Minimal Space; Minimal Equipment · Minimal Space; Minimal Equipment Fine Motor Skills I use these fine motor skills as stations, they also work for students that are “not allowed”

Dr.ScottKlungseth,ProjectDirector

WatchdogsandWellness

BeresfordPRCE

Beresford,SouthDakota

[email protected]

MinimalSpace;MinimalEquipment

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MinimalSpace;MinimalEquipment

FineMotorSkills

Iusethesefinemotorskillsasstations,theyalsoworkforstudentsthatare“notallowed”toparticipate.

ClothesPinClip:Standard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsStandard/GoalTwo:Studentswillanalyzescientificconceptsandprinciplestounderstand,evaluate,andenhancemovementskillacquisitionandperformance.

Equipment:miniclothespins(orstandardsize)25+andcontainer

Directions:Studentstakeoneclothespinatatimeandattempttocliptothecontainer(IusearubbermadecontainerthatIkeeptheclothespinsin,toclipthemto.)

First,usethumbandpointerfinger,thenthumbandmiddlefinger,thumbandring-finger,thumbandpinkyfinger.

Variation:Useyournon-dominanthand

StringBeadsStandard/GoalOne:Studentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementforms

Equipment:Beads/Buttonsofallsizesandstring

Directions:Studentstakeonebead/buttonatatimeandthreadthemontothestring

TweezersPickUpStandard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsStandard/GoalTwo:Studentswillanalyzescientificconceptsandprinciplestounderstand,evaluate,andenhancemovementskillacquisitionandperformance.

Equipment:Tweezersperstudent,smallbead,buttons,paper(anythingsmallenoughtopickupwithatweezers)andacontainer

Directions:Studentstakeatweezersandusethumbandpointerfingertopickupsmallobjectsandplacetheminacontainer.

Variation:Useeachcombinationoffinger(s)andthumb;Usenon-dominanthand;UseTongsinsteadoftweezers

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MarkersStandard/GoalOne:Studentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementforms

Equipment:Markerperstudentandmarkerboard

Directions:StudentwilldrawFigure8’swithrightandlefthand

Variations:Drawdifferentshapesorletters:rainbows,“s”,andtornadoes

DiceStackw/pencilerasersStandard/GoalOne:Studentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementforms

Equipment:SeveralDiceperstudent(6+),penciltoperasers

1,2,3oreven/odd,lettersondice,spellwords,scrabbletiles

Directions:

Studentwillholdpenciltoperasersandusethemtopickupdice.

Dicecanbestackedavarietyofways,numericalorder,evens,andodds

Variations:Usedicewithletters(orscrabbletiles)tospelloutspellingwords;Usediceto‘write’mathproblems

NutsandBoltsStandard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsStandard/GoalTwo:Studentswillanalyzescientificconceptsandprinciplestounderstand,evaluate,andenhancemovementskillacquisitionandperformance.

Equipment:Severalnutsandboltssets

Directions:Studentwillfindpartnersetsofnutsandboltsandtwistthemtogether

Variations:Timethem,inXtime,howmanysetscanyoumake?Twistthemonusingdifferentthumbandfingercombinations

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CrayonDropStandard/GoalOne:Studentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementforms

Equipment:SeveralCrayonsperstudent

Directions:Studentwillholdahandfulofcrayons(4-7dependingonhandsize)

Apartnerwillthentellthemwhichcolortodropfromtheirhand.

Thestudentholdingthecolorswillneedtomanipulatethecrayonswithonlytheonehand,sothatonlythecoloraskedforisdropped.

Variation:Usepokersizechipsofdifferentcolorsorbuttons

PlateAlphabetStandard/GoalOne:Studentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementforms

Equipment:PaperplateswiththeAlphabetwrittenonitandasetofmagnetsperstudent

Directions:Studentspickaplatethenplacethemagnets,oneontop,andoneonbottom

Theywillusethebottommagnettomovethetopmagnetsothatittracestheletterofthealphabetontop

Variation:Haveshapesornumberontheplate

TennisBallStandard/GoalOne:Studentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementforms

Equipment:Tennisballwithaslitcutintoitperstudentandbeansorbeads

Directions:Studentwillfilltennisballwithbeads/beansuntilitisfullandmakeitpuke…

DowelRacesStandard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsEquipment:Woodendowelperpairofstudents

Directions:Studenttaketurnsputtingthumbandpointerfingeronthedowel,eachpersonputtingtheirshigherthantheotherpersons,untiltheyreachthetop

Variation:Useeachcombinationofthumbandfinger(s)

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JugglingSkillsandCuesStandard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsStandard/GoalTwo:Studentswillanalyzescientificconceptsandprinciplestounderstand,evaluate,andenhancemovementskillacquisitionandperformance.StandardThree:Studentswilldevelopresponsibleandrespectfulpersonalandsocialbehaviorinphysicalactivitysettings.

Equipment:ScarvesorPlasticbags

Directions:

HoldingScarf:Grabthemiddleofthescarfwiththumb,indexandmiddlefinger(JellyFish)

ThrowandCatch:Holdscarf(JellyFish),liftarmashighasyoucanreachandjustbeforeyoureachyourhighestpoint,gentlyflickyourwristandreleasethescarfintotheair.Letthescarffloatdownandcatchitatwaistlevel.Userightandlefthand/samehandthrowandcatch/alternatehands.Cues:LiftandCatch

OneScarfThrowandCatch:Holdscarf(JellyFish)inonehand,bringyourarmacrossyourbodyandreleaseitatthehighestpoint,flickyourwrist.Letthescarffloatdownandcatchitwithoppositehand.Repeat.Cues:LiftandCatch

TwoScarfThrowandCatch:Holdthescarves(jellyfish),oneineachhand.Liftyourrighthandacrossyourbodyandreleasethescarfontheleftsideofyourbody.LiftyourLeftarmacrossyourbodyandreleasethescarfonyourrightside.YourarmshavemadeanXpattern.Catchthescarvesatwaistlevel.Firstcatchwithlefthandthenrighthand.Cues:RightHand-LeftHand-Catch-Catch.Repeat.

HOLDINGThreeScarves:MakeaJellyFishwiththeFirstscarf.Placeitinyourhandandwrapyourlittlefingerandringfingeraroundthescarf.Donotstickthescarfinbetweenfingers.Grabthesecondscarf,inJellyfishposition,withthumb,indexandmiddlefingersofthesamehand.GrabtheThirdscarf(jellyfish)withyourotherhand.Placeitbetweenthumbandmiddlefinger.

Threescarves,OneThrow:Holdthescarvesinjellyfishposition.Liftandreleasethescarfthatisheldbythethumb,indexandmiddlefingerinthehandthathastwoscarves.Liftandreleaseitontheoppositeside.Letitdroptheground

Threescarves,TwoThrows:HoldthescarvesinJellyfishposition,liftandreleasethe#1scarf(frontscarf).Then,liftthescarffromtheotherhand,#2andreleaseitontheothersideofthe

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body.Remembertoreachunderthefirstthrowwhenreachingacross.Letbothscarvesfalltotheground.Thescarvesshouldlandontheoppositesidesofthebody.Cues:RightandLeftorOneandTwo(orcolorsofscarves).

