Golden State Energizers - ACOEprojecteat.acoe.org/sites/default/files/Golden State Energizers_3-5.pdf · Directions for Using the Golden State Energizers Dear Fellow Teacher, The

Golden State EnergizersClassroom-Based Physical Activities

CombiningStandards-Based Academic Content

with Physical Activity to Increase Student Learning!

Grades: 3-4-5

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Directions for Using the Golden State Energizers

Dear Fellow Teacher,

The following set of activities has been designed, not as a comprehensive curriculum that must be strictly adhered to, but as a jumping-off point for incorporating physical activity into your daily rou-tine. As a classroom teacher, you already have subject matter expertise. You also know critical infor-mation about your students that benefits and improves every lesson you teach. The following lesson plans will serve as a foundation for you to incorporate more physical activity into your class routine.

As a helpful starting point, there are pre-planning worksheets included in this packet for you to use. This planning will help you think of ways in which you are already incorporating physical activity into your daily curriculum. Additionally, there is space for you to write down the songs your class likes to sing, the special days your class celebrates, the thematic units you teach, and the favorite stories you read. All of these lessons you already teach are great starting points for creating a physically active classroom. Finally, at the back of this section, you will find blank Golden State Energizer lesson plan pages. These are for you to record and plan all of the great new ideas and modifications that you will think of as you participate in the program. The idea is to make these lessons your own!

It is recommended to use these active lessons 2-3 times a day to receive a health benefit for your students. But the benefits will extend far beyond student health. By incorporating physical activity into your classroom, you will make learning more meaningful and exciting to your students. You will tap into different learning modalities, and you will connect with students in new and exciting ways. Benefits can also include improved time-on-task behavior and a positive shift in classroom climate.

Best of luck on your new and active adventure!

Sincerely,

The Project E.A.T. Team

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The following Classroom Energizers were created by: Project E.A.T., Educate, Act, Thrive, Dept. of Physical Education and Wellness,Alameda County Office of Education

Acknowledgments

The following Classroom Energizers were originally created by:East Carolina University, Activity Promotion Laboratory Department of Exercise and Sport ScienceCollege of Health and Human Performance:

•Wiggles•Heart Smart•Froze Vocabulary•Rescue 9-1-1

•Air Writing•Shop till you Drop•Jumpstart your Heart

The following Classroom Energizers were created by:East Carolina University, Activity Promotion Laboratory, Department of Exercise and Sport Science College of Health and Human Performance

Modified by: Project E.A.T., Educate, Act, Thrive, Dept. of Physical Education and Wellness,Alameda County Office of Education

•Over, Under, Around, and Through•Pass it On- UNO Style•Sports Galore•As If•Space Jam

•Hit the Deck•Stop and Scribble•Leaf Line•Secret Letter (Originally Litterbox)•California Dreamin’

•Stretch it Out•Hop the Perimeter•Math Jacks•Greater Than, Less Than•Roll the Dice•What’s On My Plate•Balance it Out•Reading Reflection

•Yoga Cool Down•Map it Out•Class Compass•Spelling Tag•Spelling Stretches•100’s Day•Fascinating Food Chains

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Table of Contents

Grades 3-5

Creating a Physically Active Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Setting Up the Physically Active Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Let's Get Moving: Classroom Set Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Kinesthetic Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Energizers Movement Bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

California Dreamin' . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Pass it On – UNO Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Factor It In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11SportsGalore. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Space Jam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Hit the Deck . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Heart Smart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Stop and Scribble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Frozen Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Stretch it Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Air Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Leaf Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Math Jack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Greater Than, Less Than . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Roll The Dice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36What’s on My Plate? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Balance it Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Reading Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Shop till you Drop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Map It Out. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Jumpstart Your Heart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Class Compass . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Hop the Perimeter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Spelling Stretches. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Exercising Our Way on the 100th Day! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Fascinating Food Chains! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Yoga Cool Down . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

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Creating a Physically Active Classroom Atmosphere

Below are some helpful hints for classroom teachers to use to create a physically active environment:1. Create “Energizer Spots.” Have a designated place in the classroom where each child can

stand that has enough space for him/her to move, free from distraction. Practice having stu-dents move to and from their Energizer Spots to ensure an efficient and safe lesson.

2. Create a positive atmosphere that enhances the self-esteem for all students. Each student should feel respected and valued. We do not all move alike or at the same speed. Value each child based on individual abilities. Modify activities when needed.

3. Have a signal or sign that can refocus students quickly so that they can “freeze” and listen to you when you need to speak or end the activity.

4. Share appropriate personal information with your students. Students respond favorably to the instructor who shares personal anecdotes or participates with them actively.

5. Be fair. Make certain each student understands the teacher’s expectations prior to the start of the activity.

6. Expect success! Assume all students can, and want, to be active—including those with special needs.

7. Model enthusiasm for physical activity. Be aware that students (at first) may seem apathetic or silly. These are common expressions of being self conscious about trying something new in front of their peers. With practice, this discomfort can be minimized and students will be more relaxed and willing to participate.

8. Give instructions before and after arranging the room to get ready for participation. Remind students of the rules for the activity and the “freeze” signals.

9. Take time to make sure that objects are out of the way for safe movement10. Set a time limit for the activity before beginning movement. Be sure to share with students.11. Compliment groups or individuals so that all groups or individuals feel as though their partici-

pation was valued.12. HAVE FUN!!!

Ideas for Signals:

1. “Give me a hand.” Tell the kids, “Give me a hand” and students raise one hand in the air. “Give me a clap” and students clap. “Give me a stomp” and students stomp one foot. You can then ask any combination such as “Give me three claps and a stomp” and the attention is focused on you.

2. Have live music you can play and stop when you want students to freeze.3. Begin to clap 3 times, and then repeat as often as needed to refocus students. You can also

clap at different levels of loud to soft or change the tempo of the clap to gain their attention.4. Put your hand in the air. Tell students that when our hands go up, our mouths go closed.

Adapted From: Energizers, East Carolina Univ., Activity Promotion Laboratory, Department of Exer-cise and Sport Science

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Adapted from the article: Implementing Classroom Based Physical Activity. Written by: Heather E. Erwin, Ph.D.

Setting Up the Physically Active Classroom

Example 1Traditional Set Up

Example 2Grouping Set Up

Example 3Stadium Set Up

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Lets Get Moving! Classroom Set-Up

Here are some tips and tricks to make academic content-based physical activity asuccess in your classroom:• Post a word-movement bank near the front of the room of simple physical activities that

children can perform at their desks. Practice each of these activities and set expectations for movement and personal space before incorporating any academic content.

• Laminate task cards with simple movements to use during activities

• Organize an area with simple movement manipulatives for you and your students to useduring academic physical activity. Items to include.

Adapted from the article: Implementing Classroom Based Physical Activity. Written by: Heather E. Erwin, Ph.D.

DiceDeck of Cards Deck of UNO CardsCoins

Scratch PaperStop WatchCD PlayerCD with child-friendly, energetic music

• Consider the time of the school day in which you plan to use physical activity. Good times for physical activity include first thing in the morning, after lunch, or during transitions to specialist classes.

• Use physical activity as an introduction to a lesson topic to focus student attention, or use physical activity as a review and a reward for students’ successful completion of a lesson.

• Examine the set up of your classroom. If possible, arrange your classroom to provide space for physical activity and to help keep children safe during movement.

• The back of this page gives examples of layouts of a physically active classroom.

