Running head: ASSIGNMENT 6:1

PPE 310: Health Literacy for Schools

Physical Activity Break
Assignment 6:1
Nicole Patterson
Course #79594
Professor Skipper

Physical Activity:

ASSIGNMENT 6:1

PA 1: Since my 2nd grader always start to get a little wiggly on the carpet during lessons,
I decided to do a PA on using different motions and thinkings before they started their math
worksheets. I thought that Simon says would be a great activity for them to work on their
listening skills as well.
Equipment: None
Formation: Standing arms length away from anything or anyone
Directions:
Tell the students that today we will be doing an activity to get their brains moving
before they start their math worksheet and before the students go back to their seats.
Explain to them that they listen to me say Simons says and then do what I said.
For example, Simon says to touch your head. The students will then touch their head.
If I say touch your toes and dont say Simon first then you touch you toes, have to
put up 1 finger. Every time you do something without Simon saying it, you put up a
finger.
If you dont do anything, then you dont put up a finger
We will do this activity for about five minutes
Examples of what to say: Simon says- Touch your head, toes, ears, mouth, hands,
elbows, feet, hips, tummy
Safety and Management:
Explain to students that in order for this activity to work, we need everyone to be
safe. The students need to listen very carefully to ALL of the directions.
Explain that this is their first warning and that fooling around will result in an
immediate consequence. (Wont participate in the activity and go back to their seat.)
Tell students that when I say go, they will need to stand up and find a spot that
they are arms length away from anything or anyone, so noone or nothing gets hurt.

ASSIGNMENT 6:1

Explain and discuss expectations of activity by modeling each exercise and

showing an example. For example, Simon says, touch your head. The teacher will then
touch her head. Touch your hand Teacher doesnt touch their hand. Show that if they
did how they would have to put one finger up on their hand to show that they touched
their hand when Simon didnt say to.
I will reinforce positive behaviors by engaging in positive comments to the
students. I like how Lucie is showing us how to be safe by making sure she is arms
length aways from everyone and she is waiting for Simon to say something to the class.
Modifications:
Physical: For this activity have the student with a physical disability play Simon says
sitting down in a chair doing movements with their hands and arms.
Cognitive: For this activity, use the Smartboard and show the words the you are saying to
the class. For example, if the teacher is going to say Simon says touch your toes, have the
word or picture of toes on the board for the student to see.

Reflection
The PA that I picked was Simon Says, and the activity went very well with my students. I
picked an activity where they had to listen and move around at the same time because recently
my students have had an issue of not listening. The students tend to get a little wiggly when they
are at the carpet and I thought an activity right before they went back to their seats would help
them stay more focused on their work. Some things that went partially well with this lesson was

ASSIGNMENT 6:1

the students followed the directions through the whole activity. I did not have to reinforce the
directions or the safety rules. The students enjoyed the Simon says and most of the students said,
Ive played this before! which I think helped with them already knowing the directions. My
mentor teacher thought it was a great idea to have them have a little bit of movement before
getting back to their seats since they only get 15 minutes of recess the whole day. She said she
was a little worried at first because some of our students have behavior problems but all of the
students did great.
One thing that I would do different next time is walk around the classroom more. I did all
of the movements with the students but I didnt walk around the students as much as I would
have liked to. Positive praise was something I used during this activity. For example, when I saw
a student following the directions at the beginning of the activity I said, I like how Lucie is
showing us how to be safe by making sure she is arms length aways from everyone and she is
waiting for Simon to say something to the class. Another time I would use positive praise was
when the students listened carefully to what Simon said, Good job Brady, for not touching your
toes because Simon said not to. To manage student behavior I would say, Oh thank you green
row for being an arms length away from each other. Overall the students all participated and
were on task during the activity. I did not need to enforce any behavior reminders to the students.
I would do this physical activity again with the students because of how well it went with them
and that their was no behavior issues which we have trouble with.

Teachers:
Nicole Patterson/Chris Hoon

Subject:
Second grade math- Two step word
problem

Standard:
2.OA.B.2. Fluently add and subtract within 20 using mental strategies. By end of Grade 2,

ASSIGNMENT 6:1

know from memory all sums of two onedigit numbers.

Objective (Explicit):
Blooms Taxonomy Application
Evidence of Mastery (Measurable): SWBAT solve word problems that involve two steps
Student will complete the On My Own activity worksheet and Problem Solving on the back
with 5 problems that has 6 possible points. The first side of the worksheet is completing twostep word problem by showing their work. Each problems is worth one point. On the back of
the worksheet is three world problems and one hot problem on the bottom. The math
problems have to be completed by showing their work using the two-step process. Each
problem is worth one point. The hot problem on the bottom is to be worked on as a class but
no points are counted.
Level of Achievement
Exceeds
6 out of 6 points with the hot problem completed.
Meets
5 out of 6 points without the hot problem completed.
Approaches
3-4 problems without the hot problem completed.
Falls Far Below
0-2 problems without the hot problem completed.
Sub-objectives, SWBAT (Sequenced from basic to complex):
SWBAT define a two step word problem
SWBAT identify a two step word problem
Key vocabulary:
Add- join together sets to find the total or sum.
The opposite of subtract
Subtract- take away, take apart, separate, or find
the difference between two sets. The opposite of
add.