ThreeScarves,ThreeThrows:HoldthescarvesinJellyfishposition.Liftandreleasethefrontscarffromthehandwhichhas2scarvesinit,#1.Then,liftthescarffromtheoppositehand,#2andreleaseitontheoppositeside.Liftandreleasetheremainingscarfonthesamesideasthefirstscarf,#3.Letall3falltotheground.Cues:RightandLeftorOneandTwo

ThreeScarves,ThreeThrows,ThreeCatches:LiftandreleaseOne,liftandrelease2,CatchOne,liftandrelease3,CatchTwo,Catch3.Cues:Right-Left-Right,Lift-Lift-Catch-Lift-Catch

BySelf:LiftandCatcharegreatCuewords.ThenPartnerJuggling,LiftandSwitcharethewordsIusewith2andapartner;withapartnerand4scarveswesay:Lift,SwitchandCatch

AdditionalGames:

Jacks:Bounceball,take1jack,bounceballandtake2,etc.OperationLet’sGoFishin’BarrelofMonkeysCootieJengaAntsinthePants

WalkTagStandard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsStandard/GoalTwo:Studentswillanalyzescientificconceptsandprinciplestounderstand,evaluate,andenhancemovementskillacquisitionandperformance.StandardFour:Studentswillunderstandthatphysicalactivityprovidesopportunitiesforenjoyment,challenge,self-expression,socialinteraction,andemployment.

Equipment:none

Directions:Dividestudentintopairs.Studentsidentifywhowillstartasleader.On“go”leaderbeginswalkingthroughouttheactivityareawithfollowertrailing.Encouragefollowertoremain‘ascloseaspossible,withouttagging”.Onthe“stop”signal,bothplayersstopinplace.Theleadermustremainfrozen–nomovementtoavoidbeingtagged.Thefollowermustkeepfeetinplace,butcanleanandstretchforwardtoattempttotagtheleader.Iftheleaderistagged,studentschangeroles.Iftheleaderisnottagged,keepthesameroleforthenextround.Iftheleaderisthesamefortwoconsecutivetimes,havethemchangeroles.

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RobotMasterStandard/GoalOne:Studentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementforms

Equipment:BlindFoldperpair

Directions:Divideclassintogroupsof3.Eachgrouppicksarobotmaster;theothertwostudentsarerobots.Robotscanonlywalkinonedirection.Oncearobotcomestoabarrieroranotherrobottheymuststopandcalloutthemaster’sname.Theonlyotherthingarobotcansayis"BEEP".Themaster'sjobistokeepalloftherobotsmovingaroundtheroom.Whenonegetsstuck,themasterturnstherobotinnewdirections.Switchmastersandrepeat.

Man-Monkey-CameraStandard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsStandard/GoalTwo:Studentswillanalyzescientificconceptsandprinciplestounderstand,evaluate,andenhancemovementskillacquisitionandperformance.StandardFour:Studentswilldevelopresponsibleandrespectfulpersonalandsocialbehaviorinphysicalactivitysettings.StandardFive:studentswillunderstandthatphysicalactivityprovidesopportunitiesforenjoyment,challenge,self-expression,socialinteraction,andemployment.

Equipment:None

Directions:ThisisavariationonRock-Paper-Scissors.Studentsstandandhop3timesastheysay“Man-Monkey-Camera”.Ontheword“Camera”thestudentchoosestheir‘symbol’asthefollowing:

“Man”ismadebystandingwithhandsatyoursides(beatsCamera)

“Monkey”ismadewithhandsheldhighaboveyourhead(beatsMan)

“Camera”ismadewithhandsatyourface;asiftotakeapicture(beatsMonkey)

Divideplayingareainto3zones,thenoncethestudentsaresureofthesymbols,havethemallstartinzone3andtheymayplayanyoneinthatzone.Ifyouwininzone3,movetozone2.Ifyoudonotwin,stayin3andplaysomeoneelse.Onceinzone2,continuetoplay,ifyouwin,movetozone1.Ifyoudonotwininzone2,dropbackdowntozone3.Ifyouwininzone1staythereandcontinuetoplaycompetitorsastheyenteryourzone.Afterafewminutes,stopthemandgivethemabreather,theywillneedit!

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SpeedyShapes (GradesK-2)Standard/GoalOne:Studentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementforms.Equipment:Music,Cardswithshapes(orletters,numbers)Shape/letter/numbercanbealsodrawnonamarkerboard,ifyoudon’thavecards.

Directions:Assigneachstudentapartner,whenmusicplays,havestudentsmove(canuselocomotorskills)aroundthegeneralspace.Whenmusicstops,findtheirpartnerandmaketheshape/letter/numberwiththepartnerthatisshownonthecardtheteacherisholding.

HoopsandBeanBagsStandard/GoalTwo:Studentswillanalyzescientificconceptsandprinciplestounderstand,evaluate,andenhancemovementskillacquisitionandperformance.Equipment:EnoughHoopsforeachstudentandBeanBagssothateverysetofpartnershasonebeanbag,Music

Directions:Hoopsare2-3feetapartinadoublerow.Havethestudentsstandinahoop.Onepersonstartsoffwiththebeanbag,whenthemusicplaystheytryandtossitintotheirpartner’shoop.Thepartnertriestoblock/catchthebagwithoutlettingitlandon/inthehoop.Then,theythrowthebagbackatthepartner’shoop.Ifthebagslidesoutofthehoop,itisnotapoint.Itmuststayonorintocountasapoint.Ifitistooclosetotell,rock-paper-scissorsorre-do.Remindkidsiftheythrowtoohard,itwon’tstayinthehoop.Rules1:feetcannotbetogetherinthefrontofthehoop,canbeanyway/placeelseinor/onthehoop;feetmuststayonthefloor(nokicking)Rule2:KneescannottouchthegroundRule3:Yourbehindcan'tbelowerthanyourknees

Weplayforabout1min.turnoffmusicandthengivethebeanbagstooneside,andIhavetheothersideswitchpartners(themoveonepersontotheirleft,lastpersonmovestotheotherendoftheline).SwitchingpartnersoftenallowseveryoneachancetohavealittlesuccessandIfinditstopsarguing.

ToeTagStandard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsEquipment:Beanbagperstudent

Directions:Eachstudenthasabeanbag,andthrowstheirbeanbagateveryoneelse'stoes!Theycanhaveapointeachtimetheyhitsomeonestoes!Icountanypartoftheshoeasa"toe".Butremember,watchout!Everyoneelseisaimingatyourtoes,sokeepmoving!Iswitchoften,everyoneagainsteveryone,onecolorofbeanbagagainstanother,boyagainst

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girls,NikeagainstAdidas,etc!Themoreyouswitch,themoretheywillloveit!Plus,theywillneedabreak!Thisgameisaworkout!

TanksandCommanders (GradesK-2)Standard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsStandard/GoalTwo:Studentswillanalyzescientificconceptsandprinciplestounderstand,evaluate,andenhancemovementskillacquisitionandperformance.Equipment:Smallsoftballsandblindfoldforeachteam

Directions:Eachstudentwillhaveapartner,onewillbetankandtheotherwillbethecommander.Thetankputsontheblindfold.ThecommandergivesverbaldirectionstothetanksothatthetankcanfindthesoftballsscatteredaroundtheplayingareaWhenatankisloaded(findsaball)itmusttossittodestroyanothertank.Atankthatishitreversesroleswithitscommander.Commanderscanprotecttheirtanksfrombeinghitbyknockingdowntheincomingballs,butcannevertouchtheirtanks.Switchrollsoften.

RiseandShineStandard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsStandardFour:Studentswilldevelopresponsibleandrespectfulpersonalandsocialbehaviorinphysicalactivitysettings.

Equipment:ballperpair

Directions:Partnersholdaballbetweentheirheads(nohands).Theygodowntotheground,layingdownflat.Oncedown,theymuststandbackupwithoutlettingtheballdrop,orusingtheirhands

Variations:HipBallHip:Partnersholdaballbetweentheirhips,andmovetoXlocation.Donottouchyourpartner.Walkforward,backward,inacircle,gallop,skip,etc.TwoDifferentBodyPartsTouchingBallGroupsof3with2ballsor5peoplewith4balls

HamburgersandHotDogsStandard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsStandardFour:Studentswilldevelopresponsibleandrespectfulpersonalandsocialbehaviorinphysicalactivitysettings.

