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There is “fundamental motor patterns” that children need to develop. Movement exploration helps children develop proper hand-eye coordination, sequencing, imagination, memory, closure, spatial awareness, builds finger and hand strength, total body strength, coordination and balance. Movement exploration helps the child become aware of the joy of physical movement and the feelings that it brings to their bodies. By implementing movement exploration in the classroom teachers will be able to observe any motor deficits in children. Movement exploration with whole body Activity 1: Body Objects Objective/Purpose of Activity: Students will understand how they can use their bodies in different ways to represent different objects. They will demonstrate their abilities to work in cooperative groups to achieve a common goal Procedure: Teacher will arrange students into groups of three. The teacher will then explain that the students need to work together in order to use their bodies to represent and object (i.e. table). The teacher will then show the group a picture of an object and the students will be given three minutes in order to create the object using only their bodies. Classmates will then be asked to identify the object that is created by the group. Materials: Pictures of objects. These pictures should be of objects that are familiar to the students such as tables, chairs, and beds, etc. Evaluation: GoodSatisfactoryNeeds ImprovementThey were able to use their bodies to make the object described.They were able to use their bodies to somewhat simulate object described.They were unable to use their bodies to create the object describe.They worked cooperativelyThey had some difficulty working cooperatively.They were unable to work cooperatively in their group.They followed directionsThey followed directions.They were unable to follow directions.They were able to identify objects made by other groups.They made attempts at identifying objects made by other groups.They did not attempt to identify objects made by other groups. Laurinda Anderson Movement exploration with whole body Activity 2: Let’s make body shapes Objective/Purpose of Activity: The students will demonstrate how to use their bodies to make different shapes. They will think up their own unique shape and they will work in cooperative groups to achieve a common goal. Procedure: Students will be separated into groups of two. One student will be given a card with a shape on it. When the teacher says go, the student with the card will try to make the shape out of their body. The other student will then try and guess what the shape is. When they have guessed the shape, they will get another shape card from the teacher and the students will switch roles. Materials: Cards with shapes on them. Evaluation: GoodSatisfactoryNeeds ImprovementThey were able to use their bodies to make the shape described.They were able to use their bodies to somewhat simulate the shape described.They were unable to use their bodies to create the shape describe.They worked cooperativelyThey had some difficulty working cooperatively.They were unable to work cooperatively in their group.They followed directionsThey followed directions.They were unable to follow directions.They were able to identify shapes made by their partner.They made attempts at identifying shapes made by their partner.They did not attempt to identify shapes made by their partner. Laurinda Anderson Movement exploration with whole body Activity 3: Body spots Objective/Purpose of Activity: Students will be able to identify body parts. They will also use listening skills to follow directions. They will be able to count to five. Procedure: Teacher will place 8-inch diameter circles around the room. The teacher will then explain to the students that a body part will be called out and when the music starts the students will need to touch that body part on 5 circles before the music stops. Materials: 25, 8-inch diameter circles. Music that can be started and stopped. Evaluation: GoodSatisfactoryNeeds ImprovementThey were able to identify the body part that was called out.They were able to identify most of the body parts that were called out.They were unable to identify most of the body parts that were called out.They followed directionsThey were able to follow directions.They were unable to follow directionsThey were able to touch the desired body part on the circle.They were able to touch most of their body parts on the circles.They were unable to touch most of their body parts on the circles.They were able to consistently count five circles.They missed counting five circles a few times.They were consistently unable to count five circles. Laurinda Anderson Movement exploration with whole body Activity 4: Tooty Ta Objective/Purpose of Activity: This activity will help students follow directions and practice coordination. The students will also be able to use the letter of the day in the song. Procedure: Students will stand in large circle. The teacher will talk about the letter for the day and what sound it makes. The letter will then be used in the Tooty Ta song. The students will follow the directions given in the song. Materials: “Tooty Ta” by Dr. Jean & Friends. Evaluation: Good SatisfactoryNeeds ImprovementThey were able to follow the directions in the song.They were able to follow most of the directions in the song.They did not follow any of the directions in the song.They participated during the whole song.They participated during most of the song.They did not participate during the song.They were able to use the letter of the day in the song.They were able to use the letter of the day in the song.They were unable to use the letter of the day in the song.Reference: Dr. Jean & Friends Copyright 1998 by Jean Feldman. Manufactured by Progressive Music. Tampa Florida. Laurinda Anderson Movement exploration with whole body Activity 5: Clothes on the line Objective/Purpose of Activity: To have students creatively move using a variety of nonlocomotor and locomotor movements. To have students use their listening skills and follow directions. Procedure: Introduce the activity to the students by asking them about the different ways you can do laundry. Discuss ways such as using a washing machine, washing board, river rocks, hanging clothes on a line, etc. Have students practice these different types of washing. Encourage them to really use their bodies in different ways. Then place students in staggered lines. Tell them this is their clothesline and they get to be the clothes hung on the line. First start with being wet clothes that are ready to hang. Have them ‘wring’ themselves out, twoisting and bending their bodies, and reach both hands up to simulate being ‘hung’ out to dry. Then tell them that it is a bright sunny day and they need to stretch tall to the sun. Then a soft wind begins to blow—what would they do if they were clothes on the line? (students wave and sway.) The wind grow stronger, and they wave and wiggle more violently as the ‘wind’ gets stronger and stronger. Then it can begin to ‘rain’. They can shake and twist and bounce in the rain. Encourage them to be creative and individual. Then the sun shines once more and they stretch to the sun. But look—here comes the neighbor’s dog. He’s trying to pull you off the line (stretch and shake a leg or arm that would be in the dog’s mouth). The he succeeds- you are pulled free. Children dance and leap and twirl around simulating being pulled by the dog. Then the dog lets go and the wind picks them up and they begin to fly and float smoothly around. Then the wind stops and you float slowly to the floor. The end. Materials: None. Just the students. Evaluation: Good SatisfactoryNeeds ImprovementThey were able to follow the directions in the story.They were able to follow most of the directions in the story.They did not follow any of the directions in the story.They participated during the whole story.They participated during most of the story.They did not participate during the story.They concentrated on making the movements.The just made the motions of the movements but did not really concentrate.They did not try to make the motions described in the story. Laurinda Anderson Movement exploration with whole body Activity 6: Fun with balloons Objective/Purpose of Activity: This reinforces the student’s concept of laterality (left and right sides of the body) as well as overall body awareness (parts of the body.) Procedure: Review with the students which hand is their “left” and “right”. It may be very helpful to show students how your right is their left when you are facing them, because it is like looking in a mirror. (this will help them when they perform the “Hokey Pokey”.) Explain to the students that they will be using different body parts to strike the balloon with. After students get a balloon and are in a self-space, call out challenges such as: *Show me how you strike the balloon with your left hand. *Show me how you can strike the balloon with you right foot. *Let’s see who can strike the balloon upward with their head. *Can anyone strike the balloon with their behind? *Strike the balloon with your right elbow. *Strike the balloon with your left shoulder. Once all the areas of the body have been called out, have the students put away their balloons and make a circle and then dance the “Hokey Pokey” Materials: Balloons for every student. Music of the “Hokey Pokey” Evaluation: Good SatisfactoryNeeds ImprovementThey were able to follow the directions.They were able to follow most of the directions.They did not follow any of the directions. They participated during the activity and the dance.They participated during most of the activity and dance.They did not participate during the activity or the dance.They used the correct body part on the balloonThey used the correct body part on the balloon most of the time.They did not use the correct body part on the balloon at all.Reference: Roy Acuff's publishing company bought the rights to The Hokey Pokey. Copyright 1950, Acuff-Rose Music Inc. This song can be found on a variety of children’s cd’s. Laurinda Anderson Movement exploration with whole body Activity 7: Body toss Objective/Purpose of Activity: This activity will help the student practice the skill of underhand throwing, develop listening skills and reinforce identification of body parts. Procedure: The teacher will first review the movements of underhand throwing. The students will then be grouped into pairs. Each set of partners moves into their own space and one partner will lie down on a piece of butcher paper and the other partner will trace around their partner’s body. (If outside, partners can use chalk to trace on the blacktop.) When all partners are traced, the class can begin to play “body toss”. Students stand a comfortable distance away from their body tracing (about 8-10 feet or more away). The teacher will call out a body part (e.g. head, arm, leg, knee, foot, etc.), and the students attempt to underhand throw the beanbag onto the body part called out (if they aren’t sure of where the body part is, a neighbor can help them). Students can continue to toss at the same part until the teacher calls out the next body part. Materials: Butcher paper, chalk, beanbags Evaluation: Good SatisfactoryNeeds ImprovementThey were able to follow the directions.They were able to follow most of the directions.They did