recess readiness

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PEKN 4F93 RECESS READINESS

Created by: Brendan Pringle (5038468) & Jaime Walks (4589073)

ContentsPROGRAM BACKGROUND....................................................................................................................3

Introduction.............................................................................................................................................4

Literature Review....................................................................................................................................6

Bibliography......................................................................................................................................13

PROGRAM OVERVIEW: RECESS READINESS.................................................................................16

Objectives..............................................................................................................................................17

Target Audience....................................................................................................................................17

Personnel/Facilitator..............................................................................................................................17

Schedule................................................................................................................................................18

Facility...................................................................................................................................................18

Budget...................................................................................................................................................18

Equipment.............................................................................................................................................19

PROGRAM IMPLEMENTATION:..........................................................................................................20

Sign Up Sheet Template........................................................................................................................21

WEEK 1: VOLCANIC ERUPTION.....................................................................................................22

WEEK 2: WALK THE PLANK...........................................................................................................26

WEEK 3: Watts the Matter?.................................................................................................................30

WEEK 4: Whose Land is it Anyways?.................................................................................................34

WEEK 5: SPILLING BEE...................................................................................................................38

WEEK 6: BENCH BALL.....................................................................................................................42

WEEK 7: CROSSWORD RELAY.......................................................................................................46

WEEK 8: TOXIC WASTE...................................................................................................................51

REFLECTIVE SUMMARIES...................................................................................................................55

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PROGRAM BACKGROUND

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Introduction

The recess period in the school day for children is often the most looked forward to time

out of the day. A break from the sedentary time spent in the classroom is always welcomed with

happiness and excitement amongst the children. However, there are some growing issues that

have links to the recess period that are of great concern. Sedentary behaviours and activity are

become more prevalent and abundant in the everyday activities of young children, and the threat

of physical and emotional harm through bullying is always present within any school

environment and is most manifest in the recess period. Recess Readiness looks to address the

lack of effective physical activity during the recess break time while at the same time indirectly

dealing with the problem of bullying through activities that demand teamwork and

communication. This is all done in an environment that is can easily supervised providing

another way bullying is looked out for and dealt with.

Recess Readiness not only is a program designed to help children have an effective, fun

and safe recess period, it also looks to utilize the very learning material that is being taught in the

classroom as a part of the activities that are run as a part of the program. The use of normal and

basic activities as well as new creative activities help to keep children active while being a tool

to incorporate learning in a fun and alternative perspective. Activities used within the program

can be ones that are familiar to children or to instructors, but the modification of these activities

to incorporate the academic learning material gives a breathes fresh life into these activities that

can be used to transcend the recess period.

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Recess Readiness is a program that should not be seen as a program focused on academic

achievement of students, but primarily for the encouragement in the physical activity of the

students. The use of academic material is useful to make this program unique and useful in other

areas, but the main focus should be on having children use the break time for fun and physical

enjoyment.

Over a span of 8 weeks, the students will participate in a variety of activities that are

previously planned in advance. Quick instruction will happen at the beginning of the recess

period about the activity the children will be participating in. Sufficient time should be given for

the students to grasp the main idea of the activities, and then the rest of the time is spent

participating in the activities with little breaks as possible so to maximize playing time. With

time in most recess periods being short compared to other school time slots, it is imperative that

the activity instructions are delivered efficiently and that the bulk of the time is given to the

participation in the activities. Overall, Recess Readiness is a time for students to enjoy their

break periods and get vigorous

One key advantage of the program is the usefulness of it to gauge the retention of

academic material amongst the students. This is not the main focus of the program, but it does

give teachers and instructors an added tool to help them know where their students are at

academically and what they need to address upon discovery. Also the benefit to curbing any

bullying problems that can occur during a general recess period. This is not a direct challenge to

the bullying problem but it put the adults in a position to watch out for any sort of behaviour in a

better environment than that of general recess period. Furthermore, the activities look to help the

children learn to work together and build new and strengthen old friendships through the use of

physical activity.

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Literature Review

Recess Intervention Program

Brendan Pringle/Jaime Walks

5038468/4589073

PEKN 4F93

April 10th, 2015

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Introduction

Recesses, as they currently are, have become the most looked forward to part of the

school day for children (Anderson-Butcher, Newsome, & Nay, 2003). For the most part, children

are given free choice to do whatever they want on school premises with little supervision

(Stellino, Sinclair, Partridge & King, 2010). Although free choice is important, not all children

are making the right decisions during the time given to them. Some issues that arise during

recess pertain to a child’s ability to achieve sufficient amount of physical activity (Hardy, 2014),

and use of the playground as a place for aggression towards peers (Anderson-Butcher, Newsome,

& Nay, 2003). Along with these issues, some schools have even started to remove recess from

the day due to the academic pressures the school has put on the children (Ridgers, 2012). An

active living program incorporated into a school’s recess period will focus on physical activity

while also including aspects of the student curriculum at the same time. The program

incorporated during recess will also increase physiological, cognitive and social benefits.

Through various literature and studies evidence can be found to suggest that the active living

program intended to be incorporated into the school will create these benefits.

Health Benefits to Physical Activity

According to Brooks (2014), many young people across Europe and North America have

not been getting the recommended daily dose of 1 hour of physical activity. With most people

spending much of their day in a sedentary position for the purposes of work and leisure, this is

becoming an ever-increasing concern in regards to health (Brooks, 2014). It is Brooks (2014)

who also states that although with all the research that has illuminated the effects of positive and

negative health choices, behaviours that risk one’s health are in decline, only however without a

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dramatic change to health-promoting behaviours. This is especially more concerning because of

the health-benefits that are associated with regular physical activity for children and youth.