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Equipment:1/2swimmingnoodleperstudentandanoodlesliceperstudent(Icutabout2"thickchunkoffoftheendsofthenoodlesfortheslices)

Directions:Eachstudentisgiven1/2aswimnoodle(Frenchfry)andonenoodleslice(hamburger).Studentsplacethesliceonthebackofonehand.Ongostudentsusethenoodles(fries)totrytoknockthehamburgerofftheotherstudent'shands.Ifastudenthadhisburgerknockedoff,hepicksitup,blowsitoff,andplacesitonthebackofhisotherhandtocontinueplaying.Youareneveroutofthegame.Playcontinues.Havedifferentcolorednoodlesgoagainstothercolorsorboy/girls.Switchitup.

MosquitoTagStandard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsStandardFour:Studentswilldevelopresponsibleandrespectfulpersonalandsocialbehaviorinphysicalactivitysettings.

Equipment:1/2swimmingnoodle(3-4)

Directions:Several(3-4)studentsaregivenswimnoodlesandareit.Theyholdthenoodlesontheirforeheadssothatitlookslikeamosquito-stinger.Themosquitoesmovearoundtheplayareatryingtotagtheotherplayerswiththeirstingers.Ifastudentisstung,shefreezesandyellsforhelp.Twomorestudentscometoheraidandgetherbackintothegamebyholdinghandsanddancingaroundhercallingout"deepwoods,deepwoodsoff".

PartnerMacarena (JoDixon@AAHPERD)Standard/GoalOne:StudentswilldevelopcompetencyinallfundamentalmovementskillsandproficiencyinsomemovementformsStandard/GoalTwo:Studentswillanalyzescientificconceptsandprinciplestounderstand,evaluate,andenhancemovementskillacquisitionandperformance.StandardFour:Studentswilldevelopresponsibleandrespectfulpersonalandsocialbehaviorinphysicalactivitysettings.StandardFive:studentswillunderstandthatphysicalactivityprovidesopportunitiesforenjoyment,challenge,self-expression,socialinteraction,andemployment.

Equipment:music!

Directions:Standshouldertoshoulderandhiptohipwithyourpartnerwhilekeepingtheinsidearmbehindyourback.Onlyuseyouroutsidearmtomakethedancemovementswithyourpartner.

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Partner Count Movement

1 1 Righthandgoesoutpalmdown

2 2 Lefthandgoesoutpalmdown

1 3 Rightpalmup

2 4 Leftpalmup

1 5 Righthandtoleftshoulder

2 6 Lefthandtorightshoulder

1 7 Righthandtorightbackofear

2 8 Lefthandtoleftbackofear

1 1 Righthandtolefthip

2 2 Lefthandtorighthip

1 3 Righthandtorighthip

2 4 Lefthandtolefthip

1 5 Righthandlassoandrollhips

2 6 Rollhipswithlefthandstillonhip

1 7 Righthandlassoandrollhips

1&2 8 Withsmalljump,turn¼turntotheleftandclapwithrightandlefthandtogether

Repeat

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JumpBands

http://www.heart.org/HEARTORG/General/Jump-Band-Cards_UCM_305611_Article.jsp#.WdUOqtVSyHu

https://sites.google.com/a/pthsd.net/mrs-siegels-pe-pages/5-jumping-patterns-chinese-jump-rope-jump-bands-and-tinikling/jump-bands

makeyourownrubberbandjumpbands

https://www.youtube.com/watch?time_continue=10&v=dVMgpb0BURU

ChineseJumpRopes

http://perocks.com/gpage3.html

Don’tLoseYourMarbles

Thisgameworksasafun,team-buildingexercisethat'sgreatforallages,fromelementary-agechildrenallthewaythroughhighschoolstudents.

§ PVCtubesarelightweight,allowingthegametobeplayedbysmallchildrenandadultsalike§ Marblesgamepromotesteamworkinyourlearningenvironment§ Studentswillracetolineupthetubesinthisfast-pacedgame

§ Teamworkandcommunicationarenecessaryforstudentstotransportmarblesinacontinuousflowofmotionthroughaseriesoftubes

§ Quickthinkingandquickactionarerequiredtoproperlylineupthetubes

RunningManGames

KidscanlearntheimportanceofteamworkandcooperationwhileenjoyingsomefriendlycompetitionwiththisRunningManâ"¢Game.Playersgrabholdofthehandleandrollupthecordasquicklyaspossible,causingtherunningmanfiguretoracetowardthefinishlineontheotherside.Youngathleteswillgetanefficientwristandforearmworkoutastheyworkwithapartnertoattempttodefeatuptofiveothercompetitors.Thisgamecomeswithinstructionsandanactivityguide,sothereareplentyofoptionsforteam-buildingfun.

§ Perfectfordemonstratingthevalueofteamworkwhileexercisingwristsandforearms§ Playersusethehandletoquicklyrollupthecordandmovetherunningmanfiguretoward

thefinishline§ Includesinstructionsandanactivityguideforavarietyoffungameplayoptions§ Uptosixteamsoftwocancompetethankstothesixincludedrunningmanfiguresandpairs

ofhandlesinblue,green,orange,purple,redandyellow

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SpoonerBoards

https://www.spoonerboards.com/

http://www.thesensoryspectrum.com/spooner-boards-freestyle-vestibular/

BalanceActivities

ABCPushUps

Studentsgetintoaplank(pushupposition)astheinstructorcallsoutaletterthestudentsrepeatthatletterandtouchhandtooppositeshoulderwhileremaininginplank.Otheroptionscanbenumbers,words,math,sentences,etc……Utilizedifferentmovements:handtaps,toetaps,reachacross,etc….

Rock,Paper,Scissors–AnswerA,B,C,orD

S Jump1,2,3,….On4(orrepeatthequestion)S AnswerA:LandwithFeetApartS AnswerB:LandwithOneKneeUpS AnswerC:LandinaSquatS AnswerD:LandFacingBackwards

SampleQuestions

S 14/2=??????S A.2S B.7S C.6S D.5

S ThecapitalofSouthDakotais?S A.BismarkS B.ChattanoogaS C.PierreS D.Lincoln

S Thecombinationofblueandgreenmake?

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S A.greenS B.PurpleS C.OrangeS D.Yellow

CreateHandShakeBrainBreaks

https://www.youtube.com/watch?v=hptU9I8PTdc&index=2&list=PL-ITymkQdGIjqru3b5IO5vuaOmajRjM0r

RockPapersScissorsMath

RegularRock,Paper,Scissors

Insteadofrockpaperscissorsuseyourhandtodisplayonetofivefingers.

Whoevercancalloutthe“multiplication”totalwins

MoreBrainBreaks

S http://adventuretofitness.com/S http://www.emc.cmich.edu/BrainBreaks/default.htmS http://www.eatsmartmovemorenc.com/Energizers/Middle.htmlS http://www.minds-in-bloom.com/2012/04/20-three-minute-brain-breaks.html

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ExerciseQuotations

QuickForeignLanguageAssociation

S StandUpandtakeoneminuteandfollowyourinstructorsleadS Punch================HaStaS Kick=================PupS Spin=================DingS Exercise========Ubung

S Jump==========Springen

S Sway===========Schwanken

TwoPlusOneRocks

S http://www.youtube.com/watch?v=To-EoZ7uq74

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LetsGetFitCountto100

S https://www.youtube.com/watch?v=hptU9I8PTdc&index=2&list=PL-ITymkQdGIjqru3b5IO5vuaOmajRjM0r

CosmicKidsYoga

https://www.youtube.com/user/CosmicKidsYoga/videos

GrossMotorSkills

BeanBagBowling

StateStandard:1,2,3,5

Equipment:Beanbagperstudent,spotsonthefloor(Iusemyspotsthataremarkingwherebowlingpinsareplaced)

Grade:K-1

PurposeofEvent:Workingonmechanicsofthrowingandaiming,atastationarytarget

Time:5-10minutes

Description:Eachstudenthasabeanbag.Startthestudentsabout4'awayfromspot.Ongo,studentsbegintothrowbeanbagunderhand(oroverhand)tryingtogetthebagtolandonthespot.Repeat

Variations:Havespotsworthasetamountofpoint,closestworth1,nextrowworth2andsoon.Continuetomovestudentsbackastheyprogress;addmathbycountingpoints;addspellingbyplacinglettersonspotsandhavethemspellwords!

