1 / 27

Active Classrooms

Active Classrooms. Jo Bailey Physical Education D. C. Everest Senior High WHPE Northeast (CESA 8,9) District Coordinator. Waves!. The line you don’t want to see. http://www.learningreadinesspe.com/ http://www.kidsreadandride.com/2011_Arkansas_Data.pdf

lydie
Download Presentation

Active Classrooms

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Active Classrooms Jo Bailey Physical Education D. C. Everest Senior High WHPE Northeast (CESA 8,9) District Coordinator

  2. Waves!

  3. The line you don’t want to see

  4. http://www.learningreadinesspe.com/ • http://www.kidsreadandride.com/2011_Arkansas_Data.pdf • Finland – 15 minutes of activity before every class Movement Data!

  5. It takes just 17 minutes (+/- 2) of sitting down for blood to leave the brain and pool in the hamstrings. Signals the body to release melatonin, reduces release of BDNF (brain fertilizer) • Exercise fuels the brain with oxygen and triggers the release of neurotrophins which enhance growth, impact mood, cement memory, and enhance connections between neurons Why do our students need classroom physical activity breaks (CPAB)?

  6. Standing up creates more attentional arousal, speeds up information processing by 5-20 percent and increases blood flow and oxygen to the brain by 10-15 percent Why do our students need classroom physical activity breaks (CPAB)?

  7. Brain Activity

  8. Physical activity and cognition are positively related (Sibley & Etnier, 2003) • Physical activity improves cognitive performance and behavior improves following bouts of activity (Tomorowski, 2003) • CPAB temporarily improve attention and behaviour (Pellegrini et al, 1995) What are the benefits of CPAB?

  9. Academic Skills Motor Skills

  10. Emphasize that CPAB are a privilege and can be removed • This is NOT PE – only a 2-5 minute break • Needs to be done quietly – Practice! • Outcome is not important • Toe to toe – easy way to get students into groups, work with different students • Lost and found/ Friendship corner Managing the Environment

  11. Brain Challenges: • 1. Hold your nose, reach over or under and grab your nose with the other hand. Switch • and switch • 2. Point an index finger out on one hand and a thumb up on the other. Switch and • switch. • 3. As you write your signature on an imaginary table, rotate your foot in a clockwise circle. Cross Lateral Activities: Activating all parts of the brain

  12. Pick a color – touch 5 things of that color around the room (can’t be a person!) Activities: Colors/

  13. Stand back to back with partner • Jump 5 times, turn on the 6th jump and show • Variations: use feet for symbols – together= rock, apart side = paper, front back straddle = scissors Activities: Rock Paper Scissors

  14. Walk around room. On command get toe-to-toe with a partner • Designate one person to be “same” and one person to be “different” • Jump 10x. On the 10th jump, both partners put one foot forward • If the feet are the same (both right feet), the “same” person gets a point, if they are different, the “different” person gets a point • Change movement pairs from one session to the next – feet apart or feet together; palms up/ palms down Activities: Same Different

  15. Send two people out of the room • Choose one person to initiate and change the movement of the class – quiet, subtle movements • Invite the detectives back in – try to figure out who is the person initiating the change • Add decoys to increase the difficulty Activities: Sherlock Holmes

  16. Activities: Maestro

  17. O = lunge • X = jump • Arrows show which direction to move one step only) • Read the notes like words on a page – L to R, top to bottom and SAY THEM OUT LOUD. • Great activity for decision making, crossing the midline of the body, tracking, rhythm Activities: Maestro

  18. Level 1: move and say the SAME direction as shown on the screen • Level 2: move in the SAME direction as the arrows, but say the OPPOSITE direction • Level 3: move in the OPPOSITE direction, as the arrows but say the SAME direction • Level 4: move in the OPPOSITE direction as the arrows and say the OPPOSITE direction as shown on the screen Activities: Maestro

  19. Chosen leader performs various movements, each preceded by saying “do this” or “do that” • Students copy the movements but only if they are preceded by the phrase “do this”. If the directions are “do that”, no one is to move • Can use points – students try to get the least number of points during the game Activities: Do This, Do That

  20. Leader gives verbal commands • Leader attempts to confuse the class by performing a different movement from what they are saying • E.g. Say “put your hands on your elbows” while placing hands on your waist Activities: Do as I say

  21. Quick Math • Face your partner. Pretend to put your water gun in your holsters. For one-hand addition, • on the signal “Draw” each partner shows any number of fingers and thumbs on one • hand. The first partner who adds the fingers and thumbs of both partners wins the draw. • For two-hand addition, add partner #1 and partner #2 fingers and thumbs together for • the sum. For one-hand multiplication, multiply partner #1 times partner #2 for the • product. For two-hand multiplication, multiply the sum of Partner#1’s hands times the sum • of partner #2’s hands for the product. Activities: Academic Integration

  22. Evens • Students walk around the room • On command they find a partner, designate one to be “odds” and one to be “evens” • Hit fist into hand 3x and on 3rd time stick out a combination of fingers: 0,1,2,3,4,5 • Total number of fingers is added together • If it is even, “evens” player get the point, if it is odd, “odds” player gets the point • Play best of 3 games then find another partner and repeat Activities: Academic Integration

  23. Balloons • One per group of students • Keep up – have to review topic/ answer question/ link concepts while keeping balloon from hitting the floor/ table Activities: Academic Integration

  24. Rock Paper Scissors, Math • Walk around room. On command get toe to toe with a partner. • Face partner and say R-P-S Math • When you say the word math, you should put between 1-4 fingers out (no thumbs or zero’s) • The person who adds the numbers/ multiples the numbers first wins the round • Play best of 5 rounds Activities: Academic Integration

  25. Letter Spots • Think of a word involving letters A,B,C,D,E • Right shoulder = A, Right Ear = B, Nose =C, Left ear = D, Left shoulder = E • Without talking, spell out the word using letter spots on body • Partner has to say letters out loud and say the word • Change letters/ body parts/ add body parts • Vocab lists for topic; spell out answer to question using body Academic Integration: Letter Spots

  26. Pre-Test Taking Activity • Before starting test have students perform these warm-ups/hook-ups: • 1 leg squat touch opposite hand to floor: 20 each side • Spins and turns: 5 spins in each directions • Knee to Elbow: 30 times for each elbow • Stretches • Hands over Heads • Hands behind back • Shoulder shrugs • Head Rolls Activities: Academic Integration

  27. http://www.aahperd.org/naspe/publications/teachingTools/upload/PA-During-School-Day.pdf pages 2 and 3 have a variety of links to different activities • http://brainbreaks.blogspot.com/ http://pecentral.org/lessonideas/searchresults.asp?category=55 classroom integrated lessons. Most of them are elementary but you could adapt and tailor them to suit your needs Resources

More Related