Physical

Title: “Am I Big or Little” written by Margaret Bridges (by Kayla, Sierra, Heidi, and Noelle)

Objective/Goal: Students will compare different heights of their classmates by creating a graph.

Materials: Graph paper, yardsticks, pencils, ruler

Procedures: Read the story as a class, and then talk about how we all grow over time. Ask students if they’ve grown since last year? How much have they grown? Use a yardstick to measure each student’s height in inches (round to the nearest inch). Record the heights on the smartboard. Create a bar graph using the data to show them the different heights of their classmates.

“Today boys and girls we are going to learn how to measure ourselves. We are going to use this yardstick and see how tall everyone is. Then, we are going to write down each of our heights and create a graph, so we can see how similar and different are heights are.”

Extension: Have advanced learners convert the inches into feet.

Adaption/Simplify: Line the student’s up tallest to shortest, so the approaching and below level students can have a visual representation of different student heights.

Title: Puzzles (For children of all ages)

Objective/goal: Student will use puzzles as representations of what is being taught in social studies using their hands, wrists, and eye-hand movements.

Materials: Puzzles, rack for storage

Procedures: Have a variety of puzzles on a table where the students can see them. Show the students the proper way to poor the puzzle and demonstrate that they should have the picture side up. Talk to them about not dropping pieces of the pieces on the floor and how if they lose even 1 piece the picture will be ruined. Show them how to assemble the pieces. Then talk about how we are going to use this center as a way to represent concepts we are learning in social studies.

“We are going to be opening a new center today as a way to represent what we are doing in social studies. We are going to use puzzles to do so. This is new so we are going to go over the procedures on how the center will work.”

Extension: Increase the number of pieces and the complexity of the puzzle. Have puzzles that allow for them to do over a few days.

Adaption: Have puzzles that are easier with 3 to 5 pieces, 5 to 10 pieces, and 11 to 15 pieces.

Metacognitive

Title: “My Amazing Body” written by Pat Thomas and Lesley Harker (by Noelle Strehlow)

Objective Goal: Students will think about and create a healthy eating plan that’s good for their body.

Materials: Healthy and Unhealthy food choices, food groups (images in a PowerPoint or real food), MyPlate visual.

Procedures: Teach about healthy food choices using the MyPlate website. Talk about making good food choices and how they help keep our body healthy and strong. Ask student’s what they can add to their lunch to make it healthier. What are some foods that are in each food group? Ask the students what their favorite food is? Is that food a healthy choice? Give them time to think about each question. Explain why it’s important to eat healthy food and how it helps our bodies. Have students create a healthy meal by filling out their own plate with foods that fit into each food group.

Extension: Have the high level learners justify why some foods are healthy and others are not. Allow them to share what damage eating unhealthy foods can do to your body.

Adaption/Simplify: Have student’s sort pictures of foods into healthy and unhealthy food

choices.

Physical

Title: Snowperson Walk or Run - Sierra Smith

Goal: Obtain positive attitudes, knowledge and skills regarding physical activity the encourage them to maintain physically fit lifestyles.

Materials needed: None

Procedure: On chilly winter days, take students outdoors and quickly walk or run around the building. This activity is especially effective after working indoors and sitting down for long periods of time. Tell children to act like snowpersons who are in a hurry.

Adaptation: Select a closer destination or smaller loop around the school.

Extension: Increase the length and speed of the walk/run over time. When children return indoors, have a discussion about how good they feel after being able to get out and move.

Social/Conventional Knowledge

Heidi Rowley

Title: “Are You Ready to Play Outside?” by Mo Willems.

Objective/Goal: Students will politely ask to play with other students and perform a large motor skill.

Procedures: Read the story to the class, and then talk about how we should ask our friends to play nicely. Have students model by asking their friends to play nicely by pair-sharing and modeling in front of the class. Then go over large motor movements in the book such as running, jumping, and skipping. Have the class perform these movements outside. Then bring both parts together by first putting students into groups of three or four. Have two of the students in the group pretend to be playing while using a large motor skill and the other student(s) will demonstrate how to ask to play politely.

“Boys and girls, today we are going to learn how to ask someone if we can play with them politely and learn some of our large motor skills. First we will read a book called “Are You Ready to Play Outside?” by Mo Willems. Now with your shoulder buddy take turns asking if you can play with them. It sounds like you all know how to ask politely, let’s have a few students demonstrate in front of the class on how to ask politely to play. Good! Now let’s line up to go outside, quietly. Okay, boys and girls now we will practice some large motor skills that were in the book. First let’s run in place. Now let’s jump in place. Finally we will skip in a circle. Boys and girls now we will get into groups of three or four. With your group you will think of an activity two of you can play using a large motor skill and the other student(s) will ask politely to play with you.

Extension: Have advanced learners compare the way Piggie asks to play and the way we should ask to play.

Adaption/Simplify: Have a list of activities students can choose from to perform their model/skit.