Concerns:Onlyretrievebeanbagaftereveryonethatisaimingayourspothasthrown.

Thisideaisfrom:ShawnSpurrell,mystudentteacherfromSDSU

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Ribbons:Alphabet

StateStandard:1,3,

Equipment:RibbononaStickforeachstudent,music Grade:K-2

PurposeofEvent:CreativeMovement,Flow,Effort,PersonalandGeneralSpace

Time:5-10minutes

Description:Eachchildisintheirpersonalspacewitharibbonstick,startby"drawing"thelettersofthealphabet,theymaypickupperorlowercase.Iusuallydon'ttellthemwhich,unlesstheyask,inwhichcase,Iletthempickthefirsttime.Thendoupperandlower.Addbodymovementtoeachletter.

Variations:Spellwords,theirname,orlettersinanyorder,connectthewordswhenyou"draw"thealphabet;Puteffortmovementintothe"drawing"ofeachletter,dodoestheletterfeelorsoundtoyou?Showme.Movearoundingeneralspacetomakeletters,shapes,numbersetc.

Concerns:Studentsstayinpersonalspace,ormovecarefullyingeneralspace

Thisideaisfrom:Mine:-)

HoopWarmUp

StateStandard:1,2,3

Equipment:Enoughhoopsforatleast,oneperstudent&Music

Grade:K-35thGradeSciencelesson:BodyAwareness!Usethecorrectnamesofthebodyparts,phalanges,patella,mandible,etc.

PurposeofEvent:Checkforlisteningskills,followingdirections,knowledgeofleft/right,locomotorskills;opposites(righthand/leftfootetc.)personalandgeneralspace

Time:5-15minutes

Description:Scatterhoopsaroundplayingarea,onestudentineachhoop.Whenthemusicstarts,thestudentsmovearoundtheareaperformingthefollowingtasks:(alsocalloutlocomotorandnon-locomotorskills,sotheyknowhowtomovefromhooptohoop).1.movearoundtheareawithouttouchinganyhoops2.stepinsideasmanyhoopsaspossiblewithonefoot3.stepinsideasmanyhoopsaspossiblewithbothfeetatthesametime(jump)4.touchinsideasmanyhoopsaspossiblewithonehand5.Touchinsideasmanyhoopsaspossiblewithtwohands6.touchinsideasmanyhoopsaspossiblewithonehandandonefootatthesametime7.touchinsideasmanyhoopsaspossiblewithbothfeetandbothhandsatthesametime

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8.jumpinsideahoopandliftitupandofyourbody,thenplaceitbackonthefloorandgotoanotherone9.pickupahoop,putitoveryourbody,thendropitandrunoutofittoanotherone10.doacoffeegrinder(putonehandincenterofhoop,runaroundhooponetime)andgotoanother11.jump(twofeet)in,out,in,out,thenmovetoanotherhoop12.doeverythingabovewithapartner13.comeupwithyourownwaytomovingaround,in,orthroughthehoop14.doeverythingabovewhiledribblingaball15.righthandandleftfootinahoop16.lefthandandrightfootinahoop

Concerns:Becareful,hoopscanslideonthefloor!Don'tsteponthem!

Thisideaisfrom:CurtHinsonHehasagreatbookcalledFitnessforChildren;call888-217-9131toorder

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BrainBreaks

Snap&Wink(ModifiedfromDavidSladkey)(4-12)

• Snapyourrighthandwhileyouwinkyourlefteye• Thensnapyourlefthandwhileyouwinkyourrighteye• Alternateandrepeatfor60seconds• Trytogoasfastasyoucan

ToeTap(3-12)

• Standfacingpartner• TapRightfoottoRightfootonetime• TapLeftfoottoLeftfoottwotimes• TapRightfoottoRightfootthreetimes• TapLeftfoottoLeftfootonetime• Continueonwithsequence

XandO(3-12)

• Teacherstandsfacingclass;demoandgivedirectionspriortostartofactivity• Thisactivitywillgetthestudentsstandingupandsittingdown• Whenteacherusesleftarmstudentsmovetheirarmsintoan“X”shape• Whenteacherusesrightarmstudentmovetheirarms/handsintoand“O”shape• Whenteachermovesarminupwarddirection,studentsdotheXorOstandingup• Whenteachermovesarmindownwarddirection(bysides),studentdotheXorOwhile

seated

FingerTrap(modifiedfromDavidSladkey)(5-12)

• Groupof3-10peoplestandinacircle• HoldLefthandoutwithpalmfacingup(flat)• HoldRighthandIndexfingerpointingdownandintothepalmofthepersonbesideyou

(theirleftpalm)• Teachersays“TRAP”andstudentstrytograbotherstudentsindexfingerwhileavoid

gettingtheirownfingertrapped.• Variation:Repeatwitharmscrossed

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FinditFlashCards(K-5)

• Setofflashcards(colors,shapes,letters,numbers)• Chooseanumber(ie.3)(couldalsorolladicetogetnumber,ordrawanumbercard)• Drawacard(ie.Yellow)• Asquicklyandsafelyaspossible,studentsneedtofind3yellowitemsintheclassroom• Itemscanbewrittendown,or‘tagged’havestudentstouchthem• Canbedonewithpartners

ABC123(ModifiedfromDavidSladkey)(4-12)

• Outlinealetterintheairsayanumber• OutlineAintheAir,sayone• OutlineBintheAir,saytwo• Continue

SeatExchange(K-12)

• Teacheryells,“seatexchange”• Studentsmovetoanewspot• Canmake‘qualifications’hastobe“X”distanceaway,orboy/girl,ordifferentrow

NumberUp,LetterDown(4-12)

• Activitycanbedoneteacherlead,orwithapartner• Withyoungerstudents,itwouldbegoodtohaveanalphabetchartvisible,andlet

studentsknowtheycanuseit• Teachersaysanumberandthestudentshavetosaythenumberthatcomesnext(ie.

Teachersays3,studentsreply4)• Variation:Teachersaysanumberandthestudentshavetosaythenumberthatisprior

(ie.Teachersays3,studentsreply2)• Teachersaysaletterandstudentsaysletterjustafter(ie.TeachersaysB,studentsreply

C)• Variations:Teachersaysaletterandstudentsayletterprior(ie.TeachersaysT,students

sayS)

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Walkingworksheets(4-12)

• Tapeworksheetsaroundclassroom(walls,chalkboard,easel,filecabinet)• Studentsmustmovefromworksheettoworksheettoanswerquestions• Greatforreview

OppositeHunt(4-12)

• Divideclassinhalf• Onehalfwritesthevocabularyword• Otherhalfwritesdefinition• Shufflecardsandhandonetoeachstudent• Studentsmustthenwalkaroundroomtofindmatch

AirHockeyPennies(K-12)

• 3penniesperpairofstudents• Startwithpenniesinatriangleshapetouchingeachotheronaflattable• Studentssitacrossfromeachother• Onestartswithpennies• Otherstudentusesthumbsandindexfingers(palmsdownontable)tomakeagoalbox• Studenttwo,withpennies‘slams’indexfingerontopenniestobreakthemapart• Studenttwothenchoosesonepennyto“push”throughtheothertwopennies,the

pennythatwasjustslidewillserveasanew‘post”andthestudentwilluseoneoftheothertwoto“push”throughtheothertwopennies

• Continueuntiltheyhavepushedthepenny(puck)intotheFirststudentsgoalbox,ornomovesareleft

• Switch

Jack-in-the-Box(K-12)

• ModificationofSimonSays,greatforlistening• WhentheteachersaysJackintheBox,studentssit• WhenteachersaysJackoutoftheBox,studentStand• Teachershouldsaythephrasequicklyandtrytotrickthestudentstoget‘caught’• Noconsequencesformistakes,Ichallengestudentstonotmakeamistake,iftheydo,it

isok.Nexttimeweplay,trytomakeoneless.• Variation:Greatfordismissingfordrinks,onceeliminated,getadrink,andreturnto

yourwork.

