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): – Slide 1 Tree Pose – Slide 3 Flow and Grow – 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?




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:

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

Grade Level: Grade 2

Education 2

USC 2.2

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

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.

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.

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:


           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.


-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.


           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.


-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:

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 and some motions retrieved from



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):

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


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):

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.




Find out what Multiple Intelligences you withhold! What are your strengths? Take the quiz here at Edutopia – Multiple Intelligences Self-Assessment

INTRAPERSONAL INTELLIGENCES (SELF SMART) -Understanding yourself, how you feel, what you want
INTERPERSONAL (PEOPLE SMART) – Seeing peoples meanings and motives
LINGUISTIC (WORD SMART) – Finding the right words to express what you mean
BODILY KINESTHETIC (BODY SMART) -coordinating your mind with your body
LOGICAL MATHIMATICAL INTELLIGENCE (UMBER SMART) – Quantifying things, making hypothesis and problem solving
MUSICAL (MUSIC SMART) – Discerning sounds, their pitch, tone, rhythm and timbre
NATURALIST (NATURE SMART) – understanding living things and reading nature
SPACIAL/VISUAL (PICTURE SMART) – Visualizing the world in 3D


Pre Internship - Middle Years, RESOURCES


September 12, 2018

Walking Activity -Walking around the classroom.
-Change of speed levels
-Change of direction / no routines
-Fill the room, fill in the empty spaces
-Make eye contact with everyone you pass
I found that the majority of the class found this activity to be simple. It helped everyone loosen up and find comfort in the classroom space. Making eye contact with everyone we passed was uncomfortable for some.
Walking Activity + Clapping/ Spinning Continuation of the walking activity with the addition of synchronising a clapping and spinning routine with who ever you make eye contact with. -Lots of giggles filled the room with this activity.
-Had to focus on the task at hand. There was no time to look around/worry about who was watching you.
-Good way for students to be in the moment.
Secret Hand Shakes -Continuation of the walking activity with the addition of creating a secret handshake.
-When you make eye contact with someone you must improvise a handshake in a ‘natural’ state as if you’ve known this person for years.
-Some individuals in our class were comfortable and executed this activity just like they have known their handshake partner for eternity.
-Others were very uncomfortable. I think that this was because many people have difficulties thinking on their feet under pressure. We will also find students who feel embarrassed easily and will participate with low energy; in fear of doing something embarrassing.
-I think that students will need time to become comfortable in the environment before it will reach its full potential.
Zoom -Everyone gathers in a circle, ensuring everyone can make eye contact with one another.
-Practice clapping, then transitioning the clap movement into the “zoom” movement. (clapping and sliding one hand forward)
-One person starts by making eye contact with someone from across the circle and in unison saying ZOOM and pointing the “zoom” movement towards them.
-The person who received the “zoom” symbol then repeats the action by making eye contact with someone from across the room, etc..
-The goal is to keep the movements flowing smoothly and ensuring the energy within the room is upbeat.
-I think this is a great Drama ice breaker activity because;
*Everyone has to perform the same movement – do not have to worry about making something up.
*The energy is dependent on the energy of everyone in the room. It can be a fun way to play with different variables (emotions, body levels, faster, slower, voices).
-The activity keeps everyone engaged and on their toes. Anyone could get “zoomed” at in any moment.
-Helpful way for students to work on their rhythm skills.
Pass the Clap -Everyone continues to stand in the circle, eyes and bodies are open and available to everyone.
-Turn to your left, make eye contact with the person beside you, attempt to clap your own hands in unison with this person also clapping their hands. This is the movement needed to pass the clap.
-This person will now turn to their left, make eye contact with the person beside them and in unison continue to pass the clap.
-If both people participating in the passing the clap movement want to switch directions, they can have a double unison clap. Now the person giving the clap can turn to the person on their right.
-It is important for students to understand that the point of this game is not how fast you can pass the clap. You are not trying to beat the person at the clapping.
-You and the person beside you must make a non-verbal connection with your eyes and body movements to ensure you are clapping together as one.
-This is a good activity for self control and composure.
-Students can work on their spatial awareness and body movements.
-Students can recognize non-verbal cues
Passing an Action -This activity took place in a circle as well.
-One person begins by standing on the inside of the circle in front of someone.
-This person performs a irrational movement and a sound that corresponds with it to the person they are standing in front of.
-The person who watched the movement mirrors back the action and sound.
-The two individuals switch places; the action receiver now becomes the action creator and can run off and stand in front of anyone else in the circle to create their own action.
-Once the students begin to understand the concepts of the game you can add in more action creators, so more people are involved in the process.
-This activity thrives when people are comfortable in the space and with their peers.
-It is a good activity for students to show their support and spread a sense of belonging amongst the group.
-By imitating your peers actions, it helps build the confidence needed to create your own action. – It is comforting knowing that whatever the action you create is, your partner will support you by repeating the action.
Improv Both Class Activity -Everyone was split into four groups.
-For each group the instructor switched into the particular roll of a fellow student, teacher, the press and a Ministry of Ed employee.
-She put a picture into each groups head of what their expectations/roll in the improvisation scene was going to be.
-Before anyone had time to overthink the situation, the scene began.
-Everyone mingled with one another, trying to figure out who was part of what group all while embodying the part of the roll they were given.
-I personally found this activity extremely difficult to take part in. It was difficult for me to take it seriously and embody the role I had to take on.
-It was easy to distinguish who has participated in an activity such as this and who has not.
-I think that this activity would best take place in a classroom with students who are all comfortable and have experience embodying different roles.
-I also think that it is a good activity for those who are not comfortable because it gives them an opportunity to observe and learn from their peers.