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Kinesthetic Learners

Most of the school population excels through kinesthetic means: touching, feeling, experiencing the material at hand. “Children enter Grade 3 as kinesthetic and tactual learners, moving and touching everything as they learn. By second or Grade 3, some students have become visual learners. During the late elementary years some students, primarily females, become auditory learners. Yet, many adults, especially males, maintain kinesthetic and tactual strengths throughout their lives.”(Teaching Secondary Students Through Their Individual Learning Styles, Rita Stafford and Kenneth J. Dunn; Allyn and Bacon, 1993)

Kinesthetic learners are most successful when totally engaged with the learning activity. They ac-quire information fastest when participating in a science lab, drama presentation, skit, field trip, dance, or other active activity. Because of the high numbers of kinesthetic learners, education is shifting toward a more hands-on approach; manipulatives and other “props” are incorporated into almost every school subject, from physical education to language arts. Hands-on teaching tech-niques are gaining recognition because they address the challenging needs of kinesthetic learners, as well as the diverse needs of auditory and visual learners.

As research and teacher inservicing continue, classrooms will continue to integrate more of these techniques. Once students understand their learning styles, they can better adapt to their learning environment.

Source: http://school.familyeducation.com/intelligence/teaching-methods/38519.html

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Energizers Movement Bank

1. Loco motor (traveling forward, back, right, left)a. Walk b. March c. Jog d. Step touch e. Walking lunge f. Skip g. Grapevines h. Slide i. Gallop j. Hop/jump

2. Lifts (stationary or traveling) a. Knee lifts—hands gently touching opposite knee b. Kicks—front, cross and side c. Soccer kick d. Hamstring curl e. Heels—front and side, back f. Kick backs

3. Hops (stationary or traveling) a. Bunny hop b. Basketball shoot c. Jump rope d. Boxing e. Ski-stride f. Twist—single/double g. Dance steps—mamba, cha cha, chug, pivot turns

4. Power (stationary)a. Jumping jacks b. Lunges c. Squats

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Activities

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Teacher leads the class on a virtual tour of California. Students move at least 30 seconds for each of the actions listed below.

• March across the Golden Gate Bridge• Surf in the Pacific Ocean• Climb up a Redwood tree• Pretend you are an actor and wave to all your fans• Flex your muscles like you are on Venice Beach• Stomp the grapes in the Napa Valley• Pick oranges in the Central Valley• In-line skate on the boardwalk• Ski through the Sierra Nevada Mountains• Climb Mount Whitney, the highest peak in the continental US• Crawl through the Death Valley Desert• Hit a homerun at Pac-Bell Park• Shoot a foul shot at the Staples Center

Variation:

Teacher can use a wall map to point out specific landmarks or areas.

California Dreamin’

Grade Level: 3-5

Formation: Students stand at a desk

Equipment: None

Important! Preteach physical activity before adding content!

Directions:

California Dreamin’

California State Standards

Social Science

Grade 3

3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.

1. Identify geographical features in their local region (e.g., deserts, mountains, valleys,hills, coastal areas, oceans, lakes).

Grade 4

4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.

5.0 Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and trans-portation

Grade 5

5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.

6.2 Relate how and when California, Texas, Oregon, and other western lands became part of the United States, including the significance of the Texas War for Independence and the Mexican-American

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Pass it On—UNO Style

Grade Level: 3-5

Formation: Form a circle around perimeter of the room

Equipment: UNO cards


Directions:

1. Teacher hands out one card to each student. .

2. Students identify color on card and perform activity that corresponds to that color for 10-15 seconds:

Variations:

Use fruit and vegetable themed movements to promote nutrition education.

Blue: Bounce like a Blueberry.Red: Reach to the sky and pick Apples.

Yellow: Pretend you are a Banana and “peel” yourself. Reach up to your head and down to your toes.

Green: Squat to the ground like you are picking Spinach, then stand up to put it in your basket.

Blue: Jump to the skyRed: Squats

Yellow: Twist

Green: Swim

Grade 3

Standard 8: Health Promotion

8.1.M Promote a positive and respectful school environment.

8.3.M Demonstrate the ability to support and respect people with differences.

Grade 4

Standard 8: Health Promotion

8.1.N Support others in making positive food and physical activity choices.

Grade 5

Standard 7: Practicing Health-Enhancing Behaviors

7.2.P Demonstrate personal responsibility for health habitss

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Pass it On—UNO Style


Health Education

Blue: Jump to the skyRed: Squats

Yellow: Twist

Green: Swim

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Factor It In

Grade Level: 3-5

Formation: Students are divided into 4 groups and each group is sent to a corner of the room

Equipment: 4 pieces of scrap paper labeled 2, 3,4, and 5


Directions:

1. Teacher labels each corner of the room with one of the pieces of scrap paper.

2. Teacher calls out a number that is a multiple of 2, 3, 4, or 5.

3. Students who are in a corner that is a factor of that number will move to another corner.

4. Movements include:

• Jumping• Skipping• Hopping• Walking• Marching

5. Example: If teacher calls out 6, students in corners labeled 2 and 3 will move to another corner.

Variations:

1. Have students move to a corner labeled with a factor of the number called.

2. If a prime number is called, have students move to center of room.

Factor It In


Mathematics

Grade 3

Not Applicable

Grade 4

4.0 Students know how to factor small whole numbers:

4.1 Understand that many whole numbers break down in different ways (e.g., 12 = 4 × 3 = 2 × 6 = 2 × 2 × 3).

4.2 Know that numbers such as 2, 3, 5, 7, and 11 do not have any factors except 1 and themselves and that such numbers are called prime numbers.

Grade 5

1.0 Students compute with very large and very small numbers, positive integers, decimals, and fractions and understand the relationship between decimals, fractions, and percents. They understand the relative magnitudes of numbers:

1.4 Determine the prime factors of all numbers through 50 and write the numbers as the product of their prime factors by using exponents to show multiples of a factor (e.g., 24 = 2 × 2 × 2 × 3 = 2 3 × 3).

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Sports Galore

Grade Level: 3-5

Formation: Standing at desks

Equipment: None


Directions:

Teacher calls out the following sports skills to mimic for at least 10-15 seconds:

• Shooting a jump shot• Running through tires • Batting a baseball • Serving a tennis ball • Downhill skiing • Spiking a volleyball • Swinging a golf club • Throwing a football • Juggling a soccer ball • Shooting an arrow • Shooting a hockey puck • Swimming underwater • Fielding a ground ball and throwing it to first base• Dunking a basketball

Variations:

1. Integrate addition and subtraction skills during physical activity.

2. For more advanced students integrate multiplication and division skills for and have them demonstrate a physical representation of mathematical equations.

3. Ask students for skills to act out so that everyone can learn new activities, and stu-dent’s own experiences and cultures are validated.

Sports Galore


Health Education

Grade 3

5.1.G Examine why a variety of behaviors promote healthy growth and development.7.1.G Determine behaviors that promote healthy growth and development.

Grade 4

1.7.N Describe the benefits of moderate and vigorous physical activity.1.8. NIdentify ways to increase and monitor physical activity.7.4. NPractice how to take personal responsibility for engaging in physical activity.

Grade 5:

1.11.N Identify physical, academic, mental, and social benefits of regular physical actity5.2.N Use a decision-making process to determine activities that increase physical fitness.7.4.N Demonstrate the ability to assess personal physical activity levels.

Mathematics Education

Grade 3

2.1 Find the sum or difference of two whole numbers between 0 and 10,000.2.2 Memorize to automaticity the multiplication table for numbers between 1 and 10.2.3 Use the inverse relationship of multiplication and division to compute and check.

Grade 4

3.3 Solve problems involving multiplication of multi-digit numbers by two-digit numbers. 3.4 Solve problems involving division of multi-digit numbers by one-digit numbers.2.4 Express the solution clearly and logically by using the appropriate mathematical notation

and terms and clear language; support solutions with evidence in both verbal and sym-bolic work

Grade 5

2.3 Solve simple problems, including ones arising in concrete situations, involving the addi-tion and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less), and express answers in the simplest form

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Space Jam

Grade Level: 3-5


Equipment: None


Directions:

1. Teacher reads story to class and class identifies each verb or “action” word.

2. Teacher pauses during reading while class acts out each verb in place for 15 - 20 seconds.

3. Continue until end of story:

Variations:

1. Read a story that your class is familiar with and has studied before, and incorporate physical activity for each action word/verb.

