature form of locomotor skills of walk, run, leap, slide, gallop, hop, and skip in isolated settings.

Connection to Prior Learning: Students will connect with prior knowledge of how a frog moves and the general ideas of jumping and leaping. Students will also call upon their prior knowledge of crossword puzzles and word searches.

Time

Procedures Followed Set Induction:

Materials

_0-1_

Minutes

Who has seen a frog before? Today were going to focus on learning about frogs, their life cycle, and how they move. General Activity Description: Class will start with a reading of Its Mine! by Leo Lionni. Students will sit on the rug for the reading. Throughout the reading, key words will be emphasized and a few actions will be focused on for students to act out after the reading. Its Mine! by Leo Lionni

(3 Min)

Students will then be guided through the life cycle images on the board. Frog Life Cycle Images
(1 Min)

Students will then be guided to the crossword puzzle and discuss how to do a crossword puzzle. The teacher will use one clue to model the process. Masking Tape Students are to draw a clue and figure out the answer. Then the students must then get the letters Pre Cut Letters

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(1 Min)

out of the pile and hop them over to the crossword puzzle on the floor to fill out the correct answer to their question.

Crossword Puzzle Clues

(3 Min)

At the end, students will be asked to read their question and explain the answer they wrote and why they chose it.

(2 Min)

Modeling of Desired Skill(s): The students will be shown what sitting is appropriate on the rug through praise of students who model the acceptable behavior. Students will be lead through the crossword puzzle by the teacher showing how collect the letters and fill out the spaces. The leaping will be modeled by a student prior to the class being asked to do the motion.
Guiding Practice: The students will be guided through the book with the teacher and guided how to do the various hoping and leaping actions.

Students will be guided through the crossword puzzle with an example by the teacher. Invitation to Independence: Students will answer their crossword puzzle question and spell out the correct answer by hopping back and forth and have to justify their answer to the class.

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Possible Modifications: Can repeat the crossword puzzle multiple times. Do additional vocabulary activities and read the whole book. Watch a video about the life cycle and do a reading comprehension worksheet. Lesson Review/Checking for Understanding: Throughout the lesson students will be given the opportunity to practice vocabulary words and deepen their understanding of the frog life cycle. At the end of the activity, students will be asked to write a paragraph on the life cycle of a frog to prove that they have gained the knowledge.

_2-3_

Minutes

Notes:

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Catching Stars Lesson Plan

Lesson Title: Catching Stars Teacher: Jessica Frank School: Cool School Date: 5/21/13

Grade Level: 3rd grade Time: 8-10 Minutes

Equipment Needed: Large space, 10+ players

Specific Objective: Students will demonstrate problem solving strategies by avoiding being tagged by their peers.

Concomitant Objective: Students will also be able to identify a game played by another culture.

Connection to Prior Learning: Students will draw prior experience from previous tag-type games they have played before. They will also draw experience from the games analogy of shooting stars.

Time

Procedures Followed Set Induction: To get the students attention, I will begin by asking the question, Has anyone ever seen a shooting star? What did it look like? Was it fast? Do you think you could ever catch a shooting star? Then Ill go on by saying today we are going to play a game where you will have a chance to catch some shooting stars, only YOU will be shooting stars.

Materials

1 _____

Minute

General Activity Description: The game-play area is created by separating the students into two groups: the Stars and the Catchers. One student is initially chosen to be the Catcher.

P a g e | 16 The Catcher stands in an area designated by two parallel lines about twenty feet apart. The Stars line up on one of the Catchers boundary lines, and then have to shoot (run) across the Catchers area trying not to be tagged by the Catcher. If a Star is tagged, (s)he becomes a Catcher and has to catch the remaining stars when they run across the boundaries again. The stars are allowed to run across the boundaries when the Catcher(s) chant, Star light, star bright, how many stars are out tonight? Then the Stars reply with, More than you can catch! The last Star left not to get tagged is the winner and becomes the first Catcher for the next game.