Today obesity and other health issues are now also a concern for children, not just only adults

(Biddle, Gorely and Stensil, 2004). According to Longmuir (2014), getting the required amount

of physical activity or even exceeding it is correlated to a multiple amount of health benefits;

improved fitness, facilitating healthy growth, a reduced risk of chronic heart disease and obesity

and also an imprinted lifestyle of health awareness on the child. Although there is no definitive

evidence to linking inactivity to health issues in children, there is reason to believe that an

inactive lifestyle does have an effect on the health of an individual (Stellino, Sinclair, Partridge

& King, 2010). Stellino and group (2014) also has been found that youths today are expending

less energy daily as opposed to those who were youths 50 years ago, which means that greater

energy expenditure is one key factor to weight loss among youths who are at risk for obesity

because of their lifestyle. Another example is the case of type-II diabetes in youth as reported

again by Sellino and group (2014). They stated that there are an increasing number of cases of

type-II diabetes amongst children and youth. They link the increasing prevalence of type-II

diabetes to that of the increasing prevalence of obesity in adults and youth. However they found,

within various studies, that exercise was a contributing factor to the prevention and the treatment

in type-II diabetes cases.

With this type of information coming out through extensive research, it is very evident

that immersing children in a life of active living is vital to the improvement of their health and

their lives. Recently, there have been finding in research that recess within the school system can

be a place where the promotion of physical activity to increase the health of youth can be utilized

(Stellino, Sinclair, Partridge & King, 2010). An important factor in the desire to use the recess

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time as a venue for improved healthy living, and that is of parental influence. It was found that

parental encouragement (though they may not participate) of their children in physical activity

lead to a greater chance of youth being physically active outside of mandatory sedentary

moments during the day (Ridgers, 2012). Utilizing the parental influence to increase active

participation of youth in physical activity can go a long way to encouraging an active lifestyle in

youth.

Bullying and Health

An issue that arises during recess is bullying and the problems associated with it. Within

Canada, a study produced by Vaillancourt (2010) showed that roughly 37.7 percent of students

reported being bullied by others. For elementary school students it was determined that the most

“hazardous” time for bullying within the school occurred during recess (Vaillancourt, 2010). The

reason why bullying is such a problem, is due to the fact that both mental and physical problems

may arise after victimization (Roman & Taylor, 2013). Mental health problems include:

depression, suicide ideation (Fuller, Gulbrandson & Herman-Ukasick, 2013), and anxiety

(Roman & Taylor, 2013). Along with the mental problems, Roman and Taylor (2013) also state

that children who are victims of bullying are more likely to not participate in the daily-

recommended physical activity, along with O’Connor & Graber’s (2014) observation that

bullying can change the student’s whole attitude towards physical education. This usually occurs

because individuals who are bullied will steer clear of situations in which the bullying situation

occurs; so if it is a physical activity setting, than the person will usually look to avoid that

situation (O’Connor & Graber, 2014). With such a startling amount of Canadian children

testifying they have been a victim to bullying, intervention must be taken into effect now within

the school so that these issues do not continue to harm children. As it currently stands right now,

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standard teacher supervision during recess is not working. Most teachers are unprepared when it

comes to knowing how to appropriately handle bullying (O’Connor & Graber, 2014). It is

intuitive that teachers or supervisors create strategies on how to handle bullying in their schools.

One way to combat this problem is made by Fuller, Gulbrandson & Herman-Ukasick (2013)

whom indicate that helping develop social skills in children through physical education is an

effective way at reducing bullying numbers. Using an active living program similar to Butcher,

Newsome & Nay’s (2003) study who saw a decrease in aggressive behavior in a structured

recess setting over 133 days. This more structured setting during recess to reduce bullying

creates an environment that requires cooperation, teamwork, and problem solving. Creating this

environment as Fuller, Gulbrandson & Herman Ukasick (2013) state will allow for students to

build skills essential for making friends which then lessens the likelihood of being bullied.

The Importance of Physical Activity and the Brain

Physical Activity also has great effects on the function of the brain (Ardoy, 2013). There

have been numerous studies about the correlation between physical activity and academic

performance and other cognitive measures (Castelli, 2007). Though there are some studies that

see a negative correlation or no relationship at all (Castelli, 2007, Taras, 2005), there is still a lot

of evidence to suggest that physical activity in some way has some effect on the cognitive aspect

of a person’s health. Unfortunately in some school cases there are situations where physical

education classes are being taken out of the curriculum because of the heavy focus on academic

classes; so as students move from grade to grade, the number of students that participate in

physical activity drops with each year advanced (Coe, 2006). According to findings from Coe

(2006) in a study of vigorous activity in grade six students and their academic achievement,

those who took part in some sort of physical activity in the first semester of school did

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academically better compared to those who did not do any physical activity. Also it was found

that those who did more vigorous activity regularly did academically better than those who did

only a little or none at all. Another interesting observation by Francois Trudeau and Roy Shepard

(2008) find that the participation in physical activity programs did not have any affect negatively

on performance with academic studies while at the same time found that a focus on another

subject did have a negative effect on academic performance. Though in some cases physical

activity did not have any direct positive influences on academic achievement, there were other

benefits that seemed to be caused through physical performance. Other areas that had a positive

correlation were in brain function, cognition and memory. In one study, there was found that the

brain of a young child or youth undergoes great changes relative to the environment it is in.

