Body/brain BOOSTERS
Master Classroom Subjects through Movement
Tuesday, March 15 – 8 to 9 AM – North Ballroom
Jeff Haebig, Ph.D.
Directions: 1. Form a small group of 4 to 5 people. 2. Select one Body/brain Booster activity described
below. 3. Create a 20 to 30 second lesson teaching any health concept using the method described in the
verse. 4. Teach your health concept to the entire group. You have 10 ½ minutes to prepare. Visit my
website BrainBoogie.com for an expanded handout showing each of the Booster Activities shown.
1.1 RUM, RUM, CEREBRUM – teach a health concept using cross-lateral gestures
Rev-up the hems – Rum, Rum, Cerebrum -- Move energy across -- Corpus callosum -- Crossing the
mid-line -- Helps me align -- Right brain global -- Left brain sequential – Both in sync – Helps me think
1.2 DO DAB MIND MAP – teach a health concept with a poster showing 5 words and images
Total brain tap -- Make a mind-map -- Show left-brain words -- Logic and parts
Right brain pictures -- Images and art -- Used together -- I’m total brain smart.
1.6 NEW DO ‘Fool to Cool’ RULE – teach a health concept in a novel way never seen before
(Sung to Three Blind Mice) New, Do, Rule -- New, Do, Rule -- How do you feel?
Trying something new? -- Most often you start to feel like a fool – Tension’s part of doing something
new -- You build new confidence, soon feel cool -- Passing Through – Fool to Cool
2.1 STRETCH – teach a health concept while leading the entire group in a stretching routine
Stretch my body -- Hold and release -- Improve focus -- Learning ease
2.4 Reticular ‘RAS’ MATAZZ – teach a health concept using at least 4 senses in a novel way
Wake up the cortex -- From screen saver mode -- With sensory images -- Unique to behold
Novel, unusual -- Different, bizarre -- My brain attends to -- How different they are
2.6 RING the CEREBELLUM – create a movement sequence to teach a health concept
(Perform the Verse to the Macarena) Memory down -- Bring it way up -- Repeat body acts – ‘Ring’ the
cerebellum -- Grab all the facts -- Build implicit tracts – 1, 2, 3, 4 -- I can remember more!
3.2 DNA YAH! – Create and express 5 wholesome “I like…“ statements your group agrees upon
DNA YAH! – Hip-hip hooray! – I will succeed – Improve my day
Strong intention – Believed with zeal -- Genetic expression – Changes are real
4.2 SING SONG – Compose and sing a song that teaches a health concept
A, B, C, D, E, F, Gee -- Singing boosts my memory -- Singing songs, loud and clear
I want everyone to hear – A, B, C, D, E, F, Gee -- Singing boosts my memory
5.1 LIP QUIPS – Teach a health concept in a comical, outrageous way without making fun of anyone
Equip my lips -- with clever quips -- glue ideas -- to my brain -- with wit.
5.2 HIP SKIT BITS – Create and perform a short skit teaching a health concept.
Hippocampus hop-hop -- Memory tip-top – Index and file -- For a short while – Names and faces
Times and places -- Show what I know – On the go with – Lively motion – Sprinkles of emotion
5.4 CLAP, TAP, RAP – Create a rhythmical rap, poem or cheer to teach a health concept
Clap your hands – (Clap, clap, clap) -- Tap your toes – (Tap, tap, tap) -- Time to rap – (Rap, rap, rap)
What you know – Rhythm rhyme -- Words in time -- Helps the brain – Memory bind
5.8 ANTI-TAXING, SUPER RELAXING – teach a health concept while relaxing the group
I can’t think – Too much tension – My poor brain – Is on suspension – Relax my muscles
Restore blood flow – Then my brain can – Show what I know
Taken from the Body/brain Booster Activities by Jeff Haebig
Body/brain Booster Activities
by Jeff Haebig, Ph.D.
