Running head: PHYSICAL ACTIVITY BREAK

PPE 310: Health Literacy in Schools

Physical Activity Break
Lizbet Carrillo
Dr. Hesse

Name of Activity:
Grade Level:
Subject Area:
Formation:

Full body rock, paper, scissors.

6th
Brain Break/Switch subjects
In partners, facing each other, everyone starting at the back of the room
as the bronze area winners move up to the middle section as the silver

Running head: PHYSICAL ACTIVITY BREAK

Equipment:

area, winners move to the front of the room as the gold area. *See
directions for students who are physically disabled*
Just themselves

Rules/Directions:
1. TW give directions on how to set up. Students will begin playing with the partner they
sit next to. The movements are modeled by the teacher. Students stay quiet and sited while
teacher goes over expectations, movements, and game rules. Once the teacher concludes
instructions, students are able to ask questions.
2. TW explicitly go over the full body rock, paper, scissors. TW say: Today we are going
to play rock, paper, scissors. But we are going to use our whole body! (teacher models
while explaining) When we count 1, 2, 3, we are going to have our arms across our chest
and jump in place for one and two. On three we are going to do the movement for either
rock, paper, or scissors. The movements are as follow: for rock, hands are on our knees
and lean a little bit down and forward. Paper, legs are open just below our hips and arm are
to our side bend on your elbows up to create like an L shape with our arms. Scissors,
legs open one in front of the other as if you were going to walk, arms are both extended in
front of you, if there is not enough space bend arms just as we did for paper but arms stay
in front of you. Teacher continues by saying: now we are going over the three areas.
Everyone starts in the bronze area, you play once with your partner the winner moves up to
the silver area which is in the middle of the room. If neither wins the first round you
continue until one wins and the proceeds. The one who lost stays in the bronze area and
then plays against someone who also lost. If you moved up to the silver area then you play
against someone who won and is in the silver area. Do they same as in the bronze are an
the winner moves to the gold area while the one who lost moves back to the bronze area.
Once in the gold section try to get a strike of ten without loosing. The first one to get to the
10 in the gold area wins!
3. Students continue this until 1one student wins ten times in the gold section, or the
countdown (10min) gets to zero. Once it is done every one silently proceeds to their
assigned sit and takes out the next subject materials.

Variations:
For students who are not able to jump and move for a physical impediment. They can stay
sited and do the arm movements. They still play with the rest of the class and follow the
same game rules.

Reflection
The activity went well. Students enjoyed the brain brake and after the brain brake they ere
participating during the following lecture. Students listened carefully to the instructions and observe

Running head: PHYSICAL ACTIVITY BREAK

the movements. One students stood up and started moving while the teacher was going over
instructions. But the teacher addresses the situation right away. The students was asked to sit down
until the teacher said go. Overall students were well behaved, although something that did not go as
planned. At the beginning of the activity when all students were in the back of the room (bronze
area) and the teacher said go. The voice level went up and some of them started screaming. Once the
teacher noticed that the activity was paused. Students were told that noise level should be to the
minimum and all of them should be playing.
Something that went well was the delivery of instructions at the beginning of the lesson.
Once the teacher asked the students to start moving all of them knew what to do. Since the
movements were modeled by the teacher, students knew exactly what each movement meant. At the
beginning of the game, teacher played against one of the students and every time a student had no
one to play the teacher jumped in to have every student moving. Because the teacher was moving
around the three sections students knew they had to be moving and playing according to the rules. A
timer was set on the projector showing the amount of time they had left to conclude the game. Also,
the teacher was asking students aloud how many times how you won and also when a student won
the teacher praised them by saying: nice play.
Something that needs improvement is the behavioral aspect of this activity. Students get to
excited and tend to loose control. If this issue is addressed during instructions it is more likely that
students will behave from the beginning of the activity. Students need boundaries if not they will not
follow directions.

Criteria

Exemplary (5)

Proficient (3)

Needs Improvement (1)

Running head: PHYSICAL ACTIVITY BREAK

Modification
of Sample
Physical
Activity
Break

SCORE:
x2

Instructional plans include:

Instructional plans include:

Instructional plans include:

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

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.

SelfReflection

SCORE:
x2

Few modifications are

grade/subject appropria
Plan activities include v
or no descriptions for sa
concerns for performing
physical activity break
Classroom managemen
techniques for a physica
activity break are vague
There is little evidence
the plan provides some
opportunities to
accommodate individua
student needs in the phy
activity break
The aforementioned
information was not
highlighted appropriate

Self-reflection was not

thought out and did not
include less than 3 spec
examples from the teach
experience on: managin
classroom behavior, tea
movement, response
latency, using student
names, and providing
positive praise.
Self-reflection was too
for the
Assignment (not 1-2 pa
Document was not save
with last name, course #
assignment number.
Rubric was not attached
the end of the assignme
Assignment was in a
question and answer for
was not in correct APA
didnt include a title pag

Running head: PHYSICAL ACTIVITY BREAK