(Heyman, Hillman, Cohen, and Kramer, 2014). The factor of physical activity helped the brain

improve to perform the everyday tasks of life, which, while not directly related to academic

achievement, does help in other areas that are indirectly related to the academic achievement of

individuals.

Conclusion

Implementing a school based active living program during student recess will positively

impact children in multiple aspects of their lifestyle (Wallhead, Gam, & Vidoni, 2014). Recess

intervention through an active living program will look to increase physiological, cognitive and

social benefits for the students that participate. The active living program being created for

recess intervention will focus on these three aspects of child health. Chen, Welk and Joens-Matre

(2014) suggest the most important goal of a program is to influence children to gain confidence

and skills needed to become and remain physically active. This program being implemented will

take the same approach. The program will look to improve physiological aspects such as fitness,

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facilitating healthy growth, a reduced risk of chronic heart disease and obesity during recess;

however, it will be the social and cognitive benefits of the program that will make it unique. The

program will work to reduce bullying during recess, which in turn will create more socially

interactive individuals. The cognitive benefits that will come from this active living are the

child’s ability to transfer skills to general life skills, more specifically academic work.

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Bibliography

Anderson-Butcher, D., Newsome, W., & Nay, S. (2003). Social Skills Intervention during

Elementary School Recess: A Visual Analysis. Children & Schools 25(3), 135-146.

Ardoy, D., Fernández-Rodríguez, J., Jiménez-Pavón, D., Castillo, R., Ruiz, J., & Ortega,

F. (2013). A Physical Education trial improves adolescents' cognitive performance and academic

achievement: The EDUFIT study. Scandinavian Journal of Medicine & Science in Sports, 24,

E52-E61.

Barnett, A., Dawes, H., & Wilmut, K. (2012). Constraints and facilitators to participation

in physical activity in teenagers with Developmental Co-ordination Disorder: An exploratory

interview study. Child: Care, Health and Development, 393-403.

Brooks, F., Smeeton, N., Chester, K., Spencer, N., & Klemera, E. (2014). Associations

between physical activity in adolescence and health behaviours, well-being, family and social

relations. International Journal of Health Promotion and Education, 271-282.

Castelli, D., Hillman, C., Buck, S., & Erwin, H. (2006). Physical Fitness and Academic

Achievement in Third- and Fifth-Grade Students. Journal of Sport & Exercise

Chaddock-Heyman, L., Hillman, C., Cohen, N., & Kramer, A. (2014). Iii. The

importance of physical activity and aerobic fitness for cognitive control and memory in children.

Monographs of the Society for Reasearch in Child Development, 79(4), 25-50.

Chen, S., Welk, G., & Joens-Matre, R. (2014). Testting the Youth Physical Activity

Promotion Model: Fatness and Fitness as Enabling Factors. Measurement in Physical Education

and Exercise Science, 18, 227-241.

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Coe, D., Pivarnik, J., Womack, C., Reeves, M., & Malina, R. (2006). Effect Of Physical

Education And Activity Levels On Academic Achievement In Children. Medicine & Science in

Sports & Exercise, 1515-1519.

Fuller, B., Gulbrandson, K., & Herman-Ukasick, B. (2013). Bully Prevention in the

Physical Education Classroom. Strategies, 26(6), 3-8.

Hardy, L., O'Hara, B., Rogers, K., & St. George, A. (2014). Contribution of Organized

and Nonorganized Activity to Children’s Motor Skills and Fitness. Journal of School Health,

84(11), 690-696.

JH Biddle, S. (2007). Health-enhancing physical activity and sedentary behaviou in

children and adolescents. Journal of Sports Sciences, 22(8), 679-701.

Longmuir, P., Colley, R., Wherley, V., & Tremblay, M. (2014). Canadian Society for

Exercise Physiology position stand: Benefit and riskPatricia E. Longmuir for promoting

childhood physical activity. Applied Physiology, Nutrition, and Metabolism, 39(11), 1271-1279.

O’Connor, J., & Graber, K. (2014). Sixth-Grade Physical Education: An Acculturation of

Bullying and Fear. Research Quarterly for Exercise & Sport, 85(3), 398-408.

Ridgers, N., Salmon, J., Parrish, A., Stanley, R. & Okely, A. (2012). Physical Activity

During School Recess. American Journal of Preventive Medicine, 43(3), 320-328.

Roman, G. & Taylor, C. (2013). A Multilevel Assesment of School Climate, Bullying

Victimization, and Physical Activity. Journal of School Health, 83(6), 400-409.

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Stellino, M., Sinclair, C., Partridge, J., & King, K. (2009). Differences in Children’s

Recess Physical Activity: Recess Activity of the Week Intervention. Journal of School Health,

80(9), 436-444.

Taras, H. (2005). Physical Activity and Student Performance at School. Journal of School

Health, 75(6), 214-218.

Trudeau, F., & Shephard, R. (2008). Physical Education, School Physical Activity,

School Sports And Academic Performance. International Journal of Behavioral Nutrition and

Physical Activity, 10-10.

Vaillancourt, T., Brittain, H., Bennett, L., Arnocky, A., McDougall, P., Hymel, S., Short,

K., Sunderani, S., Scott, C., Mackenzie, M., & Cunningham, L. (2010). Places to Avoid:

Population Based Study of Student Reports of Unsafe and High Bullying Areas at School.

