RESOURCES

HOLISTIC LEARNING BREAKS

EHE 310: Professional Learning Community

Holistic Health Learning Breaks

 

EHE 310 – Holistic Health Learning Breaks Template

Name: Amy Chapman

Targeted Grade Level:  7/8

Description of Active Task:

  • Begin with speaking to the different areas of holistic health this activity addresses
  • Read the short paragraph on slide two, ask questions for deeper understanding e.g. how does this poster speak to you?  What are the underlying messages? How can you relate this to your life?
  • Play the link WE LOVE TREES (for the younger grades) a short storybook read to help younger learners begin to think about how trees affect our daily lives, what benefits they offer, how we are connected
  • Show the flow and grow yoga position page so the learners can visually understand the pose they will be doing (note the adaptations for a less advanced stance)
  • Explain the process, have the students spread out to a spot they’re comfortable in and stand hip width apart, both feet planted firmly on the ground
  • Have them close their take three deep breaths, raising their arms at their sides and over their heads breathing rhythmically and slow
  • While they are doing this, read the “questions to consider” on slide 5  e.g. Visualize a tree, where is it? What are the surroundings like? What season is it?…..etc.
  • Now, after they have done three breaths and thought about the questions silently, have them transition into tree pose
  • Spend 30 seconds on each leg.  Tell the students they can close their eyes for a more advanced challenge to their balance
  • After 30 seconds on each leg, have them return to the starting position, feet hip width apart, planted firmly on the ground and take three deep breaths again
  • Have the learners return to their desks and either draw a picture or write about their yoga experience and the tree they envisioned.

 

              

Supportive Resources (optional):

https://www.deviantart.com/praxedesart/art/Yoga-Tree-Pose-714079325 – Slide 1 Tree Pose

https://www.flowandgrowkidsyoga.com/blog/2016/7/23/yoga-poses-for-kids-tree-pose – Slide 3 Flow and Grow

https://www.youtube.com/watch?v=JBZUKKGEeNw – YouTube Children’s book WE LOVE TREES

Adaptations for other Grade Level(s): 2-4

  • See the flow and grow slide: have the learners leave a foot on the ground for support and simply lift the heel
  • Show the WE LOVE TREES YouTube video to help focus the class on the purpose of the body break

 

 

Connection to Holistic Wellness:

Mental: Deeper thinking about the meaning of the activity and the connection through visualization to their own life experiences

Spiritual: The connection between themselves and the tree, connection to Mother Earth and the roots that plant a tree to withstand life’s storms (poster shown on slide 2)what season spoke to the learner and the seasons of life.

Physical: The challenge of balance, spatial awareness

Emotional: Does the meditative visualization represent the learners’ current emotional state? Refocuses and directs the learners’ minds to a creative space allowing for deeper thought process

_______________________________________________________________________________

Name: Glenn Sawatzky

Targeted Grade Level: 7

“The Four Corners Emotional Intelligence Activity”

 

Description of Active Task:

  1.   Prepare the room by placing an object or image in each corner of the room. These can be chosen based on a theme (nature, art, etc.), but need not be.
  2.   Allow one or two minutes for students to walk around and observe each object or image.
  3.   Ask students to move toward the object or image they identify with most strongly.
  4.   Once students have settled into their corners, invite one or two people to share the reason behind their choice.
  5.   Ask students to look around the room at the other objects or images and the people gathered in other corners.
  6.   Have students reflect on how their chosen object or image might interact positively with an object or image from a different corner. Have students move toward the new corner of their choice.
  7.   Have one or two students share about the interaction between their first object and their second object.

Adaptations for other Grade Level(s):

Some of the more challenging cognitive elements could be excised or simplified for students in early primary grades. Steps 6 and 7, for example, to be left out. Objects could be chosen for their simplicity in form where fewer metaphorical connections are expected to be made. For example, a teacher could place four uniquely coloured stones in the corners of the room. A Grade One class could sort itself according to which colour each student feels most connected to. Follow up questions might then be more basic, but nevertheless require cognitive processing and emotional awareness. Why did you choose the blue stone? How does blue make you feel? Follow up questions could be designed to prompt reflection on a spirit of unity despite difference.  The stones were all different, but in what ways were they the same?