not follow any of the directions. They were able to identify the body part that was called out.They were able to identify most of the body parts that were called out.They were not able to identify any of the body parts that were called out.They were able to throw underhand.They were able to throw underhand most of the time.They were not able to throw underhand at all. Laurinda Anderson Movement exploration with whole body Activity 8: The bunny trail Objective/Purpose of Activity: This activity helps students to practice walking, skipping, jumping, hopping, etc., while carrying an object. Procedure: Start students out on an “island”. This can be a mat, carpet, or taped off area. Each child receives a plastic egg and is told that the Easter Bunny need help delivering them to the island across the gym, also made from a mat, carpet, or taped off area. Tell the children that they must follow the Bunny Trail to deliver the egg and if they drop their egg, they must start over. The Bunny Trail is an obstacle course that may contain as many or as few stations as you feel you students can handle. You may want to include some of the following: hopping through a line of hoops, jumping over a river made from taped lines, walking across a balance beam, and/or following different shaped pathways made from cutout footprints taped to the floor. Ask the students to perform certain parts of the course while skipping, crawling, tip-toeing, and/or going backwards. The path should end at the island at the other end of the gym where the egg is put in the basket. Materials: Plastic eggs, cutouts of footprints, hoops, tape, balance beam, basket Evaluation: Good SatisfactoryNeeds ImprovementThey were able to follow the directions.They were able to follow most of the directions.They did not follow any of the directions. They were able to complete all of the activities in the obstacle course.They were able to complete most of the activities in the obstacle course.They were not able to complete any of the activities in the obstacle course.They did not drop their egg.They dropped their egg once.They dropped their egg many times. Laurinda Anderson Movement exploration with whole body Activity 9: Jump the river Objective/Purpose of Activity: This activity gives students the opportunity to practice the skills of jumping and landing while emphasizing swinging the arms when jumping, and landing in a balanced position without falling. Procedure: Scatter jump ropes or hoops throughout the space so they lay flat on the floor. Explain to the students that they are taking a walk in the woods and may need to cross a stream or river. Ask students to walk throughout the space and when they come to a river (rope, hoop, or tape line on the floor) they need to jump over the river with out getting their feet wet. Teacher should initially ask students to takeoff on tow feet and to swing their arms forward when they jump. When landing, students should land on two feet spreading their feet about shoulder width apart so they have a wide base of support when they land. After landing, the students should proceed to and jump over the next river. Materials: Jump ropes, tape, hoops Evaluation: Good SatisfactoryNeeds ImprovementThey were able to follow the directions.They were able to follow most of the directions.They did not follow any of the directions. They were able to jump over object .They were able to jump over most of the objects.They were not able to jump over the objects.They were able to land on two feet without falling over.They were able to land on two feet without falling over most of the time.They were unable to land on two feet and fell all of the time. Laurinda Anderson Movement exploration with whole body Activity 10: Rainbow fish to the rescue Objective/Purpose of Activity: This will help students foster space awareness and cooperation skills. Procedure: The teacher is the fisherperson. The students are “little rainbow fish” and they are divided into four “families” (red fish, blue fish, green fish and yellow fish). The students find their “home” (color spot on the floor). Upon signal from the teacher, the students are invited to swim about. Encourage children to swim far away from each other so that they don’t bump fins. After about a minute, the teacher calls out “STORM” and the children are to swim back to their home so that they can take shelter. The teacher too runs for shelter to stand by the bucket while counting 5,4,3,2,1. By “1”, all the fish have to be on their home spots otherwise the storm will throw them onto land. (fish cannot live on land-this is done to avoid having children “hovering” around the teacher as they would like to be caught). When the storm is over, the teacher invites the students to “swim” again. This time however, when the teacher calls out “STORM”, the teacher will attempt to catch/tag a “fish”. The teacher then takes the “fish” to the bucket, while counting 5,4,3,2,1. The fish all go back home. The teacher asks the “tagged little fish what color it is. The fish replies with their color and the teacher asks “So which family can save you?” Then the teacher says “But little ______ fish, you are too small of a fish to make my fish-pie so I need to leave you here in my bucket and go catch some more fish.” The teacher invites the students to swim again and the fish of the same color home, try and swim over and save the fish that has been caught. When the teacher calls out “STORM” she will return to her bucket and find that it is empty. She will need to catch more fish, so she will invite the fish to swim again. The game is over when all of the color families have had the opportunity to save one of their family members. Materials: Four large colored spots, bucket Evaluation: Good SatisfactoryNeeds ImprovementThey were able to follow the directions.They were able to follow most of the directions.They did not follow any of the directions. They were able to work cooperatively with their group.They were able to work cooperatively with their group most of the time.They did not work cooperatively with their group.They were able to demonstrate movement appropriate of a fish.They were able to demonstrate movement appropriate of a fish most of the time.They were unable to demonstrate movement appropriate of a fish.Laurinda Anderson Movement exploration with props Activity 1: Measuring jumps Objective/Purpose of Activity: Students will jump forward, jumping with two feet and landing on two feet. Students will be exposed to the idea ‘length’ and measuring units. Students will measure the length of each jump. Jump lengths will be recorded. Procedure: A piece of masking tape will be put on the ground marking the starting line. Children and adults will jump from the starting line with feet together and landing with feet together. Another piece of tape will be put at the top of the feet where the child/adult landed. After each jump a yardstick or meterstick will measure how far the child/adult jumped. The data will be recorded on a white board or big piece of paper. (To take the lesson further you could take the data and organize it. Math concepts like addition, subtraction, and seriating can be explored.) Materials: yadstick or meterstick masking tape large piece of paper marker Evaluation: GoodSatisfactoryNeeds ImprovementJumps forward with both feet and lands with both feetJumps forward with one foot and brings the other foot forward (more of a gallop)Does not jumpUses words like long, length, far, and distance. Uses inches/centimeters when describing lengthUses numbers in describing the jumps and words shorter and longer. Does not use numbers, units, or descriptive language to talk about jump length. Accurately measures and writes the corresponding dataWith help, can measure and write the dataDoes not measure or write dataExhibits excitement, cooperation, team work, and is involvedParticipates in activityDoes not participate in activity Aurelie Iroz Movement exploration with props Activity 2: Feet recording in ink Objective/Purpose of Activity: Students will explore what different movement looks like when recorded in ink by feet. Students will create different movements (and subsequent ink patterns). Students will describe and compare movements and ink patterns. Procedure: Large portions of ground will be covered with paper. Students will stamp bare feet in ink and explore what different movements look like on paper. Teachers should prepare to encourage different movements. For example: one student may walk, jump, skip, gallop, slide, run, and hop on one foot. Wet wipes will be available to wipe feet of all ink. Students will be encouraged to compare different movements, teach movements, and explain ink patterns. Materials: large piece of paper ink pad wet-one wipe Evaluation: GoodSatisfactoryNeeds ImprovementThinks of new movements. CreativeTries many different movement suggestions.Does not move or only walks.Teaches movements, uses descriptive words, and explains why ink patterns differRecognizes that different movements make different ink patterns Does not use descriptive language or recognize different patterns or movementsExhibits excitement, cooperation, team work, expressive language, and involvementParticipates in activityDoes not participate in activity Aurelie Iroz Movement exploration with props Activity 3: Magic Penny Objective/Purpose of Activity: Students will use fine motor skills to transfer a penny from one person to the next. Students will sing the magic penny song as a group. Students will encourage and communicate with each other to transfer the penny. Procedure: Students and adults will get together in a circle and hold pinkies. Everybody in the circle will sing the song (words below). One penny will circulate through the participants. The penny will go from one person to the next without breaking the pinky hold; that person will then transfer the penny from one hand to the other and pass the penny to the next person without breaking the pink hold. Repeat song as many times as you like. Song: Chorus: Love is something if you give it away. Give it away, give it away. Love is something if you give it away. You end up having more. It’s just like a magic penny. Hold it tight and you won’t have any. Lend it, spend it and you’ll have so many They’ll roll all over the floor. Chorus: Love is something if you give it away. Give it away, give it away. Love it something if you give it away. You end up having more. So let’s go dancing till the break of day And if there’s a piper, we can pay For loves something if you give it away You end up having more Materials: penny Evaluation: GoodSatisfactoryNeeds ImprovementTransfers penny without dropping or breaking pinky holdTransfers penny but drops it or breaks finger holdFrustrated, does not transfer pennySings chorus and song versesSings chorus Does not sing Uses non verbal signals to communicate and give encouragement to transfer pennyUses verbal communication to transfer pennyDoes not interact with those transferring pennyExhibits excitement, cooperation, team work, and is involvedParticipates in activityDoes not participate in activity Aurelie Iroz Movement exploration with props Activity 4: Bean Bag Tossing Objective/Purpose of Activity: Students will use eye/hand coordination, motor skills, and timing to toss and catch bean bag (with many variations) Students will create different movements Procedure: Each child will be given a bean bag and spread out leaving each child