Modeling of Desired Skill(s): First, I will tell the students that people all over the world see shooting stars every night, and this game was developed in Africa. I will tell the students that if ___1__ they are a star they need to shoot (run) across the Catchers area and avoid being tagged. If they get tagged, they become a Catcher and have to Minutes help in catching the stars that shoot across the area the next time. Eventually there will be only one Star left, and (s)he will be the winner. I will model this activity by being an example of the Catcher. I will have a couple of the students run past me and show them where to stop in order for the students to know where the boundaries are. I will also tell them some rules to prevent unfair play, such as you have to cross the Catchers area; you cant run outside/edge of their boundary without actually crossing it.
Guiding Practice: I will be the first Catcher in the first game in order to show the students how the game works more efficiently.

__4___

Minutes

P a g e | 17 Invitation to Independence:
___4__

Minutes

Students will have independent participation during the second game, where I will no longer be one of the Catchers.

___(2)_ _

Minutes

Possible Modifications: If the game appears too easy for the Catchers (catching all the stars too quickly, ending the game too quickly) have initially 3 or 4 Catchers, and create a rule that the Catchers feet are glued to the floor. The Catchers then have to lean and do whatever they can to catch the Stars. Possible shrinking/enlarging of the Catchers area can be arranged as well. Lesson Review/Checking for Understanding: At the end of a few rounds of the game I will ask the students if they had any certain strategies to avoid being caught. How did the winning star win? Did they have a strategy involved, or was it just luck?

_1____

Minutes

Notes: Resource: http://www.oneworldtheatre.org/kidsreach/curriculum/New%20Curriculum/WestAfrica/Catching%20St ars% 20Game.pdf

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Balance Relay Lesson Plan

Lesson Title: Balance relay Teacher: Trisalaya Wyrick School: Lewton Elementary School Date: 5/23/13

Grade Level: 4th Time: 8-10 Minutes

Equipment Needed: 8 rubber baseball bases (4 for each team)

Specific Objective: By the end of the activity students should be able to have better balancing skills as well as flexibility.

Concomitant Objective: Students should also be able to enhance their team working skills as well as their communication skills and problem solving skills.

Connection to Prior Learning: Students should have some understanding of how to balance on one foot and how to help each other physically and mentally through a situation.

Time

Procedures Followed Set Induction: To introduce the activity I will say we are going to do a challenging relay race between two teams. It is going to take all of your skills and creativity to beat the opposing team. The lesson will begin by counting off by twos to create two teams and lining them up on one side of the gym.

Materials

Minutes

General Activity Description: Each team will line up on one side of the gym and given 4 rubber base squares each. The object of the game is to get all of your teammates past the gym half way point but you can only use the 4 rubber bases to step on and you cannot touch the gym floor. Whichever team gets all their teammates over the gyms half way point first

P a g e | 19 wins the race. After I pass out the rubber squares to each team I can do some balancing and teamwork demonstrations. After the demonstrations we can start the game. Game will go until 1 full team is fully across the gym half way point or until we run out of time.

Modeling of Desired Skill(s): After the introduction of the activity I will model different balancing techniques and teamwork strategies in front of the class that will be helpful.
2

Minutes

Guiding Practice: We will also practice balancing on 1 foot, on tip toes, and holding each other to balance as a group on a small area.
2

Minutes

10 Minutes

Invitation to Independence: After we do some practice we are going to start the game this will allow for independent thought through active movement and trial and error. I will be standing on the side lines helping each team when they get stuck and pointing out where foot placements can go and how to stay balanced.

_____

Possible Modifications: If we start to run out of time then we can move the goal line up from the middle of the gym to a closer point.

Minutes

P a g e | 20 Lesson Review/Checking for Understanding: At the end of the lesson I will ask what was the hardest part of the activity and why. I will also ask why they think working together is important.

Minutes

Notes: Try to help each team the same amount and on the same things. Dont forget to bring a watch to keep time.

