Movement Exploration Early Childhood Preschool

MOVEMENT EXPLORATION EARLY CHILDHOOD PRESCHOOL

A PUBLIC SERVICE OF

EC Development Council: Helena Baert, Diane Craft, Laurie Gombash, Aaron Hart, Andrea Hart, Nick Kline

EC Content Authors: Helena Baert, Jim DeLine, Amy Gagnon, Laurie Gombash, Aaron Hart, Nick Kline, Elyse Loughlin

Contributors: Lori S. Dunn, John Foley, Matthew Madden

Production & Design: Deedi Boland, Aaron Hart, Nick Kline, Jennifer Truong

These documents and all of the content provided by OPEN are available to all teachers, coaches and activity leaders without cost or obligation. Please print, copy, and share the content responsibly. The sale of this work by a third party is prohibited in any print or electronic format.

For information about OPEN’s Early Childhood Equipment Pack from US Games visit: http://www.usgames.com/open-early-childhood-pack-1

To purchase ABC’s of Movement Activity Cards visit: http://www.usgames.com/abc-s-of-movement-activity-cards

We support the good work of The Organwise Guys®! https://organwiseguys.com

About This Document In an effort to afford early childhood education providers equity of access to the highest-quality movement education programming, OPEN has launched a content development effort with the help of some of the nation’s most respected physical education and early childhood content specialists.

This document is an introduction to the OPEN Early Childhood (EC) program. All of the resources in this document are intended to provide early childhood movement educators an opportunity to understand the organization and design of the program. OPEN Resources are made free to all movement educators as a public services of US Games.

Program Design There are 3 main program goals embedded within the OPEN EC program.

1. Provide developmentally appropriate physical activity experiences, allowing children an opportunity to accumulate 60 minutes of daily physical activity.

2. Provide instructional content designed to foster the development of knowledge and skill in six main movement exploration categories (Movement Concepts, Balance, Locomotor, Manipulative, Health & Nutrition, and Social & Emotional Development).

3. Provide early childhood teachers and program providers with movement-based activities that work toward developmental outcomes and indicators defined within the Head Start Early Learning Outcomes Framework.

How It Works Each movement exploration category has been assigned an identification color.

Movement Concepts are RED Balance is ORANGE Locomotor is YELLOW Manipulative is GREEN Health & Nutrition is BLUE Social & Emotional Development is PURPLE

In using this program, EC teachers can plan and implement six physical activity times – one for each color – throughout the day. Activities are designed to last approximately 10 minutes, allowing students to accumulate 60 minutes of daily physical activity.

Activity Plans There are six instructional modules under on-going development (Activity Basics, Bean Bags, Hoops, Ropes, Scarves, Parachute Games). Each module features complete sets of activity plans that include all six identification colors and can be done sequentially. Each activity plan provides the following sections: • Learning Targets • Activity Set-Up & Procedures (with diagram) • Universal Design Modifications • Developmental Indicators

Each day, EC teachers use one set of plans for all of that day’s scheduled physical activity times. A daily activity card is provided for an “at-a-glance” view of the day’s activities. A station- or center-based activity organization option will be available in the Spring of 2017.

Important Note: Development of OPEN’s Early Childhood program is ongoing. The first resources were made available in January of 2017 with more content, activity plans, and resources added each calendar quarter. For the most recent version of the OPEN EC program please visit:

www.OPENPhysEd.org

Program Development Map

The Head Start Early Learning Outcomes Framework [Approaches to Learning; Social & Emotional Development; Language & Literacy; Cognition; Perceptual, Motor, & Physical Development]

Movement Exploration Categories [Movement Concepts, Balance, Locomotor Skills, Manipulative Skills, Health & Nutrition, Social & Emotional Development]

Instructional Modules [Activity Basics, Bean Bags, Scarves, Hoops, Ropes, Parachute Games]

Daily Activity Plans [Red, Orange, Yellow, Green, Blue, Purple]

Suggested Implementation Plan

Movement Set 1: Activity Basics & Bean Bags Movement Set 2: Bean Bags & Scarves Movement Set 3: Scarves & Hoops Movement Set 4: Hoops & Ropes Movement Set 5: Ropes & ABCs of Movement

Repeat Sets from Beginning with Activity Card 2

Physical Activity Equipment

OPEN EC is a public service of US Games. By purchasing your physical activity equipment from US Games you can be sure that you’re getting equipment matched with the activities written into the OPEN EC program. You can also take pride in the fact that your purchase is helping to support the ongoing development and availability of all OPENPhysEd.org resources.

Each OPEN EC equipment pack is priced around $250 and is designed to provide equipment for a minimum of 24 students. Some packs will accommodate up to 100 students in a station- based movement format. The following list provides information on recommended equipment and how to purchase the packs/items from US Games.

OPEN EC Pack One Item# 1397243 Call for Current Price 4 Sets of 6 Ropes 2 Sets of 12 Spot Markers 2 Sets of 12 24” Hoops 2 Sets 12 Scarves 2 Sets of 12 Bean Bags 1 Mesh Equipment Bag

Additional Recommended EC Equipment 1 Set of 6 12” Game Cones (Item# 1093452) 1 Set of 6 Task Tents (Item# 1389878) 1 30’ Diameter Parachute (Item# 1040036)

To order OPEN Early Childhood equipment contact your regional US Games representative, or call 1-800-327-0484.

On-Site Professional Development Workshops

OPEN National Trainers provide the highest quality professional development for early childhood educators. We customize each day to meet your organization’s objectives and scheduling requirements. Workshops are active, engaging, and practical.

All participants will be able to: • Fully implement OPEN EC activities • Safely and effectively manage early childhood physical activity sessions • Describe and demonstrate the link between OPEN EC and the Head Start Early Learning Outcomes Framework

Contact your US Games Regional Representative for information and pricing for an OPEN EC professional development event. (Who is your regional representative? Call 1-800-327-0484 and ask one of our call center associates.)

Standard Pricing for up to 5 hours of Professional Development: $2,950 (2018-19) This includes a day of training, trainer travel expenses, OPEN EC Equipment Pack One, 6 Cones, 6 Task Tents, and 1 Parachute.

NOTE: Additional blank pages are added throughout this document to help format double-sided printing projects.

Physical Activity Teaching & Management Tips

The number 1 priority of all physical activity leaders is keeping students S.A.F.E. Here are 4 management concepts for keeping physical activities fun and free of dangers.

SPACE | Spot markers and cones are your friends. Space the spot markers out within the activity area to provide students with a visual marker of their personal space (Home Base). Home Base provides the safe personal space needed for students to work independently. S Create boundaries. This can be done with cones (the more the better). Young ones aren’t yet adept at visualizing imaginary lines, so place a cone every 3-4 steps along the perimeter of the activity area (create a rectangle or square space). Make sure to scan the activity area for objects that could create a hazard, e.g., a wall, a tree, a door that may open in to the space, etc.

Two Types of Space: • Personal Space – created using spot markers scattered where students have enough space to move independently and safely. • General Space – created with cones or floor tape and help to define the boundaries of the safe activity area and keep students safe from hazards. APPROPRIATE EXPECTATIONS | It’s important to provide physical and emotional boundaries that allow students to feel safe, take risks, and learn at an appropriate pace. Quickly review the class rules before the start of class. Keep instructions concise and clear. When students A demonstrate the ability and maturity to perform safely, then add a challenge. Use encouraging language and prompt children to encourage their classmates. An encouraging environment with appropriate expectations begins with simple, clear, and effective rules.

Physical Activity Rules: 1) Active Eyes & Ears – Listen to directions, pay attention, and look where you are moving. 2) Helpful Hands – Keep your hands to yourself. Use your hands to be helpful. 3) Follow Directions – Learn by listening to and following directions. 4) Move Safely – Obey the speed limit and boundaries. Respect personal space. FUN & FESTIVE | If the environment is fun & festive, students are more likely to respond positively and work harder. The physical activity leader’s attitude is the single most important factor in the success of a movement sessions. You set the tone. Need a little help? Use upbeat F music that inspires you to move (music is also a great stop and start signal). Like music, laughter is good for your spirit. Children want you to be silly in a safe and purposeful way. Your smile is the feedback that they crave.

So Remember: • Enthusiasm is contagious. • Fun activities are inviting. • Music matters. • Laughing feels good. ESTABLISH PROTOCOLS & ROUTINES | It’s critical that you establish systems for managing class routines and student behaviors. The more consistent the routines are, the safer the class is. In the beginning, you will have to teach your procedures and routines, and much like developing a E skill, your class will need to practice them to get more efficient. If you are inconsistent with routines, the class will become inconsistent at following them. So be accountable for what you expect and practice until you get the results you need. Repeat learning activities often.