Canadian Journal of School Psychology, 25(1), 40-54

Wallhead, T., Gam, A., & Vidoni, C. (2014). Effect of a Sport Education Program on

Motication for Physical Education and Leirsure-Time Physical Activity. Research Quarterly for

Exercise and Sport, 85, 478-487.

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PROGRAM OVERVIEW: RECESS READINESS

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Objectives

Recess Readiness is a great program to implement now into your elementary schools recess

periods during the winter months. Not only will this program boast physical and cognitive activity from

participants but it also indirectly reduces the prospect of bullying. It does these three things in a specific

way; firstly, physical activity is promoted through Recess Readiness by engaging the participants in

energetic games that increase their heartrate and thus strengthens their heart muscles. Secondly, Recess

Readiness promotes cognitive learning by having unique games that are designed with underlying themes

of the current school curriculum. The activities act as a method to facilitate the curriculum to meet the

needs of children with different learning styles. And lastly, Recess Readiness indirectly acts as a source to

remove bullying. The combination of an adult presence in a closed environment along with games that

encourage communication and teamwork is a recipe for success.

Target Audience

Recess Readiness is a program designed for elementary school children in Ontario, specifically

those at the junior levels of grades four through six. Students in these grades will have a choice whether

to sign up for the program or not.

Personnel/Facilitator

Firstly in order for Recess Readiness to become a success an adult supervisor needs to be present

at all times. The supervisor can be anybody who is able to read this manual and grasp the duties required

from them. Therefore it can be anyone from the physical education teacher, to the mathematics teacher, to

the principal, to the secretary or even from a volunteer. The facilitators responsibilities include:

announcement and encouragement of program sign up, set up of equipment prior to the start of recess so

program is ready upon student arrival, review weekly lesson plans being implemented, introduce and

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discussion of the games and take down and cleanup of equipment. This position is needed to ensure the

facilitation of the lesson meets the objectives set out by the creators of Recess Readiness.

Schedule

Each week the game and lesson objectives will change so it is intuitive that the facilitator is

prepared. It is up to the supervisor to set a day in the week in which these activities take place. Different

days for different grades are suggested.

Week Number Game Title Curriculum Base

Pre Sign Up Sheet Posting

Week 1 Volcanic Eruption Science

Week 2 Walk the Plank Mathematics

Week 3 What’s the Matter? Science

Week 4 Whose Land is it Anyway? Social Studies

Week 5 Spilling Bee English

Week 6 Bench Ball Physical Education

Week 7 Crossword Relay Arts

Week 8 Toxic Waste Environmental Studies

Facility

Recess Readiness requires the use of the participating schools gymnasium. Implementation

outside can be utilized; however it is discouraged as winter can deter student participants.

Budget

The budget for Recess Readiness will vary as the program also requires, in addition to the

gymnasium, full use of the equipment offered by the school. If the school is ill-equipped and does not

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have the sufficient amount of equipment it is up to the program facilitator’s duty to furnish the missing

pieces. A list of equipment used throughout the duration of the eight week schedule will be provided

along with the cost of each unit in accordance to gophersport.com pricing.

Equipment

Unit (# per) Price (Can. Dollar)

Baseball Bases (4) $20.95

Bean Bags (6) $7.95

Bucket (1) $13.95

Dodgeball (6) $49.95

Flag Belt (6) $29.95

Hockey Sticks (1) $11.95

Hoola Hoops (12) $23.95

Jump Ropes (6) $13.95

Pinnies (1) $5.95

Pylons (36) $39.95

Rubber Ring (6) $17.95

*Prices according to gophersport.com*

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PROGRAM IMPLEMENTATION:

SIGN UP SHEET+

WEEKLY LESSON PLANS

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Program Day and Class Signup Name

Day of the Week: __________

Grade: __________

Class: __________


Grade: __________

Class: __________


Grade: __________

Class: __________


Grade: __________

Class: __________

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Sign Up Sheet Template

WEEK 1: VOLCANIC ERUPTION

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This activity is based off of the Science subject of Rocks and Minerals for 4th graders. The idea of the game is derived from the way that rocks are created and formed:

1. Igneous Rocka. Cooling of Magma and Lava

2. Sedimentary Rocka. Hardening of sediments (after an eruption)

3. Metamorphic Rocka. Fusion of two different types of rocks

Lesson Objective: By the end of this lesson, students will understand the process in which a metamorphic rock is created. This is completed by collecting igneous and sedimentary rocks as students will learn.Curriculum Theme: ScienceGrade: 4-6Lesson Duration: 20 minutes# of Students: 10-20 studentsLesson #: 1Movement Form: Invasion GamesMovement Skills: Running, CuttingMovement Concepts: Body parts and relationships with othersLife-Skills: Teamwork and communication skillsEquipment: Bean Bags (40), Pylons, Hoola Hoops (2), Buckets (2), Pinnies (10)Teacher Preparation Before Class: Lay out pinnies beforehand. Set up gym according to diagram.

Time Content Development Instructional Plan

Set up5 min - Place pylons around the gym to set

boundaries. Set up half and safe zone/end line with pylons as well at this time.

- Place hoola hoop in the centre of the safe zone, place 10 green and 10 red bean bags in each hoola hoop. Place bucket behind hoola hoop.

- Take out 3 purple bean bags and place to the side.

- Take out pinnies for one team

Introduction1 min

1 min

2 min

Bridge:As a kid, I was always fascinated about Lord of the Rings! And one of my favourite parts in the book involves a volcano. So today we are going to play Volcanic Eruption!