Connection to Holistic Wellness:

Spirit: As students reflect on the interconnectedness between seemingly disparate objects (step 6), they are led into an awareness of being bound together in one spirit. If the objects/images are nature-themed, the message of finding our place within earth’s natural order (an emerging eco-spirituality) may also be emphasized.

Body: Students must be aware of their movements through confined space; they must navigate the physical pathways of their choosing without conflict or injury.

Emotion: The initial selection task is an exercise in personal emotional awareness as students analyze and sort through their initial reactions to each object or image. As students look around the room from their chosen corners (step 5), empathy is required to consider how someone who has made a different choice might feel differently in that moment.

Mind: The mind is engaged through the mental agility required to perform (even to oneself) a justification for the choice of object (step 4). Students must use their higher cognitive processes to put into words what may have begun as a sense or feeling. Ingenuity is also required as are asked to create points of connection between the first and second objects chosen (step 6).

EHE 310 – Holistic Health Learning Breaks Template

Name: Larissa Friesen

Targeted Grade Level: Grade 3 – Plant a Bean

Description of Active Task:

  •         Ask students at the beginning to see if they can state what a plant in our gardens need to grow
  •         Ask them if they have a garden and what they grow and if they plant a garden with anyone
  •         Introduce song
  •         Lyrics are “Can you plant a bean, watch it grow up big and green. Can you water the seed, pull out the weeds. Can you shine like the sun, pick pods one by one. Working is done, now let’s eat the bean”
  •         Actions can be found at the below link, or add some of your own.
  •         Slowly get faster as it goes on
  •         Talk about your feelings when it rains? When you have to pick weeds? When you plant seeds? When you see the plants grow?

Supportive Resources (optional):

Adaptations for other Grade Level(s):

  •         For younger grades you may not want to speed up at all and just sing it a few times over so that they can all sing along
  •         Maybe plant an actual garden
  •         For older grades you may want to add actions for different parts of the song or ask them to see if they can use the song for a different veggie (doesn’t have to be rhyming)

o   For example: Can you plant some lettuce, watch it grow up big and green. Can you water the seed, pull out the weeds, can you shine like the sun, cut it off one by one. Working is done now let’s make some salad.  (This way they can think about things to suggest to grow at home or even about snacks to eat)

 

Connection to Holistic Wellness:

  •         Spiritual: Being about and learning about how the different parts of the world (like rain or sun) help to grow us food and provide for us.
  •         Physical: Moving around, stretching, walking, all areas are working in this dance
  •         Social: Talking about who we would plant a garden with or if you would share the food in the garden. If dad plants the garden does only dad eat it? Or does the whole family eat it?
  •         Emotional: How does planting a garden make you feel? How about picking weeds? How about when it rains?

 

         

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EHE 310 – Holistic Health Learning Break

Name: Haley Wagar

Targeted Grade Level: Grade Six

Curriculum Connection:  Health Education 6

Outcome: USC 6.1

Indicator a. describe values one appreciates in self.

Description of Active Task:

Step 1: The students will get out of their desks and partner with someone that does not sit at their discussion table.

Step 2: I (the facilitator) will explain the learning break. The game is called sculptor and clay. One partner will be the sculptor and the other person will be the clay. The sculptor cannot use any words to mould their clay. Instead, the clay will mirror the sculptor, sculpting only one body part at a time, until the clay has been positioned where the sculptor desires.

Step 3: I will explain that the theme of the sculpture is spirit animals. Each sculptor will mould their clay into an animal that they feel best represents themself.

Step 4:  I will ask the students if they know what a spirit animal is to clarify what they are sculpting. I will tell them, a spirit animal is an animal in which you feel a personal connection to, or associate yourself with. Your spirit animal often has qualities and attributes that you see in yourself. Your spirit animal should represent a positive aspect of yourself.

