“ Stand Up and Take Note! Reading Does Not have to be a Sedentary Activity”

1. “Stand Up and Take Note! Reading Does Not have to be a Sedentary Activity” Dr. Michael P. Maina Dr. Lisa Earp Dr. Julie Schlegel Maina Roanoke College

2. In order for man to succeed in life, God provided him with two means, education and physical activity. Not separately, but for the two together. With these two means, man can attain perfection. ----Plato

3. Our Idea • We work in the same office suite at Roanoke College • Lisa was teaching a Reading Course for pre-professionals and asked us to come present for a class. • Students seemed to enjoy the session and took the information with them for internship/student teaching as well as future employment.

4. What types of movement activities do your students engage in currently?

5. What’s the difference? Physical activity is movement carried out by the skeletal muscles that requires energy Exercise refers to planned, structured, repetitive movement intended to improve or maintain physical fitness Physical Educationis a sequential, developmental curriculum that includes state and national standards

6. U.S. Dept. of Health and Human Services (2008) • 150 minutes of moderate-intensity aerobic exercise, per week • OR • 75 minutes of vigorous-intensity aerobic exercise, per week

7. Physical Activity and Academic Learning Research has shown positive associations between physical activity and cognitive function, particularly for executive functioning. Executive function influences a child’s ability to understand when to apply knowledge, effectively plan, update working memory, shift from one mental set to another, and inhibit impulsive behavior.

8. Brain BreaksThe Kinesthetic Classroom • Body writing • “Write” your last name in the air with your head • “Write” your favorite animal in the air with your right elbow • “Write” your first name in the air with your left elbow • “Write” what you had for breakfast with your right hip • Finally, if you could have any dessert you wanted, what would it be? “Write” it with your left hip. • Throw-spin-catch • In pairs, have students face each other • Have a partner throw the ball up into the air as the other partner turns in a circle and tries to catch the ball. • Change roles • Taps • In pairs, have one student place their hands on top of their partners. The partner with their palms up will attempt to tap their partners right or left hand. • Switch roles

9. Station #1: Vocabulary Development Hula hoops at opposite ends of the room. One hula hoop has the vocabulary words in it, the other has the definitions. Students pick one word from the hula hoop and then hop, skip, jump to the next hula hoop to find the matching definition. Once they have a match they have to hop, skip, or jump back to the team and tag the next team member. After all the students have had a turn the group sits together and reviews their answers.

10. Station #2: Story Writing Using the vocabulary words provided, each student picks a word (one at a time) and quickly thinks of a sentence to use the word in. The student using the prescribed locomotor movement proceeds to the paper on the wall and writes the sentence down and then returns to their group. Then the next student picks a vocabulary word, thinks of a sentence to use it in, proceeds to the paper on the wall to record their sentence. The CATCH: each students sentence has to build on the previous sentence to make a story.

11. Station #3Sequencing Students move to a designated spot in the classroom where they review a previously read story (The Snowy Day). They should focus on the sequence of events in the story. Once they have completed their review as a group, each student then travels following the path indicated to the hula hoop, picks up a card, and quickly travels back to their group. The next student goes to the hula hoop and picks their card. Once all the cards have travelled to the other side of the room the students work on putting the events in chronological order. Once they feel they have the correct sequencing they travel as one unit back to the hula hoop to check their answers.

12. Station #4 Jurassic Park

13. Intelligence and skill can only function at the peak of their capacity when the body is healthy and strong. -John F. Kennedy

14. Conclusion Feedback with each station Other ideas and thoughts?

15. Resources Fit & Well: Core concepts and labs in physical fitness and wellness (9thed). by Fahey, T.D., & Insel, P. M., & Roth, W.T. The Learning Gym by Erich Ballinger P.E. Central Spark: the revolutionary new science f exercise and the brain by John Ratey and Eric Hagerman Brain Gym Teacher's Edition by Paul E. Dennison and Gail E. Dennison The Kinesthetic Classroom: Teaching and Learning through movement by Traci Lengel and Mike Kuczala

16. Resources • Active Education: Lessons for integrating physical activity with language arts, math, science and social studies by Julian A. Reed. • P.E. Central • http://www.pecentral.org/ • Jean Blaydes Madigan: Action Based Learning • http://abllab.com/ • The President’s Council on Physical Fitness and Sports Newsletter • http://www.fitness.gov/enewsletter/fall2008/featurearticle.html