USING UNO CARDS TO ENGAGE IN FITNESS ACTIVITIES The following transcript is a verbatim account

USING UNO CARDS TO ENGAGE IN FITNESS ACTIVITIES The following transcript is a verbatim account of the video or audio file accompanying this transcript. Speaker 1 (Teacher): Greatest. How’s everybody today? Speakers (Students): Good. Speaker 1 (Teacher): Good. Okay. We are going to work our bodies really hard today and we are going to play a game called Wellness Uno. How many people raise your hand if you’ve ever played Uno? Absolutely. Put your hands down. Do you know that there are four colors in Uno? Who knows what one color is? Alexis, what is it? Speaker 2 (Alexis): Red. Speaker 1 (Teacher): What’s another one? What is the Paige? Speaker 3 (Paige): Red. Speaker 1 (Teacher): Red. What’s another one, Nate? Speaker 4 (Nate): Yellow. Speaker 1 (Teacher): Yellow. Speaker 5 (Student 1): Green. Speaker 1 (Teacher): Green. Absolutely. Okay, we’ve got the Uno cards spread all around the circle here. First grade, and what we’re going to do is, in just a minute. You’re going to come up here and you’re going to get an Uno card. I might pick this one right here. This one is a— Speakers (Students): Green four. Speaker 1 (Teacher): Green four. Okay. I look at it and then I put it right back. If you notice the gym is set up in four different color zones. Point to where the green color zone is. Boom. You got a green cone over there? Stay right there watching Ms. Miller. The green color zone is the muscular strength and muscular endurance station. So, if this is, you have choices when you come over here first graders. Choice number one, you can get a rope and you can swing, how many times? Speakers (Students): Four. Speaker 1 (Teacher): Four. Swing four times. Which rope would be easier to swing on, Alexis? Speaker 2 (Alexis): That knot one. Speaker 1 (Teacher): This the knot one because you can hang onto it better. That’s right. So, you can swing or you can come over here and you could do those bicep curls that we’ve been working on in muscular strength and endurance. Stand right here to the wall and do that four times. Nice and what? Speakers (Students): Slow. Speaker 1 (Teacher): Slow. Absolutely. And here’s your last choice at the muscular strength and endurance station. If I got what was my number again? Speakers (Students): Four. Speaker 1 (Teacher): Four. Look, there’s four hula hoops on the rockwall. You would start here and you would go through hula hoop one, then hula hoop— Speakers (Students): Two, three, four. Speaker 1 (Teacher): What happens if I had a green two, how many hula hoops would I go through, Paige? How many would I go through? Speaker 3 (Paige): Two. Speaker 1 (Teacher): Just two. Okay, so it’s either four, whatever number that is, that’s going to be approved to go through. Then I come back over here and I pick another card. Did I pick this one? I just picked that one. Let’s pick this one. What color is that? Speakers (Students): Three. Speaker 1 (Teacher): Yellow three. Point to the yellow color zone. Absolutely. The yellow color zone is the cardiorespiratory zone. And guess what you have to do here, first grade? There is a cone here and it says yellow— Speakers (Students): Add zero. Speaker 1 (Teacher): What was my number? Speakers (Students): Add zero. Three. Speaker 1 (Teacher): Three? And if I add zero to that, what does that make that number? Speakers (Students): Thirty. Speaker 1 (Teacher): Thirty. That’s what we’re going to have to do. I have my choice. I have to do 30 of something over here. Here are my choices. I’m going to do 30. Oh, work my heart 30 step boxes. Or if I don’t want to do that, I can do the ball on the stick. How many times? How many times? Speakers (Students): Thirty. Speaker 1 (Teacher): And if I really good, if I really want try, I can get a jump rope, but the wall and I can try jump rope 30 times. Then I’m going to back here and I’m going to get another card and I’m going to get this one right here. This one is a— Speakers (Students): Red, six, red, nine. Speaker 1 (Teacher): Red, red. Red nine. Is it red nine. See where the line is under there? So that means it’s a nine red, nine point to the red colors zone. You guys are so smart. I come over here to the red color zone and look what does the red color zone have on it? Speakers (Students): Times two. Speaker 1 (Teacher): Times two. So, what was my number nine? Speakers (Students): Nine. Speaker 1 (Teacher): What’s nine times two? Say it, Alexis. Speaker 2 (Alexis): Eleven. Speaker 1 (Teacher): Not 11. This is hard. What’s nine plus nine? What is it, Nathan? do you know? What is it, Ethan? Speaker 6 (Ethan): Eighteen. Speaker 1 (Teacher): It is 18. So we’re going to do 18. Ms. Miller will help you with the math if you don’t know. So we’re going to times that by two. And here are my choices. I’m going to come over here and I’m going to get a paddle. And this is the hand eye. I’m going to use my hands and my eyes. I’m going to put my safety strap on and I’m going to do a, how many of these? Speakers (Students): 6, 9, 18. Speaker 1 (Teacher): Eighteen. That’s right at and first grade. How can I challenge myself at this station if I wanted to make this