Step 5: Sculptors will have a minute and a half to sculpt their clay. Once the sculptor has the clay in a position that represents their spirit animal, the clay will remain still and the sculptor will raise their hand signalling that they have completed their sculpture.

Step 6: Once all the sculptors have their hand raised, they will do a gallery walk to admire all the sculptures that have been created.

Step 7: The sculptor will return to their masterpiece, and if the sculptor feels comfortable they will share what animal they chose as their spirit animal and why. At this time the sculptures can become human again and relax.

Step 8: The sculptor and clay will switch roles and repeat the activity, so everyone in the room has the opportunity to be a sculpture and sculptor.

Supportive Resources:

http://www.spiritanimal.info

Adaptations for other Grade Level(s):

o   To adapt this activity for a younger grade (grade 3) you could allow the sculptor to talk to their clay in addition to mirroring. This makes the sculpting process less challenging.  You could also adapt the activity by changing the theme. Instead of sculpting spirit animals, you could sculpt something that’s you happy, or an emotion you are feeling.

o   To adapt this activity for older grades (grade 8/9), the sculptor can only use words to mould their clay. They have to understand and use movement language regarding space, and body.

Connection to Holistic Wellness:

o   Emotional: Students have to think of a positive attribute of themselves, and they get to listen to other students’ positive attributes.

o   Mental (cognitive thinking): Students have to think creatively about what animal they feel a connection to and be able to explain why they feel that animal represents them.

o   Physical: students are moving various body parts, and during the gallery walk students are moving around the classroom space.

o   Spiritual: Students identify with something outside of their own body. They feel connected to the animal they have chosen, and are able to explain why.

EHE 310 – Holistic Health Learning Break

Name: Amber Koza-Drimmie Vibert

Targeted
Grade Level: Grade 2

Health
Education 2

Outcome:
USC 2.2

Description
of Active Task:

Step 1: Have
Students get out of their desks, move desks to the walls and sit in a circle
with legs stretched out so that feet are touching.

Step 2: I
will then explain the Learning Break.
The exercise is called “Pizza.”
Together we are going to go through the process of making an imaginary
pizza.

Step 3: I
will ask the students if anyone knows what a pizza is.  I will ask one of the students (if anyone raises
their hand) to explain what a pizza is.

Step 4:  Once everyone is ready I will explain that in
the pizza exercise we mix and roll out our imaginary dough together.  Then each person will take a turn picking a ‘topping’
for our pizza.  These can sometimes get
pretty wild and crazy!

Step 5: After
each topping the students will all put the ‘topping’ on their pizza, making
sure to reach as far to the middle as possible so as not to miss any area.

Step 6: When
we have gone through the whole circle, we will put our imaginary pizza in the
oven and stretch.

Step 7: When we finish our stretch, we will pull our imaginary pizza out of the oven.

Adaptations
for other Grade Level(s):

  •        adaptations could include making different type of food (example
    fruit salad)
  •         It could be adapted to older students by going in depth about what foods are healthy and what foods are not and why.

Connection
to Holistic Wellness:

  • Emotional: Students can connect over foods they may or may not
    like and get a sense of belonging.
  • Mental (cognitive thinking): Students have to come up with ideas
    for the pizza.
  • Physical: Students are stretching their bodies.
  • Spiritual: Students can get involved in storytelling about why
    they like certain foods and why they do not like others.

 

 

EHE 310 – Holistic Health Learning Break

Name: Rachel Baber

Targeted Grade Level: 2

Description of Active Task:

  •   Tell students it is now time for a quick break so we will begin by getting up out of our seats and pushing in our chairs because we are no longer humans for the next few minutes; we are animals!
  •   First, we are going to take a dive into the ocean because we are dolphins!  So, move around the room as though you are a dolphin swimming through the ocean.
  •   What sounds do dolphins make?  How does it feel to swim and dive in the ocean?
  •   Next, we are going to travel to the African desert because we are lions!  We are going to move around the classroom as though we are lions searching for our next prey.
  •   How does a lion move?  What facial expressions might we use to show a lion searching for prey?
  •   Now we are taking a trip to the Amazon Rainforest because we are monkeys!  Now there’s lots of trees in the rainforest and remember monkeys love to swing from branch to branch so give it a try!
  •   What sounds do monkeys make?  Monkeys love to have fun and be silly so let’s try that!
  •   We are now moving to the sky because we are birds!  Spread your wings and fly through the sky!
  •   Are you a big bird or a small bird?  How does it feel to fly?
  •   Lastly, we are going to land in the jungle and as soon as our feet hit the ground we are now elephants!
  •   Do elephants move fast or slow?  How does it feel to move like an elephant?
  •   As we walk like elephants we are going to find our way back to our seats and once we get there you may sit down.

Adaptations for another Grade Level(s):

To adapt this activity to an older grade level I would make the animals more complex such a sea turtle, hyena, sloth, eagle, and jaguar.  To advance the level further I could have the students brainstorm animals that live in each ecosystem first which would test their knowledge (i.e. ocean, desert, rainforest, air, and jungle animals).  Rather than basic questions asked about how they’re feeling, what sounds they make, etc. the questions could be: “How many legs does this animal have and how does that impact the way they walk?” “How does this animal breathe?” “What does this animal prey on?” “Who preys on this animal?”.

Connection to Holistic Wellness:

Physical:

           Throughout this activity we are up and out of our seats and moving around the room in some way.  We are stretching our arms and legs out in different ways in order to reflect the way each animal moves.  We may be jumping, crouching, spinning, etc.  All this movement reflects the physical dimension of holistic wellness.

Emotional

-As the children are carrying out this activity I am continually asking them to address the emotions they are acting out.  This allows the students to reflect on their own emotions and perhaps be able to connect to how they are feeling in that moment even if it’s subconsciously.  Even if they are feeling sad, angry, or stressed before the exercise, hopefully by the end they will feel better because they had to act happy at a few different points.  We end with an elephant which is calm because it will bring the students back to a state that they will be able to focus and work in.

Mental

           Students are engaged in their mental dimension because they must recall what they know about each animal in various ways.  They must think about how this animal moves, how many legs it has, if it flies, swims, or walks, if it’s large or small, etc.  I also get the students to make the sound the animal makes at certain points which again tests their knowledge of the animal.  Their minds are constantly engaged in this exercise because they are not just copying something from a video or picture, they are required to act it out from their own memory.

Spiritual

-This activity relates to the spiritual dimension because it is all about animals that exist in nature.  The spiritual connection to animals is made because we are actually becoming the animal and putting ourselves in the place of the animal.  It allows the students to think as though they are this animal which brings them closer to it then if they were to just talk about it.  Even if this spiritual connection is subconscious and not addressed directly, it is still very much present during this exercise.

EHE 310 – Holistic Health Learning Breaks Template

Name: Alyssa Grondin

Targeted Grade Level: Grade 5

Curriculum Connection: Health Education

Outcome: USC5.7

Indicator (c)recognize and describe varying levels of intensity of personal feelings.

Description of Active Task:

Step one: Tell the students it is time for a brain break.  The brain break is called creative compliments.

Step two: Place index cards in front of each student before you start.

Step three: After that, return to the front of the class and get their attention for a brief instruction and model the next part one of the body break.

Step four:On your card, I want each of you to write down, in point form five things that you love about yourself. For instance, I love my hair, I love my smile, I love my cooking, I love my clothes, and I love my creativity. I am going to give you 45 seconds.

Step five:Times up, pencils down, stand up with your card in your hand.

Step six:Students will work on building class moral through complimenting their classmates.

Step seven: instruct everyone to walk around the room, your objective is to exchange 6 high-fives with your classmates.  Before exchanging a high-five with your classmate, you must give them compliment, and they must give you one back.  I love your necklace, I love your jacket, high-five. Use Amy as a demonstration.

Step eight:When you are finished giving your high-fives, tell everyone to freeze.  Sit down whenever you are, and crossed your legs.