Objective:By the end of this game hopefully you will have a new way of remembering the type of rock associated with volcanos

Pre-Test:So before we start, who can tell me the 3 types of rock and how they are made?

Igneous Rock - Cooling of Magma and LavaSedimentary Rock - Hardening of sediments (after an eruption)Metamorphic Rock - Fusion of two different types of rocks

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Game12 min Participatory Learning:

Very good class! Now let me go over the rules for the game we will be playing today:

There are two halves to the gym today, one side is team Magma, the other side is team Lava. You must cross over to the other teams’ side and reach the safe zone. Once in the safe zone you may take only one bean bag and carry it back over to your teams bucket (located behind your teams bean bags). If you are touched by the opposing team while on their teams side you must 1) return a bean bag if in your hands; than 2) return to your teams bucket before you are allowed to try and take another bean bag. Once there are no more bean bags in the hoops the game will halt to count points. Game will continue again afterwards. After the second half, add up the points again to determine the winner, the game will conclude afterwards.

To score points in this game you want to create metamorphic rocks. To do this you must combine one green (igneous) and one red (sedimentary) bean bags. This amounts to 1 point. Purple bean bags (metamorphic) will be thrown in randomly by the instructor as fully formed rock. These bags are worth 2 points. Any additional rock that is left and is unable to form a metamorphic rock will not count towards a final score.

I will now separate you into two teams so if everyone can get into a straight line and I will number you off. Once I number you off, you as a team will decide on a team captain. The team captain can steal bean bags from the opposing teams bucket. Any questions? Alright, Let’s Play!

This section goes over the rules of the game. Make it clear and concise. Before beginning the game as if anyone is unclear about some of the rules.

Split class into 2 teams. Do so by asking them to pair up and separate them into different groups.

Safety: Ensure students keep their heads up as there are multiple bodies running around.

Throw purple bags in to even out the score.

Make sure you know who the team captains are to prevent any form of cheating.Have one team put on pinnies to avoid confusion.

Conclusion4 min Post-Assessment :

Can anyone tell me what worked well and what didn’t? What strategies did you use? How would you solve any issues you had?

Ask other questions that arise with student answers.

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Gymnasium Layout for Volcanic Eruption

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Safe Zone

Safe Zone

Team Magma

Team Lava

Legend:

Pylons Hoola Hoops Bucket Bean Bags

Direction for team to run

WEEK 2: WALK THE PLANK

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Legend:


Direction for team to run

This activity is based off of the Mathematics subject 4th graders are learning at the moment. This game will include addition, subtraction, multiplication, and division.

Lesson Objective: By the end of this lesson, students will demonstrate their ability in which to solve a mathematic equationCurriculum Theme: MathematicsGrade: 4-6Lesson Duration: 20 minutes# of Students: 10-20 studentsLesson #: 2Movement Form: Invasion GamesMovement Skills: Balance, FlexibilityMovement Concepts: Body parts and relationships with others and equipmentLife-Skills: Teamwork and communication skillsEquipment: Bean Bags (40), Hoola Hoops (4), Buckets (4), Hockey sticks (4), Bases (4) Paper (8), Pens (4), Pylons (8)Teacher Preparation Before Class: Set up gym according to diagram.


Set up5 min - Place pylons at near the end of the gym on

one side- Place the buckets and beanbags beyond the

pylons line – bean bags in middle- Create mathematic equations on pieces of

paper that involve addition, subtraction, multiplication and division

- Place paper and pen underneath bucket- Place hockey sticks, bases, and hoola hoops

at other end of gym; align with buckets

Introduction1 min

1 min

2 min

Bridge:Who here has seen Pirates of the Caribbean? Well in that movie the pirates are all looking for a treasure chest and that’s what we will be doing today!

Objective:Today you are pirates, and in order to get your treasure, teams must solve a mathematic equation that opens up the treasure chest.

Pre-Test:So before we start, are you all able to solve this equation?

Make all equations amount to the same answer to keep it fair.

Provide sample equation for the class to solve, if anyone is having trouble explain the process in which to solve it.

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Example: 4+4 x 3 = 4



Depending on the size of the class split them up into 2-4 groups. And have enough questions (8) in which the game can be played twice.

Pirates must maneuver across a plank and avoid falling into the sea in order to retrieve a treasure chest. The seas are a very dangerous place that is home to sharks. It is the shark’s treasure that the pirates are trying to claim, and the sharks will attempt to slow down the pirates by taking away parts of their plank at any time.

Participants must travel the length of the gym (both there and back) using only a few pieces of equipment that’s provided. The pieces of equipment are used to stand on, and each member of the group must have at least one part of their body balancing on the equipment while nothing touching the gym floor. If participants touch the floor they must freeze for 10 seconds.

At the end of the gym, past the safe line, a mathematic equation will be given to the groups. At this specific points is the ONLY TIME group members are allowed to step off the objects to perform these equations. Groups cannot move past this point until the equation is solved. When a group believes they have the right answer they will put up their hand and the instructor will come over and check. If correct, the group must collect the number of bean bags shown by the equations answer and put it in their bucket (which they will carry back with them. Instructors are the sharks and they will take one piece of equipment away at any given time (do so halfway through the game). First team back with the treasure chest will win the game.


To determine groups ask everyone to line up by birthday jan to dec. Number them off 1-2 or 1-4

Watch as closely as possible for them falling. If minor touches with ground occur it is okay. It is instructor’s discretion of what is a violation and what is not.