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Super Food Relay Lesson Plan

Lesson Title: Super 19 Food Relay Teacher: Mr. Stanisz School: Michigan State Elementary School Date: 6-11-13

Grade Level: 4th Grade Time: 8-10 Minutes

Equipment Needed: 2 long beach noodles, Large amount of Orange, Red, Green, Blue, and Purple Bean Bags, and 6 Folded Mats

Specific Objective: The main objective of the students is to get them to understand the right amounts of servings of food they need on a daily basis to maintain a healthy diet.

Concomitant Objective: The students will come away with the knowledge of what is needed for a healthy diet and hopefully they will take what they have learned home. Through the game the students will use communication and teamwork to collect 19 beanbags. Also with the game students will be receiving a good cardiovascular workout.

Connection to Prior Learning: Students should know what types of foods belong to the five different food groups and what types of foods that should be eliminated from your daily diet. Students should also know the difference between healthy and non-healthy foods. Students should remember some type of food pyramid learned before and can relate what they know about it to the activity

Time

Procedures Followed Set Induction: To begin the lesson for the students I will begin to say, Today Class we will be exploring the specific amounts of serving that go into a healthy daily diet. We will be playing a game where you will learn the correct amounts of servings for each food group while your group collects the need amounts of servings for each group to win the game. I will begin to students to look back at their prior knowledge of foods.

Materials

_____

Minutes

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General Activity Description: Students will be divided into 4 teams of 2 and the one remaining students will be the chefs. Around the two chefs in the middle of the gym will be 5 mats full of beanbags for 5 groups of food needed in the day. The chefs will be equipped with a beach noodle and while the students try to get the beanbags they will be dodging the chefs who are trying the tag them out. If tagged the student must place the beanbag back on the mat and return to their line. Students must collect 19 beanbags: 2 meats/beans (red), 3 fruits (oranges), 5 grains (brown), 4 vegetables (green), and 3 dairy (blue). Once students have collected all 19 they will have got the correct amounts of servings of food needed for a healthy diet.

_____

Minutes

Modeling of Desired Skill(s): To help my students understand the game I will divide them up into the groups immediately and have them get into their positions. I will stand in the center so all students will be able to see my model the skills needed for the activity while they are in the area. First I will ask the students what they think the five main food groups should be in the standard diet. If students get it wrong I will correct them. Once students get the correct information of the food I will then tell them the correct amount of servings needed for each of these food groups. After the students have this down pat I will show them with the help of a student on how you are to retrieve the 19 beanbags. While the student runs to get the beanbag I will try to tag them out with the noodle showing how to be the chef as well. I will also facilitate any questions about the game if needed

Guiding Practice: I will guide the students in the skills and exercises needed to complete this activity for my guided practice. For the guided practice we will play for a minute while I will be in the middle with

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_____

Minutes

one other person acting as the chef with the noodle. Once this practice is done I will have the groups go back to their position and I will see if they understand the concepts of the game. I will ask the students again how many servings of each food are needed for a strong daily diet.

_____

Minutes

Invitation to Independence: Once students have an understanding for the game and have grasped the concepts of the activity, they will begin the super 19 relay race. During the activity I will be sure to be walking around the game providing feedback, reminding the students what goes into the Super 19, and giving the groups support. Also I will be available to answer any questions related to the activity.

_____

Minutes

Possible Modifications: If the game goes by to quickly and it is hard for the chef in the middle with the noodle I will switch the teams into 3 teams of 3 and then have two chefs in the middle making the game a little more balanced and fair. If the game goes slow with the 3 teams I will then have two students go at a time rather then 1. Lesson Review/Checking for Understanding: Once the game is over I will reconvene the class to the center and have a group discussion on the activity. First I will ask the students for what the purpose of the game was. I will look for an answer the falls around the students knowing the correct food to eat each day and how many servings they should have for each. I will ask how many servings for each food group and have the students respond as once. I will then ask what skills and strategies did teams use to get all 19 beanbags.