September 18, 2018

Group Stretch Stretched out for one minute. Rachel used this as an opportunity to see how her students were doing/feeling. -We talked about how this activity is a good opportunity to catch up with students and give them a heads up of what you have prepared for them for the day
-We wished that there was more time to stretch, in a real classroom you could make time
-It is important to give your students a picture in their head about how long they need to be participating for. Ex. We are going to do each stretch for 20 seconds each – feel free to count with me
-Can let students facilitate the stretch to keep them engaged
Bananas STEPS: Embody a banana.
Vocals: Form Banana, form, form banana.
Movement: Move arms upward.
Vocals: Peel Banana, etc.
Movement: Move arms downward.
Vocals: Chop Banana, etc.
Movement: Make a chopping motion with hands.
Vocals: Mash Banana, etc.
Movement: Stomp, like you are mashing grapes.
Vocals: GO Bananas, etc.
Movement: GO BANANAS.
-This is a rules based activity, its repeatable but also provides opportunities for students to express themselves and shake things up
– Gives students an opportunity to be vocal and loud
-Let them repeat the “GO banana’s step” to encourage their silliness
Mirroring Exercise -Circle up in groups of 6-10
-Pick a theme. Example: The zoo, favourite food, an instrument.
-One person in the circle mimes something that relates to the theme.
-Students can also choose to make the vocals relative to their action.
-They can make this movement for the person on their right to mirror – or they can make it for the whole group to mirror.
-They can make this decision by positioning their body towards someone or positioning their body to the centre of the circle for all to receive the message.
-Once the action has been mirrored, the person on the right can create the new action.
-Go around the circle until everyone has created one or two actions.
– This is an activity where everyone is involved and has the chance to actively participate
– As a class we discussed that it may be more beneficial if we utilized our vocals more so they can embody the animal or instrument
– A positive adaptation made by Patrick was that they can play the same instrument as someone else, but play it differently – show different variations of the same thing
– Good use of change orientation by changing the groups around. This helps students who are resistant to change, are too comfortable or are bored of a group.
Walking Exercise (Adaptations) -The same walking exercise as the first day but with adaptations
-Walk around looking up towards the ceiling
-Walk around looking directly at your toes
-Walk around backwards, sideways, shuffle, jog
-Make the area smaller. (can only walk on half the classroom floor)
-Good opportunities for students to establish space awareness
– I found it very uncomfortable to look directly down at my toes while walking
-I think it is a good activity to help students grow out of their comfort zone
– Use visuals “even out the ship” “imagine the room is a checker board, don’t be in the same space as someone else”
Pass the Clap Exercise with adaptation -Everyone stands in a circle. Eyes available for everyone. Same clapping exercise as the first day with the adaptation of creating your own clapping rhythm and offering it to the whole class
-Once you have accepted the clap offer from your partner you can use this as an opportunity to continue passing the clap or you can offer your own rhythm to everyone before passing the clap on.
-This activity (and the mirroring exercise) sparked the conversation about providing an organic offer.
For example: when a child gives a movement to the whole group it creates an opportunity for everyone to organically take their offer and creates a sense of acceptance for everyone in the room
Name Exercise -Everyone stands in a circle.
-First person creates a movement while they say their name
-Everyone in the circle repeats the movement and says that persons name.
-Person on the right repeats and creates their own movement for their name. This continues until everyone has their turn.
-Second round
-Person who is creating the movement has to pause in the end position of their movement.
-Next person has to create a new movement beginning in this paused position, this continues until everyone has a turn
-This activity brought up the question “What do we do if a student goes out of control/ does something crazy?” – The answer is EBRACE IT. If our students are comfortable enough to let themselves go – encourage their confidence – let them release their energy
– Jason said something on the lines of “I am going to be vulnerable and do a wacky move and feel super insecure about it, then feel super good about myself when everyone copies me”. I think this is such an important message for us as teachers to remember.



