Dr.ScottKlungseth,ProjectDirector
WatchdogsandWellness
BeresfordPRCE
Beresford,SouthDakota
MinimalSpace;MinimalEquipment
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MinimalSpace;MinimalEquipment
FineMotorSkills
Iusethesefinemotorskillsasstations,theyalsoworkforstudentsthatare“notallowed”toparticipate.
ClothesPinClip:Standard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsStandard/GoalTwo:Studentswillanalyzescientificconceptsandprinciplestounderstand,evaluate,andenhancemovementskillacquisitionandperformance.
Equipment:miniclothespins(orstandardsize)25+andcontainer
Directions:Studentstakeoneclothespinatatimeandattempttocliptothecontainer(IusearubbermadecontainerthatIkeeptheclothespinsin,toclipthemto.)
First,usethumbandpointerfinger,thenthumbandmiddlefinger,thumbandring-finger,thumbandpinkyfinger.
Variation:Useyournon-dominanthand
StringBeadsStandard/GoalOne:Studentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementforms
Equipment:Beads/Buttonsofallsizesandstring
Directions:Studentstakeonebead/buttonatatimeandthreadthemontothestring
TweezersPickUpStandard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsStandard/GoalTwo:Studentswillanalyzescientificconceptsandprinciplestounderstand,evaluate,andenhancemovementskillacquisitionandperformance.
Equipment:Tweezersperstudent,smallbead,buttons,paper(anythingsmallenoughtopickupwithatweezers)andacontainer
Directions:Studentstakeatweezersandusethumbandpointerfingertopickupsmallobjectsandplacetheminacontainer.
Variation:Useeachcombinationoffinger(s)andthumb;Usenon-dominanthand;UseTongsinsteadoftweezers
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MarkersStandard/GoalOne:Studentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementforms
Equipment:Markerperstudentandmarkerboard
Directions:StudentwilldrawFigure8’swithrightandlefthand
Variations:Drawdifferentshapesorletters:rainbows,“s”,andtornadoes
DiceStackw/pencilerasersStandard/GoalOne:Studentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementforms
Equipment:SeveralDiceperstudent(6+),penciltoperasers
1,2,3oreven/odd,lettersondice,spellwords,scrabbletiles
Directions:
Studentwillholdpenciltoperasersandusethemtopickupdice.
Dicecanbestackedavarietyofways,numericalorder,evens,andodds
Variations:Usedicewithletters(orscrabbletiles)tospelloutspellingwords;Usediceto‘write’mathproblems
NutsandBoltsStandard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsStandard/GoalTwo:Studentswillanalyzescientificconceptsandprinciplestounderstand,evaluate,andenhancemovementskillacquisitionandperformance.
Equipment:Severalnutsandboltssets
Directions:Studentwillfindpartnersetsofnutsandboltsandtwistthemtogether
Variations:Timethem,inXtime,howmanysetscanyoumake?Twistthemonusingdifferentthumbandfingercombinations
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CrayonDropStandard/GoalOne:Studentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementforms
Equipment:SeveralCrayonsperstudent
Directions:Studentwillholdahandfulofcrayons(4-7dependingonhandsize)
Apartnerwillthentellthemwhichcolortodropfromtheirhand.
Thestudentholdingthecolorswillneedtomanipulatethecrayonswithonlytheonehand,sothatonlythecoloraskedforisdropped.
Variation:Usepokersizechipsofdifferentcolorsorbuttons
PlateAlphabetStandard/GoalOne:Studentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementforms
Equipment:PaperplateswiththeAlphabetwrittenonitandasetofmagnetsperstudent
Directions:Studentspickaplatethenplacethemagnets,oneontop,andoneonbottom
Theywillusethebottommagnettomovethetopmagnetsothatittracestheletterofthealphabetontop
Variation:Haveshapesornumberontheplate
TennisBallStandard/GoalOne:Studentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementforms
Equipment:Tennisballwithaslitcutintoitperstudentandbeansorbeads
Directions:Studentwillfilltennisballwithbeads/beansuntilitisfullandmakeitpuke…
DowelRacesStandard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsEquipment:Woodendowelperpairofstudents
Directions:Studenttaketurnsputtingthumbandpointerfingeronthedowel,eachpersonputtingtheirshigherthantheotherpersons,untiltheyreachthetop
Variation:Useeachcombinationofthumbandfinger(s)
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JugglingSkillsandCuesStandard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsStandard/GoalTwo:Studentswillanalyzescientificconceptsandprinciplestounderstand,evaluate,andenhancemovementskillacquisitionandperformance.StandardThree:Studentswilldevelopresponsibleandrespectfulpersonalandsocialbehaviorinphysicalactivitysettings.
Equipment:ScarvesorPlasticbags
Directions:
HoldingScarf:Grabthemiddleofthescarfwiththumb,indexandmiddlefinger(JellyFish)
ThrowandCatch:Holdscarf(JellyFish),liftarmashighasyoucanreachandjustbeforeyoureachyourhighestpoint,gentlyflickyourwristandreleasethescarfintotheair.Letthescarffloatdownandcatchitatwaistlevel.Userightandlefthand/samehandthrowandcatch/alternatehands.Cues:LiftandCatch
OneScarfThrowandCatch:Holdscarf(JellyFish)inonehand,bringyourarmacrossyourbodyandreleaseitatthehighestpoint,flickyourwrist.Letthescarffloatdownandcatchitwithoppositehand.Repeat.Cues:LiftandCatch
TwoScarfThrowandCatch:Holdthescarves(jellyfish),oneineachhand.Liftyourrighthandacrossyourbodyandreleasethescarfontheleftsideofyourbody.LiftyourLeftarmacrossyourbodyandreleasethescarfonyourrightside.YourarmshavemadeanXpattern.Catchthescarvesatwaistlevel.Firstcatchwithlefthandthenrighthand.Cues:RightHand-LeftHand-Catch-Catch.Repeat.
HOLDINGThreeScarves:MakeaJellyFishwiththeFirstscarf.Placeitinyourhandandwrapyourlittlefingerandringfingeraroundthescarf.Donotstickthescarfinbetweenfingers.Grabthesecondscarf,inJellyfishposition,withthumb,indexandmiddlefingersofthesamehand.GrabtheThirdscarf(jellyfish)withyourotherhand.Placeitbetweenthumbandmiddlefinger.
Threescarves,OneThrow:Holdthescarvesinjellyfishposition.Liftandreleasethescarfthatisheldbythethumb,indexandmiddlefingerinthehandthathastwoscarves.Liftandreleaseitontheoppositeside.Letitdroptheground
Threescarves,TwoThrows:HoldthescarvesinJellyfishposition,liftandreleasethe#1scarf(frontscarf).Then,liftthescarffromtheotherhand,#2andreleaseitontheothersideofthe
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body.Remembertoreachunderthefirstthrowwhenreachingacross.Letbothscarvesfalltotheground.Thescarvesshouldlandontheoppositesidesofthebody.Cues:RightandLeftorOneandTwo(orcolorsofscarves).
ThreeScarves,ThreeThrows:HoldthescarvesinJellyfishposition.Liftandreleasethefrontscarffromthehandwhichhas2scarvesinit,#1.Then,liftthescarffromtheoppositehand,#2andreleaseitontheoppositeside.Liftandreleasetheremainingscarfonthesamesideasthefirstscarf,#3.Letall3falltotheground.Cues:RightandLeftorOneandTwo
ThreeScarves,ThreeThrows,ThreeCatches:LiftandreleaseOne,liftandrelease2,CatchOne,liftandrelease3,CatchTwo,Catch3.Cues:Right-Left-Right,Lift-Lift-Catch-Lift-Catch
BySelf:LiftandCatcharegreatCuewords.ThenPartnerJuggling,LiftandSwitcharethewordsIusewith2andapartner;withapartnerand4scarveswesay:Lift,SwitchandCatch
AdditionalGames:
Jacks:Bounceball,take1jack,bounceballandtake2,etc.OperationLet’sGoFishin’BarrelofMonkeysCootieJengaAntsinthePants
WalkTagStandard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsStandard/GoalTwo:Studentswillanalyzescientificconceptsandprinciplestounderstand,evaluate,andenhancemovementskillacquisitionandperformance.StandardFour:Studentswillunderstandthatphysicalactivityprovidesopportunitiesforenjoyment,challenge,self-expression,socialinteraction,andemployment.