Establish These Early: • Signals for starting and stopping. (Go/Freeze Commands, Music Start/Stop) • Transitions from one activity to another. (Return to Home Base) • Distributing and collecting equipment. (A Place for Everything) • Responding to and asking questions. (Hand Up, Mouth Closed, Be Patient) • Entering and exiting the activity area. (Walk to Floor Spots, Line Up by the Wall)

Physical Activity Rules Active Eyes & Ears

Helpful Hands

Follow Directions

Move Safely

Quick Reference Activity Card: Activity Basics Set-Up: Scatter spot markers as a Home Base for each student. One student per home base. Use 4+ cones to set perimeter boundaries. Each activity below takes approximately 10 minutes. Schedule 6 activity breaks throughout the day to provide 60 minutes of daily physical activity. Suggested MC Cards are the Movement Concept Cards that the authors suggest using with this activity.

Suggested Activity Description Category MC Cards Gotcha! (PA Rule: Active Ears) • Students begin at Home Base. On start signal (“GO”) On, Off, Ready 1 they begin to walk in general space. On stop signal Balance to Learn (“Freeze”) they stop and freeze their body. • If teacher sees a moving student, say “Gotcha!” Imaginary Fence (PA Rule: Active Eyes) • Place ropes on the floor between cones as a “fence.” Inside, On, Off, 2 • On start signal students walk/move inside the fence. Locomotor Ready to Learn On stop signal, they freeze in the shape of an animal they want to keep safe inside the fence. Sharing Circle (PA Rule: Helpful Hands) • Begin with Home Base spot markers in 2 concentric 3 circles. Students on spots facing each other. Self-Space Social/Emotional • First, share words. Then, share equipment. See activity page for sharing prompts. Line Up Practice (PA Rule: Follow Directions) • Create 2 parallel “line-up” lines with Home Base spot markers. Students start on Home Base and remember Movement 4 their spot color. Alongside Concepts • On start signal, students walk/move in general space. On stop signal, they freeze and are then called by spot color to line up. Everyone Cleans Up (PA Rule: Move Safely) • Students start on scattered Home Base spots. • Review moving in space, then returning to spots. 5 Inside, On, Off Health/Nutrition • From spots practice moving to get equipment (bean bags). Pretend the bean bag is soap and spot is a sink. • Then, practice putting the equipment back in its place. Share, Share, That’s Fair (Review all PA Rules) • Students start on scattered Home Base spots. Half of the students with a bean bag, half with a scarf. On, Alongside, 6 • On start signal, students play with equipment at their Manipulative Ready to Learn Home Base spots. On stop signal they freeze. • Prompt students to share with a partner with the opposite equipment (swap beanbag for scarf).

GOTCHA!

ü I will follow all physical activity rules. ü I will control my body by starting and stopping with the signals. ü I will talk about why it’s important to start and stop with the teacher’s signals.

Things You Need: ü 1 spot marker per student ü 4 cones to create activity area boundaries ü Physical Activity Rules Poster ü Music and music player ü Green/red colored signs (optional)

Set-Up: 1. Create an activity area using cones or another visible object as boundaries. 2. Scatter spot markers throughout the activity area as home bases for each student. 3. Each student is standing on a home base (spot marker). 4. Be sure spacing between students is safe.

Activity Procedures: 1. Today we’re going to practice our 4 Physical Activity Rules. (Review rule poster.) Let’s focus on Active Ears by listening for start and stop signals. 2. This activity is called, “Gotcha!” The object of this activity is to start and stop moving when you hear the signals so that I don’t yell, “Gotcha!” 3. When I say the word, “Go!” you will safely walk around the activity area. Be careful not to step on any spots. When you hear the word, “Freeze!” stop right where you are and freeze your body. If I see any students moving after I say, “Freeze” I’ll say, “Gotcha!” 4. When I say, “Go Home!” you’ll walk safely back to your Home Base and we’ll start again. 5. Next, we’ll use music as a start and stop signal. When you hear the music, begin walking. When the music stops, freeze your body. 6. Now, let’s play again. This time when you hear, “Freeze!” freeze your body in a balance challenge position (e.g., on 1 foot, on tip toes).

Universal Design Modification: • Use visual signals for start and stop (e.g., colored signs – green/red, raised hand, etc.)

ü Perceptual Development: Uses perceptual information in directing own actions. Moves body in relation to objects. ü Gross Motor Development: Demonstrates balance in large-muscle movement. ü Safety: Demonstrates knowledge of personal safety practices and routines.

IMAGINARY FENCE

ü I will follow all physical activity rules. ü I can control my body by staying inside the boundaries. ü I understand the importance of staying inside the boundaries.

Things You Need: ü 1 spot marker per student ü 4 cones to create boundaries ü 4+ ropes to create imaginary fences ü Music and music player

Set-Up: 1. Create an activity area using cones or another visible object as boundaries. 2. Place ropes in-between cones as boundary “fences.” 3. Place home base spot markers just inside the fence boundaries, with enough distance for movement in personal space.

Activity Procedures: 1. In this activity we’re going to continue practicing our 4 Physical Activity Rules. Now let’s focus on Active Eyes by watching for area boundaries. 2. This activity is called Imaginary Fence. The object of the activity is to move safely inside of our activity boundaries. An example of a boundary is a fence. Some people use fences to keep animals in a yard. 3. When I say, “GO!” (or the music starts), you can move off of your spots and travel through open space in our activity area. When I say, “Freeze!” (or the music stops), freeze your body in the shape of the animal that you want to keep safely inside our fence. 4. Next, on the start signal, you’ll move like that animal inside of our fence. On the stop signal, freeze your body and pretend that the animal is sleeping. Universal Design Modifications: • Start the activity with one animal movement. For example, a horse. Let students safely explore space while creatively moving like a horse. As student progress, prompt them to gallop like a horse with a focus on galloping cues (1 lead foot step, feet together, lead foot step, feet together). • Repeat the above progression with other locomotor skills.

ü Behavioral: Demonstrates control of actions and behaviors. ü Creativity: Demonstrates imagination in play. ü Gross Motor Development: Demonstrates balance in large-muscle movement. ü Safety: Demonstrates knowledge of personal safety practices and routines.

SHARING CIRCLE

ü I will follow all physical activity rules. ü I will take turns with my partner. ü I will demonstrate Helpful Hands by gathering and using equipment correctly.

Things You Need: ü 1 spot marker per student ü 1 bean bag or scarf per 2 students ü 3 Hoops for organizing equipment

Set-Up: 1. Spot markers are arranged in 2 concentric circles. 2. Bean bags are placed in 2 (or more) piles on the sideline of the activity area. 3. Arrange students, standing on spots, and facing one another. Activity Procedures: 1. The second physical activity rule is “Helpful Hands.” Today we’re going to practice helpful hands with an activity called Sharing Circle. Everyone will share words and equipment with a partner. 2. When I say, “GO!” the partner in the outside circle will talk first. Look your partner in the eye and describe what a juicy orange looks like and tastes like. Listening partners, look your partner in the eye, listen without interrupting. When I say, “Freeze!” stop talking and stand tall, ready to listen. (Repeat with partner on the inside circle describing a crunchy carrot.) 3. Next we’re going to gather some equipment to share. When I say, “GO!” all students on the inside circle will walk to pick up a bean bag, and then return to the spot markers with the bean bag. 4. Pretend your bean bag is a very friendly puppy. When I say, “GO!” tell your partner what your puppy looks like and what her/his favorite game is. When I say, “Freeze!” stop talking and stand tall, ready to listen. It’s time to share the bean bag with your partner, giving them a chance to describe their imaginary puppy. (Repeat with partner on the inside circle. Continue the activity with a variety of topics and imaginary objects.) 5. It’s time put our equipment away. When I say, “GO!” all students on the outside circle will walk to put the bean bag away, and then return to the spot makers. Universal Design Modifications: • If students are not ready to gather equipment on their own, take a few minutes to hand out/collect bean bags. • Complete the activity without any equipment. Allow students to practice taking turns in conversation. • Change partners by rotating students on the outside circle one spot to the right or left.

ü Social/Emotional: Takes turns in conversations and interactions with other children. ü Behavioral: Maintains engagement in interactions with familiar children. ü Creativity: Demonstrates imagination in interaction with others.

LINE UP PRACTICE

ü I will follow all physical activity rules. ü I will line up quietly by following teacher instructions. ü I will control my body and move safely while staying in the class line.

Things You Need: ü 1 spot marker per student ü 4 cones to create activity area boundaries ü Music and music player

Set-Up: 1. Create line(s) with spot makers. (Use the same line formation that you’d used for walking in hallways. E.g., 2 parallel lines, 1 straight line, etc.) 2. Students standing on spot markers in line formation.

Activity Procedures: 1. We’re now going to practice Following Directions (our 3rd Physical Activity Rule) by moving in the activity area boundaries, and then lining up safely and quietly. 2. Look at your Home Base spot and remember what color it is. 3. When the music starts playing, walk safely in the activity area with active eyes and ears. When the music stops, freeze and listen for instructions. I will call a group of students to quietly line up on the spot markers. (Teacher calls students wearing blue, red, green, etc. until all are lined up.) 4. Let’s play again. This time march in the activity area making large circles using curved pathways. (Repeat the activity several times prompting students to move in a variety of pathways with different locomotor skills.) 5. Next, practice walking in lines throughout the activity area. Guide the students using straight, curved, and zig-zag pathways.

Universal Design Modifications: • Teacher/adult walks hand-in-hand with students having difficulty in line. • Use a variety of start/stop signals.