with adequate space. The teacher will make increasingly difficult suggestions that allow children to work at their own level. Children will be encouraged to think of their own ideas. Example Guiding Questions: Can you throw the bean bag in the air and catch it? How high can you throw the bean bag in the air and still catch it? Can you throw it in the air, clap your hands, and catch the bean bag? Who can throw it in the air, touch the ground, and catch the bean bag? Can you turn one more time than you did before? What else can you do between the time you throw the bean bag in the air and catch it? Materials: Bean bag for each child Evaluation: GoodSatisfactoryNeeds ImprovementThinks of new movements. CreativeTries many different movement suggestions.Does not try different suggestions.Exhibits excitement, cooperation, encouraging to other students, expressive language, and involvementParticipates in activity but does not make suggestions, innovations or encourage othersDoes not participate in activity. Exhibits frustration Aurelie Iroz Movement exploration with props Activity 5: Hoops Objective/Purpose of Activity: Students will use gross motor skills. Students will work together. Students will use math concepts, spatial concepts, and descriptive language to follow instructions. Procedure: Different colored hoops will be placed on the ground with space in between. The teacher will give instructions and the children will follow those instructions (after the teacher models, students may take turns being the instructor). The instructions will use descriptive and math concepts. A drum, bell, or other noise might be helpful in signaling upcoming instructions. Be creative with the instructions and the movements. Example instructions: Run around with out stepping inside of any hoops. Skip around with out stepping inside any hoops. Jump inside of a red hoop. Find a hoop with three friends. Sit inside of a green hoop. Two friends go inside only yellow or green hoops. Find any color hoop except green or yellow. Put one foot inside a hoop. Put one foot, one hand and your head in a yellow hoop. Materials: different colored hoops drum (or other signaling device) Evaluation: GoodSatisfactoryNeeds ImprovementJumps forward with both feet and lands with both feetJumps forward with one foot and brings the other foot forward (more of a gallop)Does not jumpUses words like long, length, far, and distance. Uses inches/centimeters when describing lengthUses numbers in describing the jumps and words shorter and longer. Does not use numbers, units, or descriptive language to talk about jump length. Accurately measures and writes the corresponding dataWith help, can measure and write the dataDoes not measure or write dataExhibits excitement, cooperation, team work, and is involvedParticipates in activityDoes not participate in activity Aurelie Iroz Movement exploration with props Activity 6: Scarves Objective/Purpose of Activity: Students will utilize scarves in their movement. Students will express themselves and the story through movement. Procedure: In a large area, children will be able to use one or several scarves. The instructor will ask them to show her different emotions, movements, or descriptions. Show happiness, sadness, tiredness, anger, frustration, quick, slow, beautiful, graceful, fear, scared, terrified, crash, thundered, galloping, skipping. Have the students dance to a familiar story. One good story might be, Owl Babies by Martin Waddell. The children can express fear, loneliness, excitement, love, happiness, quietness. Materials: several scarves Owl Babies or another book Evaluation: GoodSatisfactoryNeeds ImprovementMovements differ according to moods of the storyDifferent emotion suggestions signal this student to change movementDoes not move Uses a variety of movementsUses several different movementsMovement is always the sameExhibits excitement, cooperation, team work, expressive language, and involvementParticipates in activityDoes not participate in activity References: Waddell, Martin (1992). Owl babies. Cambridge, MA: Candlewick Press. Aurelie Iroz Movement exploration with props Activity 7: Balance Objective/Purpose of Activity: Students will use motor control to balance the foam block in various positions. Procedure: Each child will be given a foam block and spread out leaving each child with adequate space. The teacher will make increasingly difficult suggestions that allow children to work at their own level. Children will be encouraged to think of their own ideas. Example Guiding Questions: Can you balance the block on the top of both hands? Who can balance the block on the top of one hand? What other body parts can you balance the block on? Can you balance more than one block? Can you stand on one foot and still balance the block on your hands? What other things can you balance? Can you balance the block on your head with your eyes closed? Materials: foam blocks Evaluation: GoodSatisfactoryNeeds ImprovementThinks of new balancing movements. CreativeTries many different balancing movement suggestions.Does not try different suggestions.Exhibits excitement, cooperation, encouraging to other students, expressive language, and involvementParticipates in activity but does not make suggestions, innovations or encourage othersDoes not participate in activity. Exhibits frustration Aurelie Iroz Movement exploration with props Activity 8: Parachute Objective/Purpose of Activity: Students will use team work to coordinate large motor movements Students will follow directions Students will see how their movements affect the parachute and objects (cause/effect) Procedure: As a group, the students spread out along the perimeter of the parachute. The children will follow the directions of the teacher (other children can take the directing role after they have had experience with the parachute). Movements such as walking to the right or walking to the left, lifting arms, lowering arms to ground, moving arms quickly up and down, and other movements will be explored. A ball or balloon can be put on the parachute and coordinated movement can control the ball, throwing it into the air. Materials: parachute ball or balloon Evaluation: GoodSatisfactoryNeeds ImprovementWorks well with the group. Does movements together.Works with the group but sometimes initiates or does own movements.Does not participate with group or does something entirely different.Follows directions and uses appropriate communication to express desires and ideas.Follows most directions but occasionally does things impulsively without communicating with the group. Does not follow directionsUses language that describes the parachute and ball/balloon well. Is able to explain why the parachute/ball does different things.Is able to describe the ball/balloon/parachute action. Does not clearly link these actions to the group movements.Can not describe the actions and does not link the actions and group movement.Exhibits excitement, cooperation, encouraging to other students, expressive language, and involvementParticipates in activity but does not make suggestions, innovations or encourage othersDoes not participate in activity. Exhibits frustration Aurelie Iroz Movement exploration with props Activity 9: Tied together Objective/Purpose of Activity: Students will work together to move around during center time. Students will communicate to decide what activities to do and how to coordinate movement. Students will talk about what qualities are important in group work. Procedure: Pairs of students are tied together with strips of materials (the right hand to the left had or the right leg to the left leg). They are able to participate in center time this way being instructed that they will have to work together. They will coordinate their movements and decide together what activities to do. After center time, the entire group will talk about qualities that are important when you are working as pairs or as groups. Materials: strips of material Evaluation: GoodSatisfactoryNeeds ImprovementPair decides together which center to work at and is able to move adequately in the room and at their chosen activities.Pair needs some outside intervention to decide what center to work at. This pair struggles to work together in their movements.Is unable to come to an agreement and does not move together.Thinks of many qualities: good communication, cheerful, desire, both work hard, give and take Does not come up with qualities but agrees with suggested qualities Does not participate in the group discussion about qualities Accurately measures and writes the corresponding dataWith help, can measure and write the dataDoes not measure or write dataExhibits excitement, cooperation, team work, and is involvedParticipates in activityDoes not participate in activity Aurelie Iroz Movement exploration with props Activity 10: Scoot board Objective/Purpose of Activity: Students will use the scoot board to move around the class. Students will talk about what things are difficult/easy/same/different using a scoot board. Students will develop empathy and understanding. Procedure: This activity can be done using a variety of devices (wheelchair, walker, crutch). The students are scheduled throughout the day to use the scoot board as their single mobilization device to perform the same tasks as they would normally form with out the board. After everybody has had a turn with the board, discussion will take place concerning their experience. (Was it more difficult? What was different?) Materials: scoot board Evaluation: GoodSatisfactoryNeeds ImprovementUtilizes scoot board during all time of scheduled periodUtilizes scoot board but not during the entire periodDoes not utilize scoot boardShares experiences. Has improvement suggestions and role plays a person reliant on the scoot boardShares experiences and relates to improvement suggestions Does not share experience or relate to suggestionsExhibits excitement, cooperation, team work, expressive language, and involvementParticipates in activityDoes not participate in activity Aurelie Iroz Movement exploration using games Activity 1: Duck, Duck, Goose Objective/Purpose of Activity: Students will jump up from a sitting position. Students will be able to chase or catch another student. Engage in play with “rules”. Students will be able to form a circle as a class. Procedure: First the teacher will explain what game they are going to be playing, while explaining the game the teacher will also tell the students the rules of the game (students have to be sitting on their bottoms, students must sit in the pot (middle of the circle) if they are caught, students can’t chose the same person all the time, and they have to run around the circle twice before they sit down). After the teacher has explained all the rules the teacher would have the whole class sit in a circle and the teacher would chose the duck (which would be the student that is tapping other student’s heads first). Then the teachers would allow the students to play by themselves and the teachers can just observe. Materials: Students that are wearing shoes A large area to form a circle Evaluation: ExcellentSatisfactoryNeeds ImprovementJumps up with both feet and using their hands for balance.Uses one knee to assist the student in getting up.Needs to get up on one knee and uses both hands..Student chases another student when chosen and tries to catch the other student. Student chases another student, but