1.1 RUM, RUM, CEREBRUM
Verse: Rev-up the hems – Rum, Rum, Cerebrum -- Move energy across -- Corpus callosum
-- Crossing the mid-line -- Helps me align -- Right brain global -- Left brain sequential
-- Both sides in sync – Helps me think
Overview: The corpus callosum is a bundle of nerve fibers, serving as a bridge connecting the two halves
(hemispheres) of the cerebrum, the major thinking part of the body/brain. Moving the arms and/or legs across
the body’s vertical mid-line, turns on both sides of the brain, helping people learn. Your Rum-Rum Cerebrum
Booster Activity involves moving across the mid-line while reciting the Verse and teaching an idea learned in
class. Invite everyone to do these cross-lateral movements with you.
Booster Activity – Perform cross-lateral movements with the hands, arms, legs, and feet moving across the
body’s vertical mid-line while reciting the Verse. Invite classmates to join in, the second time though. Point out
people’s movement variations and their expressiveness.
Challenge: Create a variety of cross-lateral movements using the body parts and variations suggested (e.g.,
hands, elbows, arms, shoulders, knees, feet, legs, elbows to knees, hands to ankles -- moving high, low, fast,
slow, big, small, and holding positions, not moving at all).
High Challenge: With your Booster Team rum-rum chums, teach any idea recently learned in class using
cross-laterals gestures. Rehearse your movements then perform, inviting classmates to join in.
Extreme Challenge: Volunteers improvise on the spot, creating a cross-lateral movement depicting an idea
suggested by a classmate. If the volunteer passes, the classmate suggesting the idea performs the
movement. Give volunteers a Rum-Rum Cerebrum award and cross-lateral applause with arms crossed.
1.2 DO DAB, MIND-MAP
(Paper, colored markers or crayons and masking tape)
Verse: Total brain tap -- Make a mind-map -- Show left brain words -- Logic and parts
-- Right brain pictures -- Images and art -- Used together -- I’m total brain smart.
Overview: A highly visual type of note-taking is called mind-mapping. It organizes on paper, key words,
colors and quick drawings to represent ideas. Analytical-sequential and global-whole picture sides of the brain
are involved making it a powerful way to learn. Your Do Dab Mind-map Booster Activity creates a mind-map,
capturing one idea that you are learning; then showing it to the class.
Booster Activity: After reciting the Verse, show a mind-map drawn by your Booster Team. Use at least 3
colors, 3 drawings, and 3 words organized in a logical way capturing an idea learned in class.
Challenge: Invite the class to practice drawing ten second sketches (e.g., face, flower, chair, cup, sun, dog,
stop sign, etc.). Such quick drawings are the type used on mind-maps.
High Challenge: Create a team mind-map with each teammate contributing words, drawings, and phrases
depicting a new idea learned in class. Use at least 5 bright colors, 5 drawings and 5 key words organized in a
logical way. Display your team mind-map, posting it on the wall for all to enjoy.
Extreme Challenge: Volunteers show their artistic knack, instantly drawing a diagram or quick picture
depicting an idea suggested by a classmate. It the volunteer passes, the classmate suggesting the idea
completes the drawing. Give the volunteers a Heck of a Map award and pencil-tapping applause.
Copyright © 2005 Jeff Haebig
1.6 NEW DO ‘FOOL to COOL’ RULE
Verse: (Sung to Three Blind Mice) New, Do, Rule -- New, Do, Rule -- How do you feel?
Trying something new? -- Most often you start to feel like a fool – Tension’s part of doing something new You
build new confidence, soon feel cool -- Passing Through – Fool to Cool
Overview: Uncertainty and disruption are part of the creative process as people experimenting with untried
ideas often feel uncomfortable as mistakes are made. Confidence soon develops as new skills are built. Your
New Do ‘Fool to Cool’ Booster Activity challenges people to take a healthy risk, and overcome discomfort,
using a novel approach to express an idea learned in class.
Booster Activity: Write the lyrics of the Verse on the chalkboard or make copies and hand them out to each
classmate. Sing the Verse to the class, inviting the class to join in as you repeat the song.
Challenge: Invite the class to sing the Verse with the most expressive singers taking the lead. Then sing the
Verse in rounds with each team joining in at different times.
High Challenge: Invite each team to teach an idea studied in class in a completely novel ‘never seen before’
way. Give all the teams time to plan, rehearse and present their creative presentation.