September 25, 2018

Telephone -Small groups of 4-6
-Everyone stands in a circle
-First person says the word “telephone”
-Next person has to say a word that begins with the last letter of the previous word. In this case it is the letter “e” (example: elephant)
-The point is to think on your feet and think of words at a quick pace
-Good exercise for students to be on the ball and think quickly
-Works on their spelling
-Can be used as a cross-curricular activity in a classroom
Ships Ahoy! -Fundamental Movement Game
-Instructor calls out examples such as “Scrub the Deck” “To the Bow”
-Students respond by running to the corresponding side of the room or making the appropriate action
-There are lots of different versions available for modifications
-Good activity for students to work on their direction skills (Example, left, right, north, south, east, west)
-Students can work on their memorizing skills – have to know what each word the teacher calls out means and what action corresponds with it
-I liked that the game does not have to be competitive but there is an adaptation that can make it so
-Depends on your group of kids whether it is appropriate to make this game competitive or not
Stretch/ Warm Up Muscles/ Tapping / Breathing -Simple Stretching
-Warming up the entire bodies muscles by patting hard like a drum.
-Softly tapping the face/neck
– I really enjoyed this stretching and tapping exercise
-Woke up body muscles that have been sleeping for what feels like forever
– I think that this would be a great a great brain break activity for kids in the classroom. – Especially the breathing exercise
Body Movement Pattern with Elbows -Followed the instructor through a series of movements with our elbow leading the way
-Elbow up high, to the side, stretched out and wind it all the way around
-Started off slow then sped up the pace
-Really good body rhythm activity
-I have terrible rhythm and it took me a few tries to figure this activity out
-Definitely would be useful to use in the classroom to give students an opportunity to work on their movement skills
Walking Directly -Similar walking activity to the previous ones, but with precision
-Walking direct to a spot and making quick transitions into a different direction
-Add in walking backwards, sideways, different levels (high/low)
-Good activity for students to work on fundamental movement skills
Group Choreography -Spilt into groups of 4-5
-Create a dance using the above direct movements.
-Additions were: One rapid pace change, one moment of dis-unification (everyone does something different)
-Performed our creations in front of everyone
-Critiqued each group’s work
-It was evident who had background experience in dancing and who did not in this activity
-In an actual classroom I think that I would give my students more time to choreograph the dance
-I really liked how the prof told us about the tricky adaptations periodically throughout our develop stage of the dance because it made us pause, reflect and think about how we could creatively implement it in our dance – gave us new ideas as well
Chop Stick Activity -Partnered up into pairs, each pair received a chop stick
-Each partner put pressure on opposite ends of the chop stick to make sure it did not drop
-Move around with your partner trying to not let the chopstick drop
-Change pace, elevation, spin around, build a bride and walk over another group, lay down

-Get rid of the chopsticks, pretend you still have them by placing your fingers in the same position/space apart from one another and try to move around in the same way. What do you notice?