Equipment:none
Directions:Dividestudentintopairs.Studentsidentifywhowillstartasleader.On“go”leaderbeginswalkingthroughouttheactivityareawithfollowertrailing.Encouragefollowertoremain‘ascloseaspossible,withouttagging”.Onthe“stop”signal,bothplayersstopinplace.Theleadermustremainfrozen–nomovementtoavoidbeingtagged.Thefollowermustkeepfeetinplace,butcanleanandstretchforwardtoattempttotagtheleader.Iftheleaderistagged,studentschangeroles.Iftheleaderisnottagged,keepthesameroleforthenextround.Iftheleaderisthesamefortwoconsecutivetimes,havethemchangeroles.
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RobotMasterStandard/GoalOne:Studentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementforms
Equipment:BlindFoldperpair
Directions:Divideclassintogroupsof3.Eachgrouppicksarobotmaster;theothertwostudentsarerobots.Robotscanonlywalkinonedirection.Oncearobotcomestoabarrieroranotherrobottheymuststopandcalloutthemaster’sname.Theonlyotherthingarobotcansayis"BEEP".Themaster'sjobistokeepalloftherobotsmovingaroundtheroom.Whenonegetsstuck,themasterturnstherobotinnewdirections.Switchmastersandrepeat.
Man-Monkey-CameraStandard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsStandard/GoalTwo:Studentswillanalyzescientificconceptsandprinciplestounderstand,evaluate,andenhancemovementskillacquisitionandperformance.StandardFour:Studentswilldevelopresponsibleandrespectfulpersonalandsocialbehaviorinphysicalactivitysettings.StandardFive:studentswillunderstandthatphysicalactivityprovidesopportunitiesforenjoyment,challenge,self-expression,socialinteraction,andemployment.
Equipment:None
Directions:ThisisavariationonRock-Paper-Scissors.Studentsstandandhop3timesastheysay“Man-Monkey-Camera”.Ontheword“Camera”thestudentchoosestheir‘symbol’asthefollowing:
“Man”ismadebystandingwithhandsatyoursides(beatsCamera)
“Monkey”ismadewithhandsheldhighaboveyourhead(beatsMan)
“Camera”ismadewithhandsatyourface;asiftotakeapicture(beatsMonkey)
Divideplayingareainto3zones,thenoncethestudentsaresureofthesymbols,havethemallstartinzone3andtheymayplayanyoneinthatzone.Ifyouwininzone3,movetozone2.Ifyoudonotwin,stayin3andplaysomeoneelse.Onceinzone2,continuetoplay,ifyouwin,movetozone1.Ifyoudonotwininzone2,dropbackdowntozone3.Ifyouwininzone1staythereandcontinuetoplaycompetitorsastheyenteryourzone.Afterafewminutes,stopthemandgivethemabreather,theywillneedit!
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SpeedyShapes (GradesK-2)Standard/GoalOne:Studentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementforms.Equipment:Music,Cardswithshapes(orletters,numbers)Shape/letter/numbercanbealsodrawnonamarkerboard,ifyoudon’thavecards.
Directions:Assigneachstudentapartner,whenmusicplays,havestudentsmove(canuselocomotorskills)aroundthegeneralspace.Whenmusicstops,findtheirpartnerandmaketheshape/letter/numberwiththepartnerthatisshownonthecardtheteacherisholding.
HoopsandBeanBagsStandard/GoalTwo:Studentswillanalyzescientificconceptsandprinciplestounderstand,evaluate,andenhancemovementskillacquisitionandperformance.Equipment:EnoughHoopsforeachstudentandBeanBagssothateverysetofpartnershasonebeanbag,Music
Directions:Hoopsare2-3feetapartinadoublerow.Havethestudentsstandinahoop.Onepersonstartsoffwiththebeanbag,whenthemusicplaystheytryandtossitintotheirpartner’shoop.Thepartnertriestoblock/catchthebagwithoutlettingitlandon/inthehoop.Then,theythrowthebagbackatthepartner’shoop.Ifthebagslidesoutofthehoop,itisnotapoint.Itmuststayonorintocountasapoint.Ifitistooclosetotell,rock-paper-scissorsorre-do.Remindkidsiftheythrowtoohard,itwon’tstayinthehoop.Rules1:feetcannotbetogetherinthefrontofthehoop,canbeanyway/placeelseinor/onthehoop;feetmuststayonthefloor(nokicking)Rule2:KneescannottouchthegroundRule3:Yourbehindcan'tbelowerthanyourknees
Weplayforabout1min.turnoffmusicandthengivethebeanbagstooneside,andIhavetheothersideswitchpartners(themoveonepersontotheirleft,lastpersonmovestotheotherendoftheline).SwitchingpartnersoftenallowseveryoneachancetohavealittlesuccessandIfinditstopsarguing.
ToeTagStandard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsEquipment:Beanbagperstudent
Directions:Eachstudenthasabeanbag,andthrowstheirbeanbagateveryoneelse'stoes!Theycanhaveapointeachtimetheyhitsomeonestoes!Icountanypartoftheshoeasa"toe".Butremember,watchout!Everyoneelseisaimingatyourtoes,sokeepmoving!Iswitchoften,everyoneagainsteveryone,onecolorofbeanbagagainstanother,boyagainst
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girls,NikeagainstAdidas,etc!Themoreyouswitch,themoretheywillloveit!Plus,theywillneedabreak!Thisgameisaworkout!
TanksandCommanders (GradesK-2)Standard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsStandard/GoalTwo:Studentswillanalyzescientificconceptsandprinciplestounderstand,evaluate,andenhancemovementskillacquisitionandperformance.Equipment:Smallsoftballsandblindfoldforeachteam
Directions:Eachstudentwillhaveapartner,onewillbetankandtheotherwillbethecommander.Thetankputsontheblindfold.ThecommandergivesverbaldirectionstothetanksothatthetankcanfindthesoftballsscatteredaroundtheplayingareaWhenatankisloaded(findsaball)itmusttossittodestroyanothertank.Atankthatishitreversesroleswithitscommander.Commanderscanprotecttheirtanksfrombeinghitbyknockingdowntheincomingballs,butcannevertouchtheirtanks.Switchrollsoften.
RiseandShineStandard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsStandardFour:Studentswilldevelopresponsibleandrespectfulpersonalandsocialbehaviorinphysicalactivitysettings.
Equipment:ballperpair
Directions:Partnersholdaballbetweentheirheads(nohands).Theygodowntotheground,layingdownflat.Oncedown,theymuststandbackupwithoutlettingtheballdrop,orusingtheirhands
Variations:HipBallHip:Partnersholdaballbetweentheirhips,andmovetoXlocation.Donottouchyourpartner.Walkforward,backward,inacircle,gallop,skip,etc.TwoDifferentBodyPartsTouchingBallGroupsof3with2ballsor5peoplewith4balls
HamburgersandHotDogsStandard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsStandardFour:Studentswilldevelopresponsibleandrespectfulpersonalandsocialbehaviorinphysicalactivitysettings.