ü Behavioral: Responds to signals when transitioning from one activity to another. ü Perceptual Development: Uses perceptual information in directing own actions. Moves body in relation to objects and other people. ü Safety: Demonstrates knowledge of personal safety practices and routines.

EVERYONE CLEANS UP

ü I will follow all physical activity rules. ü I will gather and return equipment by following teacher instructions.

Things You Need: ü 1 spot marker per student ü 1 bean bag per student ü 4 cones to create boundaries ü 4 hoops for organizing bean bags

Set-Up: 1. Scatter spot markers within the boundaries of the activity area. 2. Divide bean bags evenly and place in 4 hoops outside of the activity area boundaries. 3. Each students stands at a Home Base (spot marker).

Activity Procedures: 1. Our 4th Physical Activity Rule is, “Move Safely.” Keeping our activity area clean will help us move safely. 2. All of our equipment will be stored just outside of our activity area boundaries. Today we have bean bags inside of hoops to keep them organized. By keeping the equipment organized outside of the boundaries we can move safely inside the activity area without stepping on messy equipment. Let’s try! When I say, “GO!” jump off your stop and see how many spots you can jump on and off (2-foot takeoff and landing). When I say, “Freeze!” stand tall, ready to listen. “GO!” 3. “Freeze!” When I say, “GO!” walk quietly (like little mice) back to your spots. 4. Next, we’ll practice getting equipment. When I call the color that matches your spot color, you’ll walk to the nearest hoop, collect a bean bag, and then return to your spot. Practice balancing the bean bag on your shoulder while you wait for others to collect their bean bag. (Continue calling colors until every student has a bean bag. 5. Before you eat food, or after you use the bathroom, what do you need to remember to do? That’s right – wash your hands. Let’s pretend the bean bag is soap and your spot is a sink. Show me how you would wash your hands. 6. Great! Now let’s practice putting the equipment back where it belongs. When I call the color that matches your spot color, walk to the nearest hoop, put your bean bag away, and then return to your spot. (Continue calling colors until all bean bags are put away. Repeat this activity often to reinforce equipment procedures).

Universal Design Modifications: • Provide adult helpers to students who continually demonstrate difficulty with this task.

ü Health: Demonstrates personal hygiene and self-care skills. ü Behavioral: Demonstrates control of actions and behaviors. ü Safety: Demonstrates knowledge of personal safety practices and routines.

SHARE, SHARE, THAT’S FAIR

ü I will follow all physical activity rules. ü I will share with my classmates. ü I will safely play with the physical activity equipment.

Things You Need: ü 1 spot marker per student ü 4 cones to create activity boundaries ü 1 bean bag per 2 students ü 1 scarf per 2 students ü Music and music player

Set-Up: 1. Scatter spot markers within the boundaries of the activity area. 2. Place a bean bag on half of the spots and a scarf on the other half. 3. Each student stands at a Home Base with equipment on the floor next to the spot.

Activity Procedures: 1. It’s time to play a game that will help us practice all 4 of our Physical Activity Rules. We’ll have to use Active Eyes, Ears, and Helpful Hands while we Follow Directions and Move Safely. 2. This activity is called, “Share, Share, That’s Fair.” It’s important for us to understand that we might not always get the piece of equipment that we want. For example, we may have to use a color bean bag that’s not our favorite. But, that’s okay. During physical activity time we’re going to use the equipment that is available and share with our classmates. 3. When the music starts, pick up the equipment next to your spot (bean bag or scarf). Try to drop it on to the spot. How many times can you drop and hit the spot? Try from low levels, then from high levels. 4. When the music stops, students with a bean bag will walk to a student with a scarf. Next say, “May I play with your toy?” Your classmate will say, “Yes. May I play with your toy?” Then trade equipment with your classmate so that you now have a new piece of equipment. Return to your spot. 5. When the music starts, begin playing with your new piece of equipment. 6. (Repeat this numerous times with students sharing with several different partners. Allow students to find unique and safe ways to play with the equipment at their Home Base spots.)

Universal Design Modifications: • Half the class begins with a piece of equipment while the other half sits on a spot. Allow students with equipment to play for 30 seconds. Then, stop play and talk through the sharing procedures.

ü Safety: Demonstrates knowledge of personal safety practices, class rules and routines. ü Behavioral: Demonstrates an increasing ability to control impulses. ü Social/Emotional: Maintains positive interactions and relationships with other children.

Quick Reference Daily Activity Card: Bean Bag 1

Set-Up: Scatter spot markers with bean bags in the activity area. Use spot markers as a Home Base. One student per Home Base/bean bag. Use 4+ cones to set perimeter boundaries. Each activity below takes approximately 10 minutes. Schedule 6 activity breaks throughout the day to provide 60 minutes of daily physical activity. Suggested MC Cards are the Movement Concept Cards that the authors suggest using with this activity.

Suggested Activity Description Category MC Cards Bean Bag Home Base • Students remember their bean bag’s color/location on the floor. This is their Home Base. • On “GO,” students begin walking in general space Alongside, On, Movement 1 within set boundaries. Over Concepts • After 15-30 seconds, say “FREEZE” (or another consistent stop signal). Prompt students to walk back to their Home Base. Repeat. Move Like This Curved • Students walk safely in the area. On stop signal, Pathway, 2 students walk back to Home Base. Locomotor Straight • Repeat, calling out different ways for students to Pathway move. Bean Bag Body Parts • With students and bean bags on Home Base, teacher 3 calls out a body part (e.g. elbow, head, etc.). Students Low Level, Over, Social/Emotional touch that body part to the bean bag, which is lying on the spot marker. Bean Bag Balance • Students listen to teacher prompts and balance bean bags on different body parts. (Suggestions: head, Matching, 4 Balance shoulder, elbow, wrist, hand, 3 fingers, knee, foot.) Follow, Twisting • Next, challenge students to move safely around their Home Base while balancing a bean bag. Home Plate Fruit Finder • Students move safely in activity space. On stop signal, Ready to Learn, 5 Health/Nutrition students find a new Home Base/bean bag, and call out Self-Space a fruit or vegetable matching the bean bag color. Bean Bag Eggs • Students sit on “eggs”/bean bags (like a bird does). • With imaginary ball, students self-toss and catch. 6 • Students place bean bag (egg) in their hands. From a On, Small Manipulative seated position, students gently toss and catch the bean bag, straight up and down. They are pretending it is an egg.

BEAN BAG HOME BASE

ü I will control my body and move safely in general space. ü I will follow my teacher’s instructions and listen for start and stop signals.

Things You Need: ü 1 bean bag per student ü 1 spot marker per student ü Cones to create boundaries

Set-Up: 1. Each student on a Home Base with a bean bag and personal space. 2. Students place their bean bags on the floor at their feet. 3. Be sure spacing between students is safe.

Activity Procedures: 1. The purpose of this activity is to review Home Base procedures while teaching students to move safely in general space. 2. Before beginning, tell students to remember their bean bag’s color and spot marker location on the floor. This is each student’s Home Base. 3. When teacher says “GO,” students begin walking anywhere throughout general space, staying within the area boundaries. (Say “GO!” or play music as a start signal.) 4. After 15-30 seconds, say “FREEZE” (or pause music). Prompt students to walk back to their Home Base. Repeat this activity, providing students multiple opportunities to practice following directions and signals. 5. Spend a minute talking about what made this process safe/unsafe (i.e. active eyes/ears, remembering your home base, etc.). Repeat this level using various ways to move (e.g., tip toe, crawling, etc.). Universal Design Modifications: • Remove one child’s bean bag. This student is called the Bean Bag Bouncer and will look for a new Home Base in the next round. Restart the activity and prompt all students to move throughout general space. On the stop signal, students return safely to their Home Bases. The Bean Bag Bouncer can quickly go to any bean bag. The student that lost her/his Home Base becomes the new Bean Bag Bouncer. • All students can move to any Home Base on the stop signal. They don’t have to move back to their previous home bases.

ü Gross Motor Development: Coordinates movements and actions for a purpose. Walks and runs, adjusting speed or direction depending on the situation. Demonstrates awareness of own body and other people’s space during interactions. ü Safety: Identifies and follows basic safety rules with adult guidance and support.

MOVE LIKE THIS

ü I will control my body and move safely in general space. ü I will practice moving in space using different movement skills.

Things You Need: ü 1 bean bag per student ü 1 spot marker per student ü Cones to create boundaries Set-Up: 1. Each student on a Home Base with a bean bag and personal space. 2. Students place their bean bags on the floor at their feet. 3. Be sure spacing between students is safe.

Review: In the previous lesson, students were taught the concept of moving in space and returning to their Home Base when asked to do so.

Activity Procedures: 1. The purpose of this activity is to teach students how to move safely in space using various locomotor movements. Begin by having students walk safely in the designated activity space. Provide signals to start and to stop/freeze, and then prompt students to walk back to their Home Base. 2. Now, repeat the activity while calling out different “speed limits’ and movements. For example, “slow marching.” 3. Start with slower/easier movements. When students are ready, use faster, more advanced locomotor movements (jumping, running, etc.). Prompt students to return to their Home Bases as needed. Universal Design Modifications: • Provide more than 1 locomotor skill choice. Students can choose the skill they feel comfortable performing. • For smaller spaces/large groups, call out 1 or 2 home base colors at a time. Only students standing at a spot marker of the color called can move to perform the movement skill.