station harder for myself? How would I do that, Courtney? Speaker 7 (Courtney): You use your left hand. Speaker 1 (Teacher): Use your other hand. Ms. Miller is left-handed, so I use my left hand. I would use my right hand. So if you want to challenge yourself, you use your other hand. So, you’re going to do that how many times? Speakers (Students): Eighteen. Speaker 1 (Teacher): Eighteen. Okay, so that’s, you either do that at this station or I look these, these are the, I call the ice cream cones. Look, you’re throw that ball and you’re going to catch that ball. Do it again, that’s how many? Speakers (Students): Two. Speaker 1 (Teacher): Two. And you’re going to do that all the way you get, see whatever number you have at that station that was using your hands and your eyes watching that ball right into that cup. And now I’m going to come over here and I’m going to get one more and oh, I just grabbed that one, let’s see, oh, what’s this number? Speakers (Teacher and Students): Blue six. Speaker 1 (Teacher): Where’s the blue color on point? Where’s the blue color zone over there? Hey, the blue color zone is balancing. Watch Ms. Miller over here. You’re going to come over here and if you don’t want to touch the gym floor. Ethan sit down for me. You’re going to step on these stepping stones and you can either step on the sides of the ladder or if you want to make it harder for yourself, you can step on these rungs and balance all the way to the bleachers. Step up, come across, and then we’re going to go on this balance beam. Hey first graders, when we’re balancing, do we go fast or slow? Speakers (Students): Slow, slow. Speaker 1 (Teacher): Slow. We go slow. We don’t want to go fast at this station, because we want to have good balance and we don’t want to fall. We want to make sure we don’t touch the gym floor. So that’s, wait, what was my number again? I forgot. Speakers (Students): Nine. Speaker 1 (Teacher): It was a nine red. How many times would I go then? Speakers (Students): Nine. Speaker 1 (Teacher): Nine times around there or your choices is the hippity hops. Now Ms. Miller’s a little big for this hippity hop, but you kinda get the idea. You just use the boiling hop, hop to the black line is one, and then back is how many? Speakers (Students): Two. Speaker 1 (Teacher): So, I would do that nine times. Okay, those are your choices. So, there’s four stations, yellow, red, excuse me, green and blue. Turn around and face Ms. Miller now. I want to talk to you about something really quick. It’s something called personal integrity. You ready back there Ethan? Everybody sit on your bottoms, sit on your bottoms? Personal integrity. And first does anybody know, what personal integrity is? Do you think you know? Maddie, when you hear that? What do you think that means? Speaker 8 (Maddie): Listening. Speaker 1 (Teacher): Listening? Okay. What do you think Maria? Speaker 9 (Maria): If you want to go to one station that you really like and get a different card, you can’t put it back and get the one you want. Speaker 1 (Teacher): Wow, do I like that definition? Absolutely. Personal integrity. This is the way I think of it. It is doing the right thing when nobody else is watching. You said it, Maria, you know what my favorite, I really like those swing ropes over there. I’d really like to do that. Would I have personal integrity? If I came over here and I did this, I got a card and it’s like, Ooh, blew up. I don’t want go to blue; I want to put that back. Put that back. Ooh, there’s another blue, I don’t want that. Would it be, would I have personal integrity if I kept picking cards until I got what I wanted? Speakers (Students): No. Speaker 1 (Teacher): Can Ms. Miller watch every person get a card? Speakers (Students): No. Speaker 1 (Teacher): So, you have to have some personal integrity. Whatever card you get, that’s the one. What happens if I just got a blue card and I come over here and I pick another blue one? What am I going to do? What am I going to do? Paige? Speaker 3 (Paige): You put it back down and you get another one but not the same one. Speakers (Students): No, no, no. Speaker 1 (Teacher): We’re not going to get another one. We’re going to what? It’s okay. Speaker 2 (Alexis): You just go back to the blue station. Speaker 1 (Teacher): You just go, that right? You’re just going to go back to the blue station and just maybe, if you did the hippity hops may be do the balance drill next time. Outstanding. Okay, we’re going to get started. This is what I want you to do. Oh, I forgot one more rule when you get a card, do you ever run across the NDA? Speakers (Students): No. Speaker 1 (Teacher): Do we ever run across het, because we want to stay spread out. We don’t want to bump into anybody. Nelson, do you have a question? Do you have a question about something? Speaker 10 (Nelson): You had probably rip the card. Speaker 1 (Teacher): You would absolutely rip the card if you were to step on them or actually you might slide on them and you could hurt yourself. Hands down, let’s get started. I’m going to call months of the year, and if I call your month of the year that your birthday is in, then you’re going to get up and you’re going to go get