1. Tashawna Johnson Carly Lockwood Sabiha Islam Sabrina Evans
Fit4Kids
Tashawna Johnson
Carly Lockwood
Sabiha Islam
Sabrina Evans

2. Fit4Kids
Greater Richmond Fit4Kids is an organization that strives to establish a healthy lifestyle, while incorporating physical activities into everyday lessons. To establish a healthy lifestyle, Fit4Kids promotes physical activity and healthy eating by providing involved and enjoyable activities and programs.
Photo used from

3. Why did we chose this curriculum?

4. We chose Fit4Kids because it is in our community
We chose Fit4Kids because it is in our community. From Richmond City, to Henrico and Chesterfield counties.
Fit4Kids not only brings communities together, but builds positive awareness for having healthy lifestyles.
We believe that students should have an equal balance between curriculum based learning and movement activities in classrooms.

5. Why do we need movement curriculum in the schools?

6. We Learn Through Sensing
Since birth, humans learn through sensing.
Gearing up senses=preparing minds for learning
According to Dr. Carla Hannaford, playing represents full mind and body integration.
Beneficial for students to combine play and learning. Beneficial for teachers by deferring antsy behavior of students in a constructive manner.
"Learning is experience. Everything else is just information." -Albert Einstein
Photo cred: TaShawna Johnson
Quote taken from Smart Moves: Why Learning is not all in your head

7. Activating Our Cerebellar Function
Cerebellum is not only associated with movement function but also executive decision.
Summarizing Dr. John Ratey, movement from exercise strengthens cell connections in the brain that fosters cognitive function since they work the same areas.
Beneficial for students during test-taking periods (PALS, SOLs, End-of-Year, etc.)
Photo used from

8. What is the research behind Fit4Kids?

9. In 2010, there was no regional organization focused on preventing childhood obesity, and in order to fill that void, Fit4Kidz was launched!
Fit4Kidz vision is to continue to grow its programs, show success and sustainability, and to inspire schools to adopt and lead their own wellness programs.
Coalition members collect data by collaborating with the public school systems. In 2014 and 2015, the Coalition worked with local school divisions to collect data by anonymously screening a sample of students. This was known as BMI surveillance and identified the percentage of students who are obese, overweight, normal weight, and underweight.
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10. Week at a Glance

11. Small Group Reading/Writing
Schedule
Monday
Tuesday
Wednesday
Thursday
Friday
7:45-7:55
Announcements
7:55-8:20
Class Meeting
8:20-8:40
Science/Social
Studies
8:40-9:10
Guidance
Music
Library
Art
P.E.
9:10-9:40
Whole Group Reading
Movement Activity
10-15 Minutes
9:40-11:00
Small Group Reading/Writing
10-15 minutes
Small Group
Reading/Writing
11:00-11:40
Math
11:40-12:10
Lunch
12:10-1:00
Math / Brain Break
1:00-1:30
Recess
1:30-2:10
Reading/ Pack Up

12. Year at a Glance

13. In the beginning of the year, teachers will do one brainboost and one active lesson. As teachers become comfortable with the new initiative, they will gradually add another active lesson. During benchmark/end of the year testing, teachers will incorporate a third active lesson to increase cerebellar function and improve execute decision making.

14. Lesson Plans Sabrina: Math Carly: Social Studies
TaShawna: Language Arts
Sabiha: Science
Lesson Plans

15. Sabrina’s Lesson: “Elbow Benders: Let’s Bowl!”
Math SOL 2.5
Activity: Bowling
Teachers will review subtraction from 6, 10 and 12 so that students will be able to have a visual representation of their assignment.
Next, the teacher will do about 1-3 bowling demonstrations to help students understand. The teacher will roll the ball and then ask the students how many pins they knocked down.
After the demonstration, the teacher will ask children to participate.
After the teacher allows every student to participate, they will receive a subtraction worksheet with bowling pins that will be help them understand the physical activity that they previously participated in. The teacher can create a beginner (6 pins), intermediate (10) and advance (12) worksheet. Individually, each student will complete each worksheet to the best of their abilities.
Modification: The students may not be able to subtract by 10 easily. With that, you can make the bowling pins 6 as opposed to 10. After making them 6, you can eventually move up to 10 or 12 pins. Also, if the majority of the class or if some of the students are unable to complete the intermediate and advance worksheet, they can complete the beginner worksheet.
Disability Adaptation: For students with physical disabilities, continue to give the students verbal cues, make sure they use two hands instead of one, and reduce the number of steps they take before releasing the ball.

16. Carly’s Lesson Plan- Resources Relay!
Social Studies SOL 2.7
Natural, Human, and Capital Resources
Examples of each: Water, doctor, machines
Activity: Relay
Students will be relaying to match 12 examples to the correct resource it belongs to.
Divide students into 4 groups of 6.
First group done gets to lead cool down stretches.
At the end of activity go over each example and correct resource it belongs to.
Modifications: Hop on one foot, skip, or other modality to complete activity. Groups come up with their own examples of each resource.
Physical Disabilities: Students in wheelchair - have everything elevated off floor.

17. TaShawna’s Lesson-Over The River and Through The “Words”
Language Arts SOL 2.5
Activity: Relay
Students will spell and review wall words for accuracy.
Divide class into 3 groups of 7 or 8 students (dependent on class size).
Each group lines up single file with a dry-erase board and marker given to the line leader.
To start the game, the teacher will tell the students the first wall word in which the person with the board must spell correctly and pass it over their to the person behind them to review.
The next person will review the word to make sure it is spelled correctly. If it is correct, they will pass through their legs and do five jumping jacks. If it is wrong, the student will make the correction and do ten arm circles.
The review process will continue with passing between group mates alternating between over and under until the last person revises the word and runs to the front of the line and spells it for the teacher. If it is correct, the teacher will give the student the next wall word. If it is incorrect, the revision process must go on until the group spells the word correctly.

18. Sabiha’s Lesson Plan- Needs vs. Wants
Science 2.5b
Activity: Sort/Relay
Students will determine if something is a need or a want and will have to justify their answer.
Example of need : water Example of want: Chocolate
Students will respond to the card that the teacher is holding. If the item written on the card is a need, they will jog in place. If the item written on the card is a want they will stretch their arms up high.
Review some of the answers by assigning each answer a particular stretch. If the card is a need, students will stretch their legs. If it is a want, students will stretch their back or neck.
Modifications: This activity can also be used as a relay. Make multiple copies of the needs/wants card and place them in the middle and have students sort them out and place them around the room while the are doing various movements.
Modification for students with physical disabilities: If doing the sort then students with disabilities should be able to participate fully without any problems, but maybe modify the movement required for students to do to show their answers. If doing the relay race we can have padded mats on the ground for extra protection and have the students lay down to do their stretches.

19. References
Hannaford, C. (1995). Smart moves: Why learning is not all in your head. Arlington, VA: Great Ocean.
Ratey, J. (2008). Spark: The revolutionary new science of exercise and the brain. New York, NY: Little, Brown.