2. Use the “Space Jam” PowerPoint for a visual accompaniment to the story.

Hello, my name is Zippy and I live on a space station. Today, I will lead you on a tour through space. First, we need to put on our moon boots. They will allow us to walk through space. The first stop will be Mercury, the closest planet to the sun. Mercury is very hot . . . so, OUCH, be careful and step quickly so your feet do not get burned. Mercury also has many craters. On the count of 3, let’s jump into a crater and see what we find. 1 – 2 – 3, JUMP! Climb out of the crater so we can march to Venus. Venus is the second planet from the sun. This planet has very strong winds and volcanoes. See if you can walk through the wind without blowing over. A lot of the surface of Venus is covered with lava, and here comes some . . . RUN! The next stop is Earth, the third planet from the sun. Seventy-one percent of the Earth’s surface is water, so hop in and start swimming. See if you can do the front crawl and the backstroke. Our next stop will be Mars. Mars is known as the red planet. The largest mountain in space, Olympic Mons is located on Mars. See if you can climb to the top! Jupiter is the fifth planet from the sun. It is made up of mostly gas and you can see clouds when you look at this planet. Find a cloud and see if you can float on it. Our next stop is Saturn, the sixth planet from the sun. It has a rocky core and there are areas of ice throughout the planet. There are also rings of gases around Saturn. WHOA, there is a huge piece of ice, be careful and slide across it. Hop on one of the rings surrounding Saturn and spin around in circles. Uranus is our next stop. It has a small rocky core. Can everyone tiptoe across Uranus watching out for the ice? Next, let’s visit Neptune. Neptune has four rings and large storms with fast winds. It also has 13 moons. Quick, duck! Here comes a moon, move to the left so you do not get hit. Pluto is our next stop. It is the smallest planet and is furthest from the sun. It is a cold planet because it is furthest from the sun. Shiver and rub your hands together to stay warm. This ends our tour of space. Grab a partner and hop back to the space station.

Space Jam


Language Arts Education

For grades 3-5, modify activity by having students participate in original activity, and then write their own action paragraph.

Grade 3

Vocabulary and Concept Development1.6 Use sentence and word context to find the meaning of unknown words.2.1 Write narratives:

a. Provide a context within which an action takes place. b. Include well-chosen details to develop the plot. c. Provide insight into why the selected incident is memorable.

Grade 4:2.1 Write narratives:

a. Relate ideas, observations, or recollections of an event or experience. b. Provide a context to enable the reader to imagine the world of the event or

experience. c. Use concrete sensory details. d. rovide insight into why the selected event or experience is memorable.

Grade 52.1 Write narratives:

a. Establish a plot, point of view, setting, and conflict. b. Show, rather than tell, the events of the story

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Hit the Deck

Grade Level: 3-5


Equipment: None


Directions:

1. Teacher places deck of cards in front of the class.

2. Have one student select a card and students will do the corresponding activity for each suit.

3. Write corresponding activities on the board for each suit:

• Heart: touch elbow to knee or crunches for 20 seconds• Diamond: jog in place or march in place for 20 seconds• Club: modified push up or cabbage patch for 20 seconds• Spade: jumping jacks or scissors for 20 seconds

4. Provide other students opportunity to pick a card from the deck and repeat activity

Variations:

1. Place activities on chart paper so that activity can be done outside.

2. Choose 3 or 4 cards of each suit instead of using entire deck to save time.

3. Have students practice addition, subtraction, multiplication and division problems by using the numbers on the cards to create equations: • 8 of Hearts= Perform 8 Crunches • 3 of Diamonds x 2 of Clubs= 6 of each activity

4. Include concepts of probability within the equations.

5. Have teacher pull cards to facilitate activity in a limited amount of time.

Hit The Deck


Health Education

Grade 3

8.1.M Promote a positive and respectful school environment.8.3.M Demonstrate the ability to support and respect people with differences.

Grade 4


Grade 5

7.2.P Demonstrate personal responsibility for health habits.Mathematics Education

Mathematics

Grade 3

2.5 Solve division problems in which a multi-digit number is evenly divided by a one-digit number (135 ÷ 5 = __).

1.5 Recognize and use the commutative and associative properties of multiplication (e.g., if 5 × 7 = 35, then what is 7 × 5? and if 5 × 7 × 3 = 105, then what is 7 × 3 × 5?)

1.2 Record the possible outcomes for a simple event (e.g., tossing a coin) and systematically keep track of the outcomes when the event is repeated many times

Grade 4

4.1 Understand that many whole numbers break down in different ways (e.g., 12 = 4 × 3 = 2 × 6 = 2 × 2 × 3)

2.2 Express outcomes of experimental probability situations verbally and numerically (e.g., 3 out of 4; 3/4)

Grade 5

2.3 Solve simple problems, including ones arising in concrete situations, involving the addi-tion and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less), and express answers in the simplest form.

1.4 Identify ordered pairs of data from a graph and interpret the meaning of the datain terms of the situation depicted by the graph.

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Heart Smart

Grade Level: 3-5


Equipment: None


Directions:

1. Teacher will discuss the heart: • Where is it located? Left side of the chest. • What size is it? Size of a fist. • Function? Deliver blood to the body. • What strengthens the heart? Jumping, swimming, and jogging. (Students will act out

each activity) • What weakens the heart? Inactivity, smoking, unhealthy diet.

2. Teacher calls out a habit that strengthens or weakens the heart.

3. If the habit strengthens the heart, students will respond by jumping for 15 seconds.

4. If the habit weakens the heart, students will respond by falling down or squatting for 5 seconds.

Variation:

Have students contribute habits of their own.

Riding a bike – jump Riding a scooter – jump Shooting baskets – jump

Eating 4 pepperoni pizzas – fall Playing PlayStation – fall

Walking your dog – jump Eating fast food – fall

Smoking cigarettes – fall Raking the leaves – jump

Never eating fruits/vegetables – fall Washing the car – jump

Dancing with your friends – jump Taking the stairs – jump

Skating – jump Taking the elevator – fall

Swimming – jump Eating potato chips – fall

Never going outside to play and watchingTV all the time – fall

Heart Smart


Health Education

Grade 3

7.1.G Determine behaviors that promote healthy growth and development.8.1.P Support others in making positive health choices.

Grade 4

1.1.A Describe the harmful short- and long-term effects of alcohol, tobacco, and other drugs, including inhalants.

6.1.A Make a plan to choose healthy alternatives to tobacco and drug use.

Grade 5

1.1.N Describe the food groups, including recommended portions to eat from each food group.

1.11.N Identify physical, academic, mental, and social benefits of regular physical activity.

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Stop and Scribble

Grade Level: 3-5

Formation: Standing at desks with partners

Equipment: Piece of paper and pencil for every 2 students


Directions:

1. Teacher calls out physical activity: • Jumping • Twisting • Jogging • Jumping jacks • Hopping • Knee lifts • Playing air guitar • Marching

2. Students begin activity and continue until the teacher calls out a spelling word.

3. Students freeze and partners work together to try to spell the word correctly on a piece of paper.

4. After 10 to 15 seconds, teacher calls out new activity.

5. Continue until all spelling words are used.

6. As students cool down, teacher will write correct spelling on board and students will check their work.

7. Variation: Same activity using sidewalk chalk instead of paper and pencil (outside).

Variation:

1. Have students work independently rather than in groups.

2. As a review, call on students to call out the week’s spelling words to see if they can remember the entire list as a class.