Conclusion4 min Post-Assessment : Ask other questions that arise with student answers.

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What strategies did you use? How would you fix any issues you had? What item was the most important? What item was of least importance?Gymnasium Layout for Walk the Plank

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Legend:


Bases Hockey Sticks Directions

WEEK 3: Watts the Matter?

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Legend:


Bases Hockey Sticks Directions

This activity is based off of the science topic of Changes in Matter for 5th graders. The idea comes from the physical changes that occur when matter changes between the different possible forms; solid form, liquid form, and gas form.

Lesson Objective: By the end of this lesson, students will demonstrate their knowledge in the changes of matter, and the physical make up of each state.Curriculum Theme: ScienceGrade: 4-6Lesson Duration: 20 minutes# of Students: 10-20 studentsLesson #: 3Movement Form: Invasion GamesMovement Skills: Running, Cutting, SpinningMovement Concepts: Body parts and relationships with othersLife-Skills: Teamwork and communication skillsEquipment: Pylons (10) Flag belt (20) or Pinnies (40)Teacher Preparation Before Class: Set up gym according to diagram.


Set up5 min - Set up two safe zones at either end of the

gym- There is no other set up of the gym for this

lesson plan- Have flag belts, or pinnies ready for the

participantsIntroduction

1 min

1 min

2 min

Bridge:During winter we always see snow. And come spring we always see it melt away. And it repeats itself year in and year out. But for right now we want winter to continue for just a bit longer…

Objective:For this game we want to turn all gasses into solids.

Pre-Test:Is snow a solid? What is water? What happens when water evaporates?




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Everybody at the beginning of this game is a gas. Everyone will receive a flag belt with two flags hanging from their waist. Two of you will start in the centre and try to remove these flags from everyone else. All of the class with this belt will move from one safe zones to the other when I say go. If a flag gets removed don’t worry, you have become a liquid and are able to move freely still. However if both flags become removed by the two individuals trying to get them you must interlock arms with them as you have become a solid. The game is completed after everyone becomes a solid.

After completion re set and have two new individuals in the center at the beginning of the game.

Safety: Be sure to advise them to keep their heads up while they run, and remove flags on ground between goes to prevent falls.


What happens when you become a solid? Correct you move a lot slower, how does this relate in terms of atoms and matter? How did you move as a gas?


Solid state atoms move slower because they are closer together. Gas atoms are further apart and moving at a higher speed.

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Gymnasium Layout for Watts the Matter?

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Legend: Pylons

Safe Zone

WEEK 4: Whose Land is it Anyways?

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Safe Zone

This activity is based upon the History subject of First Nations and Europeans in New France and Early Canada for 5th graders. This is based off the issue of who has rightful claim to the land we now live in, the Frist Nations groups or the European settlers?

Lesson Objective: By the end of this lesson, students will demonstrate their knowledge in knowing how history comes about. There will be a last team standing in the winning position, how it comes about is not pe-determined but is determined by the play on the court.Curriculum Theme: Social StudiesGrade: 4-6Lesson Duration: 20 minutes# of Students: 10-20 studentsLesson #: 4Movement Form: Invasion GamesMovement Skills: Running, Cutting, Passing, CatchingMovement Concepts: Body parts and relationships with others and equipmentLife-Skills: Teamwork and communication skillsEquipment: Hula Hoop (1), Dodge Ball (2), Basketball Nets (2)Teacher Preparation Before Class: Set up gym according to diagram.


Set up5 min - Set up hula hoop in the centre of the gym

- Ensure both basketball nets are down on either end of the gym

- Put two dodgeballs in the basketball keyIntroduction

1 min

1 min

2 min

Bridge:One of my favourite things to do in my spare time is to read about how thing in life came to be the way it is. Like how Canada’s main language become English and not French.

Objective:For this game we will see how history unfolds itself in the light of the First Nations people and the European settlers in Early Canada.

Pre-Test:Does anyone know who the first people to settle in Canada were? Hint: Was it the Europeans or the First Nations people?



The game will consist of two teams. One team will


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start as the defensive team and one will start as the offensive team.

The Defensive team’s objective is to protect the key area by preventing the offensive team from scoring. Only 3 defensive players are allowed in the key at any time. Interceptions are allowed but only outside of the key area. All defensive player must remain an arm’s length from the person holding the ball. If any violations occur, there will be a foul shot for the offensive team. If the defensive team comes up with the ball, they can score a point by completing 3 passes before scoring by passing the ball to a teammate standing in the hula hoop located at centre.

The Offensive team’s objective is to score on the basket so as to switch positions with the defensive team. To score a basket, all players must touch the ball at least once in succession without the ball [touching the ground or the allowed bounce limit being exceeded]. Players cannot move once they are in possession of the ball. The offensive team cannot make more than 2 passes outside of the key. If two consecutive passes made outside the key, then the 3rd pass must go inside the key area. There will be a count of 5 seconds are allowed for the holding of the ball. If there is a dropped ball or the bounce limit is exceeded, the team must start their pass sequence from the beginning. Players can shoot at the basket from anywhere on the floor. All made shots do not count toward a point total but it does switch the team positions from offensive to defensive.

Two games can be played at once, it’s the teachers discretion whether to choose to do so.

Bounce limit: depending on the skill of the player, a 0-2 bounce limit can be incorporated ny the instructor.


Did you guys find the game too complex to understand? What were some of the strategies that you employed while on Offence? On Defence?


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Gymnasium Layout for Whose Land is it Anyways?