starts to give up and starts to walk.Student does not hurry and get up to chase his classmate and just walks to get the other student.Plays by all the rulesPlays by some of the rules.Doesn’t play by the rules.Shows team work and excitement when forming the circle.Participates in activity but isn’t really paying attention.Does not participate in activity Summer Izumigawa Movement exploration with games Activity 2: Red Light, Green Light Objective/Purpose of Activity: Students will use their locomotion skills. Students will have respect for the rules. Students will have to use their listening skills. Procedure: The teacher is first mark the floor with a circle and the students have to stay in that circle. The teacher will let them know that the green sign means go and they have to follow what the teacher says. For example if the teacher says “hop” they must hop until the teacher puts up the red sign and says stop. Whoever is still moving once the teacher has said stop they must sit down and wait for their fellow classmates to finish the game. The teacher can use any locomotion skills that the teacher thinks the class can do. Materials: Large free space area Red piece of paper that is in the shape of an octagon Green piece of paper that is in a shape of an octagon Tape to make a circle on the floor Evaluation: ExcellentSatisfactoryNeeds ImprovementUses the locomotion skill that is being executed. Tries to use the locomotion skill that is being executed.Doesn’t even try the locomotion skill that is being executed. Plays by all the rulesPlays by some of the rules.Doesn’t play by the rules.Follows the commands that are being said by the teacher.Does some of the commands that the teacher is saying.Does not participate in activity Summer Izumigawa Movement exploration with games Activity 3: Color Hop Scotch Objective/Purpose of Activity: Students will use gross motor skills to hop onto a colored square. Students will be able to recognize different colors Students will have to use their listening skills. Procedure: The teacher has to precut circles of different colors big enough for each student to stand on. Once the students are lined up and the teacher explains how this game is played the students will then start to run around and then hop on a colored dot when a color is called. Materials: Color dots cut out of foam or felt Evaluation: ExcellentSatisfactoryNeeds ImprovementIs able to hop onto the right color. Uses legs when hopping.Tries to hop on to the right color.Doesn’t make an attempt to hop.Hops onto the color that is being called.Gets the right color after other classmates are on the right color.On the wrong colors most of the time.Follows the commands that are being said by the teacher.Do some of the commands that the teacher is saying.Does not participate in activity Summer Izumigawa Movement exploration with games Activity 4: Kick Ball Objective/Purpose of Activity: Students will use their motor skills, and timing to kick a rubber ball Students will have respect for the rules. Procedure: The teacher will explain to the class what they are going to be playing. We are playing kick ball and for this game we are going to have to split the class up into two groups. One group will be the kickers and the other will be out in the field and we will be switching. The teacher will be the pitcher for both teams so that is even and it is easier for the child to kick the ball. The students whom aren’t kicking will be cheering for their teammates. The teacher will explain that after they kick the ball they are to run to first base or a certain color spot (which the teacher will show to the class before the game). Then when the ball is kicked they must run to the next colored spot. Materials: Medium Rubber ball Grassy field or a large outdoor area Colored Spots Evaluation: ExcellentSatisfactoryNeeds ImprovementMakes contact with the ball and it stays in bounds. Child also is able to balance on one foot to kick the ball.Makes contact with the ball, but it goes out of bounds. Student may fall while trying to kick the ball.Does not try to kickPlays by all the rulesPlays by some of the rules.Doesn’t play by the rules. Summer Izumigawa Movement exploration with games Activity 5: Octopus Objective/Purpose of Activity: Students will use gross motor skills. Students will work together. Students will have respect for the rules. Procedure: The teacher will set up about a 100-yard space to set up a boundary for the students. After the teacher sets up the boundary the teacher will chose a shark (this person is going to be running around tagging people). The teacher will make the shark on one side and the fishes (other students) on another side. Once the teacher says “fishes swim to safety” the shark can go around tagging the fishes. Once the fishes are tagged they now become seaweed (they put they arms out and try to tag other fishes). Once all the fishes are turned into seaweed then the last fish to be out is the winner. Materials: Whistle Big area for students to run Evaluation: ExcellentSatisfactoryNeeds ImprovementStudent will be able to run past other students. They will be able to dodge others.They will be able to run past the shark without getting tagged the first run through.Student gets tagged the first round.Try’s to tag others to help get their classmates out.Stands there but doesn’t really try to tag others.Stands there with arms crossed or to themselves.Plays by all the rulesPlays by some of the rules.Doesn’t play by the rules. Summer Izumigawa Movement exploration with games Activity 6: Gimmie Gimmie Objective/Purpose of Activity: Students will use hand/eye coordination with group members. Students will use motor skills. Students will use their listening skills. Procedure: The teacher will slip the students into four different groups or the teacher will have at most five students per group. The teacher will have the students sit in a circle with their group members away from other groups but equal distance from her. The teacher will then explain to the class that they are playing gimmie gimmie. The teacher will then pass out a bag of materials in them, the teacher explains to them that when she says “gimmie gimmie a sock” they must find it in the bag and run up and give it to her. But the rules are they must be sitting on their bottoms and they can’t be looking in the bag before the teacher asks for something. Materials: Cloth like bag Odds and ends Evaluation: ExcellentSatisfactoryNeeds ImprovementThe students are able to agree quickly and run up to the teacher.The students take a while to agree on the material and then they walk it up there.One student doesn’t want to participate.The student will run or walk really quickly to the teacher once they have found their object.The student may look a little wobbly when running or walking up to the teacher.The student just walks up to the front and while walking looks a little unstable.Follows the commands that are being said by the teacher.Do some of the commands that the teacher is saying.Does not participate in activity Summer Izumigawa Movement exploration with games Activity 7: Follow the Leader Objective/Purpose of Activity: To enhance body and spatial awareness To strengthen imaginations To practice locomotor and nonlocomotor skills (locomotor movement-transports the body from one place to another, nonlocomotor movement- occurs as the body remains in place) Procedure: Before the teacher begins, the teacher will explain to the students that the teacher is going to lead the class around the classroom as they move in a variety of ways. The teacher must explain that they must try to move just like the teacher. Once the students are set up the teacher can lead the class around the room doing locomotor skills that they know how to do (for example, jogging, hopping, walking and jumping). Also pause every once in a while to do a nonlocomotor skill (for example bending and touching your toes, shaking, and kicking). Also if the teacher feels the class is ready to lead other classmates then the teacher can chose a leader. Materials: Larger area Evaluation: ExcellentSatisfactoryNeeds ImprovementThe students are able to imitate what the “leader” is doingTries to imitate the “leader” but falls or gives up when tryingTries what the “leader” is doing but gives up after one unsuccessful tryUses creativity when chosen to be the “leader”. Exploration of various movements.Does the same things that the previous “leader” doesTries to be the “leader” but doesn’t want to do anything different.Is able to do all of the locomotor skills that are being presented.Falls a few times while trying to do the locomotor skills, but gets back up and tries again.Falls a few times while trying to do the locomotor skills and doesn’t want to try anymore after falling. Summer Izumigawa Movement exploration with games Activity 8: Mr. Fox Objective/Purpose of Activity: Students will use listening skills Students will use cognitive skills Students will follow the rules Procedure: As a group the teacher will chose one “fox” and the rest will be go and stand the line opposite of the “fox”. After the teacher has chosen the “fox” the remaining students will ask the “fox” “mister fox mister fox, what time is it”. After the fox says what time it is the students will move that many spaces towards the fox. Once he says twelve o’clock then he can run and chase all his friends until his friends run back to safety, which is back to the line. Once the fox has tagged everyone then the last one to get tagged is the winner and gets to be the new fox. The teacher should do the first round so the children are able to see how to play the game. Materials: Large area for running A line or rope to make a line Evaluation: ExcellentSatisfactoryNeeds ImprovementFollows the commands that are being said by the “fox”.Do some of the commands that the “fox” is saying.Does not participate in activityAble to count the right amount of steps that is being said.Forgets a few numbers in between certain numbers.Does not want to count at all.Plays by all the rulesPlays by some of the rules.Doesn’t play by the rules. Summer Izumigawa Movement exploration with games Activity 9: Freeze Tag Objective/Purpose of Activity: Students will work together to unfreeze each other. Students will use motor skills Student will follow the rules Procedure: The teacher must chose two or three students depending on how big the class is and after the teacher has chosen them she must make sure she gives them a vest or something to distinguish that they are the person that is tagging people. After she establishes that she can let the children know that there is a boundary that they have to stay in and in order to unfreeze your friend they must crawl in between their friend’s legs. Or the teacher can change it up, it just depends on the teacher, but the teacher has to make sure that all the students are able to do the skill that is required. After all the students have been tagged the teacher can chose two or three new students to be the people that tag others. Materials: Large running area Tape or cones to mark off an area for the students to stay in Evaluation: ExcellentSatisfactoryNeeds ImprovementStudents decide together how to unfreeze other classmates that are frozen.Students ask a teacher if their way of unfreezing a friend is going to work.Students are unable to agree on a way to unfreeze each other.Student is able to avoid the tag most of the time. Student is