Core Curriculum, Cooperation, and Coordination: Research and Activities to Get Your Classroom in Motion
Tom Stoddart [email protected] & Joe Gallo [email protected] Summer 2015 Pottstown Wellness Conference
Protocol and Predictability
Predictability gives peace of mind to the brain, too much however, provides boredom. When your brain knows what is
coming it can focus on new information and stimuli. A classroom with a certain amount of routine and schedule allows
the brain to look for new ideas. A limited amount of stress challenges our brain and releases adrenaline! The brain feels
comfortable with predictable events and actions. This lowers stress levels and allows for consistent performance. Too
low a stress level may hinder learning as well. Best results are realized when there is a limited amount of unpredictability.
Having a set of routines that also provide for insertion of different activities or varied approaches lead to curiosity. This
desire to see what will be next is essential to a healthy learning outcome. In a learning environment, a common cause of
boredom is lack of understanding; for instance, if one is not following or connecting to the material in a class or lecture, it
will usually seem boring. This connects to the predictability of the general structure of the lesson or classroom. Too much
uncertainty or confusion provides problems and releases dangerous cortisol as a result of heightened stress.
Define expectations
Maintain a safe environment
Start small/simple and build
Establish Start/Stop cues
Make objectives clear
Be Prepared
Reengagement Strategies”
Clap patterns, 1x/2x “If you hear...”
Routines/Protocol/Class Chant response
Music/Bell/Chime/Clicker
Clock/Timer/Countdown
Write a response and stand when ready
Ball Toss answer “wait time”
Hand Signals or Gestures
Catch phrase w/move-"Everybody freeze!"
Common Core Movement Activities:
Index card shuffle
Have students write down a question on an index card. Next ask the children to walk around the available space. On command they
will face the closest new person. Standing with someone they will ask them the question on the own card and answer the question
from their partners card. They will then trade cards and walk around again (now with a different question) and meet a new person to
ask the question. Repeat two to three times. We like to then have the participants retrace their steps and meet up with the partners.
Confirm the information that you have received previously. If time and purpose allow, continue for another round or two and wrap up
by sharing about the people that they have meet today. Variation: Use the same strategy for an introduction to a subject or topic. You
may also use it as a review of covered information. In these situations we highly recommend going back to check in with you previous
partners. This will allow to reinforce the learning process of the desired details. An added step is to have the correct answer on the
index card in order to confirm accuracy. Bonus: Have a selection of students stand to read the card they are currently holding. Have
students who have been asked or come into contact with the card to stand and see if they can give the correct answer.
Three part Tag (triangle)
This activity is a twist on a classic teamwork activity. The group is made up of four players. One person attempts to tag another while
the other two players work with the “taggee” to protect him/her. The student who is the “tagger” will have a demi-noodle in their hand
and must tag the person who they designate to be “it”. The “tagger” may only tag outside the triangle and must tag “it” on the legs.
Ex: Three primary colors (r,y,b), parts of health…parts of govt. (US/parliament=exec., leg., jud.), parts of tree(roots, leaves, trunk),
parts of Nueron, Healthy person = mind/body/spirit
Throw and Know/ Pass & Rhyme
Stretch the list?--Students will be divided into groups of 3 with one ball for each group. Students will practice throwing and catching
different ways (rolling from a sitting and standing position, bouncing from different positions and throwing and catching), while
naming off words that rhyme with the word that they draw from a stack of cards. If they can’t name any more rhyming words they
draw a new card and continue. Some common rhyming words to start with:• Ball• Cat• House• Mice Variation: Movie actors list,
multiplication tables, states of matter examples, presidents(Republican/Dem./other), action words in foreign
language/tenses/common words Variation2: Get to know you activity: Create a list of the popular picnic items, vacation spots,
Circle Exchange / Synonym Exchange
Ask the students to stand in a circle, with one person in middle. All people in circle have a designated spot (mark with spots or piece
of tape). Middle person asks if anyone in circle if they have done/are wearing/like to…/etc. At that point anyone who has done/is
wearing /or likes the mentioned thing MUST leave their spot. Ex: “Anyone wearing blue jeans” must leave spot in circle and find new
spot, while middle person tries to grab a spot for themselves. One person will be left over and takes over middle spot. The center
player can use any attributes Variation: Change the game into an academic topic such as a character role written out on a card from a
novel or story. Players will now move if their player matches the description. Ex: “If your person is a female.” Ex2: “If your person
appears before the murder in the story.” Variation 2: Synonyms Swap- Give each student a set of 2-3 index cards or with different
words on them. These cards are all related to a set of words selected by the teacher. The center player will say the word “small.” Any
player holding a synonym of that word will move. Ex: “tiny”, “mini” etc. Once in the middle students will select a word from one of
the cards remaining in their hand (ex: fast). The game continues until a desired amount of time, turns or players go to the center. tj
Name Grid/ Vertical Vocabulary Crossword
Divide the young people into groups of four. Each group needs paper and pens. Ask them to draw a grid on which they write their
forenames. For example, give each team three minutes to write down as many words (three letters or more) that they can make only
using the letters in their names. Letters must adjoin each other in the grid, but do not have to be in a straight line. When the time is up
each team adds up their score. 3 or 4 letter words = 1 point 5 letter word = 2 points 6 letter word = 3 points Variation: Vertical
Vocabulary: Provide each small group or pair of students with a set of vocabulary words from a unit to be studied or that has just been
completed. The group will create letters on sheets of paper, index cards, etc. One letter for each word in the list. Once all of the words
have been created have the class work as one big unit or two smaller ones depending on your comfort and space available. The goal is
to get all of the words/letters in the giant crossword puzzle. Good Luck!