Step nine:I (the facilitator) will lead the students through a brief meditation.

Step ten:Okay grade fives, I want everyone to cross your legs, put on your lap, close your eyes and take a deep breath in and out.

Step eleven:I (the facilitator) will then walk around the room posing questions and statements for students to think about during the meditation.

  1. “Think about the one compliment that you wrote down that you loved about yourself.”
  2. “Think about a compliment that you gave to another classmate.”
  3. “How did receiving compliments make you feel?”
  4. “In your mind, I want you to give yourself 3 more compliments.
  5.  Everybody let’s take one final cleansing breathe in, and let’s blow it out.
  6. You may open your eyes, take your index cards, and return to your desk.

Adaptations for another Grade Level(s):

To adapt this to younger grade level I would omit writing on the index card completely and move right into the high-fiving and complimenting exercise. For an older grade, instead of limiting it to five things that you love about yourself, have students write as many compliments as they could in 45 seconds.

Connection to Holistic Wellness:

Physical:During this exercise, students are out of their desks, and moving around the classroom.  They are using their arms, and their hands to exchange high-fives with their classmates.

Emotional:Students must think of five positives that they love about themselves, and write them down.

Mental:(cognitive thinking): Students have to think creatively about giving a compliment to their classmate.  This activity demonstrates how the students feel about themselves, and their classmates. Their minds are constantly engaged in this exercise because as they are required to think on their own

Spiritual:Students must clear their minds, relax, and practice mindfulness at the end of the break.  They must reflect on all the different compliments they received, and how the compliments made them feel.  We ended by complimenting ourselves three more times.

 

EHE 310 – Holistic Health Learning Breaks Template

Name: Cassandra Busch

Targeted Grade Level: Grade 5 (could be done with grades 3-8)

Description of Active Task:

Body Scan Script

1) Lie down on your back. Let your legs and your arms relax and fall to the sides. Settle yourself in a comfortable position and close your eyes.

2) Start by taking two or three gentle, large breaths. Pay attention to how that feels. Your belly rises and falls. Air moves in and out of your body. If you like, place a hand on your belly and feel it move with each breath.

3) Now we’re going to pay attention to the other parts of the body. Start with your feet. They might feel warm or cold, wet or dry, relaxed or restless. It’s also okay if you feel nothing at all. If you can, relax your feet now. If that’s hard to do, that’s fine. Take a moment and notice how that feels too.

4) For these few minutes, let yourself be still. There’s nothing to do. Pay attention as best you can. You might feel a blanket or socks on your feet, or you might feel them pressing against the bed or the floor. When your mind gets busy, gently bring your attention back to your feet again.

5) Now move your attention to your lower legs, noticing whatever is there. Do they feel heavy, light, warm, cold, or something else? Let go of frustration and trying to do anything. Just do your best and give yourself a few moments of rest.

Next, move your attention next to your knees and relax them. Feel the front, back, and sides of your knees.

6) After a few more breaths, move your attention to your upper legs. Whatever you feel, or don’t feel, is fine. Notice your legs and let them relax. If you feel restless or wiggly, that’s okay too. That happens.

7) Now move your attention to your belly. It always moves when you breathe, rising and falling, like waves on the sea. You might feel something on the inside, like full or hungry. You might notice the touch of your clothing or a blanket. You might even feel emotions in your belly, like happy or sad or upset.

If you feel that it’s hard to focus, that’s normal. Gently practice coming back again and again to how your chest feels when you breathe.

8) Next, bring your attention to your chest. Notice it rising and falling as you breathe. If you feel that it’s hard to focus, that’s normal. Gently practice coming back again and again to how your chest feels when you breathe.

9) Now turn your attention to your hands. There is no need to move them or do anything with them. They may be touching the bed, or the floor, or somewhere on your body. Relax them if you can, and if not, simply paying attention to your hands for another moment.

10) Move your attention up into your arms. Maybe notice if you can find a moment of stillness inside you, like the pause at the end of each breath.