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Equipment:1/2swimmingnoodleperstudentandanoodlesliceperstudent(Icutabout2"thickchunkoffoftheendsofthenoodlesfortheslices)
Directions:Eachstudentisgiven1/2aswimnoodle(Frenchfry)andonenoodleslice(hamburger).Studentsplacethesliceonthebackofonehand.Ongostudentsusethenoodles(fries)totrytoknockthehamburgerofftheotherstudent'shands.Ifastudenthadhisburgerknockedoff,hepicksitup,blowsitoff,andplacesitonthebackofhisotherhandtocontinueplaying.Youareneveroutofthegame.Playcontinues.Havedifferentcolorednoodlesgoagainstothercolorsorboy/girls.Switchitup.
MosquitoTagStandard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsStandardFour:Studentswilldevelopresponsibleandrespectfulpersonalandsocialbehaviorinphysicalactivitysettings.
Equipment:1/2swimmingnoodle(3-4)
Directions:Several(3-4)studentsaregivenswimnoodlesandareit.Theyholdthenoodlesontheirforeheadssothatitlookslikeamosquito-stinger.Themosquitoesmovearoundtheplayareatryingtotagtheotherplayerswiththeirstingers.Ifastudentisstung,shefreezesandyellsforhelp.Twomorestudentscometoheraidandgetherbackintothegamebyholdinghandsanddancingaroundhercallingout"deepwoods,deepwoodsoff".
PartnerMacarena (JoDixon@AAHPERD)Standard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsStandard/GoalTwo:Studentswillanalyzescientificconceptsandprinciplestounderstand,evaluate,andenhancemovementskillacquisitionandperformance.StandardFour:Studentswilldevelopresponsibleandrespectfulpersonalandsocialbehaviorinphysicalactivitysettings.StandardFive:studentswillunderstandthatphysicalactivityprovidesopportunitiesforenjoyment,challenge,self-expression,socialinteraction,andemployment.
Equipment:music!
Directions:Standshouldertoshoulderandhiptohipwithyourpartnerwhilekeepingtheinsidearmbehindyourback.Onlyuseyouroutsidearmtomakethedancemovementswithyourpartner.
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Partner Count Movement
1 1 Righthandgoesoutpalmdown
2 2 Lefthandgoesoutpalmdown
1 3 Rightpalmup
2 4 Leftpalmup
1 5 Righthandtoleftshoulder
2 6 Lefthandtorightshoulder
1 7 Righthandtorightbackofear
2 8 Lefthandtoleftbackofear
1 1 Righthandtolefthip
2 2 Lefthandtorighthip
1 3 Righthandtorighthip
2 4 Lefthandtolefthip
1 5 Righthandlassoandrollhips
2 6 Rollhipswithlefthandstillonhip
1 7 Righthandlassoandrollhips
1&2 8 Withsmalljump,turn¼turntotheleftandclapwithrightandlefthandtogether
Repeat
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JumpBands
http://www.heart.org/HEARTORG/General/Jump-Band-Cards_UCM_305611_Article.jsp#.WdUOqtVSyHu
https://sites.google.com/a/pthsd.net/mrs-siegels-pe-pages/5-jumping-patterns-chinese-jump-rope-jump-bands-and-tinikling/jump-bands
makeyourownrubberbandjumpbands
https://www.youtube.com/watch?time_continue=10&v=dVMgpb0BURU
ChineseJumpRopes
http://perocks.com/gpage3.html
Don’tLoseYourMarbles
Thisgameworksasafun,team-buildingexercisethat'sgreatforallages,fromelementary-agechildrenallthewaythroughhighschoolstudents.
§ PVCtubesarelightweight,allowingthegametobeplayedbysmallchildrenandadultsalike§ Marblesgamepromotesteamworkinyourlearningenvironment§ Studentswillracetolineupthetubesinthisfast-pacedgame
§ Teamworkandcommunicationarenecessaryforstudentstotransportmarblesinacontinuousflowofmotionthroughaseriesoftubes
§ Quickthinkingandquickactionarerequiredtoproperlylineupthetubes
RunningManGames
KidscanlearntheimportanceofteamworkandcooperationwhileenjoyingsomefriendlycompetitionwiththisRunningManâ"¢Game.Playersgrabholdofthehandleandrollupthecordasquicklyaspossible,causingtherunningmanfiguretoracetowardthefinishlineontheotherside.Youngathleteswillgetanefficientwristandforearmworkoutastheyworkwithapartnertoattempttodefeatuptofiveothercompetitors.Thisgamecomeswithinstructionsandanactivityguide,sothereareplentyofoptionsforteam-buildingfun.
§ Perfectfordemonstratingthevalueofteamworkwhileexercisingwristsandforearms§ Playersusethehandletoquicklyrollupthecordandmovetherunningmanfiguretoward
thefinishline§ Includesinstructionsandanactivityguideforavarietyoffungameplayoptions§ Uptosixteamsoftwocancompetethankstothesixincludedrunningmanfiguresandpairs
ofhandlesinblue,green,orange,purple,redandyellow
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SpoonerBoards
https://www.spoonerboards.com/
http://www.thesensoryspectrum.com/spooner-boards-freestyle-vestibular/
BalanceActivities
ABCPushUps
Studentsgetintoaplank(pushupposition)astheinstructorcallsoutaletterthestudentsrepeatthatletterandtouchhandtooppositeshoulderwhileremaininginplank.Otheroptionscanbenumbers,words,math,sentences,etc……Utilizedifferentmovements:handtaps,toetaps,reachacross,etc….
Rock,Paper,Scissors–AnswerA,B,C,orD
S Jump1,2,3,….On4(orrepeatthequestion)S AnswerA:LandwithFeetApartS AnswerB:LandwithOneKneeUpS AnswerC:LandinaSquatS AnswerD:LandFacingBackwards
SampleQuestions
S 14/2=??????S A.2S B.7S C.6S D.5
S ThecapitalofSouthDakotais?S A.BismarkS B.ChattanoogaS C.PierreS D.Lincoln
S Thecombinationofblueandgreenmake?
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S A.greenS B.PurpleS C.OrangeS D.Yellow
CreateHandShakeBrainBreaks
https://www.youtube.com/watch?v=hptU9I8PTdc&index=2&list=PL-ITymkQdGIjqru3b5IO5vuaOmajRjM0r
RockPapersScissorsMath
RegularRock,Paper,Scissors
Insteadofrockpaperscissorsuseyourhandtodisplayonetofivefingers.
Whoevercancalloutthe“multiplication”totalwins
MoreBrainBreaks
S http://adventuretofitness.com/S http://www.emc.cmich.edu/BrainBreaks/default.htmS http://www.eatsmartmovemorenc.com/Energizers/Middle.htmlS http://www.minds-in-bloom.com/2012/04/20-three-minute-brain-breaks.html
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ExerciseQuotations
QuickForeignLanguageAssociation
S StandUpandtakeoneminuteandfollowyourinstructorsleadS Punch================HaStaS Kick=================PupS Spin=================DingS Exercise========Ubung
S Jump==========Springen
S Sway===========Schwanken
TwoPlusOneRocks
S http://www.youtube.com/watch?v=To-EoZ7uq74
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LetsGetFitCountto100
S https://www.youtube.com/watch?v=hptU9I8PTdc&index=2&list=PL-ITymkQdGIjqru3b5IO5vuaOmajRjM0r
CosmicKidsYoga
https://www.youtube.com/user/CosmicKidsYoga/videos
GrossMotorSkills
BeanBagBowling
StateStandard:1,2,3,5
Equipment:Beanbagperstudent,spotsonthefloor(Iusemyspotsthataremarkingwherebowlingpinsareplaced)
Grade:K-1
PurposeofEvent:Workingonmechanicsofthrowingandaiming,atastationarytarget
Time:5-10minutes
Description:Eachstudenthasabeanbag.Startthestudentsabout4'awayfromspot.Ongo,studentsbegintothrowbeanbagunderhand(oroverhand)tryingtogetthebagtolandonthespot.Repeat
Variations:Havespotsworthasetamountofpoint,closestworth1,nextrowworth2andsoon.Continuetomovestudentsbackastheyprogress;addmathbycountingpoints;addspellingbyplacinglettersonspotsandhavethemspellwords!