Decimal Dash tj
Choose a decimal card for each player in the group. The players will race around the proper cones based on the cards. The largest
number will race the longest distance and the smallest number runs the shortest. Continue until all players have gone or cards are
gone. After the players run around the cones line up the cards correctly and play again drawing new cards. Variation: Use other
locomotor skills (skip, hop, jump, etc.) or add sports equipment to the races. Variation: Run each level in order from smallest to
largest or largest to smallest as a group and say each number as you go around the cones. (Historical perspective?? List a series of
events: Vietnam War, Gulf War, Battle of Normandy, etc. Cone/Chair 1Gulf, 2VWar, 3 B of Normandy is the farthest form today.)
Reading & Writing Bank /Walking Word Bank tj
Many teachers use a word bank for tests and worksheets. Make a word bank where students actually get to enter the word “vault.”
Use an easel or moveable bulletin board and post the appropriate words. The students are required to make a minimum number of
withdraws or visits. As they enter the “vault” they should touch the desired word, return to their paper to record a withdrawal.
Variation: Try this game with all students moving and a poster or power point with the matching definitions available. When a
student feels they know an answer they meet the person with the appropriate word and give the matching definition to get the sign.
Now they will walk with the word. See how many words you can find.
Grafitti Wall / Thesaurus Wall
Select a review preview topic or a part of speech for students to write onto the “Graffiti Wall.” Students may add any word, idea,
picture, symbol, term, etc. that is appropriate for the subject that is being worked on in class. This activity can be written onto
whiteboard OR it can be put on paper and then attached to blackboard or other wall area. Students can place their word, symbol, or
idea anywhere in given space. I suggest adding 3+/- at a time but the number can be adjusted up or down. All students participate.
Following have partner up/group up and choose 3-5 to talk about alternating choices. Wrap up by the teacher selecting 1 word at a
time and asking the students who choose to offer ideas. SAMPLE: Opening activity with summer as topic. Thesarus Wall: Students
add to a list of word and give alternate ways or synonyms for words that are on the thesaurus wall. Fill the wall up with as many
variations of each word as you like. Ex: Big, gigantic, huge, enormous, sizeable, etc. Use this to create discussions, sentences, stories
or additional activities for class work. The words can be temporary or posted on a wall, adding new variations as they are covered.