11) Next, move your attention around to your back. How does it feel against the bed or the floor? Notice how it rocks with each breath. When your mind gets busy or angry or scared, you can always come back to how your body feels in this way for a moment.

12) Now move attention to your neck and shoulders, letting go and relaxing them. If your mind wanders, that’s fine. No one can pay attention all the time. Just keep returning to noticing your body whenever you find yourself thinking of something else.

13) And now feel your face and head. What expression do you have right now? What would it feel like to smile? What else do you notice in your face, your head, and in your mind?

14) Finally, spend a few moments, paying attention to your whole body. If it is easier, continue to pay attention to your breath. If it’s time for sleep, let that happen, remaining still and continuing to pay attention to your breath or feelings in your body. And if it’s time to wake up, open your eyes and sit for a few moments before deciding when to move again.

Supportive Resources (optional):

Mindful. (2018). Body Scan for Kids – Mindful. [online] Available at: https://www.mindful.org/body-scan-kids

Adaptations for other Grade Level(s):

  • For older grades I would recite the entire Body Scan Script. I would also use this learning experience as an opportunity for students to begin a writing activity about how this made them feel and what they learned about themselves. Were they resistant to being still? Did they find this activity calming and peaceful? We could bring a focus towards the sacred circle/medicine wheel and have the students identify connections they made between the physical, emotional, mental and spiritual aspects of self.
  • For younger grades I would shorten the script to best meet the needs of their attention spans. I would also allow the students to find a quiet and comfortable spot within the classroom. I would prefer for them to be out of their desks/chairs.

Connection to Holistic Wellness:

Emotional: This activity offers various moments for students to pause and reflect on how this breathing exercise makes them feel. Examples: Is your mind and body relaxed or restless? Whatever you feel, or don’t feel is fine.

This activity reinforces the idea that this holistic exercise can affect people differently and that all feelings are valid.

Mental: This activity reminds you to focus on your current mental state, what are you thinking right here and right now. Is your mind buzzing? Is your mind quiet? Is your mind wandering? Can you bring your focus back to the present? What is holding you back?

Physical: Each step of this script focuses directly on both external and internal aspects of the human body.

Spiritual: Breathing activities are directly linked to mindfulness and embodying spirituality. Students can reflect on the interconnectedness of their internal and external body parts.

 

Holistic Learning Break: Laughter Yoga

Name: Taylor Block

Targeted Grade: Grade 7

Information retrieved from http://thepowerofhappy.com/how-to-do-laughter-yoga/ and some motions retrieved from https://www.youtube.com/watch?v=lGNOF8DVIPQ

Description:

Script:

Okay Grade 7’s it is time for a little break! In your chairs, I want you to close your eyes and take thirty seconds to think about how you are currently feeling. Are you confused about what we were just learning? Are you stressed out or anxious? Are you feeling down?

Alright open your eyes and stand up! We are going to do some laughing yoga to convert all those emotions in to happier emotions!

You might feel silly or actually start laughing at yourself, but just go with it!

First, I want you to focus on where you feel the different types of laughter.

Ho, ho and feel it in your stomach.

Ha, ha and feel it in your chest

*Have students follow your lead

*Continue to alternate in between the two different laughter patterns and change the pace of it.

Put your hands on your knees and move your knees in a circle motion while laughing “ho” x4 times.

Now we are going to add in some stomping (Laughing pattern: slow ho, ho, quick ha, ha)

Feel your feet connect with the ground beneath them as you stomp.

*Switch to ha, ha, ha pattern

Now, imagine that through your laughter the noise is reaching up to connect to the skies and the existence beyond the clouds, as we reach up. It is as if your fingertips are connecting with the sky above us.

I want you all to walk up to two people and double high five them while laughing with them

Now, close your eyes, take a deep full breath, and let the air go. Think about how you feel now, are you happier or more relaxed.

*Ask: How does laughter make you feel? Why is it important that we take a break for ourselves and feel happy?

Connections to Holistic Health:

Physical: The physical domain is obviously reached in this activity as laughing, standing, stretching, and stomping is physical.