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Legend:

Hoola Hoops Dodgeball Net

Key

WEEK 5: SPILLING BEE

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This activity is based upon the Spelling based off of the English curriculum for the 5th grade. Students should be able to connect ideas from their own knowledge, experience, and insights.

Lesson Objective: By the end of this lesson, students will demonstrate their knowledge in English by spelling large wordsCurriculum Theme: EnglishGrade: 4-6Lesson Duration: 20 minutes# of Students: 10-20 studentsLesson #: 5Movement Form: Invasion GamesMovement Skills: RunningMovement Concepts: Body parts and relationships with others and equipmentLife-Skills: Teamwork and communication skillsEquipment: Hoola Hoop (4), Bean Bags (50)Teacher Preparation Before Class: Set up gym according to diagram.


Set up5 min - Write letters on pieces of paper and cut

them out and tape them to bean bags- Spread the bean bags around the gym letters

facing down- Place hola hoops at ends of the gym

Introduction1 min

1 min

2 min

Bridge:One of my favourite games to play is Scrabble. Scrabble is a game where you take random tiles of letters and place it on a board where you spell a word out. Today we are going to play a variation of this game.

Objective:So today in groups we are going to look for a bunch of letters and spell the biggest word we can!

Pre-Test:Can someone spell me the word “unknown”Can someone spell me a word with only one vowel?




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Today all of you are worker bees, and the honey from your beehive has spilt all over the gym floor. It is your job as a group to put your honey back in the pot. However the pot only takes words. We will work in groups of 3 today.

Each beanbag has a different letter on the bottom of it. You may pick up any bean bag you please and take a look at the letter. If you like it you may take it back to your teams hive. If you do not want the letter place it back down on the ground. Each member may only carry 1 bean bag at a time on returning to your hive.

Once your team has a word and are comfortable with the length and spelling of it, sit down as a group. The team with the longest and correct spelt word will win.

Ask class to order themselves alphabetically. Then number them off 1-3.

Safety: Tell students to keep their head up to prevent injury.

Game allows for multiple games to be played. If so mix up all the mean bags.


What strategies did you use today?Did you find it more beneficial to start off with the word you wanted? Or to figure out the word on the go?


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Gymnasium Layout for Spilling Bee

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Legend:

Hoola Hoops Bean Bags

WEEK 6: BENCH BALL

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This activity is based upon the Physical Education Curriculum. It promotes a variety of motor skills that are transferable to many other sport and games.

Lesson Objective: By the end of this lesson, students will demonstrate their ability to produce efficient movement and will be able to transfer skills into other situationsCurriculum Theme: Physical EducationGrade: 4-6Lesson Duration: 20 minutes# of Students: 10-20 studentsLesson #: 6Movement Form: TargetMovement Skills: Running, Throwing, Catching, Balance, Jump shotMovement Concepts: Body parts and relationships with others and equipmentLife-Skills: Teamwork and communication skillsEquipment: Benches (2), Dodgeballs (4), Basketball Nets (2) Pylons (8)Teacher Preparation Before Class: Set up gym according to diagram.


Set up5 min - Ensure basketball nets are down prior to

start of game.- Place pylons across the centre of the gym

dividing it into two halves- Place dodgeballs in line with pylons- Place benches slightly ahead of downed

basketball netIntroduction

1 min

1 min

2 min

Bridge:One of my favourite games to play is dodgeball, however today we will not be playing that.

Objective:Today we want to throw dodgeballs to each other’s team. We want accurate throws and efficient catches.

Pre-Test:Can anyone show me the most effective way to catch a dodgeball?And can anyone show me the most effective way to throw a ball?

With two hands and slowly brining it in towards the body.Step with opposite foot and throw.



Split the class into two teams. Once teams have


Ask class to pair themselves together. Have them

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been sorted, one member will volunteer themselves as captain. It is the captains duty to stand on their teams bench on the opposing teams side.Every other member of the team will sit on the opposing teams bench. When the whistle goes the players sitting will rush to the dodgeballs.

The dodgeballs are to be thrown to their teams captain on the opposite side. After a successful throw and catch the player who threw the ball will then stand on the bench with their captain ready to catch the rest of their teams balls.

If anyone falls off the bench trying to catch a ball they must stay off and return to their teams side. They must throw again to get on the bench. If only one player is on the bench and they fall they may return to the bench to keep catching.

Blocking the dodgeballs being thrown is acceptable. Must be at least 2 feet away from benches.

Once the team has all its members standing on the bench they win.

However the basketball nets are down. A player at any time may choose to shoot it at the net above their team. If a jump shot is made, the opposite teams bench must be cleared except for their captain. They will be forced to begin again.

Game length may allow for more than one game. If so make different captains to begin game.

play rock, paper, scissors. Winner goes to side 1, the other to side 2.

Safety: Tell students to keep their head up to prevent injury. DO NOT THROW BALL AT EACH OTHER, only to players on team bench.

Make sure no one is crossing the halfway mark while throwing or grabbing balls.

Game allows for multiple games to be played. If so set up dodgeball again.

Be on the look for this to prevent injury to players on bench.

Conclusion4 min Post-Assessment:

What strategies worked the best? Did anyone find this game to be difficult? How is this better to play than dodgeball?


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Gymnasium Layout for Bench Ball

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Team 1 Side

Team 2 Side

Team 1 Bench

Team 2 Bench

Legend:

Pylon Dodgeball Basketball Net

Bench Throw Direction

WEEK 7: CROSSWORD RELAY

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This activity is focused on the drawing out the creativity in the children. Creativity is needed for fictional writing and literacy, so the uses of common well known things are then asked to be communicated in an easy to understand way.