Extreme Challenge: Give volunteers opportunities to take a healthy risk in front of their peers, singing,
rapping, dancing, performing a feat, telling a joke, etc. If possible relate the performance to ideas studied in
class. Give each brave volunteer the Master Cool award and warm applause.
2.1 STRETCH
Verse: Stretch my body -- Hold and release -- Improve focus -- Learning ease
Overview: Stretching the muscles throughout the body improves blood flow relieving tension while
strengthening and energizing the body/brain systems. Stretching the muscles also helps people gain a sense
of balanced-focus that can boost learning. Your Stretching Booster Activity involves the class in a number of
stretching movements using the hands, arms, legs, feet, hips and torso. Be sure to move slowly and avoid
pain, staying well within your comfortable range of motion.
Booster Activity: Recite the Verse while stretching. Invite classmates to stretch the hands, arms, legs, feet,
hips and torso. Move slowly. Avoid pain by staying well within your range of motion.
Challenge: Combine deeper breathing with each stretch, swelling your belly on each inhalation, and exhaling
completely. Use the expanded breath to relax as you stretch out.
High Challenge: Balance yourself while holding stretching positions (e.g., standing on one foot). This
engages the vestibular system connected with visual, auditory and body-in-space systems.
Extreme Challenge: Find the most flexible volunteers to lead the class in two or three minute stretching
sequences at various times throughout the day. Give these volunteers the Loose for Brain Boost award and a
one-legged standing ovations.
Copyright © 2005 Jeff Haebig
2.4 RETICULAR ‘RAS’ MATAZZ
Verse: Wake up the cortex -- From screen saver mode -- With sensory images -- Unique to behold
unusual -- Different, bizarre -- My brain attends to -- How different they are
-- Novel,
Overview: Sometimes called RAS for short, the Reticular Activation System located in the brain stem takes
notice of anything different coming through the senses, alerting the brain to take notice. As part of our survival
system, the RAS tells the brain, “pay attention, this may be important!” Your RAS Matazz Booster Activity
challenges you to teach an idea in a novel way, creating ‘learning pizzazz’.
Booster Activity: Create, rehearse and recite the Verse in a novel way never seen before. Invite others to
echo your words and mimic your unusual movements the second time through the routine.
Challenge: Invite people to test their creativity by showing a new movement every 5 seconds for a minute.
Add a different sound to each movement for a much greater challenge.
High Challenge: Each team creates a novel way of showing an idea learned in class. Present your creation,
if possible, involving others.
Extreme Challenge: Volunteers perform some unusual song, dance, pantomime, joke or other expression
that makes fun of no one. Give each volunteer a RAS Matazz award and applause using clapping variations
(e.g., around the back, under the leg, knuckles knocking, etc.).
2.6 RING THE CEREBELLUM
(Perform the Verse to the Macarena)
Verse: Memory down -- Bring it way up -- Repeat body acts – ‘Ring’ the cerebellum
-- Grab all the facts -- Build implicit tracts – 1, 2, 3, 4 -- I can remember more!
Overview: Repeating movement sequences builds implicit long-term memory tracts that can last a lifetime.
Like riding a bicycle or swimming, these physical skills are not forgotten. Repetition is key to building this type
of permanent procedural memory. Your Macarena Booster Activity will demonstrate how ideas learned in
class can be put into movement sequences.
Booster Activity: – Recite the Verse to the Macarena. Invite classmates to join in, mimicking the movements
and echoing the words. Repeat this activity several times (preferably to Macarena music) building readiness to
dance other learning sequences.
Challenge: Invite the class to connect developmentally appropriate knowledge to the Macarena, (e.g.,
counting, multiplication tables, months, state capitals, math theorems, periodic table, etc).
High Challenge: Invite each team to create lyrics teaching an idea studied in class to the Macarena or some
other familiar movement routine. Practice and perform your routine, inviting others to join in.
Extreme challenge: Invite volunteers to dance the Hokey Pokey, Chicken Dance, Limbo (moving under the
bar set at decreasing heights) and other fun dances. Present the Smarty Dance award to those students
whose dancing stands out.