Concerns:Onlyretrievebeanbagaftereveryonethatisaimingayourspothasthrown.
Thisideaisfrom:ShawnSpurrell,mystudentteacherfromSDSU
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Ribbons:Alphabet
StateStandard:1,3,
Equipment:RibbononaStickforeachstudent,music Grade:K-2
PurposeofEvent:CreativeMovement,Flow,Effort,PersonalandGeneralSpace
Time:5-10minutes
Description:Eachchildisintheirpersonalspacewitharibbonstick,startby"drawing"thelettersofthealphabet,theymaypickupperorlowercase.Iusuallydon'ttellthemwhich,unlesstheyask,inwhichcase,Iletthempickthefirsttime.Thendoupperandlower.Addbodymovementtoeachletter.
Variations:Spellwords,theirname,orlettersinanyorder,connectthewordswhenyou"draw"thealphabet;Puteffortmovementintothe"drawing"ofeachletter,dodoestheletterfeelorsoundtoyou?Showme.Movearoundingeneralspacetomakeletters,shapes,numbersetc.
Concerns:Studentsstayinpersonalspace,ormovecarefullyingeneralspace
Thisideaisfrom:Mine:-)
HoopWarmUp
StateStandard:1,2,3
Equipment:Enoughhoopsforatleast,oneperstudent&Music
Grade:K-35thGradeSciencelesson:BodyAwareness!Usethecorrectnamesofthebodyparts,phalanges,patella,mandible,etc.
PurposeofEvent:Checkforlisteningskills,followingdirections,knowledgeofleft/right,locomotorskills;opposites(righthand/leftfootetc.)personalandgeneralspace
Time:5-15minutes
Description:Scatterhoopsaroundplayingarea,onestudentineachhoop.Whenthemusicstarts,thestudentsmovearoundtheareaperformingthefollowingtasks:(alsocalloutlocomotorandnon-locomotorskills,sotheyknowhowtomovefromhooptohoop).1.movearoundtheareawithouttouchinganyhoops2.stepinsideasmanyhoopsaspossiblewithonefoot3.stepinsideasmanyhoopsaspossiblewithbothfeetatthesametime(jump)4.touchinsideasmanyhoopsaspossiblewithonehand5.Touchinsideasmanyhoopsaspossiblewithtwohands6.touchinsideasmanyhoopsaspossiblewithonehandandonefootatthesametime7.touchinsideasmanyhoopsaspossiblewithbothfeetandbothhandsatthesametime
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8.jumpinsideahoopandliftitupandofyourbody,thenplaceitbackonthefloorandgotoanotherone9.pickupahoop,putitoveryourbody,thendropitandrunoutofittoanotherone10.doacoffeegrinder(putonehandincenterofhoop,runaroundhooponetime)andgotoanother11.jump(twofeet)in,out,in,out,thenmovetoanotherhoop12.doeverythingabovewithapartner13.comeupwithyourownwaytomovingaround,in,orthroughthehoop14.doeverythingabovewhiledribblingaball15.righthandandleftfootinahoop16.lefthandandrightfootinahoop
Concerns:Becareful,hoopscanslideonthefloor!Don'tsteponthem!
Thisideaisfrom:CurtHinsonHehasagreatbookcalledFitnessforChildren;call888-217-9131toorder
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BrainBreaks
Snap&Wink(ModifiedfromDavidSladkey)(4-12)
• Snapyourrighthandwhileyouwinkyourlefteye• Thensnapyourlefthandwhileyouwinkyourrighteye• Alternateandrepeatfor60seconds• Trytogoasfastasyoucan
ToeTap(3-12)
• Standfacingpartner• TapRightfoottoRightfootonetime• TapLeftfoottoLeftfoottwotimes• TapRightfoottoRightfootthreetimes• TapLeftfoottoLeftfootonetime• Continueonwithsequence
XandO(3-12)
• Teacherstandsfacingclass;demoandgivedirectionspriortostartofactivity• Thisactivitywillgetthestudentsstandingupandsittingdown• Whenteacherusesleftarmstudentsmovetheirarmsintoan“X”shape• Whenteacherusesrightarmstudentmovetheirarms/handsintoand“O”shape• Whenteachermovesarminupwarddirection,studentsdotheXorOstandingup• Whenteachermovesarmindownwarddirection(bysides),studentdotheXorOwhile
seated
FingerTrap(modifiedfromDavidSladkey)(5-12)
• Groupof3-10peoplestandinacircle• HoldLefthandoutwithpalmfacingup(flat)• HoldRighthandIndexfingerpointingdownandintothepalmofthepersonbesideyou
(theirleftpalm)• Teachersays“TRAP”andstudentstrytograbotherstudentsindexfingerwhileavoid
gettingtheirownfingertrapped.• Variation:Repeatwitharmscrossed
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FinditFlashCards(K-5)
• Setofflashcards(colors,shapes,letters,numbers)• Chooseanumber(ie.3)(couldalsorolladicetogetnumber,ordrawanumbercard)• Drawacard(ie.Yellow)• Asquicklyandsafelyaspossible,studentsneedtofind3yellowitemsintheclassroom• Itemscanbewrittendown,or‘tagged’havestudentstouchthem• Canbedonewithpartners
ABC123(ModifiedfromDavidSladkey)(4-12)
• Outlinealetterintheairsayanumber• OutlineAintheAir,sayone• OutlineBintheAir,saytwo• Continue
SeatExchange(K-12)
• Teacheryells,“seatexchange”• Studentsmovetoanewspot• Canmake‘qualifications’hastobe“X”distanceaway,orboy/girl,ordifferentrow
NumberUp,LetterDown(4-12)
• Activitycanbedoneteacherlead,orwithapartner• Withyoungerstudents,itwouldbegoodtohaveanalphabetchartvisible,andlet
studentsknowtheycanuseit• Teachersaysanumberandthestudentshavetosaythenumberthatcomesnext(ie.
Teachersays3,studentsreply4)• Variation:Teachersaysanumberandthestudentshavetosaythenumberthatisprior
(ie.Teachersays3,studentsreply2)• Teachersaysaletterandstudentsaysletterjustafter(ie.TeachersaysB,studentsreply
C)• Variations:Teachersaysaletterandstudentsayletterprior(ie.TeachersaysT,students
sayS)
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Walkingworksheets(4-12)
• Tapeworksheetsaroundclassroom(walls,chalkboard,easel,filecabinet)• Studentsmustmovefromworksheettoworksheettoanswerquestions• Greatforreview
OppositeHunt(4-12)
• Divideclassinhalf• Onehalfwritesthevocabularyword• Otherhalfwritesdefinition• Shufflecardsandhandonetoeachstudent• Studentsmustthenwalkaroundroomtofindmatch
AirHockeyPennies(K-12)
• 3penniesperpairofstudents• Startwithpenniesinatriangleshapetouchingeachotheronaflattable• Studentssitacrossfromeachother• Onestartswithpennies• Otherstudentusesthumbsandindexfingers(palmsdownontable)tomakeagoalbox• Studenttwo,withpennies‘slams’indexfingerontopenniestobreakthemapart• Studenttwothenchoosesonepennyto“push”throughtheothertwopennies,the
pennythatwasjustslidewillserveasanew‘post”andthestudentwilluseoneoftheothertwoto“push”throughtheothertwopennies
• Continueuntiltheyhavepushedthepenny(puck)intotheFirststudentsgoalbox,ornomovesareleft
• Switch
Jack-in-the-Box(K-12)
• ModificationofSimonSays,greatforlistening• WhentheteachersaysJackintheBox,studentssit• WhenteachersaysJackoutoftheBox,studentStand• Teachershouldsaythephrasequicklyandtrytotrickthestudentstoget‘caught’• Noconsequencesformistakes,Ichallengestudentstonotmakeamistake,iftheydo,it
isok.Nexttimeweplay,trytomakeoneless.• Variation:Greatfordismissingfordrinks,onceeliminated,getadrink,andreturnto
yourwork.