Stop And Scribble



Grade 3

1.5 Demonstrate knowledge of levels of specificity among grade-appropriate words and ex-plain the importance of these relations (e.g., dog/mammal/animal/living things).

1.7 Use a dictionary to learn the meaning and other features of unknown words. 1.8 Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est,

-ful) to determine the meaning of words.1.8 Spell correctly one-syllable words that have blends, contractions, compounds, ortho-

graphic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to ies when forming the plural), and common homophones (e.g., hair-hare).

1.9 Arrange words in alphabetic order.

Grade 4

1.4 Write fluidly and legibly in cursive or joined italic.1.6 Capitalize names of magazines, newspapers, works of art, musical compositions, organi-

zations, and the first word in quotations when appropriate.1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.

Grade 5

1.2 Use word origins to determine the meaning of unknown words. 1.3 Understand and explain frequently used synonyms, antonyms, and homographs. 1.4 Know abstract, derived roots and affixes from Greek and Latin and use this knowledge to

analyze the meaning of complex words (e.g., controversial).1.4 Use correct capitalization.1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.

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Frozen Vocabulary

Grade Level: 3-5


Equipment: None


Directions:

1. Begin by having students do an activity standing at their desks:

• Jumping • Twisting • Jogging • Jumping jacks • Hopping • Knee lifts • Playing air guitar

2. Students continue activity for 30 seconds or until teacher calls out a vocabulary word at which point the students freeze.

3. Teacher calls on volunteer to use the vocabulary word properly in a sentence.

4. Resume activity or begin a new activity when a student uses the vocabulary word prop-erly in a sentence.

Variations:

1. Students can define vocabulary word.

2. Students can spell the word.

3. Students can name a synonym or antonym.

4. Students can read out site words off of large index cards

5. For math, students can give the sum, difference, or quotient of 2 numbers.

6. Use individual white boards. Students can record answers and show them to the teacher after they write down the answer.

Frozen Vocabulary



Grade 3

1.4 Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words.


1.6 Use sentence and word context to find the meaning of unknown words. 1.7 Use a dictionary to learn the meaning and other features of unknown words. 1.8 Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est,

-ful) to determine the meaning of words.

Grade 4

1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to deter-mine the meaning of words and phrases.

1.3 Use knowledge of root words to determine the meaning of unknown words within a passage.

1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., international).

1.5 Use a thesaurus to determine related words and concepts. 1.6 Distinguish and interpret words with multiple meanings.

Grade 5


analyze the meaning of complex words (e.g., controversial). 1.5 Understand and explain the figurative and metaphorical use of words in context.

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Stretch it Out!

Grade Level: 3-5


Equipment: None


Directions:

1. Have students begin the day with a series of simple activities lasting 30 seconds or more.

2. Use the corresponding Nutrition Stretch Cards to supplement your physical activity.

• 1-2-3 Drop like Seeds!• Wiggle like a Worm• Tip Toe like a Ladybug• Stretch like a Sunflower• Grow like a Seed• Sprinkle and Fall like Raindrops• Curl Up like a Pill Bug• Breathe like a Butterfly

3. Repeat as many times as desired.

Variations:

1. Have students come up with their own nutrition education movement similes.

Example: Sway in the Breeze like a Stalk of Corn

2. In between each stretch, incorporate an aerobic locomotor skill for 15-20 seconds to raise student’s heart rates.

• Jog in place• Touch elbow to knee• Hop on one foot/ Hop on two feet• Jumping Jacks• Skip in place

Stretch It Out!


Health Education

Grade 3

1.3.G Identify major internal and external body parts and their functions.8.1.P Support others in making positive health choices.8.2.P Encourage others to promote a healthy environment.

Grade 4

1.7.N Describe the benefits of moderate and vigorous physical activity.1.8.N Identify ways to increase and monitor physical activity.7.4.N Practice how to take personal responsibility for engaging in physical activity.

Grade 5

1.11.N Identify physical, academic, mental, and social benefits of regular physical activity.7.4.N Demonstrate the ability to assess personal physical activity levels.

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Air Writing

Grade Level: 3-5

Formation: Standing at desks or in small groups

Equipment: None


Directions:

1. Students begin by moving in place or around the room:

• Jumping • Marching • Hopping • Twisting

2. Teacher calls out letter, number, word or shape and students stop activity.

3. Students will draw the letter, number, word or shape in the air using their hand, arm, leg, head, elbow, knee, bottom or any combination of body parts until teacher calls out another activity.

4. Students continue new activity until teacher calls out another letter, number, word or shape.

Variations:

1. Teacher can call out simple math problems and student can draw the answer with body part as directed.

2. This activity can be used as a review for spelling words.

3. Students can use their whole body to mimic the shape of the letters or numbers they are using.

Air Writing



Grade 3


1.7 Use a dictionary to learn the meaning and other features of unknown words. 1.8 Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est,

-ful) to determine the meaning of words.1.8 Spell correctly one-syllable words that have blends, contractions, compounds, ortho-

graphic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to ies when forming the plural), and common homophones (e.g., hair-hare).


Grade 4

1.4 Write fluidly and legibly in cursive or joined italic.1.6 Capitalize names of magazines, newspapers, works of art, musical compositions, organi-

zations, and the first word in quotations when appropriate.1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.

Grade 5


analyze the meaning of complex words (e.g., controversial).1.4 Use correct capitalization.1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.

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Leaf Line

Grade Level: 3-5


Equipment: Leaves brought from home (1 leaf per child)


Directions:

1. Students walk to the front of class and get in order based on the size of the leaves they brought from home (without talking, get in order from smallest to largest).

2. Allow younger students to talk for modification.

3. Have students move to groups based on leaf color, shape texture, environment, state of decomposition, etc.

4. Have students try to identify type of tree the leaf came from and discuss that type of tree and its environment in class.

5. Students can act out the following for at least 30 seconds each while running in place in between each description:

• Tree swaying in the wind • Tree during a thunderstorm/hurricane • Tree weighted down with snow

Variation:

1. Teacher should have several extra leaves available.

2. Ask students before they go out to recess to pick up a leaf while they are on the yard to bring back to class.

3. Have class take a walk around campus as a group and monitor as each child chooses a leaf to bring back to class.

4, Tailor lesson to specific class content as necessary.

Leaf Line


Science Education

Grade 3

3. Adaptations in physical structure or behavior may improve an organism’s chance for survival. As a basis for understanding this concept:

a. Students know plants and animals have structures that serve different func-tions in growth, survival, and reproduction.

b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands.

Grade 4

2. All organisms need energy and matter to live and grow. As a basis for understanding this concept:

a. Students know plants are the primary source of matter and energy entering most food chains.

3. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept:

a. Students know ecosystems can be characterized by their living and nonliving components.

b. Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.

Grade 5

2. Plants and animals have structures for respiration, digestion, waste disposal, and trans-port of materials. As a basis for understanding this concept:

a. Students know how sugar, water, and minerals are transported in a vascular plant.

b. Students know plants use carbon dioxide (CO2) and energy from sunlight to build molecules of sugar and release oxygen.

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Math Jacks

Grade Level: 3-5


Equipment: None


Directions:

1. Students stand at their desks. On teacher’s cue, students perform the first half of a jumping jack, Hands go up over head, feet go apart. Students will then complete the jumping jack, feet together, hands at sides.

2. Each half of a jumping jack counts as one Math Jack: hands up, feet apart = 1 math jack. hands at sides, feet together = 2 math jacks.

3. Start by having students count to 2. This will look like 1 traditional jumping jack.

4. Math Jacks should be performed SILENTLY. All students must use mental math to stop correctly

5. Work up to 10 silent Math Jacks before proceeding with more difficult math problems.

Variations:

1. A cue to help students:

• Odd numbers = hands up, feet apart. • Even numbers = hands down, feet together.

