4. 4
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.
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
5. 5
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.
7. 7
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
dramatic change to health-promoting behaviours. This is especially more concerning because of
8. 8
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
time as a venue for improved healthy living, and that is of parental influence. It was found that
9. 9
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,
standard teacher supervision during recess is not working. Most teachers are unprepared when it
10. 10
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
academically better compared to those who did not do any physical activity. Also it was found
11. 11
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,
facilitating healthy growth, a reduced risk of chronic heart disease and obesity during recess;
12. 12
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.
13. 13
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.
14. 14
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.
15. 15
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.
17. 17
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
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.
18. 18
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
have the sufficient amount of equipment it is up to the program facilitator’s duty to furnish the missing
19. 19
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*
21. 21
Sign Up Sheet Template
Program Day and Class Signup Name
Day of the Week: __________
Grade: __________
Class: __________
Day of the Week: __________
Grade: __________
Class: __________
Day of the Week: __________
Grade: __________
Class: __________
Day of the Week: __________
Grade: __________
Class: __________
22. 22
WEEK 1:
VOLCANIC ERUPTION
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 Rock
a. Cooling of Magma and Lava
2. Sedimentary Rock
a. Hardening of sediments (after an eruption)
3. Metamorphic Rock
a. Fusion of two different types of rocks
23. 23
Time Content Development Instructional Plan
Set up
5 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
Introduction
1 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 Lava
Sedimentary Rock - Hardening of sediments (after
an eruption)
Metamorphic Rock - Fusion of two different types
of rocks
LessonObjective: 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: Science
Grade: 4-6
LessonDuration: 20 minutes
# of Students: 10-20 students
Lesson#: 1
Movement Form: Invasion Games
Movement Skills: Running, Cutting
Movement Concepts: Body parts and relationships with others
Life-Skills: Teamwork and communication skills
Equipment: 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.
24. 24
Game
12 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.
Conclusion
4 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.
25. 25
Gymnasium Layout for Volcanic Eruption
Safe Zone
Safe Zone
Team Magma
Team Lava
Legend:
Pylons Hoola Hoops Bucket Bean Bags
Direction for team to run
26. 26
WEEK 2:
WALK THE PLANK
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.
27. 27
Time Content Development Instructional Plan
Set up
5 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
Introduction
1 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.
Example: 4+4 x 3 =
4
Game
LessonObjective: By the end of this lesson, students will demonstrate their ability in which to solve a mathematic
equation
Curriculum Theme: Mathematics
Grade: 4-6
LessonDuration: 20 minutes
# of Students: 10-20 students
Lesson#: 2
Movement Form: Invasion Games
Movement Skills: Balance, Flexibility
Movement Concepts: Body parts and relationships with others and equipment
Life-Skills: Teamwork and communication skills
Equipment: 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.
28. 28
12 min Participatory Learning:
Very good class! Now let me go over the rules for
the game we will be playing today:
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.
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.
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.
Conclusion
4 min Post-Assessment :
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?
Ask other questions that arise with student answers.
29. 29
Gymnasium Layout for Walk the Plank
Legend:
Pylons Hoola Hoops Bucket Bean Bags
Bases Hockey Sticks Directions
30. 30
WEEK 3:
Watts the Matter?
Thisactivityisbasedoff of the science topicof ChangesinMatter for5th graders.The ideacomesfromthe physical
changesthat occur whenmatterchangesbetweenthe differentpossible forms;solidform, liquidform, andgasform.
31. 31
Time Content Development Instructional Plan
Set up
5 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
participants
Introduction
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?
Game
12 min Participatory Learning:
Very good class! Now let me go over the rules for
the game we will be playing today:
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
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.
LessonObjective: 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: Science
Grade: 4-6
LessonDuration: 20 minutes
# of Students: 10-20 students
Lesson#: 3
Movement Form: Invasion Games
Movement Skills: Running, Cutting, Spinning
Movement Concepts: Body parts and relationships with others
Life-Skills: Teamwork and communication skills
Equipment: Pylons (10) Flag belt (20) or Pinnies (40)
Teacher Preparation Before Class: Set up gym according to diagram.
32. 32
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.
Conclusion
4 min Post-Assessment :
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?
Ask other questions that arise with student answers.
Solid state atoms move slower because they are
closer together. Gas atoms are further apart and
moving at a higher speed.
34. 34
WEEK 4:
Whose Land is it Anyways?
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?
35. 35
Time Content Development Instructional Plan
Set up
5 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 key
Introduction
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?
Game
12 min Participatory Learning:
Very good class! Now let me go over the rules for
the game we will be playing today:
The game will consist of two teams. One team will
start as the defensive team and one will start as the
offensive team.
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.
Two games can be played at once, it’s the teachers
discretion whether to choose to do so.
LessonObjective: 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 Studies
Grade: 4-6
LessonDuration: 20 minutes
# of Students: 10-20 students
Lesson#: 4
Movement Form: Invasion Games
Movement Skills: Running, Cutting, Passing, Catching
Movement Concepts: Body parts and relationships with others and equipment
Life-Skills: Teamwork and communication skills
Equipment: Hula Hoop (1), Dodge Ball (2), Basketball Nets (2)
Teacher Preparation Before Class: Set up gym according to diagram.
36. 36
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.