Materials:

Lesson presentation slides

Smart Board
Document camera
Mathbook

Opening (state objectives, connect to previous learning, and make relevant to real life)
Today, we will be learning how to use do a word problem using two steps. Does anyone
remember doing a two step problem in first grade or even this year? Put your thumb to your
chest if you do remember. If you do remember, can someone raise their hand and tell what
strategies you used to solve the problem? Now, today when we are learning how we can solve
two-step word problems, think about how this can help you solve problems in the future.

ASSIGNMENT 6:1

Instructio Teacher
nal Input Sub-Objective #1: SWBAT define
a two step word problem
*Direct Instruction
Explain what a two
step word problem is
Show an example of
setting up a two step word
problem

Student
Sub-Objective #1: SWBAT define a two
step word problem
S-Expectations
Actively listening
Carpet expectations

*Academic Feedback (What should

students say and do)
How can using the boxes help you solve
*T-Models
a two step word problem?
Show a visual of a
Thank you for sharing your answer, can
two step word problem set up you tell us how you got your answer?
under the document camera
Refer back to the two
step problem poster on the
wall by the Smart Board
*Check for Understanding:
Shoulder partners on
the carpet should explain
what a two step word
problem is.
Partner closer to the
window will explain what a
two step word problem is and
the other partner will explain
how to set up the problem
using boxes
Give the students 30
seconds to explain both
answers together
Call on two random
students to answer what their
partner explained.
Ask the students,
Summarize what your
partner said about a two step
word problem and How do
S-Expectations
you set up a two step number

ASSIGNMENT 6:1

problem?

Actively listening
Carpet expectations

Sub-Objective #2: SWBAT identify

*Academic Feedback (What should
a two step word problem
students say and do)
How can you explain how my answer is
*Direct Instruction
correct?
Show example of solving a word
Can you give me an example of a wrong
problem using the two step process
answer?
*T-Models
Show a visual of
different number sentences
on the SmartBoard using the
two-step word problem
process
Think- aloud for the
process of finding out a word
problem using the two- step
equation
*Check for Understanding:
Call on multiple
students to answer if the
numbers in the boxes match
the word problem
After one student
answers, call on another
students to explain why the
problem is
or isnt correct to
match the word problem
Physical Activity:
PA 1: Since my 2nd grader
always start to get a little wiggly on
the carpet during lessons, I decided
to do a PA on using different

ASSIGNMENT 6:1

motions and thinkings before they

started their math worksheets. I
thought that Simon says would be a
great activity for them to work on
their listening skills as well.
Equipment: None
Formation: Standing arms
length away from anything or
anyone
Directions:
Tell the students that
today we will be doing an
activity to get their brains
moving before they start
their math worksheet and
before the students go back
to their seats.
Explain to them that
they listen to me say
Simons says and then do
what I said. For example,
Simon says to touch your
head. The students will then

ASSIGNMENT 6:1

touch their head.

If I say touch your
toes and dont say Simon
first then you touch you toes,
have to put up 1 finger.
Every time you do something
without Simon saying it, you
put up a finger.
If you dont do
anything, then you dont put
up a finger
We will do this
activity for about five
minutes
Examples of what to
say: Simon says- Touch your
head, toes, ears, mouth,
hands, elbows, feet, hips,
tummy
Safety and Management:
Explain to students
that in order for this activity
to work, we need everyone to
be safe. The students need to
listen very carefully to ALL

ASSIGNMENT 6:1

of the directions.
Explain that this is
their first warning and that
fooling around will result in
an immediate consequence.
(Wont participate in the
activity and go back to their
seat.)
Tell students that
when I say go, they will need
to stand up and find a spot
that they are arms length
away from anything or
anyone, so noone or nothing
gets hurt.
Explain and discuss
expectations of activity by
modeling each exercise and
showing an example. For
example, Simon says, touch
your head. The teacher will
then touch her head. Touch
your hand Teacher doesnt
touch their hand. Show that
if they did how they would

ASSIGNMENT 6:1

10

have to put one finger up on

their hand to show that they
touched their hand when
Simon didnt say to.
I will reinforce
positive behaviors by
engaging in positive
comments to the students. I
like how Lucie is showing us
how to be safe by making
sure she is arms length
aways from everyone and
she is waiting for Simon to
say something to the class.
Co-Teaching Strategy/Differentiation
Sub-objective #1
Co teaching: Mentor teacher leads, teacher candidate observes
Differentiation: Students will sit by a partner based on their ability level. For
example, if partner A has accommodations, then partner B can be a meets
students to help keep the students on track.
Sub-objective #2
Co teaching: Mentor teacher leads, teacher candidate observes
Differentiation: Students will sit by a partner based on their ability level. For
example, if partner A has accommodations, then partner B can be a meets
students to help keep the students on track. On the SmartBoard the students
could see the a blank two step equation so they can look back at the boxes when
reading the word problems.
Modifications:

