Integrated Activities Various Subject Areas. Language Arts Integration Areas Reading Spelling Parts...

Integrated Activities

Various Subject Areas

Language Arts Integration Areas•Reading•Spelling•Parts of Speech•Antonyms and Synonyms•Foreign Languages•Peer Teaching

Language ArtsName of ActivityName of Activity Spell Around the RoomSpell Around the Room

Grade LevelGrade Level AllAll

Skill AreaSkill Area Spelling, cooperation, and fitnessSpelling, cooperation, and fitness

EquipmentEquipment Alphabet letters on cards posted around the gym or Alphabet letters on cards posted around the gym or classroom in random order, list of spelling words for that classroom in random order, list of spelling words for that grade levelgrade level

DirectionsDirections Partners choose a word on the list. One partner spells the Partners choose a word on the list. One partner spells the word out loud while the other partner runs and touches the word out loud while the other partner runs and touches the letters on the wall to spell the word. One partner can touch letters on the wall to spell the word. One partner can touch the entire word or alternate letters with partner to spell the the entire word or alternate letters with partner to spell the word. Continue until all words on the list are spelled.word. Continue until all words on the list are spelled.

VariationsVariations Use names of sports. As partners find letters to spell their Use names of sports. As partners find letters to spell their words, pantomime the sport whose name you are spelling.words, pantomime the sport whose name you are spelling.

Language ArtsName of ActivityName of Activity Alphabet BalloonsAlphabet Balloons


Skill AreaSkill Area Spelling, language arts, eye-hand coordinationSpelling, language arts, eye-hand coordination

EquipmentEquipment One balloon per studentOne balloon per student

DirectionsDirections Ask students to do the following: Ask students to do the following: Tap balloon in the air, saying the alphabet in order, one Tap balloon in the air, saying the alphabet in order, one

letter for each tap of the balloonletter for each tap of the balloon Spell your first and last names, one letter per tapSpell your first and last names, one letter per tap Spell your age, one letter for each tapSpell your age, one letter for each tap Spell the color of your balloon, one letter for each tapSpell the color of your balloon, one letter for each tap Spell spelling wordsSpell spelling words Spell the names of locomotor movements and do the Spell the names of locomotor movements and do the

movement with your balloonmovement with your balloon

Language ArtsName of Name of ActivityActivity

Punctuation ShufflePunctuation Shuffle


Skill AreaSkill Area Locomotor MovementsLocomotor Movements

EquipmentEquipment NoneNone

DirectionsDirections Have students find a spot in general space. On a signal, the Have students find a spot in general space. On a signal, the students move anywhere in the space using a locomotor skill students move anywhere in the space using a locomotor skill designated by the teacher. On a stop signal, the teacher designated by the teacher. On a stop signal, the teacher reads a sentence that ends in either a period or question reads a sentence that ends in either a period or question mark. The students form a period with the body (curl up in mark. The students form a period with the body (curl up in ball) or a question mark (lie down on ground and make the ball) or a question mark (lie down on ground and make the form of a question mark).form of a question mark).

Language ArtsName of Name of ActivityActivity

Letter of the WeekLetter of the Week

Grade LevelGrade Level K-1K-1

Skill AreaSkill Area Letter recognition, computer use, low organizational gamesLetter recognition, computer use, low organizational games

EquipmentEquipment Computer with Internet AccessComputer with Internet Access

DirectionsDirections Using the letter of the week being studied in class, have students select a game that begins with that letter. The website www.gameskidsplay.net has games listed in alphabetical order under the link “list of games.” Help students read the rules for the game and use the activity as the warm-up that day.