Bounce limit: depending on the skill of the player,
a 0-2 bounce limit can be incorporated ny the
instructor.
Conclusion
4 min Post-Assessment :
Did you guys find the game too complex to
understand? What were some of the strategies that
you employed while on Offence? On Defence?
Ask other questions that arise with student answers.
38. 38
WEEK 5:
SPILLING BEE
This activity is based upon the Spelling based off of the English curriculum for the 5th grade. Students should
be able to connectideasfromtheirownknowledge,experience,andinsights.
39. 39
Time Content Development Instructional Plan
Set up
5 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
Introduction
1 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?
Game
12 min Participatory Learning:
Very good class! Now let me go over the rules for
the game we will be playing today:
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
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.
LessonObjective: By the end of this lesson, students will demonstrate their knowledge in English by spelling large
words
Curriculum Theme: English
Grade: 4-6
LessonDuration: 20 minutes
# of Students: 10-20 students
Lesson#: 5
Movement Form: Invasion Games
Movement Skills: Running
Movement Concepts: Body parts and relationships with others and equipment
Life-Skills: Teamwork and communication skills
Equipment: Hoola Hoop (4), Bean Bags (50)
Teacher Preparation Before Class: Set up gym according to diagram.
40. 40
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.
Conclusion
4 min Post-Assessment :
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?
Ask other questions that arise with student answers.
42. 42
WEEK 6:
BENCH BALL
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.
43. 43
Time Content Development Instructional Plan
Set up
5 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 net
Introduction
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.
Game
12 min Participatory Learning:
Very good class! Now let me go over the rules for
the game we will be playing today:
Split the class into two teams. Once teams have
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.
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.
Ask class to pair themselves together. Have them
play rock, paper, scissors. Winner goes to side 1,
the other to side 2.
LessonObjective: By the end of this lesson, students will demonstrate their ability to produce efficient movement
and will be able to transfer skills into other situations
Curriculum Theme: Physical Education
Grade: 4-6
LessonDuration: 20 minutes
# of Students: 10-20 students
Lesson#: 6
Movement Form: Target
Movement Skills: Running, Throwing, Catching, Balance, Jump shot
Movement Concepts: Body parts and relationships with others and equipment
Life-Skills: Teamwork and communication skills
Equipment: Benches (2), Dodgeballs (4), Basketball Nets (2) Pylons (8)
Teacher Preparation Before Class: Set up gym according to diagram.
44. 44
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.
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.
Conclusion
4 min Post-Assessment:
What strategies worked the best? Did anyone find
this game to be difficult? How is this better to play
than dodgeball?
Ask other questions that arise with student answers.
45. 45
Gymnasium Layout for Bench Ball
Team 1 Side
Team 2 Side
Team 1 Bench
Team 2 Bench
Legend:
Pylon Dodgeball Basketball Net
Bench Throw Direction
46. 46
WEEK 7:
CROSSWORD RELAY
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.
47. 47
Time Content Development Instructional Plan
Set up
5 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.
Introduction
1 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.
Game
12 min Participatory Learning:
Very good class! Now let me go over the rules for
This section goes over the rules of the game. Make
it clear and concise. Before beginning the game as
LessonObjective: Participants will demonstrate their ability to be creative that is useful towards dramatic, visual
and writing.
Curriculum Theme: Arts
Grade: 4-6
LessonDuration: 20 minutes
# of Students: 10-20 students
Lesson#: 7
Movement Form: Invasion
Movement Skills: Running, Twisting, Throwing,, Shooting, Dribbling
Movement Concepts: Body parts and relationships with others and equipment
Life-Skills: Teamwork and communication skills
Equipment: 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.
48. 48
the game we will be playing today:
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.
if anyone is unclear about some of the rules.
Number the kids off 1-6 to save time for activity.
All teams have a different item to act out
Conclusion
4 min Post-Assessment:
Did everyone enjoy this game? What was the
hardest part? Did you enjoy creating scenes to act
out?
Ask other questions that arise with student answers.
49. 49
Gymnasium Layout for Crossword Relay
Legend:
Pylon Dodgeball Basketball Net Bean Bags
Hoola Hoops Bucket Bench
50. 50
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:LionKing
7
8
51. 51
WEEK 8:
TOXIC WASTE
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.
52. 52
Time Content Development Instructional Plan
Set up
5 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 gym
Introduction
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/Grey
Green
Game
12 min Participatory Learning:
Very good class! Now let me go over the rules for
the game we will be playing today:
Now we want to get into groups of four so if
everyone could get into a line please.
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.
Order them from numbers 1-4
LessonObjective: By the end of this class students will be aware of the proper placement of recycling and
disposables.
Curriculum Theme: Environmental Studies
Grade: 4-6
LessonDuration: 20 minutes
# of Students: 10-20 students
Lesson#: 8
Movement Form: Cooperation
Movement Skills: Balance, Levels, Pulling
Movement Concepts: Body parts and relationships with others and equipment
Life-Skills: Teamwork and communication skills
Equipment: Dodgeball (16), Rubber Rings (4), Jump ropes (8), Buckets (8), Pylons
Teacher Preparation Before Class: Set up gym according to diagram.
53. 53
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.
Safety: Tell students to keep their head up to
Conclusion
4 min Post-Assessment:
What strategies worked the best? Was someone
take charge to lead the way?
Ask other questions that arise with student answers.