-Good opportunity for students to get creative and test their boundaries
-Also good trust exercise, have to trust their partner to put an equal amount of effort into the activity to prevent the chop stick from falling to the ground
-Good activity for students to work on their muscle memory / imaginations
Tabloid Activity -Split into groups
-Each group received a flashcard with one word on it
-The group had to create a tabloid that represented that one word
-Everyone had an opportunity to guess what each group was trying to represent.
-This activity proves that everything is up for interpretation and that everyone has different point of views


October 2, 2018

Blind Snake Trust Warm Up (facilitated by me) (Can see full description of this Exercise in my other hand in sheet)
-Partner up. One partner standing in front one standing in the back.
-Person in the front has their eyes closed
-Person in the back uses the hand signals given to help their partner safely maneuver their way around the room
-Adapt activity by making groups of 4-6
-This activity was at times scary, overwhelming and uncomfortable for most
-Took everyone out of their comfort zone
-Had to place trust in everyone around us – not just the person facilitating your movements but others who were facilitating the movements of those around you
Trust Fall Warm Up -With a partner, take turns falling into each other’s arms
-Get in groups of three
-Fall to the left side of your body into someone’s arms, have them assist your body by slightly pushing you to the right into the other partner’s arms
-This activity reminded me of a human pendulum
-I found this activity also to be scary and worrisome
-Difficult to trust the physical abilities of people you do not know to ensure your body does not fall to the ground
-Also puts a lot of pressure on the person in the catching position because they would feel terrible if someone fell under their watch
-Have to put trust in yourself to ensure you are their for your partner when they need you
Stretch/ Tree Yoga Pose -Simple Stretching
-Warming up the entire bodies muscles by patting hard like a drum.
-Softly tapping the face/neck
-Adaptation of the Tree Yoga Pose
-Begin by focussing on a spot on the wall/ floor ahead of you then challenge yourself by placing your hands up over your head and try to keep your balance
-This activity works on your balance, coordination and pushes you to challenge yourself
-No punishment for your leg falling/ body going out of balance – just have to get back up and try again
Lazy Tag -With a partner, decide who will be it for a game of tag
-When you are tagged you must spin around in a circle, then get into the football centre position and yell “HUT” before you can try and catch your partner
-Adaptation: it is not a race, play slowly
-The first trial of this activity had everyone running around like mad men, almost smashing into each other. It was absolute chaos
-The prof added in the adaptation of taking things slow
-By taking things slow it actually made it more difficult to catch your partner because it was easier for you to use others body’s as a barrier between you and your partner
-Good activity to put different life experiences into perspective
Hopping Exercise -Everyone gathers in a circle
-There is a starter and a finisher
-The starter begins by jumping once, this sequence follows around the circle, if the finisher has the opportunity to end the sequence the starter can begin a new sequence of 2 jumps, then 3 jumps, etc.
-If the finisher cannot finish the sequence the sequence must continue around the circle repeatedly until the finisher can finish
-If someone jumps out of sequence or misses a jump you must start all over
-If someone makes a mistake in this activity it stops the game and brings everyone back to square one
-This brings into question whether this activity will make people feel out of place/isolated
-The prof mentioned that she will only use this activity with a group of students that she knows will not take it too seriously and make others feel bad about themselves
-She also mentioned that it is the responsibility of the teacher to not give the students time to dwell on the mistake, if someone messes up she will begin the next sequence right away so students do not have time to taunt anyone
Body Part Directed Dancing Activity -This activity began by creating a dance that is lead by your elbows
-We then created a dance sequence of 8 counts each, beginning with the leading body movement of the right arm, then the left arm, shoulders, elbows, hips, right leg, left leg, then walked it out
-Adaptations: do the sequence in small movements tight to your body, do the sequence big and proud throughout the whole room, do the sequence as if your are out of this world
– This activity is fast pace and has numerous steps that must be remembered.
-This keeps students busy to focus on themselves and only worry about what their bodies are doing in the immediate time and place
-It does not leave enough time for students to look around at others body movements or judge anyone around them
-At the end of this exercise we would celebrate our accomplishment of getting through the whole sequence by free dancing. Maple made the comment that she felt more uncomfortable free dancing than she did with the body movement dance. I would absolutely agree. Even though we had to self express our own body movements in the sequence dance, we at least had an expectation of what body movement was at focus throughout the entire dance. Where free dancing provides zero expectations, which can make students feel uncomfortable and out of place.
-Even though I am not a dancer and do not particularly enjoy dancing, I think that this is a great dancing activity to implement in a classroom.