2. As your class improves, you can challenge them by giving them math problems. Example: 2 + 2 = . Students respond by completing 4 math jacks.

Math Jacks



Grade 3

2.1 The sum or difference of two whole numbers between 0 and 10,000.2.2 Memorize to automaticity the multiplication table for numbers between 1 and 10.2.7 Determine the unit cost when given the total cost and number of units.

Grade 4

3.3 Solve problems involving multiplication of multidigit numbers by two-digit numbers.

3.4 Solve problems involving division of multidigit numbers by one-digit numbers.1.2 Determine when and how to break a problem into simpler parts.

Grade 5

2.4 Understand the concept of multiplication and division of fractions. 2.5 Compute and perform simple multiplication and division of fractions and apply these

procedures to solving problems.2.2 Apply strategies and results from simpler problems to more complex problems.2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, dia-

grams, and models, to explain mathematical reasoning.

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Greater Than, Less Than

Grade Level: 3-5


Equipment: None


Directions:

1. Students should have already been introduced to the concept of greater than, less than, equal to, and the corresponding symbols.

2. Teacher stands at board and writes two large numbers with a space between.

3. While teacher writes, students march in place at their desks.

4. On teacher’s signal, students must raise their hands over their heads, and bend at the waist to make their body look like a greater than or less than symbol. They will turn their bodies to face the side of the room that has the larger number.

5. If the quantities are equal. Students stand straight up and down, with their hands stretched towards the ceiling and their feet shoulder width apart.

6. After all children have self corrected and gotten the right answer, the teacher will write two more quantities on the board. Children will return to marching in between prob-lems.

Variations:

1. Vary the degree of difficulty to match current lesson content.

2. Use activity to compare algebraic equations.

Greater Than Less Than



Grade 3

1.1 Represent relationships of quantities in the form of mathematical expressions, equations, or inequalities.

1.2 Solve problems involving numeric equations or inequalities.2.4 Express the solution clearly and logically by using the appropriate mathematical notation

and terms and clear language; support solutions with evidence in both verbal and sym-bolic work.

Grade 4

1.8 Use concepts of negative numbers (e.g., on a number line, in counting, in tempera ture, in “owing”)

3.4 Solve problems involving division of multidigit numbers by one-digit numbers.2.4 Express the solution clearly and logically by using the appropriate mathematical notation

and terms and clear language; support solutions with evidence in both verbal and sym-bolic work.

Grade 5

2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and sym-bolic work.

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Roll The Dice

Grade Level: 3-5


Equipment: 1 regular 6-sided die


Directions:

1. Each roll of the dice represents a physical activity. Write corresponding activities on the board for each number:

• Bunny Hops• Basketball Shot• Squats• Jumping Jacks• Trunk Twists• Imaginary Jump Rope

2. Choose 1 student come up and roll the dice and call out the number.

3. Have all students perform the corresponding activity for 20 seconds.

4. Provide other students opportunity to roll the dice and repeat activity.

Variations:

1. Place activities on chart paper so that activity can be done outside.

2. Have students practice counting, and performing basic addition and subtraction prob-lems by using the numbers on the cards to create simple math problems:

• 1 = 20 seconds of Bunny Hops. Count out loud.• 2 Basketball Shots + 3 Squats = 5 Exercises

3. Count by 2s, 5s, 10s, etc.

4. Vary the difficulty of the math problem according to student ability levels.

5. Have teacher roll dice to facilitate activity in a limited amount of time.

Roll The Dice


Health Education

Grade 3

8.1.M Promote a positive and respectful school environment.8.3.M Demonstrate the ability to support and respect people with differences.

Grade 4


Grade 5

7.2.P Demonstrate personal responsibility for health habits.


Grade 3

2.5 Solve division problems in which a multi-digit number is evenly divided by a one-digit number (135 ÷ 5 = __).

1.5 Recognize and use the commutative and associative properties of multiplication (e.g., if 5 × 7 = 35, then what is 7 × 5? and if 5 × 7 × 3 = 105, then what is 7 × 3 × 5?)

1.2 Record the possible outcomes for a simple event (e.g., tossing a coin) and systematically keep track of the outcomes when the event is repeated many times

Grade 4

4.1 Understand that many whole numbers break down in different ways (e.g., 12 = 4 × 3 = 2 × 6 = 2 × 2 × 3)

2.2 Express outcomes of experimental probability situations verbally and numerically (e.g., 3 out of 4; 3/4)

Grade 5

2.3 Solve simple problems, including ones arising in concrete situations, involving the addi-tion and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less), and express answers in the simplest form.

1.4 Identify ordered pairs of data from a graph and interpret the meaning of the data in terms of the situation depicted by the graph.

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What’s On My Plate?

Grade Level: 3-5

Formation: Sitting at desks

Equipment: Choose MyPlate template. 1 paper plate per student; crayons


Directions:

1. Teacher draws a large X across each paper plate with a marker to divide the plate into 4 quadrants for the activity.

2. Teacher will discuss with students the “Choose My Plate” worksheet, and class will brainstorm and post a list of each of the following food groups: Fruits, Grains, Vegeta-bles, Protein.

3. Students will then choose one food from each group to draw in one of the 4 spaces on their plate.

4. On teacher signal, all students will perform an aerobic movement at their desks using their plate for 30 seconds.

• Jogging in place• Waving plate up and down in front of body• Swimming underwater using plate for fin• Jumping jacks while holding plate• Use plates as fans and wave back and forth

5. Finish lesson by talking about the nutritious meal the students drew on their plate and how they can make healthy food choices.

Variations

1. Have students partner up for the physical activity so that one student holds two plates. Take turns.

2. Have students come up with their own imaginative ideas for how to be active while holding the plate.

What’s On My Plate?


Social ScienceGrade 3

5.1.G Examine why a variety of behaviors promote healthy growth and development.7.1.G Determine behaviors that promote healthy growth and development.8.1.P Support others in making positive health choices.

Grade 4

1.1.N Identify and define key nutrients and their functions.1.2.N State the recommended number of servings and serving sizes for different food

groups.1.3.N Describe the relationship between food intake, physical activity, and good health.3.1.N Identify resources for valid information about safe and healthy foods.5.1.N Describe how to use a decision-making process to select nutritious foods and bever-

ages.6.1.N Make a plan to choose healthy foods and beverages.7.1.N Practice how to take personal responsibility for eating healthy foods.7.2.N Practice how to take personal responsibility for limiting sugar consumption in foods,

snacks, and beverages.7.3.NI Identify ways to establish and maintain healthy eating practices consistent with current

research-based guidelines for a nutritionally balanced diet.

Grade 5


1.2.N Identify key components of the “Nutrition Facts” labels.1.3.N Explain the relationship between the intake of nutrients and metabolism.1.4.N Explain why some food groups have a greater number of recommended portions than

other food groups.1.6.N Differentiate between more-nutritious and less-nutritious beverages and snacks.1.7.N Explain the concept of eating in moderation.1.8.N Describe the benefits of eating a nutritionally balanced diet consistent with current

research-based dietary guidelines.1.9.N Explain how good health is influenced by healthy eating and being physically active.2.1.N Describe internal and external influences that affect food choices and physical activity.2.2.N Recognize that family and cultural influences affect food choices.2.3.N Describe the influence of advertising and marketing techniques on food and beverage

choices.

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Balance it Out!

Grade Level: 3-5


Equipment: None


Directions:

1. The teacher will write a simple algebraic problem on the board.

Example 2 + X = 6

2. Teacher will explain to students that algebraic problems, the equals sign is like a teeter totter in the playground. On a playground, we need to have the same size kids to make the teeter totter go up and down. Similarly, in math, we need to have the same quantity on each side of the equals sign to make the problem correct.

