Physical Activity and Self Reflection Paper

Kimberlie Beeson
October 22, 2013
PPE 310 Health Literacy
Arizona State University

Energizers for Grades K-2

Name of Activity: Hand, Hand, Fingers,

Thumb
Grade Level:
K-1
Formation:
Standing at desks
Equipment:
Hand, Hand, Fingers,
Thumb
(Author: Al Perkins)
Rules/Directions:
1.
Teacher reads book while students
march at their desks, around the
room, or act out what the monkeys are
doing.
2.
Whenever teacher reads, Dum
Ditty Dum Ditty Dum Dum Dum, or
any reference to drumming, students
will drum on their knees or desks.
Students should be moving for at least
10-15 seconds.
3.
Use signal (e.g., raised hand) to
indicate students should stop
drumming.

4.
Continue activity until end of book
and have students march back to their
desks.

Energizers for Infants

Name of Activity: Splash!

Grade Level:
Infants
Formation:
Standing at water tubs
Equipment:
Splash!
(Author: Roberta Grobel
Intrater)
Rules/Directions:
1.
Teacher reads book while students
stand or sit in chair at table and splash
at tub of water. Teacher will supervise
children at all times and only allow 1-2
inches of water in tub.
2.
Whenever teacher reads, Splash,
or any reference to water splashing,
students will splash the water.

Students should be splashing for at

least 10-15 seconds.
3.
Use ASL sign signal (e.g., stop) to
indicate students should stop
splashing.
4.
Continue activity until end of book.

What went particularly well: I think this activity went really well.
Most children love playing with water and that was the advantage. The
highlights of teaching this activity was that all the students knew how
to splash with the first demonstration and that all students were able
to participate. Not one child was afraid to touch and play with the
water. I thought I may have to demonstrate or encourage a few of
them to splash but I didnt need to. There was no need for toys to be
placed in the water. Normally when we do an activity, we like to find
some props that correlate to the book or project we are working on.
This book had a rubber duck, sponge, and several other bath toys. We
felt these might distract from the story. Plus, we like to have 2 or more
duplicate toys so there is no fighting for one toy.
What you will change next time: What didnt go as planned was
getting the students to follow the verbal and ASL signs. Once they
started splashing there was no stopping them. Their attention was on
the water. The thing I would change next time is not reading a book
with the activity. I think verbally saying Splash would be enough. We
could talk about what we are doing and how it makes us feel. It was
hard to hold the book and also help supervise the childrens safety.
Next time I would print the pictures and hang them nearby. The book is
short with only one word per page. We keep books on the shelf for the
students to look at for the entire month. We read these books at least
1-3 times a day. If a child brings us the book, we read it no matter
what. They are familiar with this book so it might have been better just
to print a few pages and hang up nearby.

What didnt work as well as we hoped was controlling the splashing.

Once they started, they didnt listen or see the cues I was giving them.
I read the book anyways but not one child showed any interest.
Teacher Movement: My movement was not what I hoped. I thought I
would move around the table and play in the water with each child. I
sat at one end of the table and the teacher was at the other end. We
each had 4 children to watch. I knew I would be responsible for closely
supervising them but didnt realize we would both be stationary. It
would have been ideal if we had another adult in the room to help
supervise the children. I would have been able to stand back and read
the story without worrying about their safety. I could have walked to
each child and let them look at each picture.
I did reach each child verbally by calling their name and asking them to
look at the picture. I discussed what was happening as they were
splashing the water and how it made them feel.
Names: I used each childs name several times during the activity. It
just comes natural so I dont ever need to think about calling their
name. Whenever we talk to them in the classroom we call them by
their name. This includes when they are playing across the room or
sitting on our lap. I think this helps with their personal identity and
giving them the personal attention they need. Whether its redirecting
or praising them, we always try to call them by name. This past
summer we realized that our own students didnt quite know our
names. We always call the students names but not each others. I
dont look at the teacher and say, Miss Cheryl, its time for the
children to wash their hands and have their snack. We would just
normally say, Alright children, lets wash our hands and get ready for
snack. We also call out the other teachers name when they come into
the room such as, Look, its Miss Dori or Say Hi to Miss Jolene.
There is a song that we frequently sing several times a day where we
name all people in the room. This year are making an effort to call
each other by name a lot more.