_____

Minutes

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Germ Tag Lesson Plan

Lesson Title: Germ Tag Teacher: Kat Smith School: Oak Park Elementary Date: June 11th

Grade Level: 2nd Time: 8-10 Minutes

Equipment Needed:

Specific Objective: In my lesson I am focusing on healthy living with specific emphasis on hand washing. The objective is for children to become aware of different ways germs can spread and how to limit germ activity on their bodies, because germs can make them sick.

Concomitant Objective: My students could become more familiar with a different form of tag after participating in this lesson. This type of tag involves team working skills and strategizing.

Connection to Prior Learning: I expect children to have general prior knowledge on how germs can hurt their bodies and how to get rid of them. I will ask them in the beginning what germs do, how they spread, and how to get rid of them.

Time

Procedures Followed Set Induction: To make my students interested in my lesson, I will get them involved through conversation and questions about hand washing. Asking them how do we get rid of germs? and how do germs spread will allow them to get involved in the activity by answering questions. I will also explain to them the general procedure of the game, allowing volunteer models to have an opportunity to participate.

Materials

_____

Minutes

General Activity Description: I will begin by asking questions based on prior knowledge of hand washing. I will then give the children a general

P a g e | 25 description of the activity, and ask for volunteers to model each role for the class. In the game, the taggers will wear labels that say either germs from outside or germs from inside. These people will try to tag other clean people by touching their bodies. When someone is tagged, they become a germ. They will have to freeze in space and wiggle their bodies to show that they are germs. I will run this version of the game one time through. After that version, I will add in Cleaners who will go around and try to unfreeze the germs who have been tagged. In order to unfreeze a germ, the cleaners will have to wash a part of the germs body (hands, arms, legs etc.).There will be two cleaners, soap and water. These cleaners can run up to germs and wash them so they can continue to play the game.

_____

Minutes

Modeling of Desired Skill(s): I will show the children each sign that the taggers and cleaners will be wearing, verbally modeling what their role is. Then I will model to the children different places I could wash on my body. I will then ask for five volunteers. One will be germs from outside, one will be germs from inside, on will be soap, one will be water, and one will be a clean person along with myself. We will model for the group a mini version of the activity by playing it out in a small space to show the rest of the class how it works.
Guiding Practice: Before I model the whole activity, I will model washing different parts of my body. After I do this, I will ask the class to come up with their own ways to wash their bodies and act them out. They will be working individually for this guided practice which will allow me to walk around and give tips on their washing techniques to promote maximum cleanliness.

_____

Minutes

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_____

Minutes

Invitation to Independence: In order to encourage independence I will make sure to switch the roles around for each game of tag. This will allow children to experience different roles and team up with different people. I will also give them the opportunity to use their own individual ideas for how bodies and hands should be washed as they free germs. Germs can move their bodies in any way they please as they are stuck, allowing them to prove independence. During the activity I will walk around and reflect what is happening to keep myself involved.

_____

Minutes

Possible Modifications: If it seems as if the ratio of cleaners and germs to people is off, I will add or take away one cleaner of germ. If everyone is tagged really quickly I will take away a tagger and switch them out for another form of cleaner and visa versa. Lesson Review/Checking for Understanding: After the activity I will get everyone who participated back together. I will ask reflection questions based on the topic of hand washing, such as which ways are germs spread and how do we get rid of them. I will also ask the children to come up with things they could do as they wash their hands to make sure they are doing it long enough (singing, counting, etc). I will ask the children what worked well and how they used teamwork throughout the activity.

_____

Minutes

Notes: Remember to consistently emphasize what germs can do to your body throughout the lesson. This can be done using facts or giving examples of when you should wash your hands.

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Smokers Challenge Lesson Plan

Lesson Title: Smokers Challenge Date: June 6th, 2013 Teacher: Lauren Garneau School: North Hill Elementary

Grade Level: 5th Time: 8-10 Minutes

Equipment Needed: 6 hula hoops, 4 cones, 2 jump ropes, 2 basketballs, 4 plastic floor dots, regular sized straws and slurpee sized straws

Specific Objective: After completing this lesson, students will understand the negative consequences of smoking cigarettes relative to decreasing vital lung capacity. The goal of the activity is to have students feel the effects of a smaller lung capacity caused by smoking cigarettes.