3. All students will stand at their desks. Teacher will invite two students to stand in front of the number 2 on the board, and six students to stand in front of the number six.

4. Class will recite the problem out loud together. They will perform bunny hops when they recite to correspond with the numbers on the board.

5. Teacher then asks class if they are going to make their teeter totter even and balanced, how many students will they need on the other side of the equals sign?

6. Teacher then invites up 4 students to the board to complete the problem. Students recite problem together, and perform bunny hops for each number counted.

Variations:

1. Repeat using a different problem.

2. Can be used for division facts also.

3. Teacher can purposely show an incorrect answer to demonstrate to students the im-portance of balanced equations in mathematics.

Balance It Out’



Grade 3

1.1 Represent relationships of quantities in the form of mathematical expressions, equations, or inequalities.

1.2 Solve problems involving numeric equations or inequalities.1.3 Select appropriate operational and relational symbols to make an expression true (e.g., if

4 __ 3 = 12, what operational symbol goes in the blank?).1.5 Recognize and use the commutative and associative properties of multiplication (e.g., if 5

× 7 = 35, then what is 7 × 5? and if 5 × 7 × 3 = 105, then what is 7 × 3 × 5?).

Grade 4

1.1 Use letters, boxes, or other symbols to stand for any number in simple expressions or equations (e.g., demonstrate an understanding and the use of the concept of a vari-able).

1.5 Understand that an equation such as y = 3x + 5 is a prescription for determining a sec-ond number when a first number is given.

Grade 5

1.1 Use information taken from a graph or equation to answer questions about a problem situation.

1.2 Use a letter to represent an unknown number; write and evaluate simple algebraic ex-pressions in one variable by substitution.

1.3 Know and use the distributive property in equations and expressions with variables.

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Reading Reflection

Grade Level: 3-5

Formation: Students placed into 4 equal groups

Equipment: Index cards with content from a reading lesson written on them Two hula hoops per group


Directions:

1. Divide students into 4 groups. Each group is given a stack of cards with information from the reading passage/literature selection/grammar lesson written on them. Place two hula hoops on the ground across from each group of students.

2. Students will be sorting the items on the cards into two groups.Examples of categories: Fiction/Nonfiction, Similies/MetaphoresTwo characters from the book, etc.

3. Tell students the object of the game is to correctly sort the cards into two piles. They may work together as a team, but they may only go one at a time to place one card in a hula hoop.

4. On teacher’s signal. First student walks across to hula hoop and places card in appro-priate hoop. When first student returns, next student may go.

5. Continue until all cards are sorted.

6. Check for understanding by choosing one group and reading cards out loud to make sure they were appropriately categorized.

Variations:

1. For English Learners, use cards with pictures on them.

2. Modify the cards to cover current lesson topics.

3. Use shoe boxes if hula hoops are not available.

4. Perform activity outside and include other locomotor movements such as skipping, galloping, running, etc.

5. Overlap hoops to create a large Venn Diagram for categorizing.

Reading Reflection


Social Science

Grade 3

3.2 Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.

3.3 Determine what characters are like by what they say or do and by how the author or illustrator portrays them.

3.4 Determine the underlying theme or author’s message in fiction and nonfiction text.

3.5 Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection.

3.6 Identify the speaker or narrator in a selection.

Grade 4

2.2 Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment).

2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues.

2.4 Evaluate new information and hypotheses by testing them against known information and ideas.

2.5 Compare and contrast information on the same topic after reading several passages or articles.

2.6 Distinguish between cause and effect and between fact and opinion in expository text.

Grade 5

3.2 Identify the main problem or conflict of the plot and explain how it is resolved.

3.3 Contrast the actions, motives (e.g., loyalty, selfishness, conscientiousness), and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme.

3.4 Understand that theme refers to the meaning or moral of a selection and recognize themes (whether implied or stated directly) in sample works.

3.5 Describe the function and effect of common literary devices (e.g., imagery, metaphor, symbolism)

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Shop Till You Drop

Grade Level: 3-5

Formation: Partners

Equipment: Scrap piece of paper for every 2 students; 6 pieces of paper with the following information. Asterisk (*) indicates healthy options and is for teacher use only. Do not put an asterisk on paper posted around the room.

1. Teacher labels 6 areas of the room with each food group listed above, including the food choices.

2. Students must pick 1 item at a time and move to the next food group, planning a healthy breakfast, lunch and dinner.

3. Have students travel from one area to the next using different movements (march, gal-lop, jump, skip, hop, etc.).

4. Partners circulate and plan a healthy breakfast, lunch and dinner from the options listed.

5. Partners write down their menu for each meal.

6. After sufficient time, have partners return to desks and discuss meals as a class.

7. Review food guide pyramid.

8. Make sure students move quickly from one area to another.

Variation:

Have children choose the unhealthiest meal they can.

• Bread/cereal/grains – *whole wheat bread, white bread, *Cheerios, *spaghetti, *rice, cocoa puffs, *tortillas, *popcorn, cinnamon rolls, *bagels.

• Meat/poultry – *grilled fish, fried chicken, hot dogs, *meatloaf, *baked chicken, chicken fried steak, *lean ham-burgers, sausage, bacon, *eggs.

• Dairy – *cheese, *skim milk, *yogurt, ice cream, whole milk, *cottage cheese, cream cheese, *frozen yogurt.• Fruit – *apples, *bananas, *orange juice, *grapes, sports drinks, *100% apple juice, *apple sauce, *dried apri-

cots, *canned peaches in their own juice, canned pears in heavy syrup.• Vegetable – *broccoli, iceberg lettuce, *spinach, *dark green lettuce, *corn, *squash, *carrots, *baked french

fries, pickles, *refried beans, *collard greens, french fries.• Fats/oils/sweets – doughnuts, pop tarts, butter, candy bars, chips, cookies, brownies, cake, full fat salad dress-

ing, soda

Directions:

Shop till You Drop


Social Science

Grade 3

Standard 5: Decision Making

5.1.P Use a decision-making process to reduce the risk of communicable disease or illness.

8.1.P Support others in making positive health choices.

1.3.P Identify positive health practices that reduce illness and disease.

Grade 4

1.2.N State the recommended number of servings and serving sizes for different food groups.

1.3.N Describe the relationship between food intake, physical activity, and good health.

5.1.N Describe how to use a decision-making process to select nutritious foods and beverages.

7.1.N Practice how to take personal responsibility for eating healthy foods.

7.2.N Practice how to take personal responsibility for limiting sugar consumption in foods, snacks, and beverages.

7.3.N Identify ways to establish and maintain healthy eating practices consistent with current research-based guidelines for a nutritionally balanced diet.


Grade 5


1.6.N Differentiate between more-nutritious and less-nutritious beverages and snacks.

1.8.N Describe the benefits of eating a nutritionally balanced diet consistent with current research-based dietary guidelines.

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Map It Out

Grade Level: 3-5

Formation: Partners

Equipment: US or California state map, 4 objects (eraser, bean bags, crumpled piece of paper), music


Directions:

1. Teacher gives 4 students an object.

2. When music begins, students begin to march around the room and pass objects around the circle like hot potato.

3. When music stops, students stop passing the object.

4. Students will pass object one final time using teacher generated specific rule. Sample rules for final pass can be: • Two people to the left• Four people to the right• Person who sits in front of you• Person who sits beside you• Person across the circle from you

5. Student who ends up with object will go to map and find a specific landmark as desig-nated by the teacher.

Variations:

1. While students are at board, rest of class continues movement of marching, jumping, lunging, etc.

2. Other subject areas can be integrated (e.g., when music stops students go to board to spell a word, or work a math problem).

