@ M S M T H E G E M 5@ C O L O R M E B R O W N 5@ K N O W T H E J O N E S 5

@ B O W L E S W I T H G O A L S 5

ALL IN FOR TAKE 10!

WHAT IS THE PROBLEM?

• Obesity rates and sedentary behavior have increased within past 20 years.• Approximately 1 in 4 children are overweight or obese • As a result, these children are at increased risk of

developing serious diseases

• Academic performance levels are low, dropout rates are high due to low levels of physical activity

WHY TAKE10?

• To maximize brain development and learning potential, children must learn how their body moves and understand the importance of physical activity and energy balance• Take10! allows students and teachers to meet

recommended 60 minutes per day of physical activity • This program helps students who aren’t adapting well to

school environment, which counteracts high dropout rates

• Pricing for this program is $492, at $82 per grade level K-5

Brain activity for control students vs. students who exercised while taking the same test

BENEFITS OF TAKE10!

• Teachers• More physically active • Improved stress movement through participation• Enhance concentration• Maintain positive learning environment

• Students• Opportunity to experience academic lessons in ways that

appeal to different learning styles• Develops lifetime health behaviors• Develops and refines children’s motor skills through wide

range of movement forms

CASE STUDY

• Kansas – • Active Lessons incorporated in 14 schools, 10

schools served as controls. • Schools who incorporated Active Lessons had a higher

percentage of students who moved into a normal range for BMI than control schools.

• Scores on standardized tests were higher in Active Lesson schools than in control schools

CASE STUDY

• Georgia – • 111 inactive, overweight children ages 7-11

participated in an after-school exercise program, in which they were active for at least 20 minutes• 60 overweight children were wait-listed and served

as controls• After 13 weeks, children in exercise program performed

better than the controls on tests of mental tasks (planning, organizing, strategizing) as well as standardized math tests

YEAR AT A GLANCE

• Introduce Take10! to the school as a whole during the first week• Implement program during second week of school and

ensure that it is being used on a daily basis thereafter

WEEK AT A GLANCE

Monday Tuesday Wednesday Thursday Friday Morning Trivia

10 minMorning Trivia

10 minMorning Trivia

10 minMorning Trivia

10 minMorning Trivia

10 minLanguage Arts Active Lesson

1hr 15 min

Social Studies Active Lesson

1hr 15 min

MathActive Lesson

1hr 15 min

Science Active Lesson

1hr 15 min

Computer50 min

Science 1hr 15 min

Math1hr 15 min

PE 50 min

Language Arts1hr 15 min

Math 1hr 15 min

Art 50 min

Music 50 min

Language Arts1hr 15 min

Social Studies1hr 15 min

Social StudiesActive Lesson

1hr 15 minLunch30 min

Lunch 30 min

Lunch30 min

Lunch30 min

Lunch30 min

Recess30 min

Recess30 min

Recess30 min

Recess30 min

Recess30 min

MathActive Lesson

1hr 15 min

Science Active Lesson

1hr 15 min

Social Studies Brain Break1hr 15 min

MathBrain Break1hr 15 min

Science1hr 15 min

Social Studies1hr 15 min

Language Arts1hr 15 min

Science1hr 15 min

Library 50 min

Language Arts Active Lesson

1hr 15 min

REFERENCES

• Take10!• www.sparkpe.org/blog/how-physical-activity-affects-

academic-performance/-lower-drop-out-rates• https://myactiveschool.letsmoveschools.org/

tools_resources/learn_why_active_kids_do_better/• http://www.washingtonpost.com/national/health-science/

physical-activity-may-help-kids-do-better-in-school-studies-say/2013/10/21/e7f86306-2b87-11e3-97a3-ff2758228523_story.html

• http://well.blogs.nytimes.com/2010/06/03/vigorous-exercise-linked-with-better-grades/

M A T H – D A N I E L L E M A Z Z U C H IS O C I A L S T U D I E S – K O R T N I B O W L E S

ACTIVE LESSONS – 5TH GRADE

5TH GRADE MATH

• HOW TO PLAY:• In this game, the class uses clues from one student

to figure out the secret number• The teacher chooses 1 student to come to the front

of the class and write their chosen number (ranging from 1-10,000)• The class and the student begin marching in place

5TH GRADE MATH

• HOW TO PLAY:• The student who wrote the number starts off by

saying the place value of the number they are describing• For example: if the number is 522, they can begin by saying

“Tens place”, and the class guesses the number aloud

• If the secret number is higher than what the class guessed, they do as many vertical jumps as the number guessed

• If the secret number is lower than what the class guessed, they do as many squats as the number guessed• This continues until each place value is determined

5TH GRADE MATH

• HOW TO PLAY:• Because the numbers will be out of order, the

students must mentally keep track of which number goes in what place• The first student to say the correct number allowed

wins, and is now in control for the secret number in the next round

5TH GRADE SOCIAL STUDIES

FOUR CORNERS

• HOW TO PLAY:• Read each slide carefully• Each slide contains a question and 4 choices• Slides also include instructions on how to get to corner you

select as your choice

• You will have 30 seconds to get to your corner before the correct answer will be shown

• If your answer is incorrect, please go back to your desk and follow along with the movements for each question while holding the correct answer with your fingers• 1 finger for A, 2 fingers for B, 3 fingers for C, 4 fingers for D

WHAT STATE HAD THE FIRST PERMANENT ENGLISH SETTLEMENT?

