You are on page 1of 12

Running head: ASSIGNMENT 7:1

PPE 310: Health Literacy for Schools


Physical Activity Break
Assignment 7:1
Nicole Patterson
Course #79594
Professor Skipper
October 11, 2015

ASSIGNMENT 7:1

PAGE 10

Physical Activity:
PA 2: 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 thinking before we started their math lesson
and at the end of the lesson to review skip counting. I thought that doing different motions as
they counted the numbers by 2s, 5s, and 10s would help them remember by each number being a
different movement.
Equipment: Powerpoint with different 2s, 5s, and 10s number sentences
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 the math lesson to review and before the students go back to their seats.
Explain to them that we will be doing a review on skip counting by 2s, 5s, and 10s. When
we count by twos, we will be clapping our hand while saying the numbers. When we
count by 5s we will be doing jumping jacks when we are counting by fives. When we are
counting by 10s, we will be hopping on one foot when we count.
We will be reading the different number sequences on the board and then doing the
different motions for each skip counting
We will do this activity for about five minutes

ASSIGNMENT 7:1

PAGE 10

Examples of what to do and say: I will count by twos and clap my hands 2, 4, 6, 8. Now I
am counting by 5s and doing jumping jacks, 5, 10, 15. Now I will be counting by 10, 10,
20, 30.
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 no one or nothing gets hurt.
Explain and discuss expectations of activity by modeling each exercise and showing an
example. For example, Examples of what to do and say: I will count by twos and clap
my hands 2, 4, 6, 8. Now I am counting by 5s and doing jumping jacks, 5, 10, 15. Now I
will be counting by 10, 10, 20, 30.
I will reinforce positive behaviors by engaging in positive comments to the students. I
like how Max is showing us how to be safe by making sure she is arms length aways
from everyone and she is waiting for the next slide of numbers.
Modifications:
Physical: For this activity have the student with a physical disability play counting on by
sitting down in a chair doing movements with their hands and arms.

ASSIGNMENT 7:1

PAGE 10

Cognitive: For this activity, have a poster for the students to look back at to show what
you do for each counting on.

Reflection

The PA that I picked was a counting on review, and the activity went well with some of
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 and following directions. The
students tend to get a little wiggly when they are at the carpet and I thought an activity right
before we started the lesson and 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 the students
followed the directions when it came to doing the right movements. My lesson also was around 5
minutes so it wasnt too short for the students. The students enjoyed doing the different
movements while saying the different counting sentences. 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.
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. I think one reason I didnt walk as much as possible because I was too worried
about changing the slide for the powerpoint on time for the students. If I could find a different
way to change the slide or not worry about it as much next time, this could help with walk
around the classroom more. Positive praise was something I wish I would have used more during
this activity. For example, when if I saw a student following the directions at the beginning of the

ASSIGNMENT 7:1

PAGE 10

activity I said, I like how Max is showing us how to be safe by making sure she is arms length
aways from everyone. To manage student behavior I would used the hand signal, by raising my
hand. This is what we use in class to get the students quiet during lessons. I did not do as much
as redirecting the students as I should have during the lesson. The students were a little all over
the place during the lesson. Overall, most of the students participated and were on task during the
activity. I needed to enforce more behavior reminders to the students. I would do this physical
activity again with not as big movement. For example, instead of using jumping jack I could
have the students touch their shoulders instead. This lesson was also taught right before break
and I think the students had break fever and were not behaving as well as the students
normally do because they were excited for break. Some different things that I did different with
the students then the last assignment was have more movement with the students in the activity
by doing the jumping jacks and hopping on one foot. I also used the curriculum based activity
this time as well by having them review different skip counting they have been learning this
week.

ASSIGNMENT 7:1

PAGE 10

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,
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

ASSIGNMENT 7:1

PAGE 10

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 7:1

PAGE 10

Instructio Teacher
Student
nal Input Sub-Objective #1: SWBAT define a Sub-Objective #1: SWBAT define a two
two step word problem
step word problem
*Direct Instruction
S-Expectations
Explain what a two step word
Actively listening
problem is
Carpet expectations
Show an example of setting
up a two step word problem
*Academic Feedback (What should
students say and do)
*T-Models
How can using the boxes help you solve
Show a visual of a two step
a two step word problem?
word problem set up under
Thank you for sharing your answer, can
the document camera
you tell us how you got your answer?
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 you set up a two
step number problem?

ASSIGNMENT 7:1

PAGE 10

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:
Physical: For this activity have the student with a physical disability play
counting on by sitting down in a chair doing movements with their hands and
arms.
Cognitive: For this activity, have a poster for the students to look back at
to show what you do for each counting on.

ASSIGNMENT 7:1

PAGE 10

Guided
Practice

Teacher Will:
Explain directions
Model first problem on the
worksheet to demonstrate
how to do the worksheet
Walk around to make sure
students are following
directions and to answer
questions
Did you use the the two step
equation to help you with the
math problems?
Go over answers as a class
Ask students to explain how
they got their answers

Student Will:
Listen to directions and exceptions
of the worksheet
Work on worksheet
Ask shoulder partner if they get
stuck or have questions
Ask teacher questions if both you
and partner are having trouble
Check answers
Prepare to be called on and 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

ASSIGNMENT 7:1

PAGE 10

Independ Teacher Will:


Student Will:
ent
Review objective
Listen to directions
Practice
Give the directions on
Work independently on the
completing the worksheet
worksheet
On Your Own
Ask questions if needed
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
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.

ASSIGNMENT 7:1

PAGE 10

Rubric