3. Use a different rule each time to prevent students from holding onto the designated objects.

Map It Out


Social Science

Grade 3

3.1 Students describe the physical and human geography and use maps, tables, graphs, pho-tographs, and charts to organize information about people, places, and environments in a spatial context.

1. Identify geographical features in their local region (e.g., deserts, mountains, val-leys, hills, coastal areas, oceans, lakes).

Grade 4


3. Identify the state capital and describe the various regions of California, includ-ing how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity.

4. Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns.

5. Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and trans portation

Grade 5

5.2 Students trace the routes of early explorers and describe the early explorations of he Americas.

3. Trace the routes of the major land explorers of the United States, the distances traveled by explorers, and the Atlantic trade routes that linked Africa, the West Indies, the British colonies, and Europe.

4. Locate on maps of North and South America land claimed by Spain, France, England, Portugal, the Netherlands, Sweden, and Russia.

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Jump Start Your Heart

Grade Level: 3-5

Formation: Divide students into 6 groups

Equipment: 6 pieces of paper labeled Right Atrium (jogging in place), Right Ventricle (shadow boxing), Left Atrium (pretend to jump rope), Left Ventricle (twisting), Lungs (cross-contry skiing side to side), and Body (pretent to chop wood)


Directions:

1. Teacher will discuss the heart: What does it do? The heart acts as a pump for the body. The blood travels from the right atrium to the right ventricle, from the right ventricle it travels to the lungs and back to the left atrium. It then travels to the left ventricle and from there it goes to the rest of the body and back to the right atrium. This process repeats itself over and over.

2. Teacher labels 6 parts of the room with 6 activity cards listed in materials: Right Atrium, Right Ventricle, Lungs, Left Atrium, Left Ventricle, Body

3. Teacher sends 1 group of children to each part of the room that is labeled.

4. Teacher calls out “start your heart” and students begin movement that corresponds to their location.

5. When teacher says “blood flow” students stop and move to the appropriate location for correct blood flow. Students will move to the location where the blood travels next.

6. Teacher again calls out “start your heart” after students have moved to new location.

7. Continue until students have gone to each location.

Variations:

1. Discuss activities that are damaging to the heart,(alcohol, tobacco, other drugs, seden-tary lifestyle, poor food choices) and the consequences that can occur.

2. Have students demonstrate other exercises that will strengthen the heart: jumping, swimming, jogging.

3. Post location signs in random order to make activity more challenging.

Jump Start Your Heart


Social Science

Grade 3

1.3.G Identify major internal and external body parts and their functions.1.4.P Identify life-threatening conditions (e.g., heart attacks, asthma attacks, poisoning).1.5.P Describe how a healthy environment is essential to personal and community health.

Grade 4

1.1.A Describe the harmful short- and long-term effects of alcohol, tobacco, and other drugs, including inhalants.

8.1.A Encourage others to be free of alcohol, tobacco, and other drugs.

Grade 5

2.1.P Identify internal and external influences that affect personal health practices.

Science Education:

Grade 5

Students know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissues.

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Class Compass

Grade Level: 3-5


Equipment: Map


Directions:

1. Teacher chooses 1 student to go to the map.

2. Teacher chooses location (state or country) and tells everyone in the class except the student at the map (can write location on board or piece of paper).

3. Class uses movement without talking to guide the student to the correct location. • East: knee lifts • West: jumping jocks • North: raise the roof • South: squats

4. Repeat with new location and new student.

Variation:

1. Post the direction that corresponds to each movement on the board.

2. Imbed contextual content related to current Social Science unit. For example, put on imaginary jackets when crossing mountainous terrain, or use movements to depict the various ways settlers came to the Western United States.

Class Compass


Social Science

Grade 3

3.1 Students describe the physical and human geography and use maps, tables, graphs, pho-tographs, and charts to organize information about people, places, and environments in a spatial context.

1. Identify geographical features in their local region (e.g., deserts, mountains, val-leys, hills, coastal areas, oceans, lakes).

Grade 4


5. Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and trans portation

Grade 5

5.8 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.

6. Relate how and when California, Texas, Oregon, and other western lands be-came part of the United States, including the significance of the Texas War for Independence and the Mexican-American War.

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Hop the Perimeter!

Grade Level: 3-5

Formation: Students line up around the permineter of the room or stand at desks

Equipment: None


Directions:

1. Teacher holds up a ruler and shows students one inch.

2. Teacher will ask students to perform “Inch Hops” in place. Students hop back and forward in place, taking very small hops to simulate 1 inch.

3. Have all students move in the same direction—side to side or front to back.

4. Show students a new unit of measurement on the ruler, for example, 1 foot.

5. Have students perform “Foot Hops” at their stations.

6. Once students learn the measurements, have them hop a designated measured perimeter. For example, hop around your chair. If you were to draw a perimeter around your chair, how many feet and inches would it be?

Variations:

1. Add directions (right, left, forward, back).

2. Use the metric system.

Hop the Perimeter!


Social Science

Grade 3

1.0 Students choose and use appropriate units and measurement tools to quantify the properties of objects:

1.4 Carry out simple unit conversions within a system of measurement (e.g., centimeters and meters, hours and minutes).

Grade 4

1.0 Students understand perimeter and area: 1.1 Measure the area of rectangular shapes by using appropriate units, such as square

centimeter (cm2), square meter (m2), square kilometer (km2), square inch (in2), square yard (yd2), or square mile (mi2).

1.2 Recognize that rectangles that have the same area can have different perimeters.

Grade 5

1.0 Students understand and compute the volumes and areas of simple objects:1.3 Understand the concept of volume and use the appropriate units in common measur-

ing systems (i.e., cubic centimeter [cm3], cubic meter [m3], cubic inch [in3], and cubic yard [yd3]) to compute the volume of rectangular solids.

1.4 Differentiate between, and use appropriate units of measures for, two- and three-dimensional objects (i.e., find the perimeter, area, volume).

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1. Students should be familiar with the “Let's Stretch at Our Desks” PowerPoint stretches.

2. Ask one student to come to the board and correctly write a spelling word on the board for the class to see.

3. After checking that the word is spelled correctly, student will lead the class in a spelling stretch. Class will recite spelling word aloud and hold stretch as they recite the correct spelling.

4. After class has spelled the word aloud correctly, choose another student to come up and lead the next spelling stretch.

Variations:

1. This activity can be used for various content areas that require memorization: vocabu-lary, mathematics fact memorization, reciting verses of a poem, etc.

2. Have teacher write spelling words on the board to make the activity go faster.

Spelling Stretches

Grade Level: 3-5

Formation: Students sitting at desks

Equipment: "Let's Stretch at Our Desks" PowerPoint


Directions:

Spelling Stretches


Social Science

Grade 3

1.8 Spell correctly one-syllable words that have blends, contractions, compounds, ortho-graphic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).


Grade 4

1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.

Grade 5

1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.

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1. Teacher will lead the following activities.

2. If possible, use the 100th Day PowerPoint as a visual

• 100s day is here! Let’s all stand up at our desks and complete 100 activities to cel-ebrate! Get ready! Here we go!

• Lets start with 10 jumping jacks• Now let’s do 10 arm circles forward. Keep your elbows straight and thumbs pointed

towards the sky.• Now let’s unwind out with 10 arm circles backwards. Keep those elbows straight!• Let’s march in place for a count .of 10! Swing your arms! Get your knees up high!• Side stretches will get us to our 100th day goal! Lets do 10! Stretch with your right hand,

back to the center, now stretch with your left.• We are half way there! 50 exercises complete! Keep it up! You are doing GREAT!• Hopping will help us to get to 100. Let's do 10 hops on our right foot.• Now switch it up with 10 hops on our left foot too.• Let’s touch our toes 10 times. Almost done . . .• Ten arm curls will help our muscles to be strong. Pretend you are holding weights.• To finish up our exercises, let’s do a cool down. Sit down at your desk and take 10

deep breaths. Make sure you breathe in and out slowly and deeply. • We just did 100 exercises! Awesome! Happy 100s day!