Concomitant Objective: During this lesson, students will utilize their fine motor skills. In addition, students will raise their heart rates and improve their cardiovascular strength.

Connection to Prior Learning: Students will build on their past experiences of observing a person who smokes who exhibits such behaviors as coughing, or experiencing shortness of breath. They will also compare their current breathing patterns to the breathing difficulties faced while engaging in the activity. In addition, students will relate this activity to past obstacle courses he or she has completed in the past.

Time

Procedures Followed Set Induction:

Materials

30

Seconds

To spark everyones attention, I will ask each student to pretend to be a heavy smoker. I will say, Everyone, if I asked you to act like a heavy smoker, could you demonstrate what you would do? Everyone would then probably cough and act as if they were short of breath. Afterwards I would

P a g e | 28 say, you were all very believable smokers!

General Activity Description:

1

Minute

For this activity each student will run through an obstacle course. The course begins with students hopping one foot at a time through the hula hoops on the ground. Next students will dribble a basketball around four cones. Proceeding that activity students will jump rope five times. The last part of the course is to jump with two feet to floor dots without touching the ground. First each student will complete the obstacle course without a straw. During this first round, students are modeling a person who has never smoked before. While lining up for the obstacle course I will have the students take one deep breath in and out. The students will then complete the obstacle course. The second time going through the obstacle course will represent a smoker who has only smoked for a short period of time. Every student will complete the obstacle course with a slurpee (larger) straw in his or her mouth. The straw does not allow the student to breath in and out as much air as before. This time the students are modeling a smoker who is trying to complete the obstacle course. The smoker has a smaller lung capacity compared to the non-smoker. Again, before the students go through the obstacle course I will ask them to take a deep breath in and out. However, this time the straw will be in their mouth. The third time the students run through the obstacle course he/she will have a standard smaller straw. This will represent a frequent smoker with an even smaller lung capacity. Before going through the obstacle course I will have the students breath in and out of the straw. I will ask them to pay attention to how difficult it is to breathe through this small straw. Then the students will go through the course a third time.

6 hula hoops 4 cones 2 jump ropes 2 basketballs 4 plastic floor dots Regular sized straws Slurpee sized straws

P a g e | 29

Modeling of Desired Skills:

Minutes

I will model how to correctly hold the straw in your mouth in order for each student to participate safely. I will also model how to perform each part of the obstacle course. This will prevent confusion on how to complete each task of the course. With less confusion, students will be able to focus on their breathing.

6 hula hoops 4 cones 2 jump ropes 2 basketballs 4 plastic floor dots Slurpee sized straws

Guiding Practice:

Slurpee sized straw

At the beginning of the second round of the obstacle course, I will pass out the slurpee straws 30 to the students. I will ask the students to place the straw in their mouth by holding it in place with their Seconds teeth. Also, I will have a straw in my mouth, demonstrating how to hold the straw safely and correctly in your mouth. Next, I will ask the students to jump up and down two times while holding the straw in place. I can correct a student at this time if he/she is holding the straw unsafely. This guided practice will prevent injuries during the game.

Invitation to Independence:
7

Minutes

Once I have modeled how to complete each individual activity in the obstacle course, each student will complete the obstacle course independently. I will remind students to breathe through their mouth rather than their nose. I will be available to answer questions that any of the students have about the directions. In addition, I will assist any students that are not completing a

6 hula hoops 4 cones 2 jump ropes 2 basketballs 4 plastic floor dots Regular sized straws Slurpee sized straws

P a g e | 30 portion of the course correctly.

Possible Modifications:
1-2

Minutes

Before beginning the activity, I will let the students know that if at anytime they cannot breath well enough or start to feel dizzy they can stop the activity. Students can also breath out of their nose if it becomes too difficult to breath just out of their nose.

If the obstacle course is too long and I do not think the students will have enough time to complete the course three times, I will remove one of the activities.

