ACTIVITY SHEET

Brandon Jones
LEI 4724
Activity File 19
Activity Title: Know Your Math Four Corners
Source: Developing Recreation Skills in Persons with Learning Disabilities. (n.d.). Retrieved
October 24, 2015.

Equipment: Mathematic equations and problems for all ages, Fifty orange cones
Description of Activity:
The goal of this activity is improve participants math skills in a fun, engaging, and constantly moving
activity that will require participants to us both mind and body. The game is quite simple but does
require a large indoor or outdoor space free of any obstructions with corners. If there arent any
corners therapist should us cones to make them, using four cones to make a corner that can fit at least
twenty participants or more if necessary. This activity begins with each participant starting in base
which is in the center of the open space being used so it is big enough to fit all participants
comfortable. Once everybody is in base therapist should randomly select a Caller to guess corners
everybody else is a Runner. Once this is done therapist should clarify where each corner is and the
corresponding number it has (1-4). Every round participants have thirty seconds to choose a corner,
once that time is up caller will choose a corner between 1-4 and those in the corner the caller
chooses is out and have to go back to base. Once in base participants can quickly answer math
equation and if answer correctly they go back in game immediately, if not they are out until a new
game is started. There is no limit to the redemption opportunities as long as participant continues to
answer math equations correctly. The caller must keep eyes close the entire length of game and can
only open after game ends. A participants wins by being the last person in the game while everybody
else is out or in base.
Leadership considerations: This activity works well with big groups from twenty to forty
participants. Consider using any open environment thats inside or outside and free of distractions but
also has available water source for participants to keep hydrated. Therapist should act as a facilitator,
teacher, demonstrator, and motivator while effectively communicating all spectrums of activity. As a
facilitator one would have to know how to play or demonstrate the activity, create math equations for
all ages and set up the activity. I recommend using flash cards because there to answer and regulate.
Adaptations:
Participants with cerebral palsy- Have option to be caller for the entire activity as long as they
consistently attempt math equations when therapist engages them to do so. If participant would like
to participate in activity as runner can choose to use only two or all four corners to play. If adjusted
to two for that specific participant caller should be unaware.
Participants with Intellectual Disability- Clarify that if they ever need any assistance during game
that they can raise their hand to gain attention for extra help. Also allow more time during activity to
understand rules of game, concept of choosing a corner, and how to play the game to win. Are
allowed assistance from therapist for any of these areas. If needed allow participant to watch activity
with therapist to allow further explanation while activity is going on.

ACTIVITY SHEET
Brandon Jones
LEI 4724
Activity File 20
Activity Title: Balloon animation Show And Tell
Source: Parenting and Child Health - Health Topics -. (n.d.). Retrieved October 24, 2015

Equipment: 100 balloons of different colors, 100 markers of different color or sizes, 100 pieces of
small candy
Description of Activity:
This activity incorporates creative expression and leisure awareness to explore art through
creating ones favorite animation star, cartoon character, or super hero. Beforehand facilitator or
therapist should already have balloons of different color inflated and ready to be drawn on. This
activity begins with participants selecting a character to create and then selecting a balloon for
their canvas to create character. Following this steps participants have between twenty and thirty
minutes to create animation character with markers or art supplies provided. After this process
student will one by one present to the entire audience animation character telling everybody
character name, show he or she is from, super power, favorite activity or hobby, and why you
chose that character. Once everybody has presented participants are allowed to free play with
friends and animation characters. The presentation or show and tell allows this to be a social and
interactive activity to increase confidence in participants although optional, participants who do
present get rewarded with a piece of small candy.
Leadership considerations: This activity should be done inside where participants can sit on the
floor or table depending on where they fill comfortable to do art work. This activity can be done
groups from nine to thirty. With that being said the therapist should have two areas set up to
participate in activity at. Therapist should be able to effectively demonstrate activity and
communicate rules associated with it. Also should be able or have multiple techniques of getting
participants focus their mind on being creative and trying their best to make sure art work is done at
the best of their abilities..
Adaptations:
Participants with ADHD- If needed are allowed to create more than one character as long as first one
is done to best of ability. Also allow participant to interact with other participants if they need ideas
or help with animation. Therapist should monitor participant at all times to help keep on track and
remain focus on creating animation. Therapist can also trace designs and have participant go over
design if needed to help create animation.
Participants with Spina Bifida- Participants are allowed to participant in activity in a group allowing
them and there partner to create animation together. Participant also has unlimited time and can all
extra balloons until they run out to create animation if necessary. Allow participant and partner to
present animation character created to class from where they worked on project at, dont need to
move to front of room.

ACTIVITY SHEET
Brandon Jones
LEI 4724
Activity File 21
Activity Title: Puzzle mania
Source: Therapeutic Recreation Activities & Tx Ideas: Games & Puzzles- Scavenger Hunts.
(n.d.). Retrieved October 24, 2015.

Equipment: 50 total puzzles, 100-200 small pieces of candy

Description of Activity:
This activity is an all-out puzzle competition with a Halloween twist thats goal is to increase all
participants cognitive functioning and problem solving skills. This done by awarding participants
trips to the Trick or Treat bucket every time a participants earns three points. Participants earn a
point for every puzzle done right and points are doubled, tripled, quadruple, etc. every time a
participant gets consecutives puzzle correct without using points or getting candy. Participants never
loose points in this activity and are never eliminated from activity. At any time participant can get
candy from Trick or Treat bucket as long as they have enough points. If participants cant complete
puzzle they have a choice to sacrifice all points to get a new puzzle if choose to keep points must
finish puzzle currently working on.
Leadership considerations: This activity can be done with groups of all sizes but preferable
between ten to thirty participants. There is little equipment so being able to explain rules and proper
strategies of completing a puzzle is a necessity. This activity should be explained and demonstrated
first before having participants play in activity.
Adaptations:
Participants with Multiple sclerosis- Can do activity in a group and collective whole gets points but
all participants get candy for points earned. If necessary allow participant to build confidence with
easier puzzles first. Also give participate three attempts per puzzle and dont penalize participant for
choosing new puzzle.
Participants with Cognitive disability- Allow more time to understand rules of activity and strategy of
how to complete. Also if necessary therapist should demonstrate but also walk participant through at
least one round of puzzle competition before allowing participate play in activity. If necessary allow
participant to use cover or image of completed puzzle for help. Also allowed unlimited help from
therapist to complete puzzle.