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CleanUptheBackyard(4-12)
• Divideclassroominhalf,canbedoneusingtapeonthefloor,arowofdesks,twofixedpointsateitherendofroom,etc.
• Halfstudentsononesideoftheroom,halfontheother• Havestudentstakeoutworksheetthatisdue;-)orablankpieceofpaper,andcrumple
itupintoaball• Startatimer,andsaygo!• Studentaretothrowallofthe‘litter’totheotherteamsside• Whenthetimeisup,yellstop;NOmorethrowing• Whicheversidehaslesspaperattheendofthetime,getsabonuspointontheir
assignment,ormaybetolineupfirstforrecess;orjustacongratulations!
PatternMania(Retrievedfrom:EnergizingBrainBreaksbyDavidSladkey)(3-12)
• Havestudentsstandfacingapartner(s).• Calloutpartnermovementsandhavestudentsdothemwhileyouspeak(youmight
havetodemonstratewhatyoumean).• Forexample:
o Righthandshake(theybothshakeeachother’srighthand)o Lefthandshake(theybothshakeeachother’slefthand)o Twoquadslaps(theybothtaptheirownquads(thighs)twice)o Doublehandfive(theybothhighfiveeachotherusingbothhands)
• Onceyougivethemthepattern,theyhavetorememberitandrepeatitwitheachotheragain,tryingtogoalittlefaster.
• *Modifybyhavingstudentschangepartnersandtrythepatternagain.
Ear&NoseSwitch(Retrievedfrom:EnergizingBrainBreaksbyDavidSladkey)(3-12)
• Standup.• Takeyourrighthandandgrabyourleftear.Keepyourrightarmclosetoyourbody.• Nowtakeyourlefthandandtouchyournose.• Uncrossyourarmsandmoveyourlefthandtoyourrightearandyourrighthandto
yournose.Yourleftarmshouldnowbeclosesttoyourbody.• Switchbackandforthasfastasyoucan.
Forward&Backwardcircles(Retrievedfrom:EnergizingBrainBreaksbyDavidSladkey)(k-12)
• Pointyourarmstowardtheceiling.• Keepyourelbowstraightandmoveyourrightarmforwardcreatingalargecircle.
Continuemakingforwardcircleswiththisarm.NowdothesamewithyourotherarmexceptgoBACKWARD.Continuewithbotharmsmovingatthesametime.Makesureyouhavethispatternworkingbeforeyoucontinue.
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• Whilebotharmscontinuetomove,liftyourrightfootoffthegroundandmakeaninetydegreeanglewithyourknee.Holdthisforafewseconds.Nowextendyourrightkneeouttomakeyourlegparalleltotheground.Holdforafewseconds.
• Stop.• Repeatthesameprocessagainwithyourleftleg.
Airplane(Retrievedfrom:EnergizingBrainBreaksbyDavidSladkey)(K-12)
• Pointyourarmstowardtheceiling.• Liftyourrightlegandputitbehindyou.Trytokeepyourkneestraight.• Leanforwardwithyourbody.Trytomakeyourbody,armsandlegparallelwiththe
ground.Holdfor10seconds.• Nowtrythesamesequencewithyourleftlegbehindyou.
Don’tFall(Retrievedfrom:EnergizingBrainBreaksbyDavidSladkey)(K-12)
• Pointyourarmstowardtheceiling.• Liftyourrightlegandputittothesideofyou.Trytokeepitstraight.• Pointyourbodyintheoppositedirection.Trytomakeyourbody,armsandlegparallel
withtheground.Holdfor15seconds.• Nowtrythesamesequencewithyourleftlegtotheside.
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Pencil Flip
Equipment: Container, Pencils- 12 per student.
Environment: Desks or Table area
Students should face in a direction that if they miss the pencils on the catch they do not fly toward other students.
Directions: Student begins with one pencil on the backside of their hand. Using an upward motion the student flips the pencil in the air and moves their hand around and above to catch the pencil in a downward motion. Upon catching the first pencil the student will then complete the activity again adding a second pencil. The student continues adding pencils unless they drop one. If they drop a pencil they must re-start at one pencil. The objective is to complete the task doing all pencils.
Extension: Attempt to do the activity with NON-DOMINANT HAND
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MOVING Up Cup
Equipment: Sets of Yogurt Cups for each child: 25 cups each, 24 regular and 1 Colored
Environment: Desks or tables. Students will participate standing away from furniture. Students will use furniture only when they need to put items down
Directions: Students will partner up or play as a group of three. On a go signal Students will remove the top cup from the stack and move it to the bottom. This is repeated with alternating hands (Left, Right, Left). This causes the Colored Cup to ascend toward the top. The students are in a challenge to be the first student to get their colored cup to the top. Students are to alternate hands. Once they complete the activity in their group they can switch and play another member of their group.
Extension: Attempt to perform the activity holding the stack with one hand and only use the other to move the cups to the bottom
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Bouncing Pencil
Equipment: Container, Pencils- 10 pencils per student.
Environment: Desks Students should face in a direction that pencils do not fly toward other students. USE pencils that have not been sharpened
Directions: Student begins with one pencil and attempts to bounce the pencil eraser end first off of their desk so that it rebounds into the air and lands in the small container. Student may only bounce them one at a time (Because you will have student s try all 10 at one time). Once they land one in the container it will remain until they get each pencil in the bucket. As they continue to gain pencils in their containers the activity will become more aerobic as they have to retrieve missed pencils more often.
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Pedometer Shake
Equipment: Wristbands (4 Per Student), Pedometers- 4 per student if possible Stop watch or timer
Environment: Desks or Table- To place materials on Open Space away from table.
Directions: Students begin by placing wristbands around wrists and around the ball of the foot (Would be difficult to get wristbands up to ankles). Reset Pedometers. On the go signal (Timer Starts) students will shake feet and wrists in a manner that will register counts on their pedometers for the period of time. I suggest 2 minutes to achieve exhaustion!
Have the student add their total pedometer steps to achieve the “winner”
Modification: If you have limited pedometers use one on a foot and the other on the opposite wrist.
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NUT&BOLT RACES
Equipment: Bolts with matching size Nuts and Washers. Each student will need own materials. RACE LIST Directions: Students will play against a partner or in groups. Each player starts with same materials based upon the RACE LIST. Starting at the same time, players will attempt to be the first student to complete the activity based upon the race list. Example: Race to get a nut, washer, nut to the top of the bolt. On a go signal students race to try to complete the activity before the others in the group.
Extension: The activity changes each race to create a more challenging race.
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HexNut Tower
Equipment: Chop Stick for each student. 10 Nuts per Child. Environment: Desks or Table.
Directions: Students will play against a partner or in groups. Each player starts with same materials at the same time. Players will attempt to be the first student to complete the activity based upon stacking the nuts one on top of the other . If they fall over, you must place the ones that fell back on the stick and continue to try again from where they fell off. Be the first to stack them with the chop stick only.
Extension: Team up with a partner and try to alternate stacking with 5 nuts on each chop stick.
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SPINNING COIN CATCH
Equipment: Poker Chip for a Pair of students, or individual if partners are not used
Environment: Desks or Table.