Giants, Wizards, & Elves
This is a fun, silly icebreaker game that is a good way to break the ice at meetings or in classrooms. It’s a simple game based on the
classic game of rock, paper, and scissors. Teach everyone how to become three characters: the giant, the wizard, and the elf. Each
character features hand motions (and a noise-optional). For the giant, each person stands on their tippy toes, lifts up their arms, and
makes an angry growling noise: “Roooar!” For the wizard, each person crouches a little bit, flutters their fingers as though they are
casting a spell, and they make a magical noise: “Woooo!” For the elf, each person gets down very low on their knees, cups their
hands around their ears, and makes a high pitched elf noise: “Eeeeee!” Practice each motion together a few times. Divide everyone
into two teams and have them separate into opposite sides of the room. The game involves several rounds. For each round, the
following takes place: Each team forms a huddle and decides to become a giant, wizard, or elf. Both teams then line up and face each
other, about 5 feet apart. The facilitator says “3...2...1...Go!” Each team acts out the giant, wizard, or elf (whatever they decided to
become). The giant defeats the elf because giants “squash” elves. Elves defeat wizards by outsmarting them, chewing at their legs. The
wizard defeats the giant by “zapping” them with a magic spell. Identical characters are a draw (no one wins).This process keeps
repeating for multiple rounds until one team is entirely consumed (or when time runs out.) Variation: CIVIL WAR- North =Wizards,
South = Giants, and Slaves = Elves Variation 2: AMERICAN WEST-American Government = Wizards, Settlers = Giants, Native
Americans = elves
Still S“knowing” throw tj
Create s“know”balls using scrap paper. Have each student write down the answers to a selected set of terms. Assign students to
answer specific terms to avoid repeats. Once your students have all the vocabulary on the papers, have them crumple them into a
loose ball. Divide the room in half or into small sections and have the children try to get all the s “know”balls into the other area.
Play for about 30 seconds or a minute and stop. Have each student grab one ball near them and define the term to their smaller group.
(Example: Write down academic information ahead of time like numbers, have students make a specific shape based on side length)
Clean up/Clean up Conversations tj
This game can be used as a review to just about any lesson or unit. Each student will create a set of true/false questions (3-6) on the
selected topic. The students will then crumple the questions into paper balls. The students next get to toss these questions back and
forth across the room (almost any age student/adult will enjoy this). After a predetermined period of time (1 –2 minutes), the game is
stopped. The group collects all paper balls near their desk. Have 3 cans/buckets for a final review at the end the classroom. The
children now open their paper and return each question by tossing it into the true, false or “I don’t know” bucket/can. Take out a
random sample and check for accuracy. Review any unknown answers. This can also act as a sponge or baseline activity if you
choose. For conversations have the students work with a small group and they learn the answers to their group’s questions. Select
several to share with the entire class.
Have a ball and Know it All (North Carolina Department of Public Instruction)
Each student should get a small soft ball or bean bag and a partner. Use the ball/bag for the following exercises: Place the ball on the
feet (feet together) while seated, repeatedly toss up and catch the ball with the top of the feet (like hacky sack). Set the ball on elbow.
Flip the ball into the air and catch it with the hand on the same side. Lift the feet off the floor (feet together) and rotate the ball over
and under the legs using your hands. Toss the ball overhead and catch behind back. Lift the feet (feet slightly apart) and weave the ball
between the left and right leg (such as a figure eight). Toss the ball from behind the back and catch in the front. Circle waist while
standing Variation: tj Add academic topics into the activity, a get to know you question or a topic with multiple answers that needs to
be filled in following routine. Vary: Move around the room as you play. Change partners ---ask question and have hit/pass ball back
based on the answer (ex: true/yes elbow false/no knee).
Applaud the Verb Tenses
The students will identify verb tenses. Sentences developed for activity. The teacher will read a sentence to the students. The students
will: clap once for past tense, clap twice for present tense and three times for future tense verb. According to which verb tense is
presented, the students will clap the correct number to the sentence read. (Ex. The teacher will say, “Sherry ran to the store.” The
student will clap one time.) (Minds in Minds in Motion 2004 pg. 90.) Variation tj*: Stand up at your desk and slap knees 3 x for past
tense. Sit down and tap table 3 x for present tense. Spin around three times for future tense. Variation 2 tj*: Use for any type question
including multiple choice or true/false by providing the correct number of choices (ex: 2 for T/F).