ASSIGNMENT 6:1

11

Physical: For this activity have the student with a physical disability play
Simon says sitting down in a chair doing movements with their hands and arms.
Cognitive: For this activity, use the Smartboard and show the words the
you are saying to the class. For example, if the teacher is going to say Simon
says touch your toes, have the word or picture of toes on the board for the
student to see.
Guided
Practice

Teacher Will:
Student Will:
Explain directions
Listen to directions and
Model first problem
exceptions of the worksheet
on the worksheet to
Work on worksheet
Ask shoulder partner if
demonstrate how to do the
they get stuck or have questions
worksheet
Ask teacher questions if
Walk around to make
both you and partner are having
sure students are following
trouble
directions and to answer
Check answers
questions
Prepare to be called on and
Did you use the the
explain how they got their
two step equation to help you
answers
with the math problems?
Go over answers as a
class
Ask students to
explain how they got their
answers
Co-Teaching Strategy/Differentiation
Co Teaching: Mentor teacher observes, teacher candidate assist
Differentiation: Student 1 highlight the area that the student needs to write the
number and answer in. This is based on the students IEP.
Give the students a certain amount of time to complete the worksheet
If the students finish the worksheet early, they can work on the Enrich
worksheet

Independ Teacher Will:

Student Will:
ent
Review objective
Listen to directions

Give
the
directions
on
Work independently on the
Practice
completing the worksheet
worksheet

ASSIGNMENT 6:1

12

On Your Own
Explain the math
writing sentence on the
bottom of the page halfway
through the students working
on their worksheet
Ask a few students
what they think they should
write
Walk around to see if
students need help with their
work
Do you have any
questions? Did you make
sure to use the boxes when
making your equation?
Double check that you did

Ask questions if needed

Co-Teaching Strategy/Differentiation
Co teaching: Mentor teacher leads, teacher candidate assist
Differentiation: Student 1 highlight the area where the student should put their
answers. On the word problem, show the student the number sentence and have
them draw a picture to represent the number sentence. If the students complete
the paper early, have them create their own problem using a the two step
equation and a word problem.
Closing/Student Reflection/Real-life connections:
Today, we used read two step word problems and created an equation to help answer the
problem. Now that you know what a two step word problem is and how to solve one, how do
you think this can help you solve problems in the future? On a fist of five, show me on your
fingers how well you understand two step word problems.

Rubric
Criteria

Exemplary (5)

Proficient (3)

Modification

Instructional plans include:

Instructional plans include:

Needs Improvement (1)

Instructional plans include:

ASSIGNMENT 6:1

13
of Sample
Physical
Activity
Break

SCORE:
x2

SelfReflection

SCORE:
x2

All modifications are

grade/subject appropriate.
Safety issues for physical activity
break are well thought out and
described in detail and highlighted
appropriately.
Classroom management
techniques for a physical activity
break are clearly defined and
highlighted appropriately.
There is evidence that the plan
provides regular opportunities to
accommodate students with
physical and cognitive disabilities
in the physical activity break and
are highlighted appropriately.

Most modifications are

grade/subject appropriate.
Safety issues for physical activity
break are somewhat well thought
out and described in detail and not
highlighted appropriately.
Classroom management techniques
for a physical activity break are
somewhat defined
There is evidence that the plan
provides some opportunities to
accommodate students with
physical and cognitive disabilities
in the physical activity break, or
only address one type of disability

Few modifications are grade/subject

appropriate.
Plan activities include vague or no
descriptions for safety concerns for
performing a physical activity break
Classroom management techniques
for a physical activity break are
vague
There is little evidence that the plan
provides some opportunities to
accommodate individual student
needs in the physical activity break
The aforementioned information was
not highlighted appropriately.

Self-reflection was well thought

out and included at least 5 specific
examples from the teaching
experience on: managing
classroom behavior, teacher
movement, response latency,
using student names, and
providing positive praise.
Self-reflection was the appropriate
length for the assignment (1-2
pages).
Document was saved with last
name, course # and assignment
number.
Rubric was attached at the end of
the assignment.
Assignment was written in third
person, APA, including title page.

Self-reflection was somewhat

thought out and included 3 specific
examples from the teaching
experience on: managing classroom
behavior, teacher movement,
response latency, using student
names, and providing positive
praise.
Self-reflection was the appropriate
length for the assignment (1-2
pages).
Document was saved with only 1 or
2 of the following criteria last
name, course # and assignment
number.
Rubric was attached but not at the
end of the assignment.
Assignment was in a question and
answer format, in APA and included
a title page.

Self-reflection was not well thought

out and did not include less than 3
specific examples from the teaching
experience on: managing classroom
behavior, teacher movement,
response latency, using student
names, and providing positive praise.
Self-reflection was too short for the
Assignment (not 1-2 pages).
Document was not saved with last
name, course # and assignment
number.
Rubric was not attached at the end of
the assignment.
Assignment was in a question and
answer format, was not in correct
APA and didnt include a title page.