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CleanUptheBackyard(4-12)

• Divideclassroominhalf,canbedoneusingtapeonthefloor,arowofdesks,twofixedpointsateitherendofroom,etc.

• Halfstudentsononesideoftheroom,halfontheother• Havestudentstakeoutworksheetthatisdue;-)orablankpieceofpaper,andcrumple

itupintoaball• Startatimer,andsaygo!• Studentaretothrowallofthe‘litter’totheotherteamsside• Whenthetimeisup,yellstop;NOmorethrowing• Whicheversidehaslesspaperattheendofthetime,getsabonuspointontheir

assignment,ormaybetolineupfirstforrecess;orjustacongratulations!

PatternMania(Retrievedfrom:EnergizingBrainBreaksbyDavidSladkey)(3-12)

• Havestudentsstandfacingapartner(s).• Calloutpartnermovementsandhavestudentsdothemwhileyouspeak(youmight

havetodemonstratewhatyoumean).• Forexample:

o Righthandshake(theybothshakeeachother’srighthand)o Lefthandshake(theybothshakeeachother’slefthand)o Twoquadslaps(theybothtaptheirownquads(thighs)twice)o Doublehandfive(theybothhighfiveeachotherusingbothhands)

• Onceyougivethemthepattern,theyhavetorememberitandrepeatitwitheachotheragain,tryingtogoalittlefaster.

• *Modifybyhavingstudentschangepartnersandtrythepatternagain.

Ear&NoseSwitch(Retrievedfrom:EnergizingBrainBreaksbyDavidSladkey)(3-12)

• Standup.• Takeyourrighthandandgrabyourleftear.Keepyourrightarmclosetoyourbody.• Nowtakeyourlefthandandtouchyournose.• Uncrossyourarmsandmoveyourlefthandtoyourrightearandyourrighthandto

yournose.Yourleftarmshouldnowbeclosesttoyourbody.• Switchbackandforthasfastasyoucan.

Forward&Backwardcircles(Retrievedfrom:EnergizingBrainBreaksbyDavidSladkey)(k-12)

• Pointyourarmstowardtheceiling.• Keepyourelbowstraightandmoveyourrightarmforwardcreatingalargecircle.

Continuemakingforwardcircleswiththisarm.NowdothesamewithyourotherarmexceptgoBACKWARD.Continuewithbotharmsmovingatthesametime.Makesureyouhavethispatternworkingbeforeyoucontinue.

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• Whilebotharmscontinuetomove,liftyourrightfootoffthegroundandmakeaninetydegreeanglewithyourknee.Holdthisforafewseconds.Nowextendyourrightkneeouttomakeyourlegparalleltotheground.Holdforafewseconds.

• Stop.• Repeatthesameprocessagainwithyourleftleg.

Airplane(Retrievedfrom:EnergizingBrainBreaksbyDavidSladkey)(K-12)

• Pointyourarmstowardtheceiling.• Liftyourrightlegandputitbehindyou.Trytokeepyourkneestraight.• Leanforwardwithyourbody.Trytomakeyourbody,armsandlegparallelwiththe

ground.Holdfor10seconds.• Nowtrythesamesequencewithyourleftlegbehindyou.

Don’tFall(Retrievedfrom:EnergizingBrainBreaksbyDavidSladkey)(K-12)

• Pointyourarmstowardtheceiling.• Liftyourrightlegandputittothesideofyou.Trytokeepitstraight.• Pointyourbodyintheoppositedirection.Trytomakeyourbody,armsandlegparallel

withtheground.Holdfor15seconds.• Nowtrythesamesequencewithyourleftlegtotheside.

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Pencil Flip

Equipment: Container, Pencils- 12 per student.

Environment: Desks or Table area

Students should face in a direction that if they miss the pencils on the catch they do not fly toward other students.

Directions: Student begins with one pencil on the backside of their hand. Using an upward motion the student flips the pencil in the air and moves their hand around and above to catch the pencil in a downward motion. Upon catching the first pencil the student will then complete the activity again adding a second pencil. The student continues adding pencils unless they drop one. If they drop a pencil they must re-start at one pencil. The objective is to complete the task doing all pencils.

Extension: Attempt to do the activity with NON-DOMINANT HAND

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MOVING Up Cup

Equipment: Sets of Yogurt Cups for each child: 25 cups each, 24 regular and 1 Colored

Environment: Desks or tables. Students will participate standing away from furniture. Students will use furniture only when they need to put items down

Directions: Students will partner up or play as a group of three. On a go signal Students will remove the top cup from the stack and move it to the bottom. This is repeated with alternating hands (Left, Right, Left). This causes the Colored Cup to ascend toward the top. The students are in a challenge to be the first student to get their colored cup to the top. Students are to alternate hands. Once they complete the activity in their group they can switch and play another member of their group.

Extension: Attempt to perform the activity holding the stack with one hand and only use the other to move the cups to the bottom

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Bouncing Pencil

Equipment: Container, Pencils- 10 pencils per student.

Environment: Desks Students should face in a direction that pencils do not fly toward other students. USE pencils that have not been sharpened

Directions: Student begins with one pencil and attempts to bounce the pencil eraser end first off of their desk so that it rebounds into the air and lands in the small container. Student may only bounce them one at a time (Because you will have student s try all 10 at one time). Once they land one in the container it will remain until they get each pencil in the bucket. As they continue to gain pencils in their containers the activity will become more aerobic as they have to retrieve missed pencils more often.

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Pedometer Shake

Equipment: Wristbands (4 Per Student), Pedometers- 4 per student if possible Stop watch or timer

Environment: Desks or Table- To place materials on Open Space away from table.

Directions: Students begin by placing wristbands around wrists and around the ball of the foot (Would be difficult to get wristbands up to ankles). Reset Pedometers. On the go signal (Timer Starts) students will shake feet and wrists in a manner that will register counts on their pedometers for the period of time. I suggest 2 minutes to achieve exhaustion!

Have the student add their total pedometer steps to achieve the “winner”

Modification: If you have limited pedometers use one on a foot and the other on the opposite wrist.

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NUT&BOLT RACES

Equipment: Bolts with matching size Nuts and Washers. Each student will need own materials. RACE LIST Directions: Students will play against a partner or in groups. Each player starts with same materials based upon the RACE LIST. Starting at the same time, players will attempt to be the first student to complete the activity based upon the race list. Example: Race to get a nut, washer, nut to the top of the bolt. On a go signal students race to try to complete the activity before the others in the group.

Extension: The activity changes each race to create a more challenging race.

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HexNut Tower

Equipment: Chop Stick for each student. 10 Nuts per Child. Environment: Desks or Table.

Directions: Students will play against a partner or in groups. Each player starts with same materials at the same time. Players will attempt to be the first student to complete the activity based upon stacking the nuts one on top of the other . If they fall over, you must place the ones that fell back on the stick and continue to try again from where they fell off. Be the first to stack them with the chop stick only.

Extension: Team up with a partner and try to alternate stacking with 5 nuts on each chop stick.

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SPINNING COIN CATCH

Equipment: Poker Chip for a Pair of students, or individual if partners are not used

Environment: Desks or Table.