Lesson Objective: Participants will demonstrate their ability to be creative that is useful towards dramatic, visual and writing.Curriculum Theme: ArtsGrade: 4-6Lesson Duration: 20 minutes# of Students: 10-20 studentsLesson #: 7Movement Form: InvasionMovement Skills: Running, Twisting, Throwing,, Shooting, DribblingMovement Concepts: Body parts and relationships with others and equipmentLife-Skills: Teamwork and communication skillsEquipment: Dodgeball (4), Basketball Net (1), Pylons, Bean Bags (20), Buckets (4), Hoola Hoops (4) Benches (2) Pens and Pencils (4)Teacher Preparation Before Class: Set up gym according to diagram.


Set up5 min - Ensure basketball nets are down prior to

start of game.- Hula hoop placed about 5 ft. in front of the

starting line- Bean bag toss set up 5 ft. after the Hula

Hoops facing perpendicular to the flow of the relay race

- At centre court, a bench with the crossword puzzle on the bench

- Basketball placed 5 ft. in front of the crossword station.

Introduction1 min

1 min

2 min

Bridge:One of the most exciting things I like to do is crosswords, I feel so accomplished after completion of one.

Objective:Today we want to solve a crossword and create scenes from the designated word that is solved while doing the crossword.

Pre-Test:Can someone act out a scene from their favourite movie and myself and the class will attempt to guess what it is.

If no one is comfortable to demonstrate, do so yourself. You choose what you want to demonstrate.

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We will divide into teams of 6 as this game requires a lot of high energy

Each team sends one person at a time down a relay race set up in the gymnasium. All activities must be completed correctly and properly before moving onto the next station. These stations include a bean bag toss, basketball dribble and shot, Hoola Hoops.

Each member of the team will sit down at the end of the gym when they are finished, the following member of the team will then do the course.

The last member of the team will bring with them the crossword puzzle found in the middle of the gym. After completion of the course the teams will work together to solve this crossword.

Once the crossword is solved the team will re-enact a scene from a movie that is the answer.

Each team will have five minutes to solve their crossword and create a scene to do. Once they have the scene they will perform it infront of the class.


Number the kids off 1-6 to save time for activity.

All teams have a different item to act out


Did everyone enjoy this game? What was the hardest part? Did you enjoy creating scenes to act out?


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Gymnasium Layout for Crossword Relay

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Legend:

Pylon Dodgeball Basketball Net Bean Bags

Hoola Hoops \ Bucket Bench

Crossword Example:

1. Canada’s most famous syrup is made from this type of tree.2. The most popular sport in Canada is played on this surface.3. The province in which Canada’s capital resides.4. This is a language of Canada. It is also a good side to a hamburger.5. Whitehorse is the capital of this Canadian territory.6. Easter usually falls in the month of March or ________.7. The largest city in Quebec is _____________.8. The Canadian ________ is red and white with a maple leaf in the middle.

1

2

3

4

5

6 Answer: Lion King

7

8

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WEEK 8: TOXIC WASTE

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This activity is based upon the environment. Teaching between recycling and disposables is something that is introduced at a young age in elementary schools that transfers on outside the class and later on in life.

Lesson Objective: By the end of this class students will be aware of the proper placement of recycling and disposables.Curriculum Theme: Environmental StudiesGrade: 4-6Lesson Duration: 20 minutes# of Students: 10-20 studentsLesson #: 8Movement Form: CooperationMovement Skills: Balance, Levels, PullingMovement Concepts: Body parts and relationships with others and equipmentLife-Skills: Teamwork and communication skillsEquipment: Dodgeball (16), Rubber Rings (4), Jump ropes (8), Buckets (8), PylonsTeacher Preparation Before Class: Set up gym according to diagram.


Set up5 min - Set up eight buckets at the end of one side

of the gym for teams to use- Place two jump ropes around rubber ring to

make a holder and place at opposite end of buckets

- Place 4 dodgeballs with each set of ropes and rings – label them with paper and tape (chicken, beef, glass, newspaper)

- Set up pylons the length of the gymIntroduction

1 min

1 min

2 min

Bridge:In life it is very responsible of us to recycle and decompose things the right way

Objective:So today we want everyone know where to place certain items when disposing.

Pre-Test:Can anyone tell me what colour bin recycling can go into? And can anyone tell me what color we put things that can decompose in?

Blue/GreyGreen




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Now we want to get into groups of four so if everyone could get into a line please.

Each team will have four balls labeled a specific item, the team must place the ball in each items specific bucket

An obstacle course has been set up for you to go through. Using the ring and ropes students will place the dodgeballs onto it, and carry the ball to the buckets. To do this the group will start with the ropes on the ground and each member will slowly get up and pull the ropes. Thus balancing the ball. They will then maneuver through the pylons, weaving in and out, and drop the ball into the appropriate bucket.

Make sure to drop it in safely as every time the ball is dropped and touches the floor, the team must start back at the beginning of the pylons.

The team that was the fastest and most correct balls wins the race.

Order them from numbers 1-4

Safety: Tell students to keep their head up to


What strategies worked the best? Was someone take charge to lead the way?


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Gymnasium Layout for Toxic Waste

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Legend:

Pylon Dodgeballs Bucket Ropes+Ring

EXTRAS

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recess readiness

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