Directions: Students will play against a partner or in groups. One player will start with the poker chip and flick the chip so that it spins in circles on its edge. The other student will attempt to stop the chip from spinning using a finger to stop so that it is trapped in the standing position to earn a point. If it falls over no point is earned. Student B then flicks the chip so Player A can attempt to stop it as well.
Extension: Play as an individual and see how many you can stop in a row.
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JUGGLINGSCARVES
Equipment: Juggling scarves or plastic grocery bags (cheaper alternative)
Environment: Open floor space (no tables or desks needed), May need cones or spots to designate a safe area of play.
Directions: Students of all ages can enjoy the challenges of throwing and catching scarves. If space is available, have students move slightly away from their table to have more space for creating unique throwing and catching tricks. If available offer a list or pictures of different ways to toss and catch the scarf.
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Equipment:Multiplelengthsofyarn,bailingtwine,smalldiameterrope,etc….Lengthscanvarydependingonnumberofstudents
Environment:Anysmallspace–enoughspacetomakeletters,numbers,wordsfromthestring
Directions:Studentswillbeplacedingroupsofanywherefrom2–10dependingonthelengthofstringandthespaceavailable.Thegroupwillallplacetwohandsonthestringandtwohandsmuststayonthestring.Theteacherwillcalloutashape,letter,orword.Thestudentswillmaketheletter,shape,wordthattheteachercalledoutwhilemaintainingbothhandsonthestringatalltimes.Thiscanbedoneasaracebetweengroupsoratimedactivitytoseewhichgroupscanfindsuccessintherequiredtime.
StringChallenge
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Land,SeaandAir
Whatyouneed:
• Kidsfullofenergy,bouncingoffthewalls• Tape(optional),orabitoffloorinwhichtwodistinctareasarelaidout
Howtoplay“Land,SeaandAir”:
Determinewhichpartoftheflooris“land”andwhichis“sea”.Ifyouareusingtape,laydownalongpiece.Theareainfrontofthetapeis“sea”andtheareabehinditis“land”.Sinceourcarpetispatchwork,theboyschoseagraysquaretobe“land”andabluesquaretobe“sea.”
Theleader(thatwasme)callsoutoneofthreedirections:Land,SeaorAir.Whenshesays,“Land!”kidsjumpintothelandarea.Whenshesays,“Sea!”kidsjumpintothesea.Whenshesays,“Air!”kidsjumpashighintotheairastheycan.
Playcontinuesuntileveryonecollapsesonthegroundlaughing.
Isurprisedthekidsacoupleoftimeswithrandomcommandslike,“Tornado!”“Earthquake!”,towhichtheyinventedtheirownmovements.
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SanitySaver
Whatsurprisedmewasthatassoonasmyoldersonsawwhatwasgoingoninthelivingroomwithhisbrother,hewantedtojoinin,too.Thenext30minutesendedupbeingexponentiallylesschaoticthantheprevious30minutes,thussubstantiallysavingmysanity.(Note:thispostcontainsaffiliatelinks.)
Disclaimer:parentalsupervisionwhenanactivityinvolvesmagnetsisessential.Magnetsarepotentiallydangerousandextremelyhazardousifswallowed.
Whatyouneed:
Amagnetwand.KidsLOVEmagnetwands.I’mnotkidding,here.Wegetsooooomuchmileageoutofourmagnetwand.WehavethissturdyFlexibleMagneticPick-UpToolandithasbeenfantastic.
Variousmagnetic(ormetalobjects)fromaroundthehouse.Weusedthesemagneticwoodenalphabetletters,aswellasourbelovedMagneticWoodenBlocks.
I’mlistingsomeofthelevelsofourgamebelowtohelpyougettheidea,butyoucanandshoulddowhateverworksbestforyouinthemoment.Considerourlevelsandmagnetgameobjectivesasinspiration.
Howweplayed:
Note:alloftheseobjectiveshadtobeaccomplishedwithouttouchingthefloor.So,theboysstoodorwalkedonthepillows.
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Level1:Pickupallthemagnetswithyourwandandputtheminthebucket.
Level2.Pickupmagnetswitheachfootonadifferentpillow.
Level3.Pickupallthemagnets,twoatatime.
Level4.Pickupallthemagnets,3atatime.
Level5.Iputallthenumbermagnetsinacenterbucket.Foreachturn,theplayerpickedanumberwithhismagnetwand,thenhehadtopickupallthemagnetsthatnumberatatime.Forexample,ifhechoosean8,hehadtogather8lettersand/orblocksatatime.
Level6.Youmustpickupallthemagnets,standingoneachpillowatleastonce.
Level7.Youmustpickuponlysquareblocksandbuildastructurewithouttouchingtheblockswithyourhands.(Wedidseveralvariationsofthisidea.Suchas:pickupallthesquareblocks,pickuponlylongskinnyblocks,etc.)
Tobehonest,Iknowwedidmorethanjusttheselevels,butIcan’tremembertheexactrulesofeachlevel.Wejustmadeitupaswewentalongandthatwasthefunofit.
Weonlyhaveonemagnetwandandsomy10yearoldfashionedhisown.However,hewasclearlyjealousofhisbrother’ssuperiorequipment!Areyourkidsupforthechallengeofanindoormagnetgame?Getouryourmagnetwandandgiveitago.
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Onesanitysavingideaisnotenough.Visitmygiganticlistofindooractivitiesforkidsandsignuptogetmoreboredombustersdeliveredstraighttoyourinbox.
PaperAirplaneLandingStrips
It’skindofamazinghowthenormallysquabblingbrothershavebeencooperating,organizingflyingexperimentsandscientificcomparisons,andmostimpressivetome,theyhavebeengettingcreativewithlandingstrips.(Note:thispostcontainsaffiliatelinks.)
IlastwroteaboutpaperairplaneswhenIdescribeswhataperfectplaydateactivityitwasformyoldersonandourdownstairsneighbor.ThispastsnowdaythetwoofthemmadeafewmorefromthefantasticKlutzBookofPaperAirplanes,whichhassuperiorinstructionsandtrouble-shootingadvice,BUTwhathasreallygottenmytwosonstohavebrotherlybondingtimehasbeenourPaperAirplaneFold-a-Day2015Day-to-DayCalendar!!
Everymorningwefoldtheairplaneoftheday(wearegoingtohavequitethecollectionbytheendoftheyear)andgiveitatestdrivebeforeleavingforschool.Then,almosteveryeveningabigchunkoftimeisspentflyingthenewplaneagainstthepreviousones.
Ifyourkidsarepaperairplanenerdslikemine,encouragethemtomakealandingstrip.
Hereistheirbutcherpaperlandingstrip.Ifyoudon’thaveabigrollofpaper,youneedtogetone!Itcomesinhandyforsomanyactivities!Myoldersonwantedtoputpointvaluesinthecircles,butIhavebannedallcompetitivegamesforthetimebeingbecause“friendlybrotherlycompetition”alwaysendsinscreaming.
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Blocks.(KiddousedourTwigblocks)GatherupyourblocksorLEGObricksanddesignafancylandingstripforyourpaperairplanegames.Ibelievethestackofblocksismeanttobeanairportcontroltower!
Usetapedirectlyonthefloor.I’veneverhadtroubleremovingpainter’stape,butIdon’trecommendusingregularmaskingtape.
Nodoubtyourownkidscancomeupwiththeirownuniqueversion!Doyourkidslovepaperairplanes?
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Thingsyoucandowitharectangleoftapeonthefloor:
Jumpoverit.
Jumpinit.
Jumparoundit.(Hi,downstairsneighbors!)
Seehowmanytimesyoucanbounceaballinit.
Racecarsaroundit.
Racecarsthroughit.
Useitasastartorfinishline
Ballbouncingwasdefinitelythefavoritechallenge.Usepingpongballsbecausetheyarelightweight,havegreatbouncepotentialandareunlikelytobreakanythingwhentheinevitablehappens.