October 9, 2018

Zoomie Zoomie -Have students place themselves in a circle.
-The teacher or a leader who is familiar with the game is ZOOMIE.
-Go around the circle naming students off by numbers. Everyone gets their own number
-Practice the Rhythm first. Two claps on the ground. Two claps with hands. Repeat rhythm for the entire game.
-Rhythm on the ground script is the name or number you represent ex. “zoomie, zoomie” or “one, one”
-Rhythm with the hands is who you are offering the next round to. Ex “three, three” or “ten, ten”
-“Zoomie, zoomie, three, three”
The number three will reply by saying “three, three, five, five”
-Continue rhythm and passing off the leading roll until someone makes a mistake then start all over again
-The leader can have the opportunity to change the pace with the speed of claps.
-Can be competitive in nature if you have the students who lose out of the game run around and distract those who are still in the game.
-Can use names instead of numbers to simplify the game
-Once students have a good understanding of the rules, you can split into smaller groups to ensure all students have the opportunity to participate equally. It is also a good idea to recognize which students understand the game and use them as anchors for the small groups.
– For some students, using their voice can be more vulnerable than using body movements.
-Can help minimize this fear by beginning with a vocal activity. This will help set a base volume for all of the classmates to use.
An example: sirens with the voice.

-Play the game on your feet. This invites this students to dance/ give personal flare and commit to the game.
-Arrange the game in a horse shoe. The goal is to become the zoomie. If you lose out you have to go to the back instead of being out of the game.

Wimbledon Wombledon Script: Wimbledon to Wombledon is 15 miles. Wombledon to Wimbledon is 15 miles. Wombelden to Wimbeldon, Wimbledon to Wombelden is 15 miles.
-One by one substitute the words with a body movement/noise. Ex. Snap, clap, stomp.
-This is an activity that works on memory and rhythm.
-Can write the script on the board for visual students to read
– Can say the words and practice the actions until the students are comfortable with the script and motions
– Offer a spectrum of action options. Example: sound, scream, silly movements
-Can play in a circle to create balance in the room and will help students follow their peer’s actions
-Can travel with the movements. Adapt it into an active movement exercise
Group Matching/Addition Game -Split the room into two sides.
-Have students walk around randomly and freely.
-Shout out two numbers that add up to the number of students in the room.
-Example: 20 students.
-Say: 7 + 13
-Students silently have to work together to ensure one side of the room has 7 people and the other side has 13.
-When students feel confident that they have accomplished the task. Everyone can simultaneously clap and begin to move around again.
-cooperation and strategic activity
-discover your role: are you going to pick any side and depend on others to ensure the right amount of people are on both sides? Are you going to be the counter? What side of the room is easiest to count?
-No talking allowed, only visual awareness
Walking Activity – Quick Start/Stop -Walk around randomly, fill the room.
-When you or someone feels the urge to stop. Stop walking.
-When you notice someone stopped, stop walking yourself. Continue this until everyone in the room has discovered that the group has stopped walking.
-Try to resist the urge to continue walking. Once the urge has surpassed you. You can begin walking.
-If you see someone beginning to walk, you may begin walking as well.
-Fight the urge to stop/start
-Make yourself uncomfortable
-You will notice that students unconsciously create a rhythm of when they choose to start/stop
-Pause the activity. Reflect on the purpose
-Have students try to prolong their start/stops even further.
Who are you? -Groups of 4-5
-One student begins the activity by describing themselves to the group
-One by one each of the other group members will ask. Who are you?
-The individual will answer one by one, describing themselves in a different manner.
-Go through the cycle twice.
-Each person should describe themselves approximately 8 times before they switch roles
-Vulnerable activity
-Have to think quickly on your feet
-Can be uncomfortable and challenging for some
-It is beneficial to show an example of yourself participating in the activity beforehand to set the state/goal of the game
-Give students time to think about who they are before the activity
Liars Club – Make up a story -Groups of 5-6
-Collaboratively come up with a true story that happened to someone in the group
-One person tells the true story
-The rest of the group tell their own version of the story as if it were true. The theme and main contributing factors of the story must be the same, but the rest is up for variation.
-I was shocked to see that many people could not guess who was telling the true story
-This activity is only successful when students give it their all, sell their story, are confident, believe in their own story
-Cooperation among all group members is key for this activity