Math Integration Areas

•Skip Counting•Geometry Terms•Degrees & Fractions•Estimating•Measurement

MathName of Name of ActivityActivity

Double DiceDouble Dice

Grade Level Grade Level All

Skill AreaSkill Area Cooperation, math facts, and fitness

Equipment Two dice for each set of partners

Directions Partners roll the dice. The numbers on the dice are added together (sum). Using the answer, one partner walks that many steps away from the other partner. The partner left behind copies the walker’s movements to join back together, trying to reunite using the same number of steps. If both partners end up in the same spot, they score a point.

VariationsVariations Multiply dice instead of adding them together. The first partner chooses a locomotor movement and the follower must do the same. (walk, run, slide, gallop, hop).


First DribbleFirst Dribble

All

Grade LevelGrade Level Dribbling while looking up, math skills

Skill AreaSkill Area Balls that dribble, one for each student

EquipmentEquipment In partners, each student has a ball. Students start dribbling and hold up a fist. Partners take turns counting 1, 2, and 3, and then each student holds up fingers 1 to 5. Students try to be the first one to yell out the number of fingers help up by the partner while maintaining the dribble.

DirectionsDirections Add or multiply the numbers help up by both partners, or add from a set number (always 3, 8 etc).


Fruit Basket Upset MathFruit Basket Upset Math

Grade LevelGrade Level All

Skill AreaSkill Area Locomotor skills, math

Equipment Equipment None

DirectionsDirections Randomly place numbers 1-50 (or higher for upper grades) around the gym or walls of the classroom. Ask students to find a number and touch it. When the teacher says “go,” students move to the next number in sequence using the locomotor skill called out. When the teacher calls out “Fruit Basket Upset,” students listen for a new direction on how to find their number: count backward, count by twos, count by odd numbers, add the last two numbers touched and go to the answer, find your age.

VariationsVariations Using manipulative objects, students toss and catch the number of times equal to the next number they are looking for.

Social Studies Integration Areas•Directions•Games from other Countries•Class Greeting•Conversation and Courtesy•Cooperation Activities

Social StudiesName of Name of ActivityActivity

Presidential RacePresidential Race

Grade LevelGrade Level 3-5

Skill AreaSkill Area Running, tagging, dodging, spatial awareness

Equipment Equipment A cutout image of each individual state, each with the number of that state’s electoral votes written on it, and three presidential name tags.

DirectionsDirections Ask for three volunteers to be the presidential candidates and to stand in the middle of the gym. The rest of the students are each assigned a state and are instructed to line up at one end of the gym. Each state name tag has written on it the number of electoral votes that state has in an election. The presidential candidate yells, “ the race is on!” and run toward the students wearing the name tags. When one of those students is tagged by one of the presidential candidates, his/her state belongs to that candidate. The tagged student must then help that candidate capture more states. Each candidate will then add up the electoral votes gained to determine who will be the next U.S. president. Afterward, discuss electoral votes, populations, and the importance of each state in national elections.

Social Studies

Name of Name of ActivityActivity

Walk Across Your StateWalk Across Your State


Skill AreaSkill Area Map reading, math, and fitness

Equipment Equipment Map of your state

DirectionsDirections Post a large map of your state in the classroom. Decide as a class what your route across the state will be. Mark it with a highlighter or piece of yarn. Read the map to determine how many miles it is between major cities. Decide as a class what distance will equal a mile. For example, three laps around the playground could equal one mile. Encourage students to walk or jog the path outside and keep track of the number of miles accumulated. Let students move a marker along the map each time they have class miles to contribute. Set a class goal to make it across the state within a certain amount of time.

Social Studies


North and South WindNorth and South Wind


Skill AreaSkill Area Running, dodging

Equipment Equipment Scarves or flags of two colors (blue and red)

DirectionsDirections Have students find a spot in general space. Select several students to be the North Wind and give them a blue flag or scarf. Select several students to be the South Wind and give them a red flag or scarf. Explain to the students that the North Wind usually is a very cold wind and brings in weather such as snow and ice. The South Wind is usually a very warm wind and brings in warm weather. On a signal from you, the North Winds try to tag students. If the North Wind tags a student, the student must begin to move in a very slow motion. The student must continue moving slowly until tagged by the South Wind. When tagged by the South Wind, a student can resume moving quickly or at a normal pace. Change North and South Winds frequently.