Whatdoyouthinkyourkidswoulddowitharectangleoftapeonthefloor?
P.S.Ihighlyrecommendusinglow-tackpainter’stape(testbeforeuse,butI’veneverhasaproblem.)
FormoreEASYideas,checkoutourgiantlistofindooractivitiesforkids,orthesetriedandtrueideaswhichsiblingscandotogether
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BALLOONTENNISGROSSMOTORPLAYACTIVITYApril8,2015bylittlebins9Comments
Areyoustuckinside?Toorainy,toohot,toosnowy?Kidsstillneedtogetthewigglesoutandastuckindoorsdaycanmeanatonofunusedenergy.Ifyourkidsseemliketheyareclimbingthewalls,thentrythiseasyandcheapballoontennisgame.IalwaysmakesureIhaveballoonsonhandforindoorgrossmotorplay.
EASYINDOORBALLOONTENNISGAME!
Thisballoontennisgamecouldn’tbeanysimpler,butitisloadsoffun.Justtakealookatmysoninthephotosbelow.Makesuretopickaupafewextraflyswatters.Everyone,adultsincluded,willwanttogetinonthefun.
Ourtennisballoongameisanawesomeenergybusteronanindoorday.WehavemoresimpleindoorgrossmotorgamestooplusaDIYairhockeyindoorgame.
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BALLOONTENNISGAMESUPPLIES
Balloons
FlySwatters
Findyoursuppliesatthedollarstoreorgrocerystore.Pickupafewflyswattersandabagofballoonsforyournextballoongame.That’sallyouneedtokeepeveryonebusyonarainyorcoldday.
Ifyouarestuckinside,balloonplayisthewaytogo.Thisgamewillgeteveryonemovingandchasingballoonsaroundthehouse.It’ssuperimportantforkidstogetenergyout.Ifyouhavearollofpainterstape,trythisfunlinejumpinggametoo.
THISBALLOONTENNISGAMEREALLYKEPTTHISGUYBUSYANDBURNEDALOTOFENERGYTOO!
Thisballoontennisgameisakeeperforus.Mysonhashighenergyandbeingstuckinsidealldayisnofununlesshecangetsomeenergyout.Ilovesimple,inexpensivegamesthatareeasytosetup.
DinosaurGrossMotorMovementGameKids
ThismonthontheBookClubPlayDateseries,wereadandplayedthebookDinosaurumpusbyTonyMitton.Ourdinosaurmovementgameinspiredtonsofgigglesandwigglesaswemovedourwaythroughthisbookwithagrossmotoractivity!
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14K+
DinosaurGrossMotorMovementGameforKids
We'veincludedaffiliatelinksinthispostforthebookanditemsyou'llneedtocreatetheDIYDinosaurgame.Haveyoureadthebook,Dinosaurumpus!?Thisisabookthatissuretogetthekidsmovingwithit'sloudandactiverhymesasthedinosaursdanceanirresistibleromp.Mykidscouldn'thelpbutmoveandgrooveasIreadthemthestory.Wehadtomakeamovementgrossmotorgametogoalongwiththebook!
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Makethisgameeasilyusingourfreeprintableforthegameboard.Welistedoutthedinosaursinthebookandtheactionstheydid.ThesewentontoagamespinnerthatImadeoncardstock.Weuseddinosaurfiguresforpartofourmovementgame.Theseonesareagreatdeal!
Toplaythedinosaurmovementgame:Firstprintoutthefreeprintable.You'llalsowantthegamerulesforeasyplayandthespinnerpiece.Makeyourgameboardandensurethearrowspinsusingabrassfastener.PrintyourprintableoncardstockORyoucanuseregularprinterpaperforthegameboard,butthearrowwon'tspinaswell.Youmaywanttoprintthegamespinneronpaperandthengluetocardboardformoresturdinessduring(active)play.Oneplayerhidesthedinosaurfiguresaroundtheroomoroutdoorplayarea.Thefirstplayerspinsthearrowandreadstheaction.Heorshethenracesofftofindoneofthehiddendinosaurs.Whenshefindsadinosaur,sheracesbackandperformstheaction.Therewillbeshakes,stomps,jumps,andTONSofgiggleswiththisgrossmotoractivity!Welovedthisgameactivityforit'sgrossmotoraction.Itwouldbeagreatactivityforrainydayfunorindoorplaywhenthekidsneedtogetthewigglesout.Racingoffandrememberingtheactiontheymustperformrequiresachildtorecallauditoryandvisualinformationnecessaryforsomanyfunctionalskills.GETTHEfreeprintableandthegamerules/spinnerbyclickingthelinks.
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Wehidthedinosaursinallsortsoffunspacesinthehouse.
Thedinosaursinthebook,Dinosaurumpus!movealot!Getreadyforstomping,shaking,diving,dancing,running,jumping,twisting,andspinning!
Wanttogetyourkidstopracticemath,handwriting,soundingoutwords,sleuthingandhavefunallatthesametime?Thissecretcodeactivityisforyou.I’vebeenwantingtodosecretcodeswiththekidsforawhile,andsinceitfitthebillofthisweek’sSTEAMPOWERthemeof“compute,”thetimingwasright.
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Isetupoursecretcodeactivityaroundsuperheroes,butyoucancertainlyswitchthingsuptosuityourchild’sinterest.Or,betteryet,youcansimplyintroducetheideaofsecretcodesandletthemdoallthecreativework.(Mypersonalfavorite.)
Thefirstorderofbusinesswastocreateasimpledecoderforthekidstouse.AsIsaid,it’sgoodtoletyourkidsmaketheirown,butsinceIwassettingthisupforamuchneededafterschooldistraction,Ipreppedtheactivityaheadoftime.(Neverfear,myfellowlazyparents,ittookmuchlesstimethanIthought.)IknewIwantedtoincludeamathcomponentformycomputing-lovingkids,andIhadhighhopesthatacrackthecodeactivitywouldbeafunhandwritingactivityformyyoungest.(Note:thispostcontainsaffiliatelinks.)
HOWTOMAKETHESECRETCODEGENERATOR
Thissecretcodeformulaisabasiconeyouwillnodoubtrecognizefromyourownchildhood.IgottheideatouseasliderfromtheTopSecret:AHandbookofCodes,CiphersandSecretWriting,abookmysonhasbeenenjoying.Ithasallsortsofgoodiesinitforyourspy-in-training.
Youcanprobablyfigureithowtomakeitbylookingatthephoto,youaresoclever.Thekeyistomakethestriplongerthanthecoloredpaperandtocutslitsthatareslightlylargerthanthestrip,soitglidessmoothly.
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Writethealphabetonthecoloredpaper.Iputanalphabetononesideofthestripandanumberlineontheother,withextralettersandnumbersoneachend,asshown.
HOWTOUSETHESECRETCODEGENERATOR
Iprobablydon’thavetoexplainhowtocreatethecodestoyouclever,cleverpeople.Thereareseveralwaystokeepthingsinteresting.
Simplecode:
LineupthealphabettothenumberssothatA=1,Z=26,etc.Thiswillhelpkidspracticeonetoonecorrespondence.Inotherwords,CATwouldbewritten3-1-20.
Eversoslightlymorechallengingcode:
Liningupthealphabettoalphabetoralphabettonumberline,theslidercanbemovedbackandforth.Anewcodemightbe“numberline+1”sothatA=2andsoforth.So,CATwouldbe4-2-21.“Alphabet+1”wouldbeA=B,soCATiswrittenDBU.Youcanseehowyourkidscanusethisformulatocomeupwithdifferentcodes.