• A. CALIFORNIA• B. NORTH CAROLINA• C. VIRGINIA• D. JAMESTOWN

•HOP to the correct corner

CORRECT ANSWER

• The correct answer is C. Virginia• California did not join the United Stated until

1850• North Carolina’s first English settlement, Roanoke,

vanished without a trace• Jamestown, the first permanent English

settlement, was located in Virginia

WHICH WAR WAS FOUGHT BETWEEN THE NORTH AND SOUTH REGIONS OF THE UNITED STATES?

• A. CIVIL WAR• B. REVOLUTIONARY WAR• C. WORLD WAR I• D. WORLD WAR II

• SKIP to the correct corner

CORRECT ANSWER

• The correct answer is A. The Civil War• The Revolutionary War was fought on American

soil, but was between England and the Colonists• World War I and World War II were never fought

on American soil, even though Pearl Harbor, Hawaii was attacked by the Japanese during World War II

WHO WAS THE LEADER OF THE NAZI PARTY?

• A. ABRAHAM LINCOLN• B. WINSTON CHURCHILL• C. GEORGE WASHINGTON• D. ADOLF HITLER

•WALKING SQUATS to the correct corner

CORRECT ANSWER

• The correct answer is D. Adolf Hitler• Abraham Lincoln was assassinated in 1865,

before the reign of the Nazi Party• Winston Churchill was a Prime Minister of England• George Washington was the first President of the

United States, long before the reign of the Nazi Party

WHO WAS THE COMMANDER IN CHIEF OF THE CONTINENTAL ARMY?

• A. ABRAHAM LINCOLN• B. GEORGE WASHINGTON• C. PAUL REVERE• D. ULYSSES S. GRANT

•HIGH KNEES to the correct corner

CORRECT ANSWER

• The correct answer is B. George Washington• Abraham Lincoln was the president during the

Civil War• Paul Revere rode to Boston to warn th• Ulysses S. Grant was the General of the Union

Army during the Civil War

WHAT MAJOR EVENT HAPPENED IN 1620?

• A. THE DECLARATION OF INDEPENDENCE WAS SIGNED• B. THE PILGRIMS SETTLED IN THE NEW

WORLD• C. COLUMBUS SAILED THE OCEAN BLUE• D. THE END OF THE REVOLUTIONARY WAR

• LUNGES to the correct corner

CORRECT ANSWER

• The correct answer is B. The Pilgrims settled in the New World• The Declaration of Independence was signed in

1776• Columbus sailed the ocean blue in 1492• The Revolutionary War ended in 1783

HOW CAN A BILL THAT WAS PASSED BY CONGRESS NOT BECOME A LAW?

• A. THE SENATE VETOES IT• B. THE PRESIDENT VETOES IT• C. THE PUBLIC VETOES IT• D. THE STATE VETOES IT

• BUTT KICK to the correct corner

CORRECT ANSWER

• The correct answer is B. The President vetoes it• The Senate usually starts with the bill in

committees• The public is represented by Congress• The States do not have a right to veto National

Bills and are also not “represented” by Congress

ACCORDING TO THE KANSAS-NEBRASKA ACT, THE SLAVERY ISSUE WOULD BE SETTLED BY…

• A. STATE LEGISLATURES• B. CONSTITUTIONAL RIGHTS• C. POPULAR SOVEREIGNTY•D. FEDERAL COURTS

•WALK BACKWARDS to the correct corner

CORRECT ANSWER

• The correct answer is C. Popular Sovereignty• The States Legislatures were at a standstill as to

whether they should be a slave state or not• Constitutional Rights had no say in whether a

state could have slaves or not• Federal Courts were in the same boat as

Constitutional Rights

WHAT PHRASE WOULD MOST LIKELY BE SAID BY AN ABOLITIONIST?

• A. NO TAXATION WITHOUT REPRESENTATION• B. END CHILD LABOR• C. BAN SLAVERY NOW• D. EQUAL RIGHTS FOR WOMEN

• GRAPEVINE to the correct corner

CORRECT ANSWER

• The correct answer is C. Ban Slavery Now• Taxation without Representation was used prior to

the Revolutionary War• End Child Labor was used in the 1920’s-1930’s to

end the problems with child workers• Equal Rights for Women was used for Women’s

Suffrage

BY THE MID-1700’S, AMERICAN COLONISTS WERE UNHAPPY WITH ENGLISH RULE BECAUSE…

• A. THEY HAD NO REPRESENTATION IN PARLIAMENT• B. THEY THOUGHT THE BRITISH KING WAS

WEAK• C. ENGLAND REFUSED TO PROTECT THEM

FROM FRANCE• D. ENGLAND WOULD NOT BUY COLONIAL-

MADE GOODS

• BEAR CRAWL to the correct corner

CORRECT ANSWER

• The correct answer is A. They had no representation in Parliament• King George, the king of England, had too much

power in the Colonists’ eyes• The Colonists would actually rely on France during

the Revolutionary War• England would not allow Colonists to trade with

them