able to unfreeze their classmate.Student is able to run around to try to avoid the tag. Student tries to unfreeze other classmates.After student gets tagged, the student doesn’t want to play anymore.Plays by all the rulesPlays by some of the rules.Doesn’t play by the rules. Summer Izumigawa Movement exploration with games Activity 10: Tug of War Objective/Purpose of Activity: Students will play by the rules Students will use their motor and physical skills Procedure: The teacher will set up an area for the students to form a line and enough room for the students to fall and not get hurt. The teacher will have already prepared the rope so that the students can distinguish the middle of the rope. This exercise or game should have two adults present so that they can control the pulling of the ropes. The teacher will explain that after one side has pulled the middle marker to their side of the line then they have won. Materials: Carpeted area Mats for the children to land on Rope Handkerchief or something to distinguish the middle of the rope Evaluation: ExcellentSatisfactoryNeeds ImprovementPlays by all the rulesPlays by some of the rules.Doesn’t play by the rules.Students use their strength to help fellow classmates to pull the rope.Tries to pull the rope but isn’t giving their hundred percent.Just stands there holding the rope instead of pulling it.Exhibits excitement, cooperation, team work, and involvementParticipates in activityDoes not participate in activity Summer Izumigawa Creative movement through dance Activity 1: The Chicken Dance Objective/Purpose of Activity: To practice movement with a group. To demonstrate spatial awareness Procedure: Hold your hands in a "bye-bye" position, and pretend they are your beeks. "Chirp" your fingers four times (4 counts). With your arms in "wing position" (hands tucked in armpits), flap your wings 4 times (4 counts). Now "wiggle your tail feathers" down to the floor 4 times (4 counts). Clap your hands 4 times (4 counts). Repeat all of the movements above three more times, to complete the chorus. Perform the above movements each time you hear the chorus. During the verses of the song, have the children move through the general space creatively, or as you direct. This is a good time to practice and/or assess locomotor movements (e.g. skip, hop, jump, leap). Materials: “Music for your Party” C.D. Radio with C.D. player Evaluation: ExcellentSatisfactoryNeeds ImprovementAfter practicing are able to do movements with little to no trouble.Are unable to do some of the movements.Are not able to do any of the movements and made no effort to learn the dance.Are not invading others personal space while dancing.Have some difficulty with invading others personal space while dancing.Are entirely invading others personal space while dancing. Melissa Jones Activity 2: With Your Partner (sung to “Skip to My Lou”)   Objective/Purpose of Activity: To be able to listen to directions. To be able to do the movements given. To be able sing along with the song. Procedure: Make sure that all the children know the tune of “Skip to My Lou”, if not teach it to them. Assign each child a partner. Sing the modified version of the song, i.e. With your partner…shake their hand (repeat 2 times) Shake their hand my darling. Other versions of the song could be: stomp your feet, turn in circles, nod your head, touch your toes, and the last one can be give a hug. Materials: None Evaluation: ExcellentSatisfactoryNeeds ImprovementAre able to do all the movements they are given without any trouble.Are able to do some of the movements and not others.Are able to do few if any of the movements.Are able to sing all or most of the words to the song after they have practiced it.Are able to sing the song partially with practice.Are not participating in singing the song and are not making an effort to learn the words. Melissa Jones Activity 3: Bubble wrap dancing Objective/Purpose of Activity: Children will use various body parts in popping bubble wrap. Children will know the different parts of the body. Children will recognize different textures and what they feel like. Procedure: Before the activity begins have a discussion with children about different parts of the body, have them identify their own body parts. Give each child their own sheet of bubble wrap to place on the floor in front of them. Explain to the children that they are going to pop the bubbles however they cannot use their hands to pop them. Turn on the music and let them pop their bubbles using any body part except their hands. Elbows, knees, toes, bottoms etc. can be used. Let the children stomp the bubbles with their shoes on and with bare feet. This activity is also good for children with handicaps that prevent them from using their fingers also. Materials: Large sized bubble wrap. Music Evaluation: ExcellentSatisfactoryNeeds ImprovementAre able to use parts of the body listed above to pop the bubbles.Only use some body parts to pop bubbles.Use their hands or only one body part to pop bubbles.Are able to list most or all body parts that are discussed and participate in the class discussion.Are only able to list some body parts in the class discussion.Are able to name none of the body parts in the class discussion.Melissa Jones Activity 4: “Dancing All the Day” Objective/Purpose of Activity: Are able to do the moves that are described in the song with practice. Are able to listen to and discuss the story you read. Procedure: Read the story “Lili at Ballet” with the children and talk about various ballet moves and clothing that you wear during ballet. (If you have access to it, you could have a dance teacher come in and show dance attire and moves described in the song to the children.) Give children the chance to practice the moves from the song. Play the song “Dancing All the Day” and have the children do the moves on the tape (i.e., leap, plie, and curtsey). Materials: The song, “Dancing All the Day” The book “Lili at Ballet” Evaluation: ExcellentSatisfactoryNeeds ImprovementDemonstrate a willingness to learn moves and do them.Demonstrate some willingness to do some of the moves.Demonstrate unwillingness to learn or do any of the moves.Are able to listen and participate in the class discussion and answer questions about the book after reading it.Have limited participation in the class discussion of the book.Do not participate in the class discussion of the book. References: Brady, J. (1977). Dancing all the day Brite Music Enterprises, Inc. Isadora, Rachel (1993). Lili at Ballet. New York, New York: G.P. Putnam’s Sons. Melissa Jones Activity 5: Dancing around the world Objective/Purpose of Activity: Children will gain an appreciation of dance and music from a different culture. Children will listen attentively while the story is being read. Procedure: Read the book “Mama Does the Mambo” with the children. Afterwards discuss how this type of dance was originated in a different country and ask the children to discuss their feelings about the story. Ask if there was ever a time when one of their relatives let them participate in something that made them feel special. Play some mambo music for the children. Materials: The book, “Mama Does the Mambo” Evaluation: ExcellentSatisfactoryNeeds ImprovementIs an active participant in the class discussion about the story.Doesn’t make a good effort to participate in the class discussion of the story.Makes no attempt to participate in the class discussion of the story.Pays attention while the mambo music is being played.Pays some attention, but is distracted by other things.Is not paying any attention to the music that is being played.Reference: Leiner, Katherine (2001). Mama Does the Mambo. New York, New York: Hyperion Books. Melissa Jones Activity 6: Freeze Dance Objective/Purpose of Activity: To be able to understand beat and tempo of music. To be able to understand that different feelings can be associated with different types of music. To be an active participant in the dancing. Procedure: Have a C.D. player and many different types of music to play. Have children dance to the music and when it stops they have to stay where they are and freeze in the position they are in. Afterwards talk about what types of feelings each particular type of music made them feel and why. Materials: C.D.’s of different types of music (i.e. country, classical, rap, pop, etc.) C.D. player Evaluation: ExcellentSatisfactoryNeeds ImprovementAre fully participating, moving with the beat of each different type of music.Are only slightly participating, just playing and not really moving with the music.Are not participating by moving or listening to the music.Are modifying their movements according to what type of music is being played and participate in the discussion about music.Participate in the movement part of the exercise, but not in the group discussion.Participate in neither the movement nor the group discussion. Melissa Jones Activity 7: “La Raspa” (Mexican Hat Dance) Objective/Purpose of Activity: To develop an understanding of movement through doing the dance. To be able to dance with a partner. To have an understanding of a different culture. Procedure: Explain to the children that today they are going to be doing a dance that comes from a different country. Show them where Mexico is on the map in relation to the United States. Then show the children how the dance is done, let them practice and assign them a partner. The dance goes like this, stand with one foot in front, heel on floor. Hop and change feet: left in front, right in front, left in front; (pause); right in front, left in front, right in front. (Left vs. right is not important, children simply alternate feet.) Partners link arms and skip around each other in one direction, then change arms and skip in the opposite direction. Materials: C.D. with the song for the Mexican Hat Dance. C.D. player. Map Evaluation: ExcellentSatisfactoryNeeds ImprovementParticipate in practicing and doing the dance.Participate only slightly in doing and learning the dance.Don’t participate in doing the dance. Are dancing with their assigned partner for the entire time.Are dancing with someone who is not their assigned partner the entire time.Aren’t dancing with a partner at all, only by themselves or are not dancing.Participate in the discussion about different culture.Limited participation in the discussion about other cultures.Don’t participate at all in discussion about other cultures.Melissa Jones Activity 8: Balloon Ballet Objective/Purpose of Activity: Children will engage in creative thinking skills through movement Children will associate movement with a concrete object. Procedure: Bring a balloon in and blow it up for the children and let it deflate then show them how to tie a knot in a balloon. If any of the children know how to blow up or tie a balloon let them demonstrate it for the class. Also ask if the children have seen a balloon at a birthday party, carnival, etc. and ask them to describe what it looks like when it’s blown up. Then tell the children that they are going to be in a balloon ballet. Put on music for them (whatever you think would be suitable, maybe something that goes from low to high, or soft to loud.) and let them act like a balloon. Have them start out on the ground as a deflated balloon and then have them rise up off the ground to their feet as they inflate. Also you could have the children pretend like they are a balloon outside on a windy day and