Mental: The mental aspect is present as the students have to think about how they are feeling in the beginning verse how they are feeling at the end, as well as keeping up with the patterns.

Spiritual: The aspect of reaching up to and connect with the skies or the heavens and connecting with the earth beneath us allows for a spiritual connection. The spiritual domain also means to feel that calm and relaxation that laughing yoga can bring to individuals at the end by giving them the opportunity to relieve stress, take a break, and clear the minds. They also had the opportunity to connect with others through high-fives and laughing together.

Emotional: The emotional domain is present as laughing yoga promotes happiness, relieves stress, and it also gave them the opportunity to reflect on how they were feeling verse how they felt after the activity.

Adapted for other Grade Level(s):

Laughing yoga is an easy activity to do with all ages. There is baby laughing yoga all the way up to laughing yoga for adults and the elderly. I would adapt this for younger grades such as Grade 3, by using easier to understand emotions such as happy, sad or angry when talking about how they are feeling, having them repeat after me during the laughing sessions so it is more of a guided back and forth, and at the end talk as a class how laughing makes us feel. For older grades, like Grade 11, it is sometimes harder to get them to buy in to activities because they do not want to look silly. I would probably show a video of a guided laughing yoga session and partake in the activity with them to show that it is not as silly. Robert Rivest has a lot of good videos on YouTube that you could use with your class. I did laughing yoga in high school and it is a memory that has stayed with me. I might do this activity right before final season or before other stressful events. I would ask them to reflect on how they are currently feeling and how they are handling it, and end with a journal or discussion on how the activity made them feel and why they need to take care of all aspects of their health  I would also describe to them how laughing yoga can relieve stress and that as we get older we get more stressed but also tend to laugh less often.

Name: Kaylee Mercer            

Targeted Grade Level: 2

Description of Active Task:

Step 1– Ask the students to stand up and have some space around the classroom

Step 2-Then ask the students some questions

àHave any of you ever planted a garden or flower before?

àHow do you feel when you are outside planting a garden or flower?

àWhat are some of the steps in planting a garden or a flower?

Step 3-Describe to the students to imagine that this entire classroom is our garden and we need to plant either some food or some flowers

Step 4-Tell the students to think of something that they want to plant in the garden

Step 5-Then sing the song to the students while showing the actions, getting the students to repeat after me

Step 6-Sing the song twice together as a class

Supportive Resources (optional):

https://www.youtube.com/watch?v=13wd8KvOt58

Adaptations for other Grade Level(s):

®   For middle years or high school students, you could actually plant a garden together as a class or have each student plant their own flower.

®   For grades 3-5 you could bring in little pots and allow the students to plant beans, cherry tomatoes, or carrots

Connection to Holistic Wellness:

Physical- You guys were moving your bodies while singing the song

Spiritual- You have to understand that your seed is living and imagining that you are outside in nature

Emotional- You had the opportunity to express how gardening and planting makes you feel

Mental (Cognitive thinking)- You had to think about what you wanted to plant in the garden, whether it was a flower or some food and what steps it takes to plant a garden

SONG:

If your happy and you know it dig a hole

If your happy and you know it plant a seed

If your happy and you know it and you really want to show it, if your happy and you know it wet the seed

If your happy and you know it find the sun

If your happy and you know it watch it grow,

If your happy and you know it and you really want to show it, if your happy and you know it watch it grow.

Name: Rashelle Parcher

Targeted Grade Level:

Grade 4

Curricular Outcome:

USC4.6: Assess healthy stress management strategies (e.g., relaxation skills, stress control skills, guided imagery, expressing feelings, exercising).