Copyright © 2005 Jeff Haebig
3.2 DNA AYE!
(1/4 sheets of paper, pencils)
Verse: DNA aye! – Hip-hip hooray! – I will succeed – Improve my day – Strong intention – Believed with zeal - Genetic expression – Changes are real
Overview: With sufficient stimulation, the genes inside the nucleus of each brain cell will express themselves
in a process called protein synthesis. New dendrites, receptor sites, synapses and neurotransmitter chemicals
and other molecular changes may result. Your DNA Aye Booster Activity shows one way of influencing genetic
expression through powerful beliefs and strong intentions.
Booster Activity: Recite the Verse with conviction, showing that you really believe in what you are saying.
Create 5 “I like_____” or “I enjoy_____” statements citing wholesome things about living that everyone in your
group agrees on. Recite these positive statements with zeal, asking others to join in.
Challenge: Write on a ¼ sheet of paper a few words expressing one positive thing you plan to accomplish
today. Post the sheet in a visible place reminding you of your intention.
High Challenge: Working together as a team, create 3 statements that can boost your enthusiasm to learn.
Rehearse and recite the positive statements, inviting the class to express them with you.
Extreme challenge: Volunteers share with the class how positive thinking has personally helped them
succeed. Present each volunteer the Spark Plug award and electrifying applause.
4.2 SING-SONG
Verse: A, B, C, D, E, F, Gee -- Singing boosts my memory -- Singing songs, loud and clear
-- I want everyone to hear – A, B, C, D, E, F, Gee -- Singing boosts my memory
Overview: Singing is one of the fastest ways to learn. The left brain focuses more on lyrics and the right brain
on pitch, melody and harmony. The frontal and emotional mid-brain are also involved, helping bind the musical
experience to memory. Your Sing-Song Booster Activity challenges you to create a song that teaches an idea
studied in class. Invite the class to join in and sing with you.
Booster Activity: Sing the Verse loud and clear. Select another glad song that is well-known and
lead the class in singing. Ask a few of the most expressive singers to help you lead the singing.
Challenge: Sing a familiar song in rounds, such as Row, Row, Row Your Boat. Repeat the song several time
to build confidence – increase musical expression, volume and speed.
High Challenge: Ask each team to compose and sing a song that teaches an idea learned in class. Set the
lyrics to a familiar song like Zip a De Do Dah, Happy Birthday, or Twinkle, Twinkle Little Star.
Extreme challenge: Invite volunteers to sing for the class. Classmates can sing, hum or clap along. Present
each volunteer singer a ‘Sing-Song-Sung Super Star’ award and rhythmical applause.
Copyright © 2005 Jeff Haebig
5.1 LIP QUIPS
Verse: Equip my lips -- with clever quips -- glue ideas -- to my brain -- with wit.
Overview: The lips and mouth command a large place in the sensory-motor region of the brain since so many
muscles are involved while talking. This makes speaking one of the most exquisite ways of learning.
Whenever possible, talk to people about what you are learning. Give your talking a boost by making your
comments clever or witty, creating fun feelings that help glue ideas to memory. Your Lip Quip Booster Activity
challenges you to cleverly talk about what you are learning.
Booster Activity: Recite your Verse in a zany or comical way. Then make up something funny about what
you’re learning. Present your clever ideas to the class. Be sure not to make fun of anyone.
Challenge: See how many simple one line jokes people in the class can recall (e.g., Why did the chicken
cross the street? Knock, knock -- who’s there?) Anyone know how humor aids learning?
High Challenge: Work as a team presenting an idea learned in class in a comical, outrageous way, without
making fun of anyone.
Extreme Challenge: Invite volunteers to take the stage and perform a funny routine or sharing a humorous
story, without making fun of anyone. Give all the volunteers a Lip Quip award and reverse applause.
5.2 HIP SKIT BITS
(3 x 5 index cards needed)
Verse: Hippocampus hop-hop -- Memory tip-top – Index and file -- For a short while – Names and faces -Times and places -- Show what I know – On the go with – Lively motion – Sprinkles of emotion
Overview: The hippocampus helps index and file incoming messages getting them ready for long-term
storage. There are ways we can help the hippocampus retain new information, like creating an episode that
connects the idea being learned to an experience, especially if motion and emotions are involved. Episodic
memory is then recorded in the hippocampus. Your Hip Bit Booster Activity invites classmates to create
episodic memory reciting a modified Verse and performing a Hip Skit Bit.