Directions: Students will play against a partner or in groups. One player will start with the poker chip and flick the chip so that it spins in circles on its edge. The other student will attempt to stop the chip from spinning using a finger to stop so that it is trapped in the standing position to earn a point. If it falls over no point is earned. Student B then flicks the chip so Player A can attempt to stop it as well.

Extension: Play as an individual and see how many you can stop in a row.

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JUGGLINGSCARVES

Equipment: Juggling scarves or plastic grocery bags (cheaper alternative)

Environment: Open floor space (no tables or desks needed), May need cones or spots to designate a safe area of play.

Directions: Students of all ages can enjoy the challenges of throwing and catching scarves. If space is available, have students move slightly away from their table to have more space for creating unique throwing and catching tricks. If available offer a list or pictures of different ways to toss and catch the scarf.

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Equipment:Multiplelengthsofyarn,bailingtwine,smalldiameterrope,etc….Lengthscanvarydependingonnumberofstudents

Environment:Anysmallspace–enoughspacetomakeletters,numbers,wordsfromthestring

Directions:Studentswillbeplacedingroupsofanywherefrom2–10dependingonthelengthofstringandthespaceavailable.Thegroupwillallplacetwohandsonthestringandtwohandsmuststayonthestring.Theteacherwillcalloutashape,letter,orword.Thestudentswillmaketheletter,shape,wordthattheteachercalledoutwhilemaintainingbothhandsonthestringatalltimes.Thiscanbedoneasaracebetweengroupsoratimedactivitytoseewhichgroupscanfindsuccessintherequiredtime.

StringChallenge

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Land,SeaandAir

Whatyouneed:

• Kidsfullofenergy,bouncingoffthewalls• Tape(optional),orabitoffloorinwhichtwodistinctareasarelaidout

Howtoplay“Land,SeaandAir”:

Determinewhichpartoftheflooris“land”andwhichis“sea”.Ifyouareusingtape,laydownalongpiece.Theareainfrontofthetapeis“sea”andtheareabehinditis“land”.Sinceourcarpetispatchwork,theboyschoseagraysquaretobe“land”andabluesquaretobe“sea.”

Theleader(thatwasme)callsoutoneofthreedirections:Land,SeaorAir.Whenshesays,“Land!”kidsjumpintothelandarea.Whenshesays,“Sea!”kidsjumpintothesea.Whenshesays,“Air!”kidsjumpashighintotheairastheycan.

Playcontinuesuntileveryonecollapsesonthegroundlaughing.

Isurprisedthekidsacoupleoftimeswithrandomcommandslike,“Tornado!”“Earthquake!”,towhichtheyinventedtheirownmovements.

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SanitySaver

Whatsurprisedmewasthatassoonasmyoldersonsawwhatwasgoingoninthelivingroomwithhisbrother,hewantedtojoinin,too.Thenext30minutesendedupbeingexponentiallylesschaoticthantheprevious30minutes,thussubstantiallysavingmysanity.(Note:thispostcontainsaffiliatelinks.)

Disclaimer:parentalsupervisionwhenanactivityinvolvesmagnetsisessential.Magnetsarepotentiallydangerousandextremelyhazardousifswallowed.

Whatyouneed:

Amagnetwand.KidsLOVEmagnetwands.I’mnotkidding,here.Wegetsooooomuchmileageoutofourmagnetwand.WehavethissturdyFlexibleMagneticPick-UpToolandithasbeenfantastic.

Variousmagnetic(ormetalobjects)fromaroundthehouse.Weusedthesemagneticwoodenalphabetletters,aswellasourbelovedMagneticWoodenBlocks.

I’mlistingsomeofthelevelsofourgamebelowtohelpyougettheidea,butyoucanandshoulddowhateverworksbestforyouinthemoment.Considerourlevelsandmagnetgameobjectivesasinspiration.

Howweplayed:

Note:alloftheseobjectiveshadtobeaccomplishedwithouttouchingthefloor.So,theboysstoodorwalkedonthepillows.

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Level1:Pickupallthemagnetswithyourwandandputtheminthebucket.

Level2.Pickupmagnetswitheachfootonadifferentpillow.

Level3.Pickupallthemagnets,twoatatime.

Level4.Pickupallthemagnets,3atatime.

Level5.Iputallthenumbermagnetsinacenterbucket.Foreachturn,theplayerpickedanumberwithhismagnetwand,thenhehadtopickupallthemagnetsthatnumberatatime.Forexample,ifhechoosean8,hehadtogather8lettersand/orblocksatatime.

Level6.Youmustpickupallthemagnets,standingoneachpillowatleastonce.

Level7.Youmustpickuponlysquareblocksandbuildastructurewithouttouchingtheblockswithyourhands.(Wedidseveralvariationsofthisidea.Suchas:pickupallthesquareblocks,pickuponlylongskinnyblocks,etc.)

Tobehonest,Iknowwedidmorethanjusttheselevels,butIcan’tremembertheexactrulesofeachlevel.Wejustmadeitupaswewentalongandthatwasthefunofit.

Weonlyhaveonemagnetwandandsomy10yearoldfashionedhisown.However,hewasclearlyjealousofhisbrother’ssuperiorequipment!Areyourkidsupforthechallengeofanindoormagnetgame?Getouryourmagnetwandandgiveitago.

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Onesanitysavingideaisnotenough.Visitmygiganticlistofindooractivitiesforkidsandsignuptogetmoreboredombustersdeliveredstraighttoyourinbox.

PaperAirplaneLandingStrips

It’skindofamazinghowthenormallysquabblingbrothershavebeencooperating,organizingflyingexperimentsandscientificcomparisons,andmostimpressivetome,theyhavebeengettingcreativewithlandingstrips.(Note:thispostcontainsaffiliatelinks.)

IlastwroteaboutpaperairplaneswhenIdescribeswhataperfectplaydateactivityitwasformyoldersonandourdownstairsneighbor.ThispastsnowdaythetwoofthemmadeafewmorefromthefantasticKlutzBookofPaperAirplanes,whichhassuperiorinstructionsandtrouble-shootingadvice,BUTwhathasreallygottenmytwosonstohavebrotherlybondingtimehasbeenourPaperAirplaneFold-a-Day2015Day-to-DayCalendar!!

Everymorningwefoldtheairplaneoftheday(wearegoingtohavequitethecollectionbytheendoftheyear)andgiveitatestdrivebeforeleavingforschool.Then,almosteveryeveningabigchunkoftimeisspentflyingthenewplaneagainstthepreviousones.

Ifyourkidsarepaperairplanenerdslikemine,encouragethemtomakealandingstrip.

Hereistheirbutcherpaperlandingstrip.Ifyoudon’thaveabigrollofpaper,youneedtogetone!Itcomesinhandyforsomanyactivities!Myoldersonwantedtoputpointvaluesinthecircles,butIhavebannedallcompetitivegamesforthetimebeingbecause“friendlybrotherlycompetition”alwaysendsinscreaming.

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Blocks.(KiddousedourTwigblocks)GatherupyourblocksorLEGObricksanddesignafancylandingstripforyourpaperairplanegames.Ibelievethestackofblocksismeanttobeanairportcontroltower!

Usetapedirectlyonthefloor.I’veneverhadtroubleremovingpainter’stape,butIdon’trecommendusingregularmaskingtape.

Nodoubtyourownkidscancomeupwiththeirownuniqueversion!Doyourkidslovepaperairplanes?

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Thingsyoucandowitharectangleoftapeonthefloor:

Jumpoverit.

Jumpinit.

Jumparoundit.(Hi,downstairsneighbors!)

Seehowmanytimesyoucanbounceaballinit.

Racecarsaroundit.

Racecarsthroughit.

Useitasastartorfinishline

Ballbouncingwasdefinitelythefavoritechallenge.Usepingpongballsbecausetheyarelightweight,havegreatbouncepotentialandareunlikelytobreakanythingwhentheinevitablehappens.