Lesson Review/Checking for Understanding:

Minutes

I will lead a class discussion that focuses on the difficulty breathing when completing the obstacle course with different sized straws. I will ask, During which time going through the obstacle course was it more difficult for you to breath? Could you tell the difference between the different sized straws and how much air you could inhaul and exhale? I will compare the three level of difficulties to the difficulty a non-smoker, new smoker and frequent smoker would have breathing while going through the course. Do you think it is difficult for a frequent smoker to go through their day without often stopping to catch their breath?

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Notes:

Objective: The point of todays lesson is to understand one of the negative consequences of smoking: decreased lung capacity and how this can make it difficult to breath.

Prior knowledge: Everyone, if I asked you to act like a heavy smoker could you demonstrate what you would do? Most students cough and act short of breath. Great job, you were all very believable smokers!

Description: Today we are going to be doing just that. We are going to be modeling how it would feel to be a smoker with decreased lung capacity completing this obstacle course.

Modeling: Model how to do every task in the obstacle course.

First time: Students will go through the obstacle course without any straw in their mouth. The students at this time represent a non-smoker.

Second time: Students line back up at the start. I will pass out the slurpee straws. Guided Practice: Take a deep breath in and out with the straw in your mouth. Now can everyone jump up and down twice while holding the straw in place in your mouth? Make sure to use your teeth to prevent the straw from moving. Please be careful while completing the course with the straw. This size straw represents a person who has been smoking for a sho rt amount of time. Students will complete the obstacle course.

Third Time: Students line up at the start. Collect the old straws in a bag while passing out the smaller ones. This is a smaller size straw than the straws used in the previous round. This straw represents a frequent smoker with an even smaller lung capacity. Studen ts will complete the obstacle course.

P a g e | 32 Lesson Review: During which time going through the obstacle course was it more difficult for you to breath?

Could you tell the difference between the different sized straws and how much air you could inhale and exhale?

Do you think it is difficult for a frequent smoker to go through their day without often stopping to catch their breath when they are face d with some physical activity?

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Rolling Around the Continents Lesson Plan

Lesson Title: Rolling Around The Continents Teacher: Mr. Stanisz School: Michigan State Elementary Date: 6-20-13

Grade Level: 3rd Grade Time: 8-10 Minutes

Equipment Needed: 3 different colored balls, cut-out of each continent

Specific Objective: The specific objective for the lesson today is for students to learn and remember the names and shapes of each continent on the earth. Students will also have an understanding of the continents location whether it is in the northern hemisphere, southern hemisphere, or both

Concomitant Objective: Besides gaining more knowledge on world geography students will have an opportunity to raise their heart rates in a classroom setting by rolling a ball and moving from continent to continent. Students will also benefit from improving such motor skills as rolling a ball.

Connection to Prior Learning: The students will have prior experience of studying a map before hand in previous classes and will have a prior knowledge of the world and the shape of it. I will use their prior knowledge of a map of the world to remember their names, identify their shape, and give a general location for the continent. Time Procedures Followed Set Induction:
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Materials

Minutes

To begin class I will say. Good Afternoon class how is everyone today. I know last week in class I introduced everyone to geography of the world and we learned the names of the seven continents on the earth. Well today we are going to be playing a game called rolling around the continents. We will be rolling a ball around the classroom towards a certain continent and when you get to the continent you will have to answer two questions from me. But

P a g e | 34 before we get started we will review our continents. I will then show a PowerPoint that will last 1-2 minutes.

General Activity Description: First we will review the seven continents and there location on the earths surface. During the lesson students will learn or review based on the students knowledge the shape, name, and location of each continent. Once the review is done we will move into rolling around the continent. Students will be divided up into pairs of three and each student in the group will receive the same colored ball. The teacher will hold up a certain ball then the team with this ball will roll towards a continent around the classroom. After rolling, when traveling to the certain continent the teacher will tell the students to go to the continent using a certain movement (such as hop, walk, skip). Once to the continent they will come across a shape of the continent the teacher will call to a student and ask a set of questions. First what is the name of the continent and second is the continent located north or south of the equator or is it in both. Students will continue rolling the ball when told trying to travel around the globe. Activity stops when teacher wraps up activity.