ü Gross Motor Development: Coordinates movements and actions for a purpose. Walks and runs, adjusting speed or direction depending on the situation. Explores environments using motor skills. Performs activities that combine and coordinate large muscle movements. ü Perceptual Development: Combines information gained through the senses to understand objects, experiences, and interactions. ü Safety: Identifies and follows basic safety rules with adult guidance and support.

BEAN BAG BODY PARTS

ü I will listen to and follow teacher instructions. ü I will try my best.

Review: In previous lessons, students moved in space and returned to Home Base. In this activity students will move only in personal space (around their home base).

Activity Procedures: 1. The purpose of this activity is to provide a self-testing exercise to help students understand the movement of body parts in relation to objects. 2. Begin by calling out a body part (e.g. elbow, hand, knee, etc.). Each time a body part is called, students touch that body part to the bean bag, which is lying on the spot marker. Emphasize controlled, safe movements. 3. Next, ask the students to review body parts that have already been covered. Prompt them touch those body parts to the bean bag laying on the floor while saying the name of the body part aloud. 4. Finally, tell the students that you’re going to walk around the class and watch to see if they use the correct body part while also moving safely. Tell the students that you want them to show you what they can do. Take time to watch and praise each student while calling a variety of body parts. Universal Design Modifications: • Use an object larger than a bean bag, such as a pillow or carpet square. • Instead of placing the bean bag on the floor, students balance the bean bag on various body parts.

ü Identity and Belonging: Shows confidence in increasing abilities. Shows others what they can do. ü Language and Communication: Acts on descriptions provided by others about people and objects. Demonstrates interest and understanding when participating in language activities or games.

BEAN BAG BALANCE

ü I will follow directions and move safely. ü I will use my arms, legs, and other body parts to keep my balance.

Review: In a previous lesson, students moved independently in personal space around their Home Base. This activity builds upon that structure while adding the challenge of balancing an object.

Activity Procedures: 1. The purpose of this activity is to provide students an opportunity to explore balance using a bean bag. 2. Students will listen to teacher prompts and balance bean bags on different body parts. 3. Body part suggestions: head, shoulder, elbow, wrist, hand, foot. 4. Next, challenge students to move safely in personal space (twist, bend, extend, etc.) while keeping the bean bag balanced on different body parts. 5. Advance with students balancing a beanbag and walking around a floor spot.

Universal Design Modifications: • Allow students to help an adult balance objects. For example, students place a bean bag on an adult’s shoulder, knee, etc. • Students balance bean bags on other objects, such as a cone, chair, bench, etc. • Allow students to be self-directed and choose body parts and movements.

ü Perception: Combines information gained through the senses to understand objects, experiences, and interactions. ü Gross Motor: Demonstrates balance in large-muscle movement. Demonstrates awareness of own body and other people’s space during interactions. ü Fine Motor: Uses coordinated movements to complete complex tasks.

HOME PLATE FRUIT FINDER

ü I will control my body and move safely in general space. ü I will practice moving in space using different locomotor skills. ü I will identify different fruits and vegetables that are good for my body.

Review: In previous lessons, students were taught the concept of moving in space and returning to their Home Base when asked to do so.

Activity Procedures: 1. The purpose of this activity is to review movements and concepts taught in previous activities while helping students identify a variety of fruits and vegetables. Begin by having students walk safely in the designated activity space. Provide signals to start and to stop/freeze, and then prompt students to walk back to their Home Base. When students return to their home base, tell them to call out a fruit or vegetable that is the same color as their bean bag. Start by offering suggestions for each color. 2. Now, repeat the activity while calling out different locomotor movements. 3. Challenge students to look and point at a classmate’s bean bag and call out a fruit or vegetable that matches the color of that bean bag. Universal Design Modifications: • When students return to their Home Base, teacher moves to a single bean bag and allows the entire class to identify fruits/vegetables from that single bean bag color. • See previous modifications from earlier activity plans.

BEAN BAG EGGS

ü I will follow directions and work safely with the equipment. ü I will toss and catch my bean bag (imaginary egg) using soft hands to catch quietly.

Things You Need: ü 1 bean bag per student ü 1 spot marker per student

Set-Up: 1. Each student with a bean bag, sitting on a Home Base. 2. Be sure spacing between students is safe.

Activity Procedures: 1. The purpose of this activity is to provide students practice with the manipulative skill of tossing and catching. 2. Tell students that the bean bag is an egg and it is their job to protect it from cracking. Prompt them to sit on the eggs (like a bird does). 3. Demonstrate and prompt students to place hands together in good catching form. Using an imaginary ball, tell students to self-toss and catch. 4. Ask students what color their imaginary ball is and remind them to watch the imaginary ball as they toss it into the air and catch it in their hands. 5. Now, have students place their bean bag (egg) in their hands. Ask students if the color of their imaginary ball is the same as, or different from, their bean bag egg. 6. From a seated position, students make a nest with their hands and gently toss and catch the bean bag, straight up and down. They are pretending it is an egg. Teach/demonstrate how to “give with it,” or catch “quietly with soft hands, making no sound.” 7. Allow students to creatively “play” with the bean bag and explore other movements at their Home Base. Universal Design Modifications: • Use balloons or juggling scarves if bean bags are too difficult to track and catch. • Allow students to drop the “egg” back-and-forth, from one hand to the other.

ü Emotional and Behavioral Self-Regulation: Appropriately handles and uses materials and equipment during activities. Manages behavior according to expectations. ü Gross Motor: Demonstrates control and coordination of large muscles to perform an activity.

Quick Reference Activity Card: Bean Bags 2

Set-up: Each student with a bean bag. Use 4+ cones to set perimeter boundaries. Each activity below takes approximately 10 minutes. Schedule 6 activity breaks throughout the day to provide 60 minutes of daily physical activity. Suggested MC Cards refers to the Movement Concept Cards recommended for each activity.

Suggested Activity Description Category MC Cards Color Move • Students line up on one side of gym with bean bag. 1 • Teacher calls a color and locomotor skill. Students Across Locomotor with that color bean bag use the skill to cross the activity area. Tower Building • Students move in general space with a bean bag. • Teacher calls out a color, and students with that

2 color put their bean bag down and then go retrieve On Social/Emotional another. • With each color called, students place bean bags on top of others to make towers as tall as possible. Bean Bag Flies • Students on all fours with a bean bag on their back. • Students are cows stuck in the mud (can’t move 3 Off Balance hands/feet) and must shake off the flies (bean bags). • Experiment with different fly placements. Waterfall • One bean bag per 2 students. • One student stands tall with bean bag and drops it Up, Down, Low, 4 Health/Nutrition to the student crouching down at a low level. High • After each catch, switch roles. • Add a challenge to go faster up and down Give with it • Students scattered, seated with bean bag in hands. • Bean bags are eggs. Students must toss and catch Low/Medium/High 5 Manipulative them without allowing the egg to drop and break. Levels, Up, Down • Students will attempt to catch the egg, going from a seated to a kneeling to a standing position. Simon Says • Classic Simon Says with tasks/instructions that Next To, In Front, incorporate the bean bag. Behind, On Top, Movement 6 • Example tasks: stand next to, behind, in front, on Under, Over, Near, Concepts top, under, over, near, far, in relation to the bean Far bag.

Bean Bag 2 COLOR MOVE

ü I will listen to and follow the directions of the teacher in an effort to avoid getting tagged. ü I will remember the colors and skills the teacher asks me to perform and use my body to perform them well. ü I will wait patiently for my color to be called.

Things You Need: ü 1 bean bag per student ü Cones to create boundaries

Set-Up: 1. Students line up on 1 side of the gym, each student with a bean bag. 2. Be sure spacing between students is safe.

Activity Procedures: 1. The objective of this activity is to practice using various locomotor skills and waiting patiently for your turn. 2. We’re going to play a game called Color Move. Before we start, look around and take note of your personal space and your bean bag’s color. 3. I am going to call out (or show) a color and a locomotor skill. Listen for your color and, when it is called, use the skill to move across the activity area (e.g., Anyone with a blue bean bag, skip over to the other side; Anyone with a yellow bean bag, run across to the other side; Anyone with a red bean bag, gallop across to the other side). 4. Use the following traveling skills: walk, run, skip, gallop, slide, and leap.

Universal Design Modification: • Combine skills with movement concepts (e.g., walking backwards, skipping zig zag).

ü Gross Motor Development: Demonstrates control, strength, and coordination of large muscles. ü Cognitive Self-Regulation: Demonstrates an increasing ability to control impulses by waiting their turn. ü Emotional and Behavioral Self-regulation: Manages actions and behavior with increasing independence.

Bean Bag 2 TOWER BUILDING

ü I will use body control and fine motor skills to build a tower with bean bags. ü I will work cooperatively with a friend to build a tower together. ü I will count the bean bags that we use to create the tower.