October 16, 2018

Human Knot Groups of 5-10 (depending on classroom)
-Groups gather in a circle
-Everyone puts their left hand up, reach it across to someone standing on the other side of the circle, hold hands
-Repeat with the right hand
-Try to strategically work together to get out of the knot
-As a teacher it is important to recognize boundaries for both yourself and your students. Do not participate in activities such as this one, where you are too close for comfort.
-This activity is challenging.
-Good strategic and problem solving activity
-Can be frustrating, uncomfortable, awkward, silly
-Communication is key for the beginners but can challenge your students by making the activity a silent one
-Show a demo before starting. Give students tips and tricks. Foundation to fall back on when they are struggling
-WINNING DOES NOT EXIST. Participation is the goal. When you “win” the game, your only prize is getting to participate and try again
-If you have a student who is uncomfortable with this game and does not want to touch people. Find a way for this student to still participate in the game. Ask them how they would like to partake in the activity. If they are unsure offer them a role of a leader who can give tips to the teams that are struggling.
Wink Murderer -Everyone gathers in a circle
-One person is given the role of the detective. They step outside of the room for 10 seconds so the rest of the group can decide who the wink murderer will be.
-Who ever is chosen for the role of the wink murderer will have to secretly wink at other members of the group. The idea is to be sneaky with the winks and to not get caught by the detective.
-When you are winked at, you must die a dramatic death. This death may be strategically paused so the detective is further distracted/lost. You do not want to give the wink murderer’s identity away
Non-murderers must always cooperate as a team to deceive the detective. With the use of facial expressions, movements, expressions, loud dramatic deaths, they will successfully fool the detective.
-Must be aware of the sensitivity the name of the game may create. If issues arise, change the name of the game to Wink Fairy.
-We played one round in a circle and one round moving around the space. We found the movement activity to be more challenging for the detective because there were a lot more obstacles and less opportunities to witness the clues.
-Show an example of the dramatic death prior to the game. Have students practice their dramatic death prior to the game as well. Have students stand in a circle say something like “I want you to imagine you are the star of the most dramatic action movie ever before aired, imagine it is at the end of the movie and it is your turn to act out the most intense, earth shattering death.” Go around the circle and point at the students to give them the signal to practice their dramatic death scene.
-Modifications for a child who is blind: Begin by asking them if they have an idea on how they can participate fully to the activity. If they cannot think of anything offer that they can be the fifth person to perform the death scene. They have to pay special attention to the noises of their peer’s death scene so they know when it is their turn.
-Offer this to the whole class so everyone is prepared that “Johnny is going to die 5th
-This modification will also give the students motivation to execute their dramatic scene loud and proud to ensure their friend knows when it is his turn.
Trust/Cooperation Activity -Partner Activity
-One partner has their eyes closed. The other partner leads them safely through the room with their arm, shoulder, then mid back
-Adaptation to the warm up I did.
-Good for kids who do not like holding hands/touching each other. (can use shirt sleeves or other manipulatives)
Building a Location/ Tableau Activity (As a group) -Have student line up on one side of the classroom
-The space across the room is where they will collaboratively create a tableau that resembles the environment given to them WITHOUT TALKING
-Example: a kitchen. Everyone runs across the room
-Dependant on the collaborative effort of the group
-Discover connections/relationships between objects
Building a location with visual and vocal representation -Have student line up on one side of the classroom
-The space across the room is where they will collaboratively create a tableau that resembles the environment given to them WITHOUT TALKING.
-Students can make the vocal sound that represents the object they are.
-Dependant on the collaborative effort of the group
-Discover connections/relationships between objects
-There is more of a risk in this activity than the previous one because there is the added aspect of the voice
-Voice also makes the activity easier by having a better understanding on what object everyone is. This makes it easier to build relationships/add on to someone else’s object.