a card. Are you ready? If you have a birthday in January, February, or March, go get a card. How about April? May and June, July, August, September, October, November, and December. Let’s go [background chattering]. What had you get Chris? Let see man. What is that? Talk to me. Speaker 11 (Chris): Red eight. Speaker 1 (Teacher): Do you know what eight plus eight is? Eight plus eight, think about that, almost 16. Go do 16 of those, good job buddy. Hey Paige, you wait on the end of the mat there until Alexis is done. What’s your number, Alexis? Speaker 2 (Alexis): Four. Speaker 1 (Teacher): Four, don’t hold the bottom, grab up at the top like Brian is doing, that’s perfect, yeah [background student playing]. What was your number? Speaker 12 (Brian): One. Speaker 1 (Teacher): One. Did you do one? Do you think you can do one then come back here and go get another card. Steven, Steven what had you get, man? What is it? Speaker 13 (Steven): Blue seven. Speaker 1 (Teacher): It’s a blue seven. Go. Hey Ethan, what’d you get? Now remember the line means what? [Students plays] Speaker 6 (Ethan): A yellow six. Speaker 1 (Teacher): Okay. What are you going to do with that yellow six? Wait come here, look at me, you’re going to put a? Speaker 6 (Ethan): [Background noise; inaudible]. Speaker 1 (Teacher): No, you’re going to add a what to the end of that? A zero and that makes it what number? Speaker 6 (Ethan): Sixty. Speaker 1 (Teacher): Yeah, let’s go. Okay, look at these people over here at the cardiorespiratory station. They are going up, up, down, down. They are getting their heart rates up. What number did you have Maddie? Speaker 8 (Maddie): Fifty. Speaker 1 (Teacher): Fifty. Holy moly [background music]. Keep counting. It goes like this Maddie, up, up, down, down, that’s one. Every time you hit the ground that’s one, okay? Be careful. That’s okay. Just hold it up like this. Watch, watch, you see how it whirls like this at the bottom? There you go like that. Speaker 11 (Chris): It can get pretty hard. Speaker 1 (Teacher): Yeah, Chris. Speaker 11 (Chris): I saw one card that was [mumbling] it was turned over. Speaker 1 (Teacher): Did you? Speaker 11 (Chris): So, I flipped it over [background noise]. Speaker 1 (Teacher): Oh, really think of you so much, I appreciate you taking care of the cards for me. Here you go, five times two, what’s five plus five? Speaker 11 (Chris): Ten. Speaker 1 (Teacher): Ten. That’s what it is [background noise]. Jamie, what’d you get? Speaker 14 (Jamie): Forty. Speaker 1 (Teacher): Forty. Did you get four yellow? Go. Look at these hippity hops over here. Outstanding. Man are you guys doing a good job. I like how you’re going really slow at this station. That’s good balancing. Chris, way to get your balance back. Slow down buddy, woah Nelson. I know. Can you put one foot in front of the other? Can you bring your other foot in front? Wanna try it? Ms. Miller is right here. In case you have to grab onto me. Yeah, look at that what a good balancer you are. Yeah, look at that, what a good balancer you are. Speaker 10 (Nelson): I balance on the monkey bars. Speaker 1 (Teacher): You balance on the monkey bars? Speaker 10 (Nelson): Yeah. Speaker 1 (Teacher): Good job [students playing]. You did it. Good job. All right, what’d you get buddy? Speaker 4 (Nate): Blue four. Speaker 1 (Teacher): Hey, are you supposed to have your card with you? I’ll go put it back for you, remember to leave the card. Hey, Jamie did you run through the middle of the NDA? Did you forget? Don’t do it again. Go on. Stay on the floor [inaudible] [background music]. Way to practice. How’s its going over here Paige and Ethan? Keep your eye right on that ball. Paige that’s was close. Right on there. Good job. How about you come over here? What is eight times two? What eight times two, Paige? Do you know that? That’s hard one. Speaker 3 (Paige): Nine. Speaker 1 (Teacher): Eight plus eight. Eight plus eight kids. Speaker 3 (Paige): Eighteen. Speaker 1 (Teacher): Eighteen . . . eighteen. Six times two, what’s six plus six? Six and six put the two sixes together. Speaker 15 (Student 2): Twelve. Speaker 1 (Teacher): Twelve. That’s what it is. Just keep going. There’s new music coming on. Ther’s new music coming on first grade. Keep it going. Wat to go there. Nelson, I like that. Your arms hurt? You’re getting a lot of muscular strength. What’d you get here. Let’s see. What is that? Speaker 15 (Student 2): Yellow seven. Speaker 1 (Teacher): What do you going to do to that seven? You’re going to put a what on the end of it? A what are you going to put on it? Speaker 15 (Student 2): Zero. Speaker 1 (Teacher): What does that make it? Speaker 15 (Student 2): Seventy. Speaker 1 (Teacher): Go. Maddie, you got a blue? Speaker 8 (Maddie): Nine. Speaker 1 (Teacher): Yes. No kidding. Don’t go running. What is that card? Speaker 10 (Nelson): A yellow four. Speaker 1 (Teacher): And what are you going to add that four? 1. Describe one example of a teacher applying Piaget’s or Vygotsky’s cognitive development theories. 2. Explain why the example in is an application of Piaget’s or Vygotsky’s cognitive development theories.

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