Modeling of Desired Skill(s): During the review session I will model the names of the continents and its location either north or south of the equator. Example being a picture of Africa will be up and I will say, This continent is named Africa and we can see be its location it is both north and south of the equator. Once we get into our game I will show how we play the game. I will first roll the ball and then do me movement towards the continent. Once there I will tell the class the questions I will ask and answer the questions for them. Example being I land on Asia and I will say, This continent is Asia and it is located in the

_____

Minutes

P a g e | 35 northern hemisphere.

Guiding Practice: During the review for guided practice I will reiterate the name and location for each of the continents. I will say after I have told them the continents name and location What Is the name of this continent (have students respond at once) and where is the continent located (either northern or southern hemisphere)? Once the game has begun I will guide the students into the game. I will have one team go at a time and they will roll the balls to whatever continent to go towards. I will then ask the students which continent they have landed on and where this continent is located. Once each team has gone I will then move the students into independent group activities. Invitation to Independence: Describe how you will get students to the point of independent participation. Also, describe how you will continue to interact with students throughout the activity.

_____

Minutes

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Minutes

Once I have guided them through the practice of the game I will break them off into their groups. I will have students go one at a time within their group. One student at a time will roll the ball towards a continent and once they get to the continent a student in their group will ask the student who rolled the question. I will walk around during this period to each group to see if they are doing the game correct and answering the questions correct. I will facilitate any questions at this point and modify if need be.

_____

Minutes

Possible Modifications: Based on if the students do not get the answers right I will stay in guided practice until they master it then they can go to individual part. Another modification will be the group size based on the students so all can be

P a g e | 36 involved.

Lesson Review/Checking for Understanding: I will gather the students together and I will first ask how the lesson went. Next I will ask the students if they can name me the seven continents on the earth. Then I will ask the students if they can locate where the continents is located.

_____

Minutes

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Math Review Bowling Lesson Plan

Lesson Title: Math Review Bowling Teacher: Trisalaya Wyrick School: Lewton Elementary Date: 6/20/13

Grade Level: Time: 3nd grade

Equipment Needed: Two softballs, 20 pop bottles or bowling pins which ever are more accessible, enough chalk for everyone to have 1 piece.

Specific Objective: Increasing our quick math skills while being physically active.

Concomitant Objective: The students will also be working on team work and learning the skills and concepts of bowling.

Connection to Prior Learning: The students will have to know what bowling is and the basic concepts about how to bowl.

Time

Procedures Followed Set Induction: When I first introduce the game I will ask if anyone has ever been bowling before and can you demonstrate how you bowl. Then state that today we will be doing a math bowling game and will have to be in two teams to play.

Materials

Minutes

General Activity Description: I will split the class into two teams. (It is ok if there is a odd number of people) I will put each team on one side of the board. The 20 bowling pins are lined up on the opposite side of the classroom. The first student of each team will stand up to a line and then bowl the softball at a pin of their choosing. The first pin is the first number in there equation. The student then bowls a second time the second number is the

Enough chalk for everyone, bowling pins or pop bottles with numbers on them, and two softballs.

P a g e | 38 second number in the equation. The teacher will record the numbers on the black board so that each team can remember the numbers they chose. (The teacher should be at the black board with the students) After we have two numbers for each team I will tell each team to add, subtract, multiply, or divide the two numbers. Each person will work the equation on the board sepretly. When each person think they have the problem correct they will raise their hand. The first team that has each answer correct earns a point. We will continue rotating through the line so each person bowls and until a team reaches 5 points. After the first round you can do another round that is harder than the first round by adding in some multiplication or division.

Modeling of Desired Skill(s): At the beginning of the game I will model a good way to bowl the softball and how the game works. I will also model a good way to do the math problems on the board.

Minutes

Guiding Practice: We will do one mock problem all together without the softball. Everyone will stand at the line and pretend to bowl two numbers and I will go through the motions with them. Everyone will then turn back to the board and pretend to do the math problem. This will ensure that everyone understands the motions and what we are doing.