they are being blown around. As the wind dies down (the music is turned off) they have to float back down to the ground and become deflated again. Materials: -A few deflated balloons. Music as described above. C.D. player Evaluation: ExcellentSatisfactoryNeeds ImprovementAre engaged the entire time in dramatic play by acting like a balloon.Are engaged only some of the time in acting like a balloon.Are not engaged and are not participating in the exercise.Are paying attention or involved in the balloon discussion.Are paying attention part of the time in the discussion.Are not listening to or participating in the discussion.Reference: http://pbskids.org/arthur/grownups/activities/gross.html Melissa Jones Activity 9: Mimes Objective/Purpose of Activity: Children are able to act out emotions non-verbally. Children are able to recognize which emotion is appropriate for the situation they are acting out. Children are able to work as a team to accomplish something. Procedure: Have a discussion with children about what a mime is. Tell them that acting like a mime is like playing a game of charades, no talking is allowed. Divide the children into a few different groups and have them act out different scenarios as mimes. (i.e. getting a really exciting present, not getting to play outside because it’s raining, eating your favorite food, etc.) Have the other children guess what they are acting out. Materials: None Evaluation: ExcellentSatisfactoryNeeds ImprovementChild is able to express scenarios well without using words.Child expresses some scenarios, but uses some words.Child is unable to express the scenarios and uses words instead of actions.Child is able to guess most situations that others are acting out.Child is able to guess a few situations that others are acting out.Child makes no attempt to guess what situations others are acting out.Child works well with others involved in their scenario to act it out.Child has trouble working well with others to act out scenario.Child is unable to work with others to act out their scenario.Melissa Jones Activity 10: Stretch it out Objective/Purpose of Activity: To teach the importance of stretching before exercise. To help children learn and participate in fun stretching activity. Procedure: Talk to the children about the importance of stretching out before exercising to prevent injuries. Ask children if they ever stretch when they wake up in the morning, have some of them demonstrate how they stretch. Have the children do some stretches. Have them go down on all fours tell them that when they have a flat back they look like a dog and then have them round their backs to look like a cat, do this a few times. Then have the children sit upright with their legs stretched out in front of them. Have them flex and point their toes in a circular motion, point out that when they flex their toes outward it looks like their feet are bunny ears. Materials: None Evaluation: ExcellentSatisfactoryNeeds Improvement Gives input in discussion about stretching.Gives very limited input on discussion about stretching. Gives no input on discussion about stretching. Fully participates in both of the stretching exercises.Participates in only one of the exercises.Participates in neither of the stretching exercises.Melissa Jones Movement Activity Objective/Purpose of Activity Child will be able to move to the rhythm of the music and demonstrate the ability to stop their body movements quickly. Procedure The song played is titled “The Freeze” The tape will be played using a tape player The children will dance to the music and stop- “Freeze” when music stops Materials The tape A tape player Evaluation Excellent Body movements stop Body movements are when music stops to the rhythm of music using full body movement Acceptable Body movements stop Child doesn’t move to with a delay when music rhythm using full body stops Needs Help Body does not stop when Child does not participate Music stops (No control) during the dance over actions or no body movement at all Diane Wright Movement Activity Objective/Purpose of Activity The child will be able to hop, crawl, move arms forward and back while walking, move arms up and down while walking. Child will act out a bunny, bird, fish, and bug. Purpose is to build coordination, balance, and muscle strength. Procedure CD by Hap Palmer Getting to Know Myself. The song “Sammy”will be played on a CD Player Child will act out various animal movements when suggested on the tape Materials CD by Hap Palmer CD Player Lots of room for movement Evaluation Excellent Child hops, crawls on floor, Child acts out a Moves arms in flying motion bug, fish, bunny while walking, moves arms in and bird swimming motion while walking Acceptable Child doesn’t continue with Child makes an Movements throughout each attempt to act Area. Example: starts to hop but like most of the Stops to walk, moves arms in animals Flying motion but stops before The song says to. Needs Help Child makes little attempt to move Doesn’t act out Arms, legs, or crawl. Just walks animal behaviors During song no arm movements as instructed by Hopping motion, or crawling song Diane Wright Movement Activity Objective/Purpose of Activity Child will be able to demonstrate balance and alternating foot (stepping) pattern Child will be able to demonstrate hand over hand and cross body action. Child will be able to follow instructions and sequence of events on song Procedure Play Barney song “Hurry,Hurry, Drive the Fire Truck” in Tape player Child will act out being a firefighter by putting on boots, driving, climbing & spraying with a hose back and forth across the body Materials Barney Tape Tape Player Space to move in large line and/or circle Evaluation Excellent Child balances as acting out putting on boots, driving fire truck, climbing ladder, using hand over hand motions and putting out fire with broad stance and arm movements across body. Child participates and follows directions and sequencing of movements in song. Acceptable Child participates but needs time to catch up to events in the song. Child participates with some difficulty. Is unstable in balance and other movements and sequencing movements in song. Needs Help Child barely participates. Can’t keep balance or follow directions or sequence movements in the song. Can’t balance or keep up with the other children during the song. Diane Wright Movement Activity Objective/Purpose of Activity Child will be able to move body in actions appropriate to the directions of the story Child will be able to Climb, Row, Run, Walk, and Swim to play out action song Procedure Play CD of Greg and Steve’s song “Going on a Bear Hunt” Children act out the various movements suggested by the song Materials CD Player CD of Greg and Steve’s Kids in Action Evaluation Excellent Child participates fully using total body movements to the directions of the song. Child uses appropriate actions to climb, run, walk, row, and swim. Acceptable Child participates but child has some difficulty. Some hesitation in movements when climbing, swimming, running. walking, and rowing, but does become more fluent towards the end of each action. Movements to the directions of the song. Needs Help Child participates partially or not all. Child watches others and never makes an attempt to do the actions during the story song Diane Wright Movement Activity Objective/Purpose of Activity Child will be able to use hand and wiggle fingers to simulate a spider Child will be able to move hand to different parts of his body during The song. Child will be able to demonstrate balance while bending over Forward. Child will be able to learn names for certain areas of the body Procedure Play Spider on the Floor song in Tape Player Stand up, bend over putting hand on ground and proceed with Instructions of song making hand go to different parts of the body Materials Tape of Raffi’s Singable Songs for the Very Young Tape player Evaluation Excellent Child wiggles his fingers simulating a spider. Child demonstrates balance. Child moves his hand to the various parts of his body and can bend over and touch the floor. Acceptable Child doesn’t wiggle fingers through entire song. Child doesn’t move hand to all of the mentioned body parts. Child sways while bent over to touch the floor. Needs Help Child doesn’t wiggle fingers at all. Child doesn’t put hand on appropriate areas mentioned during the song. Child can’t bend over without support to touch the floor. Diane Wright Movement Activity Objective/Purpose of Activity Child will be able to roll arms over each other, hold arms out and move them towards each other, rub eyes, touch nose, touch mouth, move body up and down in sitting position and clap hands. Child will be able to work large muscle groups Procedure Play song in tape player of “Wheels on the Bus” and follow directions Child will act out the song Materials Tape Finger Plays and Foot Plays - song Wheels on the Bus Tape player Evaluation Excellent Child rolls arms over Each other, rubs eyes Touches nose, moves Body up and down On sitting postion, Holds arms out and Comes in for a clap Acceptable Child doesn’t fully Participate in all the Actions Needs Help Child can’t clap, roll Arms, touch nose etc. bad perception Diane Wright Movement Activity Objective/Purpose of Activity Child will be able to act out animal mannerisms and movements using their total body Child will be able to explore how animals move differently than people. Procedures Play the tape in tape player of “Going to the Zoo” Act out animals during the song. Materials Tape Player Tape of “Going to the Zoo” by Tom Paxton Evaluation Excellent Child participates along with song and moves with his own interpretation of how animals move Acceptable Child participates but Doesn’t become fully involved In body movements or animal Mannerisms Needs Help Child doesn’t participate At all Diane Wright Movement Activity Objective/Purpose of Activity Child will be able to act out sequencing of story song and follow teacher directed movements of hitting fists together, one on top of other, Hold up three fingers Hold up two fingers and then one finger while moving hand and arm up and down across the body Procedure Child will be asked to hit his fists together, on top of each other, hold up three Fingers and two fingers while moving hand across the body this will be lead by teacher Play tape of Little bunny Foo Foo Materials Tape player Tape of Do Your Ears Hang Low – song: Lil Bunny Foo Foo Evaluation Excellent Child follows the Child can hit fists, hold teachers lead up fingers in sequence child can move arm across body Acceptable Child follows teachers Child has difficulty holding Lead periodically and up some fingers but not all. At other times loses can hit fist over fist Interest but with difficulty at times. Arm moving across body is Not in a controlled manner Needs Help Child can not follow Child can’t hold up fingers Teachers lead hit fist on top of fist Or control arm across body Diane Wright Movement Activity Objective/Purpose of Activity Child will be able to move arms, legs, nod head, maintain balance while they turn around and sit down. Child will be able to distinguish left from right. Child will be able to follow directions of the song and movement leader. Procedure Follow the directions of the song as it instructs you to fly, swim, move left arm, right arm, left leg, right leg, etc. Play CD in CD player Materials CD Player CD Dr. Jean and Friends Song: Mother