Booster Activity: Recite the Verse adding the following: Names (Say your name) -- Faces (rub your face) -Times (state the time) -- Places (change your place in the room) -- Show what I know (state one key idea you
are learning) – On the go -- With lively motion (show that key idea with a gesture) -- and sprinkles of emotions
(laugh out loud). Prepare the following Hip Skit Bits cards: 1. At a party 2. Telephone conversation 3.
Mountain climbing adventure 4. South Seas cruise 5. Winning the lottery 6. Lost in a jungle 7. Trapped in
an elevator 8. Traveling in outer space
Challenge: As a class, perform the modified Verse led by the Booster team.
High Challenge: Working as a team, draw a Skit Bit card and prepare a short skit connecting the situation
suggested on the card with an idea being studied in class. Present your skit to the class.
Extreme challenge: Volunteers demonstrate improvisational skills teaching an idea in class while acting out a
situation suggested by a classmate. If the volunteer passes – the person suggesting the situation will need to
act it out. Present volunteers a Super Skit Bit award and hip-shaking applause.
Copyright © 2005 Jeff Haebig
5.4 CLAP, TAP, RAP
Verse: Clap your hands – (Clap, clap, clap) -- Tap your toes – (Tap, tap, tap) -- Time to rap – (Rap, rap, rap) -What you know – Rhythm rhyme -- Words in time -- Helps the brain – Memory bind
Overview: Music is the universal language enjoyed by people in all cultures. Songs and chants have been
successfully used to pass down traditions and learning since the dawn of civilization. Music engages most of
the brain, including the ‘feeling’ mid-brain where powerful connections to memory reside. Your Rap It Tap It
Booster Activity will provide music to our ears as you clap, tap and rap an idea you are learning, encouraging
the class to join in.
Booster Activity: Write the Verse on the chalkboard. Rap the Verse inviting the class to clap and tap along.
Then perform the rap in rounds, which each group starting at a different time..
Challenge: Lead the class in a tapping, clapping and drumming activity in which people repeat the leader’s
rhythmical variations -- start simple, making it more complex as you go along.
High Challenge: Invite each team to compose a song or rap teaching people about an idea learned in class.
Practice and perform the routine inviting class members to repeat the lyrics -- or clap, snap, hum, or tap along.
Extreme challenge: Create a large group rap, inviting the whole class to walk around the room, rhythmically
in sync with each other. Volunteers rap out loud rhyming phrases that teach ideas studied in class. Present
the Rap in a Snap award to those who contributed, giving them a rhythmical snapping, tapping and clapping
applause.
5.8 ANTI-TAXING – SUPER RELAXING
Low lighting and quiet, comfortable space
Verse: I can’t think – Too much tension – My poor brain – Is on suspension – Relax my muscles – Restore
blood flow – Then my brain can – Show what I know
Overview: Excess stress creates learning duress. Blood and energy is moved away from the higher thinking
brain to the lower survival regions. Creativity, problem solving, and other higher thinking skills are put on hold
until the person regains their balance. The Anti-taxing, Super-relaxing Booster activity offers a simple musclerelaxing, deeper breathing method that eases stress and restores the mental calm and needed blood flow
important for vibrant learning.
Booster Activity: Act out the Verse for the class. Invite your classmates to echo your words and mimic your
actions as they prepare to relax their muscles and feel the flow of calming energy.
Challenge: Assume a relaxed sitting position with the feet flat, hands resting on the lap and shoulders relaxed.
Start with deep breathing, expanding the belly on the inhalations, sighing air out on the exhalations. As air
leaves the lungs, relax each muscle group mentioned (e.g., relax the neck, face, shoulders, upper and lower
arms, hands, back, chest and abdomen, upper and lower legs, and feet).
High Challenge: Move to a relaxed position lying on your back with the hands along side of the body and feet
relaxed. Close the eyes and tense, then relax each muscle group while breathing deeply.
Extreme Challenge: Volunteers relate their positive experiences with relaxation, explaining how it enhanced
their athletic, artistic, social, or academic performance. Present the Super-relaxing, Super Star award to each
contributor.
Copyright © 2005 Jeff Haebig