October 23, 2018

Vocal Warm-Up (Shoo ba boom) -Music in the background
-Lyrics “my mom”
-Change vocal tone (high-medium-low)
-Teacher plays an important role in this exercise
– Engaging energy by teacher = greater offers/participation from students. When teacher is personally risking their own vulnerabilities makes students more willing to take risks as well
-use of rhythm helps with confidence
-Can play with the volume (higher/lower) to receive greater offers from the students

-Can add a physical element, expansion of the body, can assign body movements or create some with the group, (what is an action that goes with my mom?
-Take the lyrics around the room. Assign different vocal tones around the circle. Or move to the side of the circle you feel most comfortable singing in.
-Include offers from the students

Master, master Who Am I? -Split into groups of 4-6.
-One student keeps their eyes closed
-One student with their eyes open says in an unrecognizable voice “master, master, who am I?
-The student with their eyes closed has to guess who spoke.
-guessing element
-good “get to know each other” game.
-Team building exercise (“what a neat thing to learn about you” “I did not know you could make your voice sound like that”)
-Can make it a competitive game. Similar to red rover. Two lines of people. One group keeps their eyes closed and the other group chooses someone to say “Master, Master who am I?
-Group with their eyes closed has to guess. If they guess it right the “master” has to go to their side. If they get it wrong someone from the losing side has to go to the master side.
-Offer the group a pallet of voice options before the game begins.
-Practice in small groups first so students can make their craziest voice
-When students are armed with a voice that has been validated, they will bring more offers
Vocal Tableaus    
Environment Exploration    
Small group 5 Element Story Telling -Location
-Use these five elements to create a story. All elements must be organic to the aspect that came before it.
-Groups of 4-6 people
-One at a time have students add the new aspect of the story
-Making connections
-Low Risk Game
-Can implement this in ELA, writing stories.


October 30, 2018

Warm up Exercise (Relax, movement, relax) -Breathing Exercise
-Speed Walk/Jumping Jacks/Burpees/Skipping
-Breathing Exercise
-Holistic Movement Break
-Good balance of movement and rest.
-Focus is on relaxation
-have students reflect on their emotions before the exercise and again after
-Use more vocal dialogue
-Spend time to focus on one body part at a time
-Add calming music
-Game play through progressive movements
-Quick start/stops with a variance of physical activities
-Imaginative (tones in the body)
Simon Says Yoga “Simon Says” – Students do what Simon says.
-Say something and “Simon” did NOT say it. There is no repercussions just need to continue doing the exercise prior to that one.
-game play
-make sure kids know the yoga poses before so they are not relying on the leaders demonstration
-Competition (if you are eliminated you become “Simon”.
-Use vocals, express what they should be stretching, how it should be feeling. This helps with safety and confidence
-Students can take turns being Simon
Guess the Picture -Make cards that have different shapes on them
-One student has 30 seconds to explain the picture in enough detail that the rest of the class can recreate the picture.
-Only has two tries to describe the picture.
-Walk around and see if anyone drew it right.
-CAN’T use hands/body language to give away clues. Can ONLY use voice.
Skills that this game uses:
-Concise directions
-Confidence (person describing the picture and showing off your perception of the picture)


November 6, 2018

I am going on a trip -Groups of 6-10 people (this can vary depending on classroom size/complexity levels)
-One person starts by saying “I am going on a trip and I am bringing ________” next person says “I am going on a trips and I am bringing _(what the person ahead of them said)_____ and ________”. This will continue until everyone has said something.
-Challenge the group to go around the circle twice before beginning a new cycle.
-Just words the first round.
-Add actions with the words the second round
-Multiple literacies
-Simple offers.
-Engage movement and work on muscle memory.
-Different strategies to remember things
-Relate the word with the person who said it
-Have students change their spot in the circle each round to challenge their memory skills
-Switch individuals in each group. This can add a layer of complexity. “
-Can add a theme. Example I am going on a trip to Mexico, I am going on a trip to the mountains.
-Scattegories. Can only say objects that are green. Only start with a certain letter. Add 2 descriptive words.
-Can make bigger groups to add complexity
-Make it only verbal. Can blindfold or turn around.
Swticharoo – Environmental Switch -One person has to step outside the room.
-Classroom creates an environmental tableau while person is standing outside
-Person comes back in and has 30 seconds to look around the classroom. They try to memorize where everyone is.
-Person has to leave the classroom again.
-Two people switch positions in the tableau.
-Guessing person comes back in the room and tries to guess who switched spots
-We chose to make small switches
-Students work on special awareness, community, relationships, teamwork, predictions/inferences, competition.
-One person is only left out of the group for a short period of time
-“lets all be really good at this together”(relationships/team building)
-“Can we do such a good job that they cant guess it?”
-Can modify by having 2 individuals guessing together.
– add sounds. Can be a distracting tactic to make it more complex.
-The person guessing can instead put the individuals back into the tableau where they belong.
Movement Grid (Walking Exercise) Directions:
-Students can jog, walk, sit, follow someone else around classroom the space.
-When you switch the movement option you must also switch the direction you are moving. (left,right, forward, backward) Pretend you are on a grid.
-Mindful/holistic exercise
-Where do you belong in the space? What relationships/connections can you create/notice? What are you doing in relation to others?
-Common arc of this exercise is 5-10 mins. At this point you are more or less good at this game. But if you stop here you will not get everything out of the exercise (this is something to recognize for every activity you facilitate/participate in)
-If you participate longer you have the opportunity to re invest your personal desire to learn more.