Gooney Bird Evaluation Excellent Child moves all body parts well and on time with balance. Child can distinguish left from right every time asked to do so. Child follows all the directions on cue. Acceptable Child can move 70% of body parts on time with balance. Child distinguishes left from right 70% of time. Child Follows 70% of the directions. Needs Help Child moves with diffculty and no balance. Child does not follow directions. Child does not distinguish left from right. Diane Wright Movement Activity Objective/Purpose of Activity Child will be able to think up what body part he can shake, bend, twist, go up and /or down Child will be able to balance his body as he moves Procedure Listen to song and find body parts that can do the action asked for Put CD into CD Player Materials CD Player and CD Getting to Know Myself song: Shake Something Evaluation Excellent Child can immediately Child can balance when Think of a body part instructed to and also To move in correct when he/she turns Manner of motion asked around for Acceptable Child can move a body Child shows hesitation part in proper motion in turning total body & when asked but with is slightly off balance hesitation Needs Help Child can not think Child does not display ` of a body part that balance when turning Can move in movement total Body asked for Diane Wright Activity Format (Rita Cooper) Objective/Purpose of Activity: Introduce actions associated with vocabulary words Develop language arts skills Introduce new vocabulary Fine-motor development Procedure: Write all the new vocabulary words on the board where all students can see Read all the words out loud for all students to hear Start with the first word and ask if any students know what the word means If they do praise them If not give them a few hints by using the word in sentences Ask the students to stand next to their desks Demonstrate physically what the word means and use it in another sentence Ask the students to perform the action Ask random students to use the word in their own sentence Do this for each vocabulary word Materials: Hand action words: Point Clap Fold Wiggle (fingers) Hold (your neighbor’s hand) High Five (with neighbor) Evaluation: Participation in ActivityPhysical AbilityExcellentFollowed all instructionsWas able to perform every word correctlyAcceptableDidn’t stay on task for all actionsMade few errors when performing actionsUnacceptableDid not attempt to make any actions Activity Format (Rita Cooper) Objective/Purpose of Activity: Introduce the students to American Sign Language Introduce letters A-F of American Sign Language Introduce culture of deaf people Cognitive development Language development Fine-motor development Procedure: Pass out a sheet of paper with the letters and how to perform them Ask students if any of them know what this is If yes praise them If not, explain that it is the language deaf people and others that cannot Communicate verbally use to “speak” Ask students to look at the picture in front of them and see if they can figure out How to make the letter themselves Demonstrate the correct way Materials: Website-  HYPERLINK "http://where.com/scott.net/asl/abc.html" http://where.com/scott.net/asl/abc.html A handout with the entire alphabet on it for students to keep Evaluation: ParticipationAbility to make signExcellentAsked questions, followed all instructionsMade all signs correctlyAcceptableFollowed most instructions, had some difficulty staying on taskMade a few error when signingUnacceptableDid not participate in any activityWas unable to make any signs Activity Format (Rita Cooper) Objective/Purpose of Activity: Reinforce learning American Sign Language letters Help learn vocabulary words Cognitive development Language development Fine-motor development Procedure: Tell students you are going to have a spelling bee with spelling in sign language Separate students into two groups Have them make two lines Say the word and have the first group try to spell the word If correct that student goes to back of line, if not they sit back in seat If correct give the second team a new word, if not give same word Keep going until one person is left That person wins and their team wins Materials: Teacher might want to have the words with the appropriate sign on flashcards Vocabulary words that students have learned throughout the year Evaluation: This activity is more for fun and friendly competition to get the students to use information that they have already learned. Activity Format (Rita Cooper) Objective/Purpose of Activity: Introduce rhythm and hand coordination Fine-motor development Procedure: Sit students in area that they can all see a TV Show the clip from Grease of hand jive Have students stand up Show first step of hand jive (patting hands on lap 2X) Have students perform first step Show second step (clapping 2X) Have students perform second step All together perform both (patting hands on lap 2X, clapping 2X) Show students third step (crossing one hand over other then alternating) Have students perform third step All together do all three steps (patting hands on lap 2X, clapping 2X, crossing) Show students rest of steps in same way Fist tapping on top of other then alternating Hitchhike thumb over one shoulder, other thumb over other shoulder Demonstrate whole hand jive with music from soundtrack All together perform with music a few times Materials: Movie- Grease 1977 Paramount Pictures Starring John Travolta and Olivia Newton-John CD- “Grease, the Original Soundtrack from the Motion Picture” Song 15 “Born to Hand-Jive” PolyGram International Music 1978 Evaluation: ParticipationPhysical AbilityExcellentPerformed all stepsWas able to do all steps correctlyAcceptablePerformed most stepsMade a few errors when performing stepsUnacceptablePerformed two or fewer stepsMade many errors when performing steps Activity Format (Rita Cooper) Objective/Purpose of Activity: Show importance of hand washing Introduce the concept of germs Procedure: Have students in small groups at a time Ask students if they have learned about germs before Explain what germs are Explain where germs can be found Explain that some germs are harmful and what harmful things they can do (Example: make you sick) Explain how germs can be spread Explain how hand washing is important for getting rid of harmful germs Have students put a little oil on hands, just enough to have thin layer Sprinkle either pepper or cinnamon on their hands to represent germs Have students wash their hands one at a time to “get rid of germs” See if any students still have “germs” on their hands after washing them Have them wash hands again to get rid of all “germs” Do this with every group Have a class discussion about what else they learned about germs Materials: A sink with running water, soap, and paper towels Any cooking oil for example vegetable oil Pepper or cinnamon Evaluation: Followed DirectionsParticipationExcellentFollowed all directions correctlyAsked questions, gave examples to questions asked by teacherAcceptableFollowed most directionsDidn’t ask questions, but did activityUnacceptableDo not follow directionsDid not ask questions or participate in class discussion Activity Format (Rita Cooper) Objective/Purpose of Activity: Introduce individuality of each persons hand prints Show growth from beginning of the year to the end of the year Procedure: Hand out a piece of white construction paper out to every student Have bowls of different colors and paint brushes available in center of the table Explain to students that everyone’s hands are different (size, width, fingers) Have them compare similarities and differences with neighbor Share some findings with class Have students pick a color Demonstrate the correct way to use brush to paint the correct amount on hand Have students use paintbrush to paint a thin layer of paint onto their hands Demonstrate proper placement of hand onto the construction paper Have students place their hand on left side of paper Explain that at the end of the year they will do the same activity to see differences Materials: Enough white construction paper for every student A variety of colors of finger paint, red, blue, green, yellow, orange, purple Have a different paintbrush for every color Evaluation: ParticipationFollowed DirectionsExcellentShared ideas with classFollowed all directions correctlyAcceptableDid not actively ask questions or give ideasHad general idea of directionsUnacceptableDid not participate properlyMade a mess and did not follow directions Activity Format (Rita Cooper) Objective/Purpose of Activity: Introduce the idea that fingerprints are all unique Cognitive development Creativity Procedure: Review hand print activity Explain that no one has the same fingerprints Show students “Ed Emberley’s Fingerprint Drawing Book” Give every student a white sheet of construction paper Have several different color ink pads at each group Have students make their own pictures with fingerprints Have students look at similarities and differences with neighbor Have students share their pictures with the rest of the class Materials: Book- “Ed Emberley’s Fingerprint Drawing Book” by Ed Emberley, Little Brown and Company, 1st edition, 2001 White construction paper Different color ink pads, small for less mess Evaluation: Follow directions/ParticipationArt projectExcellentFollowed all directions, shared picture with classDid not copy picture from bookAcceptableFollowed most directionsHad some original ideasUnacceptableDid not follow directions, did not share with classCopied picture exactly from book Activity Format (Rita Cooper) Objective/Purpose of Activity: Introduce right and left hand concept Cognitive development Procedure: Have students in circle time Ask students if any know the difference between the right side and left side Explain that they will be learning a song about the different sides Demonstrate by singing song and doing movements Go over each part of the song with movements for children to learn Do it all together after everyone has learned song Ask if students if they can think of any other things that have a right and left side Materials: Right Hand, Left Hand This is my right hand, I’ll raise it up high (right hand over head). This is my left hand, I’ll touch the sky (left hand up). Right hand (show right palm) Left hand (show left palm) Roll them around (roll hands over and over) Left hand (show left palm) Right hand (show right palm) Pound, pound, pound (pound fists together) Evaluation: ParticipationUnderstanding of ConceptExcellentDid all parts of the songPerformed song correctly, gave examples of other right and leftAcceptableTried most parts correctlyMade a few errors when performing songUnacceptableDid not try to learn songMade mistakes with entire song Activity Format (Rita Cooper) Objective/Purpose of Activity: Fine-motor development Beginner sewing skills Hand control Procedure: Have simple shapes already cut out with holes punched along edges Have large dull needles already threaded with different colors of yarn Let students pick which shape they want to decorate Let students pick a needle and yarn Have examples in front of class Demonstrate by starting one in front of the class Let students work on their own Materials: Simple shapes cut out of at least card stock type paper Shape should be easy for child to manipulate and thread around Can use shape for seasons or holidays Dull needles that are large and made for young children