Things You Need: ü Several bean bags per student ü Cones to create boundaries

Set-Up: 1. Scatter students in personal space, each with a bean bag. 2. Place extra bean bags in a pile where students can easily retrieve them.

Activity Procedures: 1. The objective of this activity is to build towers from bean bags. 2. We’re going to play a game called Tower Building. Before we start, look around and take note of your personal space and your bean bag’s color. 3. When I say, “GO,” begin to move around in general space with your bean bag. 4. When I call out a color, each student with that color bean bag will put their bean bag on the ground. Then go get another bean bag from the pile. 5. When I call out a 2nd color, each student with that color will put their bean bag on top of 1 of the bean bags on the ground to build a tower. Then go get another bean bag from the pile. 6. Continue in this way until all the bean bags are used or the last tower crumbles.

Universal Design Modifications: • Set goals and count how many bean bags a tower can hold. • Students share and carry 1 bean bag with a partner. Then, complete “tower building” together.

ü Fine Motor Development: Demonstrates increasing control, strength, and coordination of small muscles. ü Gross Motor Development: Uses perceptual information to guide motions and interactions with objects and other people. ü Relationship with other children: Engages in cooperative play with other children. ü Counting and Cardinality: Knows number names and the count sequence.

Bean Bag 2 BEAN BAGS FLIES

ü I will use my creativity to get the fly off my back. ü I will use body control to get the fly off my back.

Things You Need: ü 1 bean bag per student ü Cones to create boundaries

Set-Up: 1. Scatter students in personal space, each with a bean bag. 2. Be sure spacing between students is safe.

Activity Procedures: 1. The objective of this activity is to practice body control by standing on all fours and shaking a bean bag off our back. 2. We’re going to play a game called Bean Bag Flies. Before we start, look around and take note of your personal space and your bean bag’s color. 3. Today we are cows, and our legs are stuck in the mud. This means we can’t move. Just now, a fly (bean bag) has landed on your back. 4. Have students arrange themselves on all fours with a bean bag on their back. 5. When I say, “GO,” shake your body without moving your hands and legs until the fly falls off. 6. Next, students can replace the bean bag and try to get it to fall to the other side of their body.

Universal Design Modifications: • Allow students to lift 1 arm or 1e leg to help them get the fly off. • Experiment with placing the bean bag on different spots on the back. Challenge students to try different ways of moving to get the fly off their back. Experiment with bean bags on the tummy while in a crab stance.

ü Creativity: Approaches tasks, activities, and play in ways that show creative problem solving. ü Gross Motor Development: Demonstrates control, strength, and coordination of large muscles. ü Cognitive Self-Regulation: Demonstrates an increasing ability to control impulses.

Bean Bag 2 WATERFALL

ü I will play cooperatively with my classmates. ü I will use my body to drop or catch the bean bag. ü I will use my body to move from a low level to a high level and back to a low level. ü I will move as fast as I can to make my heart beat faster.

Things You Need: ü 1 bean bag per 2 students ü Cones to create boundaries

Set-Up: 1. Pair students, each pair with a bean bag. Scatter pairs in general space. 2. Be sure spacing between students is safe.

Activity Procedures: 1. The objective of this activity is for students to work together while pretending to be a waterfall. 2. We’re going to play a game called Waterfall. Before we start, look around and take note of your personal space. 3. We’re going to pretend that the bean bags are water in a waterfall. When I say “GO,” 1 student from each pair will hold the bean bag and stand tall. Their partner will crouch down. The tall student will drop the bean bag, and the low student will catch it. 4. Once the bean bag is caught, the low student becomes the tall student and the tall student becomes the low student.

Universal Design Modifications: • Once students have mastered the movement, add a fitness focus by challenging them to move up and down quickly. • Instead of switching places after each catch, have students stay in their positions for 30 seconds and count how many catches they get. Next time, try to beat your own score.

ü Gross Motor Development: Demonstrates control, strength, and coordination of large muscles. ü Relationships with Others: Engages in cooperative play with other children. ü Creativity: Uses imagination in play and interactions with others.

Bean Bag 2 GIVE WITH IT

ü I will use control to toss and catch the bean bag. ü I will challenge myself to toss and catch the bean bag at different levels. ü I will complete the tasks independently until the teacher gives me feedback or a different task.

Things You Need: ü 1 bean bag per student ü Cones to mark boundaries

Set-Up: 1. Scatter students in personal space, each sitting on the floor with a bean bag in their hands. 2. Be sure spacing between students is safe.

Activity Procedures: 1. The objective of this activity is to learn how to effectively catch a bean bag. 2. We’re going to play a game called Give With It. Before we start, look around and take note of your personal space. 3. We’re going to pretend our bean bags are really eggs. We will try to toss the egg and catch it without dropping it. We’ll practice at a low level, a medium level, and a high level. 4. Teachers, demonstrate and explain how to “give with it” to soften the catch. 5. Level 1: sit and toss; Level 2: kneel and toss; Level 3: stand and toss. 6. Add movement concepts when students are ready for a challenge (i.e., catch at a low level, high level, medium level; toss, clap and catch, etc.).

Universal Design Modifications: • Teach children how to catch in the midline and absorb the catch. • Once standing, students can toss, move, and catch by using a sidestep.

ü Gross Motor Development: Demonstrates control, strength, and coordination of large muscles. ü Gross Motor Development: Uses perceptual information to guide motions and interactions with objects and other people. ü Emotional and Behavioral Self-Regulation: Manages actions and behavior with increasing independence. ü Cognitive Self-Regulation: Persists in tasks.

Bean Bag 2 SIMON SAYS

ü I will remember different vocabulary words and follow directions to move my body in relationship to the bean bag. ü I will move my body only when “Simon” asks me to do so.

Things You Need: ü 1 bean bag per student ü Cones to mark boundaries

Set-Up: 1. Scatter students in personal space, each standing with a bean bag on the floor in front of them. 2. Be sure spacing between students is safe.

Activity Procedures: 1. The objective of this activity is to listen to and follow the directions of the teacher to perform the task. 2. Today we’re going to play Simon Says with our bean bags. Before we start, look around and take note of your personal space. 3. We can only perform a task if Simon says it. If I don’t tell you, “Simon says,” stand still and don’t perform the task. 4. Task examples: Stand next to bean bag, stand behind bean bag, stand in front bean bag, stand near the bean bag, stand far from the bean bag and come closer, stand on top of the bean bag, stand under the bean bag, stand over the bean bag.

Universal Design Modification: • Incorporate movement concepts such as curling, bending, stretching, twisting, and swinging.

ü Gross Motor Development: Demonstrates control, strength, and coordination of large muscles. ü Attending and Understanding: Understands and responds to increasingly complex communication and language from others. ü Vocabulary: Understands and uses a wide variety of words for a variety of purposes.

Quick Reference Activity Card: Scarves 1 Set-Up: Scatter spot markers in the activity area as a Home Base for each student. One student per Home Base. Use 4+ cones to set perimeter boundaries. Each activity below takes approximately 10 minutes. Schedule 6 activity breaks throughout the day to provide 60 minutes of daily physical activity. Suggested MC Cards are the Movement Concept Cards that the authors suggest using with this activity.

Suggested Activity Description Category MC Cards Low, Medium, High…Oh, My! • Students wave the scarves at a low level (below High Level, knees); high level (overhead); medium level (at waist). Movement 1 Medium Level, • Challenge: Call out an object/animal at each level Concept Low Level (e.g., snake, tiger, giraffe), students wave scarves to match the level of the object. Stand Like This Students complete balance challenges. • Stand with feet out wide and scarf resting on elbow. Narrow, Wide, 2 Balance • Stand with feet close and scarf resting on shoulder. Straddle/Scissor • Stand with legs staggered and scarf resting on a wrist. • (Teachers, be creative.) Mirror Me

• With teacher, then with a partner: Students face Mirror, 3 teacher/partner. One performs by waiving the scarf, Matching, Social/Emotional the other is a mirror. Emphasize slow and controlled Follow movements. Tossing Challenges • Students in self-space, each with a scarf. Teacher High Level, 4 prompts students to complete tossing challenges. Medium Level, Manipulative • Toss up. Toss down. Toss left. Toss right. Create your Low Level own challenges. Tails Curved Students move like different animals/objects with tails. Pathway, 5 As students mature, focus on correct movement form: Straight Locomotor • Horses galloping, cheetahs walking/running, deer Pathway, Zig leaping, rabbits jumping, rockets sliding, etc. Zag Pathway Scarf Fitness • Students in self-space, each with a scarf. Teacher prompts students to follow along & complete fitness challenges. Teacher performs, students follow along. Follow, 6 Health/Nutrition • Example 1: Sit on bottom, lift one leg and pass scarf Matching around leg. Repeat other side. • Example 2: On hands and knees wave the scarf to the front, right, left. (Teachers, be creative.)

LOW, MEDIUM, HIGH…OH MY!

ü I will control my body and move safely in personal space. ü I will follow teacher instructions and wave the scarf at different levels.