Science Integration Areas

•Body Part Identification•Influence of Physical Activity on the Body•Energy and Power •Forces of Nature•Structure of Matter •Cells

Science


Magnetic FieldMagnetic Field


Skill AreaSkill Area Electricity and magnetism, creative movement

Equipment Equipment Colored pinnies

DirectionsDirections Create a short dance sequence by having students move about the room as if they were all magnets with only a north pole. What would happen? They would repel each other, and as a result, the magnetic force would become so great as children approach one another that they could get only so close before they would move off in different directions. The students’ movement selections should show choices in moving on different levels, in different directions, and at different speeds. They can also experiment with bringing specific body parts close together, showing greater tension as parts come closer together, and moving quickly away in different directions.

Pretend that the entire class is working in a magnetic field. Have each student choose whether she/he wants to be a north pole or south pole. Use a signal or code for identifying poles; for example, a red band or pinnie thumbs up for north, a green band or pinnie or thumbs down for south. Students should move around the room in different ways, such as hopping, skipping, sliding, crawling, and so on. As they approach another person, they will come closer and attach to each other by holding hands if they are opposite poles. They will repel and move away from each other if they are like poles. Once two poles attach, they must move around together while linked. Eventually, the whole class will end up attached to each other.

ScienceName of Name of ActivityActivity

Water MoleculesWater Molecules


Skill AreaSkill Area Gases, movement

Equipment Equipment Drum

DirectionsDirections Help children become aware that water is the only known natural substance that can be in the form of a liquid, a solid, or gas. Discuss with students what percentage of the surface of the earth is water and what percentage of the human body is made of water. Then ask students to stand in a circle and move their bodies fluidly like water while you play the drum. While the children are moving, start slowing down the drum and ask what happens to water when it gets colder, and colder. Bang the drum once more and stop (this is the student’s signal to freeze). “ It turns to ice, “ they will say. Next say, “ When I bang the drum once more, turn into an ice sculpture. Now make an ice sculpture on a different level, and another level.” “ Let’s warm the ice. What will happen?” As you play the drum a little faster, the ice will melt into water molecules again (children move fast again). Keep playing the drum faster and faster, telling the students that the water is getting hotter and hotter. Ask, “ What do you think will happen to the water?” Briefly discuss evaporation as children move about with more motion to the faster drum beat. Now cool them down again by slowing down the tempo as they become water again, ice again, vapor, water, and finally end in ice sculptures, which can melt to puddles onto the floor

Science


Muscle TagMuscle Tag


Skill AreaSkill Area Identifying muscles, fitness

Equipment Equipment None

DirectionsDirections Assign several students to be “it”. Those who are “it” chase and tag students on the muscle that is designated by the teacher. Change muscles each time you change chasers. When tagged, students need to freeze and raise their hand until another student comes over to them. Both students perform a stretch or strengthening activity for that particular muscle. Both students are then free to run again.

Science


Speed It UpSpeed It Up


Skill AreaSkill Area Understanding heart rate, fitness

Equipment Equipment Stopwatch

DirectionsDirections Discuss with students what happens to their heart rate when they exercise with greater intensity. Ask them to place their hand on their heart and decide whether it is beating fast or slow. For older students, they can actually take their heart rate. Ask students to perform different tasks and then feel their heart and decide whether it is beating faster or slower. Have students do one of the following activities: run across the gym or classroom, pretend to jump rope 25 times in place, watch a television show, play a video game, turn the rope for long ropes, and pretend to in-line skate across the floor. Give students enough time during the slower task to let their hearts slow down enough for them to recognize it.

Integrated Activities Various Subject Areas. Language Arts Integration Areas Reading Spelling Parts...

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