Different colors of yarn for the children to choose from Evaluation: Ability to sewExcellentWent in and out of all hole correctlyAcceptableMissed a few holesUnacceptableDid not follow along edge of shape Activity Format (Rita Cooper) Objective/Purpose of Activity: Fine-motor development Experience with clay Cognitive development Procedure: Make sure all students are wearing clothes that will not be ruined Give each student a small amount of clay Have a few examples in front to show Show students how to get started in making a small pot Have students paint the pot when they are done shaping it Materials: Pottery clay Newspaper to cover desks Paint made for clay Paintbrushes Aprons or shirts to cover students clothing Sink to wash hands when finished making pot Area to put pot until they are fired Evaluation: How close product looks like a potExcellentProduct looks like a potAcceptableProduct looks similar to a potUnacceptableProduct looks nothing like a pot Resource List 1. Tape Greg and Steve -We All Live Together – Volume 2, Youngheart Records 1978 Freeze 2. CD Hap Palmer - Getting to Know Myself, Educational Activities Inc 1997 Sammy 3. Tape Barneys Favorites, Lyons Parnership, L.P. under SBK Records 1993 Hurry, Hurry, Drive The Fire Truck 4. CD Greg and Steve -Kids in Action- Youngheart Records 1998 Going on a Bear Hunt 5. Tape Raffi – Singable Songs for the Very Young – Troubadour Records 1976 Spider on the Floor 6. Tape Rosemary Hallum Ph.D – Fingerplays and Footplays – Activity Records 1987 Wheels on The Bus 7. Tape Steven Blaine – Do Your Ears Hang Low – Scholastics Inc. 1995 Lil Bunny Foo Foo 8. Tape Tom Paxton – Going to the Zoo – Scholastics Inc. 1999 Going to the Zoo 9. CD Jean Feldman – Dr. Jean and Friends – Feldman 1998 Mother Gooney Bird. Manufactured by Progressive Music. Tampa Fl. 10. CD Hap Palmer – Getting to Know Myself – Educational Activities Inc 1997 Shake Something 11.CD Dr. Jean & Friends Copyright 1998 by Jean Feldman. Manufactured by Progressive Music. Tampa Florida. 12. Roy Acuff's publishing company bought the rights to The Hokey Pokey. Copyright 1950, Acuff-Rose Music Inc. This song can be found on a variety of children’s cd’s. 13. Book Waddell, Martin (1992). Owl babies. Cambridge, MA: Candlewick Press. 14. Book Brady, J. (1977). Dancing all the day Brite Music Enterprises, Inc. 15. Book Isadora, Rachel (1993). Lili at Ballet. New York, New York: G.P. Putnam’s Sons. 16. Book Leiner, Katherine (2001). Mama Does the Mambo. New York, New York: Hyperion Books. 17. Web site http://pbskids.org/arthur/grownups/activities/gross.html 18. Website-  HYPERLINK "http://where.com/scott.net/asl/abc.html" http://where.com/scott.net/asl/abc.html 19. Movie- Grease 1977 Paramount Pictures Starring John Travolta and Olivia Newton-John 20. CD-“Grease, the Original Soundtrack from the Motion Picture” Song 15 “Born to Hand-Jive” PolyGram International Music 1978 21. Book-“Ed Emberley’s Fingerprint Drawing Book” by Ed Emberley, Little Brown and Company, 1st edition, 2001 The What and Why of Movement Exploration In order for the brain to develop properly it needs to receive certain input at certain times of development. The Cerebellum is the first part of the brain after birth that begins development involving movement and motor skills. As the brain develops with outside stimulation the Motor Cortex begins to make stronger connections in order to control body movements. Movement exploration is important to the development of these two areas of the brain. When children participate in physical movement it promotes the development of not only locomotor and nonlocomotor skills, but also in terms of social skills by helping children to interact with one another through the dramatic type of play, it helps their cognitive development by stimulating their brain through movement, it also aids greatly in sensory awareness, namely auditory because children are listening to the music and sounds and moving to the beat and tactile when they are dancing with scarves or rolling around on the floor (Boyd). The motor skills that children have typically reflect the amount of practice and opportunity they have had doing a particular skill. When children learn many different types of movement, research has shown they can learn new skills and activities better (Bunker 1991). Not only does physical movement develop sensory awareness’ and areas of the brain but also the self-esteem and self-confidence. Movement education can help a child adjust socially and emotionally because it can provide him with successful experiences and promote relationships with other children in groups and/or with a partner. Movement exploration requires that a child be aware of others during the activity in which he shares space, takes turns, and cooperates. The child thus develops social awareness and achieves satisfaction through peer relationships and group play (Frostig 1970). The self-concept children form depends on the types of activities children engage in, appropriateness of those activities, and the feedback. Teachers should have activities where children can succeed but also make activities challenging so the children feel more satisfaction when they accomplish skills. Teachers should present movement activities in developmental sequences that place skills from simple to complex. Many children don’t have motivation to be active which leads to poor physical health and missed opportunity for growth and development. Regular physical activity helps children build healthy bones and muscles. It gives them motivation that they can do anything they put their minds to. Movement exploration can increase a student’s ability to learn and it helps to reduce the feeling of depression and anxiety. There are too many children or students out there who are becoming obese because of countless hours of video games, computer games, television shows, and not being able to play outside freely. In the United States we have increased one-hundred percent in the prevalence of childhood obesity since 1980 (CDC, 2000). Being obese affects the student’s self esteem and social skills because they think that they are too big or too fat to play with the other students so then they don’t interact with others. This is another reason why we should integrate physical movement and activities into the curriculum. Physical activity in early years will help shape how children will feel about physical activity as adults. Many times children have a level of appreciation learned from their parents. With 50% of adults never engaging in vigorous exercise, it is even more important to teach the value of movement to early children outside of their homes. Children need to learn that all people, male, female, adult, children, should and can participate in physical activity. Creative movement is also a benefit to the teacher, because it gives children the opportunity to work out their energy and express themselves freely instead of being confined to a chair or a mat. Physical activity in the form of movement exploration allows children to feel that if they are able to express themselves through creative movement then they will be more likely to express their opinions and contribute to classroom discussions. Kinesthetic learners retain information through movement. Children can learn, comprehend, and retain information if it is learned physically. According to Sheila R. Alber, “Students with limited vocabulary development tend to have difficulty mastering important language arts skills such as reading comprehension and written expression. Using drama activities to teach target vocabulary words can be an effective and motivating instructional practice for all students, especially those with learning problems” (Alber 2003). One approach to enhancing vocabulary development is by having students actively practice vocabulary definitions through physical movement. Physical activity not only develops strong muscles and better memory but also supports creative development. Creative expression is a developmental process and one that can be achieved through movement exploration. Movement activities give children a chance to communicate with each other and learn about themselves while the creative expression of movement activities brings satisfaction of total autonomy. A movement activity that requires children merely to imitate the teacher will do nothing to foster creativity but an activity using movement exploration, with an emphasis on discovery and self-expression, can make a substantial contribution to creative development. When children are faced with the challenge of “show me how crooked you can get” chances are no two responses will be alike. Problem solving challenges such as this, using movement exploration, enhances divergent thinking and allows for various non-threatening responses. Children who are allowed to respond through movement exploration find their own individual solutions and they realize they are not in competition with each other. Movement exploration activities help children’s confidence grow and they continue to take greater creative risks (Dudek 1974). Bibliography  HYPERLINK "http://80-web19.epnet.com.ezproxy.library.unlv.edu:810/searchpost.asp?tb=1&_ug=dbs+afh+sid+F4528A02%2D7DEE%2D48D2%2D8579%2DB52159C15832%40sessionmgr4+32A2&_us=dstb+KS+hs+0+or+Date+ri+KAAACB2B00110409+sl+%2D1+sm+KS+ss+SO+EB90&_uso=db%5B0+%2Dafh+hd+0+op%5B0+%2D+st%5B0+%2Dchildren%27s++play+tg%5B0+%2D+12E8&ss=AR%20%22Alber%2C%20Sheila%20R%2E%22&fscan=Sub&lfr=Lateral" \o "Alber, Sheila R." Alber,S. R. (2003). Drama activities that promote and extend your students' vocabulary proficiency.  HYPERLINK "http://80-web19.epnet.com.ezproxy.library.unlv.edu:810/hjafdetail.asp?tb=1&_ug=dbs+afh+sid+F4528A02%2D7DEE%2D48D2%2D8579%2DB52159C15832%40sessionmgr4+32A2&_us=dstb+KS+hs+0+or+Date+ri+KAAACB2B00110409+sl+%2D1+sm+KS+ss+SO+EB90&_uso=db%5B0+%2Dafh+hd+0+op%5B0+%2D+st%5B0+%2Dchildren%27s++play+tg%5B0+%2D+12E8&dba=afhjnh&ss=JN%20%22Intervention%20in%20School%20%26%20Clinic%22&idb=afhish&fc=T&fn=21&rn=22&lfr=Lateral" \o "Intervention in School & Clinic" Intervention in School & Clinic, 39(1), 22-28 Boyd, K., Chalk, M., Law, J. Creative movement: the key to happy and healthy living.  HYPERLINK " http://www.creativekidsonthemove.com/Dance.htm"  http://www.creativekidsonthemove.com/Dance.htm Bunker, L. K. (1991). The role play and motor skill development in building children’s self-confidence and self-esteem. Elementary School Journal, 91(5), 467-471. Center for Disease Control and Prevention. (2000). Promoting better health for young people through physical activity and sports: A report to the President from the Secretary of Health and Human services and the Secretary of Education. Atlanta, GA:U.S. Department of Health and Human Services,Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion. Dudek, S. (1974). Creativity in young children: attitude or ability? Journal of Creative Behavior(8), 282-292. Frostig, M. (1970). Movement education theory and practice. Chicago:Follett Education Corporation . -  PAGE 1 - -  PAGE 70 - : ] $ 0 å ð u ¥ ¦ v w ø ù ST jLW×âÿ /0ƒ„Þß—™é ™§¤¦²ø)*ûü`a#$¼¾ /ÆÒ¶ÁåòÁÂ@AîûcºÜz†¥%¦%²%Ë%Û%&&­&®&/'0'ã'å'?(b(ð(ý(,›,Ó,á,ýûýýýýöýöýöýöýýûýýýýöýöýöýöýýûýûýûýýöýöýöýöýýûýýýýöýöýöýûýûýûýûýýöýöýöýýûýûýûýCJaJ\5aDpq©ªàáMN‚ƒ¸¹íî!" ¡û! : ; \ ýøóóñññïïïñïïïïïïïïïïïêïïïïdà$a$$a$ z6zþþ\ $ % 0 ä å ð t u † “ ¥ ýýýýýýýýýôôô $$Ifa$ ¥ ¦ ç 1 v _DYYY$IfŸ$$If–lÖÖFˆ. 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