Things You Need: ü 1 scarf per student ü 1 spot marker per student ü Cones to create boundaries ü Music and music player Set-Up: 1. Each student on a Home Base (spot marker) with a scarf and personal space. 2. Be sure spacing between students is safe.

Activity Procedures: 1. The purpose of this activity is to start learning how to move a scarf at different levels. 2. Stand tall on your Home Base with the scarf in 1 hand. When the music starts, you can begin to wave and move the scarf to the music. When the music stops, freeze and stand tall. 3. Great job! Now as the music plays I will call out a different level: high, medium, or low. When you hear the level called out, begin waving you scarf at that level. You can watch me. I’ll be performing with my scarf. 4. Challenge: Teachers, call out an object/animal at each level (e.g., snake, tiger, giraffe). Students wave scarves to match the level of the object.

Universal Design Modifications: • Provide adult assistance for students with developmental and/or movement challenges. • Allow students to perform the activity in a seated position.

ü Creativity: Shows willingness to participate in new activities. ü Gross Motor: Coordinates movements and actions for a purpose. ü Fine Motor: Uses hand-eye coordination to manipulate objects.

STAND LIKE THIS

ü I will follow all physical activity rules. ü I will follow directions and perform all of the balance challenges.

Things You Need: ü 1 scarf per student ü 1 spot marker per student ü Cones to create boundaries

Set-Up: 1. Each student on a Home Base (spot marker) with a scarf and personal space. 2. Be sure spacing between students is safe.

Activity Procedures: 1. It’s time for some balance challenges! Stand tall on your Home Base with the scarf in 1 hand. 2. When I call out a challenge, follow the directions, watch my example, and follow along. 3. Stand with your feet wide apart, arms up, rest the scarf on your elbow. 4. Stand with your feet close together, arms down, rest the scarf on your shoulder. 5. Stand straddling your spot marker with scissor legs, arms to front and back, scarf on your wrist. 6. Stand on 1 foot holding the scarf out wide. Stand on the other foot, scarf in the other hand. 7. Repeat challenges, then create new ones.

Universal Design Modification: • If students have difficulty balancing on different bases of support, allow them to choose one (e.g., feet wide apart) and then move/hold the scarf in a variety of positions.

ü Gross Motor: Demonstrates balance in large-muscle movements. ü Self-Regulation: Follows rules for managing actions and behavior. ü Cognitive Self-Regulation: Follows detailed, multi-step directions.

MIRROR ME

ü I will move safely in personal space. ü I will mirror the teacher’s movements. ü I will work safely with a partner.

Things You Need: ü 1 scarf per student ü 1 spot marker per student ü Cones to create boundaries

Set-Up: 1. Place spot markers in 2 parallel lines 5 feet apart. Number the lines – Line 1 and Line 2. 2. Each student on a Home Base (spot marker) with a scarf and personal space. 3. Be sure spacing between students is safe.

Activity Procedures: 1. It’s time to play Mirror Me! Stand tall on your Home Base. When I say, “GO!” I’m going to start to move my scarf very slowly. It’s your job to follow my movements like you are my reflection in a mirror. 2. I’ll gradually start to move my scarf faster. So, pay attention and work hard to mirror my movements. 3. Next, we’ll try to mirror a partner. (Use 2 students to demonstrate.) 4. Turn and face your partner. When I say, “GO!” the partner in Line 1 will start moving her/his scarf very slowly. The partner in Line 2 will mirror her/his movements. (After 30 seconds to 1 minute, change roles.)

Universal Design Modifications: • Instead of working in partners, pick 1 student to be the class leader. All students mirror the class leader’s movements.

ü Gross Motor: Demonstrates awareness of own body and other people’s space during interactions. ü Fine Motor: Coordinates hand and eye movements to perform actions. ü Relationships: Shows enjoyment of play with other children. ü Relationships: Engages in simple cooperative play with other children.

TOSSING CHALLENGES

ü I will work in my own personal space. ü I will follow all physical activity rules. ü I will follow directions and will safely toss my scarf.

Things You Need: ü 1 scarf per student ü 1 spot marker per student ü Cones to create boundaries ü Music and music player

Set-Up: 1. Each student on a Home Base with a scarf and personal space. 2. Be sure spacing between students is safe.

Activity Procedures: 1. It’s time for some tossing challenges! Stand tall on your Home Base with the scarf in 1 hand. 2. When I call out a challenge, follow the directions, watch my example, and follow along. (Allow students to practice each challenge for approximately 30 seconds.) 3. Toss your scarf as high as you can. Toss your scarf down on to your spot marker. 4. Stand next to your spot marker and try to toss your scarf on to the spot. Toss your scarf over your spot. 5. Now, when the music starts, you can try any of the challenges we’ve practiced. You can change from one challenge to another any time you want. You can even make up new challenges that are safe and stay within your personal space.

Universal Design Modifications: • Some children/classes may not be ready to perform challenges independently with the music. Continue practicing challenges as a group until you believe the children are ready to advance.

ü Gross Motor: Coordinates movements and actions for a purpose. ü Fine Motor: Uses hands for exploration and play. ü Self-Regulation: Manages actions and behavior with increasing independence.

TAILS

ü I will follow all physical activity rules. ü I will move safely in general space. ü I will respect the personal space of others.

Activity Procedures: 1. It’s time to play a game called Tails! Start by standing tall on your Home Base. 2. Who can name an animal with a tail? (Take time to allow several students to answer.) 3. That’s right! When the music plays we’re going to hold our scarf behind our backs, like a tail, and move like the animal that I call out. (Start with slow animals/movements. Gradually increase speed as students move safely in general space.) 4. When the music stops, freeze and stand tall, ready to learn. 5. Play and repeat this activity for several rounds. As students mature, focus on developing locomotor skills (jump, gallop, slide, etc.).

Universal Design Modifications: • Allow students to move without a scarf, using their imagination to visualize a tail. • Prompt student to act like animals while staying in personal space.

ü Self-Regulation: Demonstrates awareness of classroom rules. ü Creativity: Uses imagination in play. ü Gross Motor: Walks and runs, adjusting speed or direction depending on the situation.

SCARF FITNESS

ü I will exercise and make my heart beat faster. ü I will follow all physical activity rules. ü I will be active at my Home Base.

Things You Need: ü 1 scarf per student ü 1 spot marker per student ü Cones to create boundaries ü Music and music player

Set-Up: 1. Each student on a Home Base (spot marker) with a scarf and personal space. 2. Be sure spacing between students is safe.

Activity Procedures: 1. It’s time to have fun and get some exercise! When you exercise, your heart beats faster. Can you feel your heart beat in your chest? 2. When the music starts, I’m going to demonstrate some exercises with the scarf. You will follow along and do the exercises with me. Let’s see if we can make our hearts beat faster. 3. Hold the scarf and do jumping jacks. 4. Wave the scarf while you jog in place. 5. Pretend the scarf is a weight. Perform dumbbell curls. 6. Hold the scarf and jump side to side – on and off the spot marker. 7. Sit on the spot marker. Lift one leg and pass the scarf around the leg. Repeat with the other leg. 8. On hands and knees. Wave the scarf in front with the right hand. Repeat with the left hand.

Universal Design Modifications: • Choose/create exercise activities that you know your students can perform with success.

ü Health: Demonstrates healthy behaviors (e.g., daily exercise). ü Gross Motor: Demonstrates stamina to participate in physical activity. ü Self-Regulation: Demonstrates awareness of classroom rules.

Quick Reference Activity Card: Scarves 2

Set-Up: 1 scarf per student. Use 4+ cones to set perimeter boundaries. Each activity below takes approximately 10 minutes. Schedule 6 activity breaks throughout the day to provide 60 minutes of daily physical activity. Suggested MC Cards refers to the Movement Concept Cards recommended for each activity.

Suggested Activity Description Category MC Cards Shape Shifter • Students move in general space, each with a scarf. • Teacher calls out a shape. Students work together Movement 1 Shapes to create the shapes with others who have the Concepts same color scarf as them. • Shapes: rectangle, square, triangle, circle. Exploring Pathways • Students draw pathways (straight, curved, zig zag)

2 in the air with their scarves. Pathways Balance • Students draw letters in the air and recognize the different pathways used. Setting the Table • Students hold a scarf on their hand like a waiter. • On one side of the gym is selection of food cards; 3 one the other side is students’ paper plates. On Health/Nutrition • Students walk like a waiter, pick up a food, and carry it back. Repeat make a healthy and complete meal. Connect Two • Pair students, each holding 1 end of a scarf. 4 • Teacher calls locomotor skills, and pairs perform Forward Locomotor them together while holding the scarf. • Skills: walk, gallop, skip, slide, leap, jump. Scarf Pass and Share • Pair students, each pair with a scarf. Low/Medium/High • Students pass the scarf in different ways: Face-to- 5 Levels, Up, Down, Social/Emotional face passing at high, medium, and low levels; Back- Side to Side to-back passing the scarf from side to side; Up and over and down and under. Tossing Challenges • Pair students, each pair with a scarf. • Students will toss the scarf back and forth at Low, Medium, 6 Manipulative different levels, with one or two hands, and High underhand or overhand. • Discuss the differences between the tosses.