Variations:

1. Change the number of each activity performed to make the addition more challenging

2. Have a student lead each exercise. Rotate so that all children have a turn.

Exercising Our Way on the 100th Day!

Grade Level: 3-5

Formation: Students standing at desks

Equipment: "Exercising Our Way on the 100th Day" PowerPoint


Directions:

Exercising Our Way on the 100th Day!


Health Education

Grade 3

1.3. GIdentify major internal and external body parts and their functions.

8.1.P Support others in making positive health choices.

8.2.P Encourage others to promote a healthy environment.

Grade 4

1.7.N Describe the benefits of moderate and vigorous physical activity.

1.8.N Identify ways to increase and monitor physical activity.

7.4.N Practice how to take personal responsibility for engaging in physical activity.

Grade 5


7.4.N Demonstrate the ability to assess personal physical activity levels.

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1. Teacher will lead the following activities.

3. If possible, use the Fascinating Food Chains PowerPoint as a visual.• Fascinating Food Chains: Following the Flow of Energy through the Forest• All living things need energy to move and function. This energy is passed from one living thing to another

in a chain. Today we are going to take a journey and follow the flow of energy in a forest food chain.• Are you ready? Let’s stand up at our desks and pretend we are walking outside. We are going to be mov-

ing, so we will need to make sure we get energy to move! Let’s follow the food chain and see where we will get our energy from!

• Almost all food chains start from the same place: the sun! The sun’s rays shine down and provide the basis for the rest of our chain. Stretch up as if you were basking in the sun! Don’t forget your sunglasses!

• The next stop on our trip is to a green leafy tree. The tree takes in energy and uses photosynthesis to turn water, nutrients from the soil, and energy from the sun into food. Let’s sway like a tall tree in the breeze.

• Grasshoppers need energy to hop, and they get that energy by eating plants such as a green leafy tree. The energy from the tree is passed to the grasshopper. Hop up and down like a grasshopper.

• Our journey continues and now we meet a frog. The frog gets his energy by eating the grasshopper. Squat down low like you are a frog, now hop up into the air!

• The flow of energy goes on! Here comes a snake that needs energy to move and slither. The snake eats the frog to continue the flow of energy. Let’s do some shoulder rolls and pretend we are a slithering snake.

• Finally, a hawk soars across the sky. She will get the energy she needs to flap her wings by eating the snake. Pretend you are a hawk and flap your large wings.

• We’ve made it to the top of the food chain. But there is one more component to our forest energy path-way: decomposers! Decomposers recycle matter from dead plants and animals and deposit the nutrients back into the soil. Sit down in your desk, crouch in your chair, and sit very still as if you were fungi.

• Thank you for taking a tour of how energy is transferred through a food chain in the forest! Wave goodbye!

Variations: 1. Have students take turns leading the different sections

2. Have students create their own food chain and accompanying movements using differ-ent ecosystems (ocean, stream, frozen tundra, etc.).

Fascinating Food Chains!

Grade Level: 3-5

Formation: Students standing at desks

Equipment: "Fascinating Food Chains" PowerPoint


Directions:

Fascinating Food Chains!


Science Education

Grade 3

3. Adaptations in physical structure or behavior may improve an organism’s chance for sur-vival. As a basis for understanding this concept:b. Students know examples of diverse life forms in different environments, such as

oceans, deserts, tundra, forests, grasslands, and wetlands.

c. Students know living things cause changes in the environment in which they live:some of these changes are detrimental to the organism or other organisms, and some are beneficial.

Grade 4

2. All organisms need energy and matter to live and grow. As a basis for understanding this concept:a. Students know plants are the primary source of matter and energy entering

most food chains. b. Students know producers and consumers (herbivores, carnivores, omnivores,

and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem.

c. Students know decomposers including many fungi, insects, and micro- organisms, and recycle matter from dead plants and animals.

Grade 5

2. Plants and animals have structures for respiration, digestion, waste disposal, and trans-port of materials. As a basis for understanding this concept:f. Students know plants use carbon dioxide (CO2) and energy from sunlight to build

molecules of sugar and release oxygen.

g. Students know plant and animal cells break down sugar to obtain energy—a process resulting in carbon dioxide (CO2) and water (respiration).

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1. Use this activity to quiet students and get them ready to participate in seated desk work.

2. Start with all participants sitting quietly. Ask everyone to close their eyes and take a few deep breaths.

3. Tell participants that they are going to give themselves a massage. This massage will im-prove circulation, lymphatic system functioning, and relaxation.

Read the following directions:• Reach your hand and arms up and stretch up as high as you can, now start by rubbing the top of your

head with both hands. Rub your forehead. Rub your face. Rub your neck. Rub your chest, and finish with both hands on your heart.

• Stretch up and reach up as high as you can. Rub the top of your head, rub the sides of your head. Rub your ears. Rub the sides of your neck. Rub your chest, and end with both hands on your heart.

• Stretch up and reach for the ceiling. Now rub the top of your head. Rub the back of your head. Rub your neck. Rub the tops of your shoulders. Come around your chest, and finish with both hands on your heart.

• Stretch up to the ceiling. Now reach back behind you and rub your lower back, rub up your back, rub your ribs, rub around your chest, and rub up your chest and finish with both hands on your heart.

• Stretch up to the ceiling, and now reach in front of you and rub your stomach. Rub your ribcage, rub your chest, and finish with both hand on you heart.

• Place your right arm out in front of you. Using your left hand, start by gently squeezing your fingers. Squeeze your wrist. Squeeze your forearm. Squeeze you elbow. Squeeze your upper arm. Squeeze your shoulder, and finish with both hands on you heart.

• Now place your left arm in front of you. Using your right hand, start by gently squeezing your fingers. Squeeze your wrist. Squeeze your forearm. Squeeze you elbow. Squeeze your upper arm. Squeeze your shoulder, and finish with both hands on you heart.

• Reach down to your right foot. Using both hands start by gently squeezing your toes. Squeeze your foot. Squeeze your ankle. Squeeze your lower leg. Squeeze your knee. Squeeze your upper leg. Work both hands up your body until you finish with both hands on your heart.

• Now close your eyes and breathe in and out slowly and calmly. Take a minute and then slowly open the eyes.

Yoga Cool Down

Grade Level: 3-5

Formation: Students and teacher seated

Equipment: None


Directions:

Yoga Cool Down


Health Education

Grade 3

1.3.G Identify major internal and external body parts and their functions.

Grade 4

1.7.N Describe the benefits of moderate and vigorous physical activity.

1.8.N Identify ways to increase and monitor physical activity.

Grade 5


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Appendix

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Incorporating Physical ActivityPreplanning Worksheet

Lessons in which I am already incorporating physical activity into the curriculum:

Barriers I face when incorporating physical activity:

Students with special needs and plans for accommodations:

Behavioral issues that may come up and prevention strategies:

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Thematic units: Ideas to incorporate physical activity:

Stories we read: Ideas to incorporate physical activity:


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Songs we sing: Ideas to incorporate physical activity:

Special days we celebrate: Ideas to incorporate physical activity:


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Preplanning Lesson Mapping

Standard

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Name of Activity: _________________________________________________________________

Grade Level: _______

Formation: ________________________________________________________________

Equipment: ________________________________________________________________

Content Area: ________________________________________________________________


Rules/Directions:

Variations:

Documents

Golden State Energizers - ACOEprojecteat.acoe.org/sites/default/files/Golden State Energizers_3-5.pdf · Directions for Using the Golden State Energizers Dear Fellow Teacher, The