Whatdoyouthinkyourkidswoulddowitharectangleoftapeonthefloor?

P.S.Ihighlyrecommendusinglow-tackpainter’stape(testbeforeuse,butI’veneverhasaproblem.)

FormoreEASYideas,checkoutourgiantlistofindooractivitiesforkids,orthesetriedandtrueideaswhichsiblingscandotogether

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BALLOONTENNISGROSSMOTORPLAYACTIVITYApril8,2015bylittlebins9Comments

Areyoustuckinside?Toorainy,toohot,toosnowy?Kidsstillneedtogetthewigglesoutandastuckindoorsdaycanmeanatonofunusedenergy.Ifyourkidsseemliketheyareclimbingthewalls,thentrythiseasyandcheapballoontennisgame.IalwaysmakesureIhaveballoonsonhandforindoorgrossmotorplay.

EASYINDOORBALLOONTENNISGAME!

Thisballoontennisgamecouldn’tbeanysimpler,butitisloadsoffun.Justtakealookatmysoninthephotosbelow.Makesuretopickaupafewextraflyswatters.Everyone,adultsincluded,willwanttogetinonthefun.

Ourtennisballoongameisanawesomeenergybusteronanindoorday.WehavemoresimpleindoorgrossmotorgamestooplusaDIYairhockeyindoorgame.

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BALLOONTENNISGAMESUPPLIES

Balloons

FlySwatters

Findyoursuppliesatthedollarstoreorgrocerystore.Pickupafewflyswattersandabagofballoonsforyournextballoongame.That’sallyouneedtokeepeveryonebusyonarainyorcoldday.

Ifyouarestuckinside,balloonplayisthewaytogo.Thisgamewillgeteveryonemovingandchasingballoonsaroundthehouse.It’ssuperimportantforkidstogetenergyout.Ifyouhavearollofpainterstape,trythisfunlinejumpinggametoo.

THISBALLOONTENNISGAMEREALLYKEPTTHISGUYBUSYANDBURNEDALOTOFENERGYTOO!

Thisballoontennisgameisakeeperforus.Mysonhashighenergyandbeingstuckinsidealldayisnofununlesshecangetsomeenergyout.Ilovesimple,inexpensivegamesthatareeasytosetup.

DinosaurGrossMotorMovementGameKids

ThismonthontheBookClubPlayDateseries,wereadandplayedthebookDinosaurumpusbyTonyMitton.Ourdinosaurmovementgameinspiredtonsofgigglesandwigglesaswemovedourwaythroughthisbookwithagrossmotoractivity!

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14K+

DinosaurGrossMotorMovementGameforKids

We'veincludedaffiliatelinksinthispostforthebookanditemsyou'llneedtocreatetheDIYDinosaurgame.Haveyoureadthebook,Dinosaurumpus!?Thisisabookthatissuretogetthekidsmovingwithit'sloudandactiverhymesasthedinosaursdanceanirresistibleromp.Mykidscouldn'thelpbutmoveandgrooveasIreadthemthestory.Wehadtomakeamovementgrossmotorgametogoalongwiththebook!

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Makethisgameeasilyusingourfreeprintableforthegameboard.Welistedoutthedinosaursinthebookandtheactionstheydid.ThesewentontoagamespinnerthatImadeoncardstock.Weuseddinosaurfiguresforpartofourmovementgame.Theseonesareagreatdeal!

Toplaythedinosaurmovementgame:Firstprintoutthefreeprintable.You'llalsowantthegamerulesforeasyplayandthespinnerpiece.Makeyourgameboardandensurethearrowspinsusingabrassfastener.PrintyourprintableoncardstockORyoucanuseregularprinterpaperforthegameboard,butthearrowwon'tspinaswell.Youmaywanttoprintthegamespinneronpaperandthengluetocardboardformoresturdinessduring(active)play.Oneplayerhidesthedinosaurfiguresaroundtheroomoroutdoorplayarea.Thefirstplayerspinsthearrowandreadstheaction.Heorshethenracesofftofindoneofthehiddendinosaurs.Whenshefindsadinosaur,sheracesbackandperformstheaction.Therewillbeshakes,stomps,jumps,andTONSofgiggleswiththisgrossmotoractivity!Welovedthisgameactivityforit'sgrossmotoraction.Itwouldbeagreatactivityforrainydayfunorindoorplaywhenthekidsneedtogetthewigglesout.Racingoffandrememberingtheactiontheymustperformrequiresachildtorecallauditoryandvisualinformationnecessaryforsomanyfunctionalskills.GETTHEfreeprintableandthegamerules/spinnerbyclickingthelinks.

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Wehidthedinosaursinallsortsoffunspacesinthehouse.

Thedinosaursinthebook,Dinosaurumpus!movealot!Getreadyforstomping,shaking,diving,dancing,running,jumping,twisting,andspinning!

Wanttogetyourkidstopracticemath,handwriting,soundingoutwords,sleuthingandhavefunallatthesametime?Thissecretcodeactivityisforyou.I’vebeenwantingtodosecretcodeswiththekidsforawhile,andsinceitfitthebillofthisweek’sSTEAMPOWERthemeof“compute,”thetimingwasright.

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Isetupoursecretcodeactivityaroundsuperheroes,butyoucancertainlyswitchthingsuptosuityourchild’sinterest.Or,betteryet,youcansimplyintroducetheideaofsecretcodesandletthemdoallthecreativework.(Mypersonalfavorite.)

Thefirstorderofbusinesswastocreateasimpledecoderforthekidstouse.AsIsaid,it’sgoodtoletyourkidsmaketheirown,butsinceIwassettingthisupforamuchneededafterschooldistraction,Ipreppedtheactivityaheadoftime.(Neverfear,myfellowlazyparents,ittookmuchlesstimethanIthought.)IknewIwantedtoincludeamathcomponentformycomputing-lovingkids,andIhadhighhopesthatacrackthecodeactivitywouldbeafunhandwritingactivityformyyoungest.(Note:thispostcontainsaffiliatelinks.)

HOWTOMAKETHESECRETCODEGENERATOR

Thissecretcodeformulaisabasiconeyouwillnodoubtrecognizefromyourownchildhood.IgottheideatouseasliderfromtheTopSecret:AHandbookofCodes,CiphersandSecretWriting,abookmysonhasbeenenjoying.Ithasallsortsofgoodiesinitforyourspy-in-training.

Youcanprobablyfigureithowtomakeitbylookingatthephoto,youaresoclever.Thekeyistomakethestriplongerthanthecoloredpaperandtocutslitsthatareslightlylargerthanthestrip,soitglidessmoothly.

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Writethealphabetonthecoloredpaper.Iputanalphabetononesideofthestripandanumberlineontheother,withextralettersandnumbersoneachend,asshown.

HOWTOUSETHESECRETCODEGENERATOR

Iprobablydon’thavetoexplainhowtocreatethecodestoyouclever,cleverpeople.Thereareseveralwaystokeepthingsinteresting.

Simplecode:

LineupthealphabettothenumberssothatA=1,Z=26,etc.Thiswillhelpkidspracticeonetoonecorrespondence.Inotherwords,CATwouldbewritten3-1-20.

Eversoslightlymorechallengingcode:

Liningupthealphabettoalphabetoralphabettonumberline,theslidercanbemovedbackandforth.Anewcodemightbe“numberline+1”sothatA=2andsoforth.So,CATwouldbe4-2-21.“Alphabet+1”wouldbeA=B,soCATiswrittenDBU.Youcanseehowyourkidscanusethisformulatocomeupwithdifferentcodes.

