Day+2

1. Ask students what they learned yesterday about how to go and come back from recess/transitions. Review main points. 2. Tell students that yesterday we discussed how we are going to make Chollas-Mead a better place by practicing how to walk to recess and what to do after the bell rings. Today we’re going to learn how to move in different parts/zones of the playground. First, let’s think about what a great recess should look, sound, and feel like. 3. Draw the second half of a Multi-Flow Map (effects section – the cause section will be completed in tomorrow’s lesson as we work backwards). 4. Have the class describe the ideal recess and write this description in the effects portion of the Map. Example: __Causes__ __Effects__
 * Day 2: THE ZONES (30-40 minutes)**

|| Ex. We will all have fun and be safe playing on the playground. ||
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5. Tell students that different areas/zones of the playground will have different ways to move. 6. Show the “Different Zones of the Playground” video, pause before the Quiz 7. Highlight through discussion the main points of the video, identifying the zones and the associated movement. 8. Review with class policy #3, 4, and 5 by reading from the “Student Responsibilities” section of the Playground Policy with the class: · //Students remain in recess area: blacktop, grass field, lunch arbor or bathrooms: passes are required to leave recess area// · //Healthy snacks will be consumed in the lunch arbor only// · //Homework make-ups will be done at designated tables in lunch arbor// 9. Take the Quiz on the video. 10. Practice walking or jogging in the appropriate zones, modeling appropriate behavior when necessary.