November 13, 2018

Sound Ball -Everyone stands in a circle
-Passing around an invisible ball
-Person who starts gets to decide how big the ball is
-Person who catches it must catch it as if it were the same size. When they catch it they have the opportunity to show case the shrinking or enlarging of the ball.
-Have to make a noise that represents the size of the ball when passing. (big ball = loud noise / small ball = quiet noise)
-Energy passing exercise
-We noticed that the ball would go directly from small to big as it was passed around the circle. This is a good opportunity to point out to the students the pattern/rhythm they have created and challenge them to stay away from patterns/rhythms. Also good opportunity to offer a variety of sizes/noise levels.
-Give students a sense of what the ball size/noise levels/sounds could be before the activity so they are armed with options. (changes in voice, body movements, weight of ball)
-Throw the ball in a variety of ways. Over hand, underhand, backwards.
-It is a good idea to have a voice warm up prior to this activity. (our sounds live in our throats we often do not have opportunities/knowledge on how to get it into our diaphragm for more vocal awareness/choices)
-Practice dynamic body movements and sounds
-Can use this in other curricular subjects!!
-Math game. Throw the ball at a percentage. Every time you pass the ball you need to add or subtract 10 pounds from however you received it. Can you toss it a percentage slower/faster than you received it?
-Can pass around the periodic table. Can turn into a memory game.
-Musical Scales around the circle. “Do rae me fa so la te do” the size of the ball can represent the note you are singing.
-Physical Education Activity.
Actually practice your throwing/catching fundamental movement skills. Use different sizes of balls.
Sound Stories    
Dance/Stretch Diamond -Have 1 student position themselves in the North, West, South, East.
-Have the rest of the students fill in the space. (should create a diamond)
-One student standing in the front will begin the activity by dancing/doing an exercise. Everyone will follow their movement. When they choose, they can move their body towards a different direction. The leader of that direction will take over and begin leading a new dance/exercise.
-Periodically rotate leaders with people in the middle of the activity.
-Many individuals in this class felt like this exercise did not request too big of an offer
-I beg to differ, I felt very uncomfortable as I am not a dancer/ do not like to dance. I was thankful that many of us authentically adapted it into a yoga/stretch exercise. This made me feel more comfortable as I have had more experiences in yoga/stretching.
-This is a good physical warm-up exercise.
-Can adapt this in all sport activities. Can focus on stretches/push-ups, sit ups, squats, etc.,


Fountas & Pinnell – 10 Ways to Make Letter Learning More Effective For Struggling Readers

Leigh Anderson – I never noticed how racist so many children’s books are until I started reading to my kids

Couros, A. & Hildebrandt, K. – How do we teach our students to identify fake news?

Saskatchewan Reads – A Downloadable Version (HERE)

Saskatchewan Reads – Middle Years/High School

Pearson School Canada: FIRST STEPS (full resource)

Karen Tankersley – The Threads of Reading

English Language Arts Writing Continuum –  (Saskatchewan Curriculum) Draft Copy





BOILING POINT ACTIVITY – what happens when you add salt??? LETS MAKE ICE CREAM !!!

INVISIBLE MATTER. -observations, predictions, explanations.

POP TOP. -What happens to the bottle top when you wrap your hands around the bottle?
-a representation of the image our lens absorbs.