Decodingactivityformathematicians:

FormyyoungestsonIkeptthecodesatthe“eversoslightlymorechallenging”level,butformyolderkids,afunwaytohavethempracticetheir“powerfacts”(astheyarecalledatourschool)

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istoaddacomputingleveltothedecodingprocess.Soforexample,usingtheA=1code,IwouldwritetheclueforCATas1×31×14×5.Youcan,ofcoursemaketheseequationssimpleorcomplextosuityourchild’sskill.Andperhaps,yourchildwillevenwritesomethingincodeforyoutocrack!

SECRETCODEHUNTACTIVITY

Imadeseveralmessagesforthekidstodecode,butthenIhitupontheideaofascavengerhuntwithsuperheroes.

Icreatedcodedmessagesforthekids:“FindBatman”and“RescueGreenLantern”andwroteaseriesofclues,whichIthenhidaroundtheapartment.Theboysdecodedeachclue,whichledthemtoanothercodedclue,andsoonuntiltheyfoundtheiractionfigures.

Iwasreallysurprisedathowmuchtheyadoredthisactivity!Myyoungestdidnotevenaskmetodothewritingforhim,whichwascompletelyandtotallyawesome.Healsoworkedhardtosoundoutwords(somethinghehates).Infact,theybeggedmetocreateanewoneforthenextafternoon.(WhichIdid,thankyouverymuch.)

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Sothereyouhaveit.Asupersuccessfulactivitythatcombinesmath,handwriting,abitoffunandperhapsasuperheroortwo.Mynextchallengeistogettheboystocreatecodedscavengerhuntsforeachother.Weshallsee…..

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ArainyafternoonmeantweneededafunindoorprojectsoIsetupthisspellinggameandliteracyactivityforKiddoatthetable.

LITERACYANDSPELLINGGAME

Mysonlovestospell(atThanksgivingdinnerIcrackedupwhenheclarifiedamisunderstanding,“NoGrandma,food,F-O-O-D!”).Heeventakesoverthelivingroomwithhisspelling!IcreatedthisseekandfindwordgameIliketocall“Sift‘n’Spell.”Itcaneasilybealteredaccordingtoyourchild’sskilllevel(seetipsattheend).

Whatyouneed:

• Smallbucket.Ashallow,rectangularplasticfoodcontainerisperfect.• Letters.Wehavethesesmallplasticletters,butyoucanmakeyourownbywritingletterson

smallpiecesofcardboard,oruselettermagnets.• SlottedSpoon• Toysorothersmallobjects.• Rice.

FirstIsetoutathebucketofricewithsmalllettershiddeninside.(IalwaysusesomethingthatIhavefailedtocookbeforetheexpirationdate,failedhousewifethatIam.Ifyoudon’twantto

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usefood,trycleansandboxsandfromthehardwarestore.)Ilinedupafewtoyswith3-4letternames,suchas“cat”,“bell”,“fish”andsoforth.Youwanttomakesurethatthehiddenletterswillindeedspellthenamesoftheobjects!

IhappenedtohavesomelittlecoloredplasticlettersIgotalongtimeagoatthecraftstore,butnoneedtobuyanything,youcouldwritethelettersonsmallpiecesofheavypaperorcardboardtohideintherice.

Usingaslottedspoon,hesiftedthericetofindtheletters.

Hespelledallthewordswithoutanyhelpfromme!

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Helovedthissomuchthatwhenhewasdonehepushedthelettersbackinthericeandrepeatedtheactivity.

Youcaneasilyadjustthisaccordingtochild’sskilllevel:

• Forbeginningreaderswriteoutthewordssotheycanmatcheachletter,placingthemontopofthewrittenword.

• Forkidsjustlearningthealphabet,matchletterstoawrittenalphabet.Orworkjustontheinitialletterandsoundofeachword.

• Ifsortinglettersintomultiplewordsistoochallenging,hidetheletterstoonewordsatatime.

• Ifyourchildcan’tfigureoutwhereheshouldaddhisletter,soundoutthewordswithhim.• Onceallthelettershavebeenfoundandthewordsspelled,besuretoreviewthewords.

MORE:Literacyactivitiesathomedon’thavetobecomplicated.Seeallmyfavoritewaysfor(Almost)EffortlessLiteracyIdeasforKids.

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LARGE+SMALLMOTORSKILLSACTIVITY:GIANTDOT-TO-DOT!

Afunfineandgrossmotorskillsactivityisagiantdot-to-dot.YoumayrememberNewKidworkingonhistoddlerdot-to-dotafewyearsback,andnowhelikestogetdownwithhismarkeronthefloor.Ilovethewayagiantfloorconnect-the-dotsactivitygetshimexercisingbothhissmallandlargemotormusclestogether.

Youdon’tneedtoarrangethedotstorevealapicturewhenconnected.Isimplydrewlargedotsandnumbersinarandompatternonalargepieceofbutcherpaper.Forthisparticularpuzzle,Iusedseveralcolors,soitwaseasierforhimtolocatesequentialnumbers:1-5wereblue,6-10weregreenandsoforth.Heenjoyedthisactivitysomuchhewantedtodoitagain,butIdidn’tevenneedtomakeanewone,hesimplychoseadifferentcoloredpen.

Seehowheneedstostretch,reachandmove!NewKid’soccupationaltherapistinformedmethatworkinglargegroupsofmusclesisimportantfordevelopingthesmallmotorskills,thatIshouldnotlimitourtherapyexercisestojustfinemotorskillpractice.Plus,Ilovethatthegiantdot-to-dotsneaksinabitofcountingpractice,too!

Math+finemotor+grossmotor=aGiantDot-to-dot!

**Haveyourkids“brainstorm”whatthedesignmostremindsthemof**

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Four Square Hulu Hoop Set Up: Utilize four hulu hoops per game (a different color for each level is good) - set up the four hoops in a four square pattern on the gym floor or outdoor grass field. A small dodgeball or similar size and type of ball works well. The game: the game is played like a traditional four square game with the exception the players are in a plank position behind each hulu hoop. A very good resource for the basic rules of 4-Square are available at: http://www.squarefour.org/rules Academic Integration: Typically none but math could be integrated with the scoring systems or science/physics could be integrated with understanding game strategies, ball placement, etc….

Hula Hoop Tinikling This activity is a fun and challenging variation of traditional Tinikling for the learning of rhythms, teamwork, and physical activity. Set Up: Students are typically placed in groups of 3 or 4 with two hula hoops per group and each group is spread out amongst the activity area. Two students are the tappers with the hulu hoops and one or two students are the jumpers. The Game: Tinikling is a traditional Philippine form of dancing utilizing bamboo poles. For this version, we utilize two hulu hoops as a replacement for the two bamboo poles. The rhythm created by moving the hulu hoops together and apart. The hoops are overlapping for count 1. The hoops are pulled apart for counts 2 and 3. The hoops are moved back to overlapping for the count of 4. During count 1 the jumper jumps with both feet inside the overlapping hulu hoops, during counts 2 and 3 the jump is jumping with one foot in each hulu hoop, during count 4 the jumper jumps with both feet inside the overlapping hoops. To make the activity more difficult, change to 4 hulu hoops with four tappers and one or two jumpers. Academic Integration: Typically none. Jumpers could spell spelling words or work math problems in rhythm with their jumping. The tappers could sing the rhythm with various languages.

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Hula Hut Tower Set Up: Multiple sets of 6 of the same sized hoops. Creating a individual hut requires 6 similar sized hoops. Before the activity begins, you should demonstrate how to build the hula hut to your students. Place one hula hoop flat on the ground – this will be the hut’s foundation. Next, stand two hula hoops up on the inside of the foundation, but on opposite sides. Lean the tops of the hoops at 45 degree angles until they touch. Next, do the same with two more hula hoops (stand them up on the inside of the foundation) but from opposite sides of the first two hoops. Then, lean the tops of these two hoops together at a 45 degree angle over the tops of the first two. Next you will place the last hula hoop (the roof) over the others (the walls) to hold them in place.

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