Minutes

Minutes

Invitation to Independence: After we do the mock problem we will play the first round with addition and subtraction. Each student will have to bowl 1 at a time and each student will have to work the problem on the board by themselves. During the game I will be at the black board recording the numbers on the blackboard for each team and helping any students

P a g e | 39 who need help with the math.

_____

Minutes

Possible Modifications: If the math problems are too easy move onto multiplication or division problems to have them do. If the problems are too hard then move onto easy math problems like addition or subtraction. Any of the numbers can be changed on the pins to anything you want so you can chose easier numbers or harder numbers depending on the age group o r on what youre learning with each group of students. If the bowling pins are too heavy for the softball to knock over have 2 other balls that can be used on hand even basketballs. Just remember to place the pins farther apart. Lesson Review/Checking for Understanding: Each round you can make sure that each student has the problems set up correctly on the board and that they are solving them correctly.

1-2

Minutes

Notes: Make sure the guided practice is done well so that each student know what he or she is doing this can be a complicated game to understand. If you notice that the students are not figuring out the math problems quickly then possibly lower the level of math you are giving to them. If a student I having problems with the math allow their team mates to help them. Depending on the time play two rounds one harder than the other.

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Newsletters - Parent Role Models

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Newsletters The Importance of Breakfast

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Newsletters Healthy Lifestyles

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Classroom Activities
Moving Monkeys Every time the students are out of their seats, they must move as an animal would move. They must walk the same way that the animal does (both posture and speed). Vary the animals used so as to move different body parts and in high, medium, and low space as well as in slow, medium, and fast motion. Adaptations include having the students walk like assigned animals by class period, or they must walk like the same animal all day long. Social Butterfly Students will each be assigned a letter of the alphabet by the teacher. One student will be picked to go around and ask another student for their letter. They will continue to collect students and letters until they can spell a word. Then, another person will begin a new word. Students will never say anything aloud; therefore no one will know in advanced what letters anyone else has or what word is being formed. Adaptations include giving students multiple letters and having the students choose one of the two letters to add to their word. Another modification is to use scrabble tiles and have students earn points for their words, making harder words worth more points and encouraging more complex words. Letters can be assigned strategically in order to spell out student vocabulary words. Correct Steps Students will stand across the room from the teacher. Students will then be given a statement. They will decide if they think it is true or false. If they get it right, they take a step towards the teacher. If they get it wrong, they take a step away from the teacher. If 75% of the students get to the teacher within X number of questions, they should get some sort of prize (a few extra minutes at the end of the day for another game possibly). An adaptation to this game is to have students decide as a group what the answer is instead of individually.

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The States Put a map of the United States in a place where it can be seen. Assign each student in the class a state (possibly only a region or smaller area due to number of students). The students will then have to arrange themselves so that they are standing next to the correct neighboring states. This can be adapted to do with any region the class is studying. Morning Routine Have your children begin each day with some simple exercises such as jumping jacks, toe-touchers, etc. or with some basic stretching exercises to music. Always make these activities age-appropriate.

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Resources to Remember
http://www.emc.cmich.edu/brainbreaks/2005/TOC.htm http://www.emc.cmich.edu/brainbreaks/TOC.htm http://www.ncpe4me.com/#ld http://www.learntobehealthy.org/parents-teachers/ http://www.teacherchannel.org http://mrgym.com/ http://pinterest.com/search/boards/?q=physical%20activity%20in%20the%20cla ssroom&rs=ac&len=17 http://www.choosemyplate.gov http://www.fueluptoplay60.com/ http://www.udim.org/

Brain Breaks Move Your Body Beyonce https://www.youtube.com/watch?v=mYP4MgxDV2U The Interlude Dance Attack Attack https://www.youtube.com/watch?v=0cuS_31zJ6U The Sid Shuffle from Ice Age: Continental Drift https://www.youtube.com/watch?v=ycq_E6sN3CI