Scarves 2 SHAPE SHIFTER

ü I will create different shapes with scarves. ü I will work together with my friends to create the shapes. ü I will use creative thinking skills to create the shapes.

Things You Need: ü 1 scarf per student in varying colors ü Music ü Cones to create boundaries

Set-Up: 1. Scatter students in general space, each student with a scarf. 2. Be sure spacing between students is safe.

Activity Procedures: 1. The objective of this activity is for students to make different shapes with their scarves. 2. We’re going to play a game called Shape Shifter. Before we start, look around and take note of your personal space and your scarf’s color. 3. When you hear the music start, begin moving around in general space. When the music stops, I will call out a shape. Find all the other students who have the same color scarf as you and work together to build the shape with your scarves. 4. Shapes to make: square, rectangle, circle, triangle. 5. Groups of 6 is ideal for this activity. You could also give 2 scarves to each student and have 3 students in a group.

Universal Design Modifications: • Show visual representation of shapes made with scarves (posters). • Use larger groups of students and more scarves for a greater challenge.

ü Fine Motor Development: Demonstrates control, strength, and coordination of small muscles. ü Geometry and Spatial Sense: Identifies, describes, compares, and composes shapes. ü Relationship with other children: Engages in cooperative play with other children. ü Creativity: Approaches tasks, activities, and play in ways that show creative problem solving.

Scarves 2 EXPLORING PATHWAYS

ü I will draw different pathways in the air with my scarf. ü I will draw words in the air with my scarf.

Things You Need: ü 1 scarf per student ü Cones to create boundaries

Set-Up: 1. Scatter students in general space, each with a scarf. 2. Be sure spacing between students is safe.

Activity Procedures: 1. The objective of this activity is to create pathways with scarves while controlling the body. 2. We’re going to play a game called Exploring Pathways. Before we start, look around and take note of your personal space. 3. Teachers, show students how to stand in a wide stance holding the scarves. Have them use the scarf to draw a curved pathway in the sky. Then draw a straight pathway, then a zig zag pathway. 4. Next, switch to a narrow stance and have them use their other hand to draw the same pathways. 5. Next, have students will write letters and identify the pathways of those letters.

Universal Design Modifications: • Have students create pathways while standing on one leg. • Have students create pathways while performing different locomotor skills. •

ü Fine/Gross Motor Development: Demonstrates control, strength, and coordination of small and large muscles. ü Print and Alphabet Knowledge: Identifies letters of the alphabet and produces correct sounds associated with letters. ü Geometry and Spatial Sense: Explores the positions of objects in space.

Scarves 2 SETTING THE TABLE

ü I will keep the food balanced on my scarf just like a waiter carries a plate full of glasses. ü I will pick up foods that are healthy in order to build a complete meal. ü I will control my movements as I walk in order to stay safe.

Things You Need: ü 1 scarf per student ü Cards with pictures of food on them ü Paper plates ü Cones to create boundaries

Set-Up: 1. Students spread out at one end of the activity area, each with a scarf and a plate. 2. On the other end of the area, scatter food cards. 3. Be sure spacing between students is safe.

Activity Procedures: 1. The objective of this activity is to carry different foods around on a scarf just like a waiter carries food to a table. 2. We’re going to play a game called Setting the Table. Before we start, look around and take note of your personal space. 3. On the other side of the activity area, there are cards with pictures of foods on them. When I say, “GO,” balance your scarf on your hand like a waiter holds a tray. Then carefully walk to the other side of the gym without dropping the scarf and pick up a food for dinner. Balance it on your scarf and carefully bring it back to your plate. 4. Students can go back and forth until they think they have enough food on their plate to make a complete and healthy meal. Teachers, discuss the meals with the students by asking them questions like, “Do you have a vegetable on your plate?” or “Do you have a protein?”

Universal Design Modifications: • Add more or less food cards to make it easier or more challenging. • Ask students to make a plate together with a friend.

ü Gross Motor Development: Demonstrates control, strength, and coordination of large muscles. ü Gross Motor Development: Uses perceptual information to guide motions and interactions with objects and other people. ü Health, Safety, and Nutrition: Develops knowledge and skills that help promote nutritious food choices and eating habits.

Scarves 2 CONNECT TWO

ü I will work with my friend to perform different locomotor skills together. ü I will maintain a safe distance from other groups. ü I will perform a variety of locomotor skills.

Things You Need: ü 1 scarf per pair of students ü Cones to create boundaries.

Set-Up: 1. Pair students. Each pair scattered in general space with a scarf. 2. Be sure spacing between pairs is safe.

Activity Procedures: 1. The objective of this activity is to practice locomotor skills. 2. We’re going to play a game called Connect Two. Before we start, look around and take note of your personal space. 3. You and your partner will each grab one end of your scarf. When I say, “GO,” begin walking with your partner around the activity area. Be aware of where other pairs are so you can maintain a safe distance. 4. I will call out different locomotor skills (e.g., walking, skipping, galloping, sliding, leaping, jumping). Perform each skill together with your partner, holding the scarf the whole time.

Universal Design Modifications: • Do not use pairs. Instead, use the scarf to help students focus on the arm movements of each skill. • Do not hold a scarf. Partners are challenged to stay together.

ü Gross Motor Development: Demonstrates control, strength, and coordination of large muscles. ü Gross Motor Development: Uses perceptual information to guide motions and interactions with objects and other people. ü Relationship with Other Children: Engages in cooperative play with other children ü Health, Safety, and Nutrition: Demonstrates knowledge of personal safety practices and routines.

Scarves 2 SCARF PASS SHARE

ü I will pass and share a scarf with a friend. ü I will move and control my body in order to pass the scarf to my friend.

Things You Need: ü 1 scarf per pair of students ü Cones to create boundaries.

Set-Up: 1. Pair students. Each pair scattered in general space with a scarf. 2. Be sure spacing between pairs is safe.

Activity Procedures: 1. The objective of this activity is to pass and share the scarf between two friends. 2. We’re going to play a game called Scarf Pass Share. Before we start, look around and take note of your personal space. 3. Stand face-to-face with your partner. When I say, “GO,” pass the scarf by throwing it at a low level. 4. Progress to medium and high levels. 5. Next, have students stand back to back and twist their bodies to pass the scarf from side to side.

Universal Design Modifications: • Add more challenges like passing up and down. Ask students to add their own way of passing. • Pass the scarf without throwing.

ü Gross Motor Development: Demonstrates control, strength, and coordination of large muscles. ü Gross Motor Development: Uses perceptual information to guide motions and interactions with objects and other people. ü Geometry and Spatial Sense: Explores the positions of objects in space. ü Relationship with Other Children: Engages in cooperative play with other children.

Scarves 2 TOSSING CHALLENGES

ü I will practice tossing to a partner. ü I will understand the difference between an overhand and an underhand toss. ü I will play with my friend cooperatively.

Things You Need: ü 1 scarf per pair of students ü Cones to create boundaries.

Set-Up: 1. Pair students. Each pair scattered in general space with a scarf. 2. Be sure spacing between pairs is safe.

Activity Procedures: 1. The objective of this activity is to challenge students to toss in different ways to their partner. 2. We’re going to play a game called Tossing Challenges. Before we start, look around and take note of your personal space. 3. Stand face-to-face with your partner. When I say, “GO,” toss and catch the scarf at a low level. 4. Progress to medium and high levels, first with 2 hands, then with 1 hand. 5. Next, have students toss the scarf across the midline, tracking the scarf with their eyes. 6. Next, ask students to throw under- and overhand and discuss the difference.

Universal Design Modifications: • Ask students to create their own challenges. • Ask students to surprise their partners by tossing it without telling them where they will toss it.

ü Gross Motor Development: Demonstrates control, strength, and coordination of large muscles. ü Relationships with Other Children: Engages in cooperative play with other children. ü Vocabulary: Shows understanding of word categories and relationships among words.

6 FRUIT FRUIT

PROTEIN PROTEIN

GRAIN GRAIN

VEGETABLES VEGETABLES

MILK DAIRY MILK DAIRY

Quick Reference Activity Card: Ropes 1 Set-up: Scatter ropes in the activity area to serve as a Home Base for each student. 1 student per Home Base. Use 4+ cones to set perimeter boundaries. Each activity below should take approximately 10 minutes. Schedule 6 activity breaks throughout the day to provide 60 minutes of daily physical activity. Suggested MC Cards refers to the Movement Concept Cards the authors recommend for each activity.