  1. F) Analyze common coping strategies for managing stress

Description of Active Task:

–        Step 1: Start by saying, okay grade 4’s we’re just going to take a few minutes to relax, and focus on ourselves through a break called Breathing Colours

–        Step 2: Ask students to think of a relaxing colour, it can be any colour that you want as long as it makes you feel relaxed

–        Step 3: Now think of a colour that represents stress, sadness or anger, whichever of these emotions is most relevant in your life right now

–        Step 4: Close your eyes, and imagine you are surrounded by your relaxing colour. No longer is the air clear, it is your relaxing colour

–        Step 5: Now take a deep breath in and out slowly. As you slowly breathe become aware of breathing in your colour, into your nose, your throat, your chest and abdomen. Imagine now that your colour is spreading out within you, into every part of your body, and notice the effect that has. Notice how the colour is affecting your body, and your mind as you allow it to gently flow and fill your body and mind

–        Step 6: Continue to notice the colour and the sensations that it brings

–        Step 7: Imagine that as you breathe out, that your breath is the colour of your stress, anger, or sadness

–        Step 8: See your stress, anger, or sadness colour mix into the relaxing colour around you. Watch the stress slowly begin to disappear

–        Step 9:  And one more time, breathe in your relaxing colour, and breathe out your stress, anger or sadness colour

–        Step 10: When you’re ready begin to bring your attention back to the here and now

Supportive Resources (optional):

https://www.teachstarter.com/blog/classroom-mindfulness-activities-for-children/

https://www.getselfhelp.co.uk/colourbreathing.htm

Adaptations for other Grade Level(s):

–        For younger grades I would have them brainstorm colours and their potential emotional meanings beforehand. So, we would take about colours that relate to feeling relaxed, feeling stressed, sad or angry, then I would write them on the board so as I am prompting them, they have something to refer back to.

–        For older grades I would start by talking about the effects that negative emotions can have on the body, and I would also incorporate them feeling the negative emotion leaving more of their body parts such as their shoulders.

Connection to Holistic Wellness:

–        Physical:

o   This activity asks students to focus on specific parts of their body’s, both internal and external while they are breathing, and noticing how the release makes their body feel.

–        Spiritual:

o   Students are taking a step back from whatever is going on in their lives to practice mindfulness. They must reflect on how their feelings and imagine their connection to a specific colour based on their current feelings

–        Emotional:

o   Allows the students to analyze how they are currently feeling, are you feeling stressed? Happy? Angry?

–        Mental (Cognitive Thinking):

o   Focuses on the students’ current mental state and asks them to think about the underlying meanings of certain colours

  •  for example, purple could be related to feeling relaxed while blue could be representative of feeling sad

EHE 310 – Holistic Health Learning Breaks

Name: Wei Li

Targeted Grade Level: Grade 3

Description of Active Task:

Name: Stand Up or Sit Down

  1. The students can start out in a standing or sitting position. They can stand behind their chair or any place they like in the classroom. Or, they can sit on their chair or sit on the ground as they like.
  2. Ask them questions, such as “do you have a sister?” or “are you wearing pink?” Show all the questions through PowerPoint.
  3. If their answer is “Yes,” they change to the other position (stand or sit).
  4. If their answer is “No,” then they stay the same position.

Adaptations for other Grade Level(s):

We can change the questions to adapt for different grades. For example, for younger kids, we can choose some easier questions, such as ‘Do you like cheese?’ ‘are you wearing black clothes?’. For older grades, we can make some more curriculum related questions. And also, we can prepare less questions for younger kids and more questions for older kids.

Connection to Holistic Wellness:

In this activity, it involved students with physical movements and also there was a relaxing background music to help relieve their stress. This is good for their physical and spiritual health. The questions could remind the students to think something about their family, their happy moments, or some health knowledge. This is good for their emotional and mental health. Through those questions, I could also know more about my students, and the students could know more about their classmates, such as their interests. It is better for building and strengthening relationships in the class.

Good morning grade 3s, now let’s take a break.

  1. Firstly, you can start out in a standing or sitting position. you can stand behind your chairs or any place you like in the classroom. Or, you can sit on your chair or sit on the ground as you like.
  2. Then I will show you some questions, such as “do you have a sister?” or “are you wearing pink?”
  3. If your answer is “Yes,” then you change to the other position.  This means if you are standing, then you sit down. If you are sitting, then you stand up.
  4. If your answer is “No,” then you stay the same position.

 

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