Characteristic Shuffle
Have terms on pieces of paper placed in waste baskets or piles throughout the playing area. A student selects one item from the
bucket and has to move to another basket with a movement that describes a characteristic of the term. 5 Great Lakes- Lake Superior(coldest, largest and deepest) students walk slowly with legs wide and arms extended over their heads. Lake Michigan-(only lake
contained totally in U.S., connect with Lake Huron) students march and sing Yankee Doodle with left arm hooked to join with Lake
Huron. Lake Huron- (longest shoreline, makes the thumb, connects with Lake Michigan) students take long steps with left thumb up
and right arm hooked to join with Lake Michigan. Lake Erie-(warmest, most biologically productive) students run. Lake Ontario(base of Niagara Falls) students take two steps and fall in push-up position, repeat. Variation: Scientific Process >Make an
observation. (Use hands to form glasses) Hypothesis. (Scratch Head) Experiment. (Spin and Walk) Analyze Data (Type on
computer) Conclusion. (Skip and Smile) (Thanks to PHS science teachers)
Collection Collection
Class is spilt into four teams. Each team has an incomplete set of cards with terms on them (i.e. 2 of the great lakes, 1 Ocean, 2
Continents, 3 Planets). The object is to send one player out from each team to retrieve on card from an opposing teams’ area. When a
set is complete (i.e. 7 continents, 9 planets etc.) that team may put the set away and receive 1pt for each card. The game can continue
on time or until all sets are collected. To keep things safe it is suggested that no one may block the pile of words in a team area. The
game is a strategy and quick thinking activity. Variation: Use objects to represent something from academics. (Ex: Tennis ball = gold)
Bluff Tag
Each student is given a playing card or index card with a term on them. The teacher yells out a question at the beginning of each
round. Students then attempt to tag each other. If tagged you must switch cards. The object of the game is to be holding the card
with the correct answer at the end of the round. Each time you tag someone or they tag you, you will trade cards with that person. This
becomes a game of strategy along with factual knowledge. You may wish to have more than one correct answer and decrease the
correct cards as the students get better at the game. The activity can be used with a variety of topic areas.
Balance activities to use with Common Core material
Balance Beam/Walking on Line -Using a line that has been taped or painted on the floor, have the children walk alternating feet. Next
try having them walk heel-to-toe walking. Also try walking backwards and walk sideways while crossing one foot over the other. When
using sideways movement, have them return or switch their direction halfway for best results. Add a bit of risk and challenge by using
a small balance beam or balance board.
Jump/Hop The Line -Again, using a line that has been taped or painted on the floor, have the children jump over the line with both
feet as they move down the line. Those who have difficulty reading will struggle with this activity. Repeat and watch for both feet
working together (no foot trailing), launching and landing with both feet.
Criss-Cross Walk -Once again, using a line that has been taped or painted on the floor, have the children stand to one side of the line.
With the outside foot, cross over the line and take a step forward. Now using the remaining foot, cross over the line and take another
step forward. Try this activity for 30 steps or more for best practice.
Galloping/ galloping with non-favorite foot forward -Ask students to gallop to one end of area, keeping the same lead foot. Next
repeat using the opposite foot and notice the difference, especially difficult for non-readers.
“Cross Fit” Style basic balance poses to complete: shoulder-width, one foot front, feet in line, heel-toe, arms raised above, arms
above but to side, one foot elevated slightly, foot elevated with bent knee, elevated with leg extended *hold paper centered, slide to rt.
& left sides as read, raise paper slowly above head, lower then sight line **swing leg slowly forward and back, add arm in opposition
*** place paper on floor then continue up and retrieve when return downward *****extend leg to side and back central then across,
add arm in opposition, hook leg around in curved motion to back front then back, again add arm opposition (rehearse, review, read,
information) >>Ice skaters, Single Leg Dead Lift, kneeling superman, (standing)
Cerebellum Balance Exercises
Balance on one leg.
Balance on one leg, and kick the other leg forward, to the side,
and to the back.
Balance on one leg, bending the knee slightly. Reach forward
and let other leg go back.
Do the above, but go all the way to the ground.
Do the above with a ball or object, touching it to the floor,
then bringing it up to your chest, and over your head.
Balance on one leg, and jump forward several times.
Throw a ball or object in the air while sitting, and catch it with
one hand.
Use two different-sized balls and throw continuously, at all
heights, left and right.
Bounce a ball on a slanted surface.
Bounce two balls at once.
Put letters on a ball. Say what letter is coming at you as you
catch it.
Throw a beanbag or object in several different ways: up and
down with one hand, from one hand to another, over your
shoulder or head to catch with other hand behind you, etc.
Juggle two or three objects or balls.
Stand & Spin 1x, 3x, 5x
Catch a ball or object while standing on a Bosu balance ball,
balance board, or other tipping surface.
OHER BALANCE ACTIVITIES & Core ….walk the noodle, cross walk noodle (on noodle), infinity walk, balance boards,
“Spooner boards,” “duck walkers,” core balance discs/pads, Add manipulative items where appropriate and as students and
teachers gain confidence and understanding like a physio exercise balls, any type of ball that you choose; they can all add novelty and
excitement to a great concept. Use them to enhance and extend the effectiveness of learning with your students. HAVE FUN !!
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