Decodingactivityformathematicians:
FormyyoungestsonIkeptthecodesatthe“eversoslightlymorechallenging”level,butformyolderkids,afunwaytohavethempracticetheir“powerfacts”(astheyarecalledatourschool)
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istoaddacomputingleveltothedecodingprocess.Soforexample,usingtheA=1code,IwouldwritetheclueforCATas1×31×14×5.Youcan,ofcoursemaketheseequationssimpleorcomplextosuityourchild’sskill.Andperhaps,yourchildwillevenwritesomethingincodeforyoutocrack!
SECRETCODEHUNTACTIVITY
Imadeseveralmessagesforthekidstodecode,butthenIhitupontheideaofascavengerhuntwithsuperheroes.
Icreatedcodedmessagesforthekids:“FindBatman”and“RescueGreenLantern”andwroteaseriesofclues,whichIthenhidaroundtheapartment.Theboysdecodedeachclue,whichledthemtoanothercodedclue,andsoonuntiltheyfoundtheiractionfigures.
Iwasreallysurprisedathowmuchtheyadoredthisactivity!Myyoungestdidnotevenaskmetodothewritingforhim,whichwascompletelyandtotallyawesome.Healsoworkedhardtosoundoutwords(somethinghehates).Infact,theybeggedmetocreateanewoneforthenextafternoon.(WhichIdid,thankyouverymuch.)
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Sothereyouhaveit.Asupersuccessfulactivitythatcombinesmath,handwriting,abitoffunandperhapsasuperheroortwo.Mynextchallengeistogettheboystocreatecodedscavengerhuntsforeachother.Weshallsee…..
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ArainyafternoonmeantweneededafunindoorprojectsoIsetupthisspellinggameandliteracyactivityforKiddoatthetable.
LITERACYANDSPELLINGGAME
Mysonlovestospell(atThanksgivingdinnerIcrackedupwhenheclarifiedamisunderstanding,“NoGrandma,food,F-O-O-D!”).Heeventakesoverthelivingroomwithhisspelling!IcreatedthisseekandfindwordgameIliketocall“Sift‘n’Spell.”Itcaneasilybealteredaccordingtoyourchild’sskilllevel(seetipsattheend).
Whatyouneed:
• Smallbucket.Ashallow,rectangularplasticfoodcontainerisperfect.• Letters.Wehavethesesmallplasticletters,butyoucanmakeyourownbywritingletterson
smallpiecesofcardboard,oruselettermagnets.• SlottedSpoon• Toysorothersmallobjects.• Rice.
FirstIsetoutathebucketofricewithsmalllettershiddeninside.(IalwaysusesomethingthatIhavefailedtocookbeforetheexpirationdate,failedhousewifethatIam.Ifyoudon’twantto
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usefood,trycleansandboxsandfromthehardwarestore.)Ilinedupafewtoyswith3-4letternames,suchas“cat”,“bell”,“fish”andsoforth.Youwanttomakesurethatthehiddenletterswillindeedspellthenamesoftheobjects!
IhappenedtohavesomelittlecoloredplasticlettersIgotalongtimeagoatthecraftstore,butnoneedtobuyanything,youcouldwritethelettersonsmallpiecesofheavypaperorcardboardtohideintherice.
Usingaslottedspoon,hesiftedthericetofindtheletters.
Hespelledallthewordswithoutanyhelpfromme!
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Helovedthissomuchthatwhenhewasdonehepushedthelettersbackinthericeandrepeatedtheactivity.
Youcaneasilyadjustthisaccordingtochild’sskilllevel:
• Forbeginningreaderswriteoutthewordssotheycanmatcheachletter,placingthemontopofthewrittenword.
• Forkidsjustlearningthealphabet,matchletterstoawrittenalphabet.Orworkjustontheinitialletterandsoundofeachword.
• Ifsortinglettersintomultiplewordsistoochallenging,hidetheletterstoonewordsatatime.
• Ifyourchildcan’tfigureoutwhereheshouldaddhisletter,soundoutthewordswithhim.• Onceallthelettershavebeenfoundandthewordsspelled,besuretoreviewthewords.
MORE:Literacyactivitiesathomedon’thavetobecomplicated.Seeallmyfavoritewaysfor(Almost)EffortlessLiteracyIdeasforKids.
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LARGE+SMALLMOTORSKILLSACTIVITY:GIANTDOT-TO-DOT!
Afunfineandgrossmotorskillsactivityisagiantdot-to-dot.YoumayrememberNewKidworkingonhistoddlerdot-to-dotafewyearsback,andnowhelikestogetdownwithhismarkeronthefloor.Ilovethewayagiantfloorconnect-the-dotsactivitygetshimexercisingbothhissmallandlargemotormusclestogether.
Youdon’tneedtoarrangethedotstorevealapicturewhenconnected.Isimplydrewlargedotsandnumbersinarandompatternonalargepieceofbutcherpaper.Forthisparticularpuzzle,Iusedseveralcolors,soitwaseasierforhimtolocatesequentialnumbers:1-5wereblue,6-10weregreenandsoforth.Heenjoyedthisactivitysomuchhewantedtodoitagain,butIdidn’tevenneedtomakeanewone,hesimplychoseadifferentcoloredpen.
Seehowheneedstostretch,reachandmove!NewKid’soccupationaltherapistinformedmethatworkinglargegroupsofmusclesisimportantfordevelopingthesmallmotorskills,thatIshouldnotlimitourtherapyexercisestojustfinemotorskillpractice.Plus,Ilovethatthegiantdot-to-dotsneaksinabitofcountingpractice,too!
Math+finemotor+grossmotor=aGiantDot-to-dot!
**Haveyourkids“brainstorm”whatthedesignmostremindsthemof**
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Four Square Hulu Hoop Set Up: Utilize four hulu hoops per game (a different color for each level is good) - set up the four hoops in a four square pattern on the gym floor or outdoor grass field. A small dodgeball or similar size and type of ball works well. The game: the game is played like a traditional four square game with the exception the players are in a plank position behind each hulu hoop. A very good resource for the basic rules of 4-Square are available at: http://www.squarefour.org/rules Academic Integration: Typically none but math could be integrated with the scoring systems or science/physics could be integrated with understanding game strategies, ball placement, etc….
Hula Hoop Tinikling This activity is a fun and challenging variation of traditional Tinikling for the learning of rhythms, teamwork, and physical activity. Set Up: Students are typically placed in groups of 3 or 4 with two hula hoops per group and each group is spread out amongst the activity area. Two students are the tappers with the hulu hoops and one or two students are the jumpers. The Game: Tinikling is a traditional Philippine form of dancing utilizing bamboo poles. For this version, we utilize two hulu hoops as a replacement for the two bamboo poles. The rhythm created by moving the hulu hoops together and apart. The hoops are overlapping for count 1. The hoops are pulled apart for counts 2 and 3. The hoops are moved back to overlapping for the count of 4. During count 1 the jumper jumps with both feet inside the overlapping hulu hoops, during counts 2 and 3 the jump is jumping with one foot in each hulu hoop, during count 4 the jumper jumps with both feet inside the overlapping hoops. To make the activity more difficult, change to 4 hulu hoops with four tappers and one or two jumpers. Academic Integration: Typically none. Jumpers could spell spelling words or work math problems in rhythm with their jumping. The tappers could sing the rhythm with various languages.
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Hula Hut Tower Set Up: Multiple sets of 6 of the same sized hoops. Creating a individual hut requires 6 similar sized hoops. Before the activity begins, you should demonstrate how to build the hula hut to your students. Place one hula hoop flat on the ground – this will be the hut’s foundation. Next, stand two hula hoops up on the inside of the foundation, but on opposite sides. Lean the tops of the hoops at 45 degree angles until they touch. Next, do the same with two more hula hoops (stand them up on the inside of the foundation) but from opposite sides of the first two hoops. Then, lean the tops of these two hoops together at a 45 degree angle over the tops of the first two. Next you will place the last hula hoop (the roof) over the others (the walls) to hold them in place.
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