Suggested Activity Description Category MC Cards Get in Shape • Students use the ropes to create various shapes. Allow Self-Space, them to experiment and create any shape they want. Movement 1 Low Level, • Teacher describes a shape for students to create (e.g. Concepts Matching, round, 3 sides, 4 sides) and then ask students its name. • Partners: create shapes that match. “A” is for Activity • Students use the ropes to create letters of their choice. Self-Space, 2 • Give students a letter to create. Social/Emotional Low Level • Challenge: Give a letter sound; students make the letter that matches the sound. Know Where • Students use the ropes to create a pathway (straight, Pathways: curved, zig-zag) and walk/balance on it. Curved, 3 Balance • Ask students to stand on/next to/behind the rope. Straight, • Partners: One partner creates a pathway with 2 ropes Zigzag for her/his partner to walk along. Be like Superboy/Supergirl • Students place the rope in a straight line and then Over, Follow, 4 jump over it, landing on 2 feet. Locomotor Pathways • Remember to swing arms like superboy/supergirl. • Challenge: Can students leap or hop over the rope? Yikes…Snakes! • Students sit and drag the rope (“snake”) along the 5 ground in front of them. As a class, count to 20. Low Level, On Manipulative • Partners: One partner wiggles the rope, the other attempts to catch the snake (palms down, don’t grab). What’s on your Plate? • Students make a circle with the rope, pretending it is a plate. 6 • Students hop inside of the circle and name the healthy Inside Health/Nutrition foods on their plate. • Challenge: Talk about the 5 senses. Identify a food and describe how it tastes, looks, etc.

GET IN SHAPE

ü I will work at a low level and keep my rope on the floor when I’m making shapes. ü I will follow my teacher’s instructions and listen for start and stop signals.

Things You Need: ü 1 rope per student ü Cones to create boundaries

Set-Up: 1. Each student on a Home Base with a rope and personal space. 2. Students place their ropes on the floor at their feet. 3. Be sure spacing between students is safe for activity.

Activity Procedures: 1. The purpose of this activity is to allow students to manipulate their ropes on the floor while reinforcing the movement concept of levels. They will be working at a low level during this activity. 2. Before beginning, tell students to look at and take note of their personal space as well as their rope’s color. In this lesson, ropes will act as each student’s Home Base. 3. When teacher says “GO,” students begin to make any shape of their choosing. They can make several different shapes. Allow them to experiment with the rope in safe ways. 4. Say “FREEZE” so that students stop touching their ropes and stand behind them. Spend a minute talking about the different shapes that students made. Also take this time to cover any safety issues that may have come up. Repeat the activity, but this time, describe a shape for the students to create (e.g., create a shape with 4 equal sides [a square]).

Universal Design Modifications: • Use different sized ropes, string, or yarn. • Provide an adult to assist children who may have difficulty manipulating the rope with their hands.

ü Approaches to Learning: Demonstrates initiative and independence. Demonstrates a willingness and capability to work independently. ü Cognition: Uses spatial awareness to understand objects and their movement in space. ü Perception: Coordinates perceptual information and motor actions to participate in play.

“A” IS FOR ACTIVITY

ü I will show the teacher my ideas by using the rope to make letter shapes that I know. ü I will try my best and follow all directions.

Things You Need: ü 1 rope per student ü Cones to create boundaries

Set-Up: 1. Each student on a Home Base with a rope and personal space. 2. Students place their ropes on the floor at their feet. 3. Be sure spacing between students is safe for activity.

Activity Procedures: 1. The purpose of this activity is to allow students to express themselves while manipulating their ropes on the floor. Again, reinforce that they will be working at a low level during this activity. 2. Before beginning, tell students to look at and take note of their personal space as well as their rope’s color. In this lesson, ropes will act as each student’s Home Base. 3. When teacher says “GO,” students begin to make any letter of their choosing. They can make as many letters as they’d like in the time that you provide. 4. Say “FREEZE” so that students stop touching their ropes and stand behind them. Spend a minute talking about the different letters that students have made. Also take this time to cover any safety issues that may have come up. 5. Repeat the activity, but this time, call a letter for the students to make. Challenge students by making letter sounds for them to identify.

Universal Design Modifications: • Use different sized ropes, string, or yarn. • Provide an adult to assist children who may have difficulty manipulating the rope with their hands.

ü Identity and Belonging: Contributes own ideas, skills, and abilities to activities and experiences with adults and other children. ü Emergent Literacy: Recognizes and uses some letters or numbers, such as letters in one’s own name.

KNOW WHERE

ü I will follow directions and move safely. ü I will use my arms, legs, and other body parts to keep my balance.

Things You Need: ü 1 rope per student ü Cones to create boundaries

Set-Up: 1. Each student on a Home Base with a rope and personal space. 2. Students place their ropes on the floor at their feet. 3. Be sure spacing between students is safe for activity.

Activity Procedures: 1. The purpose of this activity is to provide students an opportunity to balance in a challenging and dynamic environment. You can also emphasize an understanding of movement pathways. 2. Before beginning, remind students that the ropes will act as each student’s Home Base. 3. When teacher says “GO,” students begin to make a pathway with their rope—curved, straight, or zigzag. 4. Say “FREEZE” so that students stop touching their ropes and stand behind them. Next, prompt students to walk on their rope along the pathway they’ve created. Repeat this activity with students creating a variety of pathways. 5. If students are socially mature enough to work in pairs, group them and then challenge them to create pathways for their partners to walk on. Allow all pairs to switch roles and take turns.

Universal Design Modifications: • Create a variety of pathway patterns with floor tape, allowing students to travel on the tape rather than the ropes. • Demonstrate the pathway patterns for all students to view and imitate.

ü Gross Motor: Demonstrates balance in large-muscle movement. Demonstrates awareness of own body and other people’s space during interactions. ü Geometer and Spatial Sense: Explores the positions of objects in space.

BE LIKE SUPERBOY/SUPERGIRL

ü I will control my body and move safely in general space. ü I will practice safely jumping over ropes.

Things You Need: ü 1 rope per student ü Cones to create boundaries

Set-Up: 1. Each student on a Home Base with a rope and personal space. 2. Students place their ropes on the floor at their feet. 3. Be sure spacing between students is safe for activity.

Activity Procedures: 1. The purpose of this activity is to provide a safe and challenging environment for students to practice 2-foot jumping and landing. 2. Before beginning, remind students that their rope will act as their Home Base. 3. Prompt students to stretch their rope on the floor in a straight line. When the teacher says “GO!” students begin to jump back and forth over the rope. Say “FREEZE” so that students stop jumping and stand next to their ropes. 4. Now repeat, prompting students to jump over as many ropes as they can while walking from rope to rope. Repeat using a variety of locomotor skills for traveling in between and over the ropes. 5. Start with slower/easier movements. When students are ready, use faster, more advanced locomotor movements (skipping, running, etc.). Prompt students to return to their Home Base as needed.

Universal Design Modifications: • Play Follow the Leader, students following the teacher over ropes and throughout the activity area. • Allow students to step over ropes if they cannot jump and safely maintain their balance.

ü Gross Motor Development: Coordinates movements and actions for a purpose. Explores environments using motor skills. Performs activities that combine and coordinate large-muscle movements. ü Safety: Identifies and follows basic safety rules with adult guidance and support.

YIKES…SNAKES!

ü I will control my body and move the rope safely in personal space. ü I will use an open hand as I work to catch the snake on the floor.

Things You Need: ü 1 rope per student ü Cones to create boundaries

Set-Up: 1. Each student on a Home Base with a rope and personal space. 2. Students place their ropes on the floor at their feet. 3. Be sure spacing between students is safe for activity.

Activity Procedures: 1. The purpose of this activity is to provide students with an engaging way to manipulate the rope with their hands. 2. Before beginning, tell students to look at and take note of their personal space as well as their rope’s color. In this lesson, ropes will act as each student’s Home Base. 3. When teacher says “GO,” students take hold of the rope at one end and begin dragging/wiggling the rope on the ground in front of them. Be sure the movements start slow and small. Stop the activity if you see students using the rope in a way that could be dangerous. 4. As a class, count to 20 out loud and then say “FREEZE” so that students stop touching their ropes and sit behind them. Spend a minute talking about safety with an emphasis on using the rope appropriately. 5. Repeat the activity while saying the alphabet. 6. If students are socially mature enough to work in pairs, group them such that one student becomes the “snake charmer” and the other becomes the “snake trap.” The snake charmer wiggles the rope slowly and the snake trap tries to catch the snake on the floor using an open hand (palms down, don’t grab). Switch roles.

Universal Design Modifications: • Pair students with an adult who acts as the “snake charmer” in order to slow the rope’s movement and make it less challenging. • Give “snake traps” a large mitten, paddle, or other object to make it easier to catch the snake.

ü Gross Motor Development: Uses perceptual information to guide motions and interactions with objects and other people. ü Fine Motor Development: Demonstrates increasing control and coordination of small muscles.

WHAT’S ON YOUR PLATE

ü I will control my body and move safely in personal space. ü I will identify different foods that are good for my body.

Things You Need: ü 1 rope per student ü Cones to create boundaries

Set-Up: 1. Each student on a Home Base with a rope and personal space. 2. Each student creates a circle with their rope on the floor at their feet. 3. Be sure spacing between students is safe for activity.

Activity Procedures: 1. The purpose of this activity is to reinforce and teach students about healthy food and why it’s important to put healthy food on their plates. Before beginning, remind students that the ropes will act as each student’s Home Base. 2. Start with the students following and repeating what the teacher says and does. “The rope circle is a plate and we’re going to put healthy foods on our plate. I’m going to jump up and down on my plate. Each time I do I’ll call out a healthy food. After I jump and call a food, you’ll jump and call the same food. Get ready. (Jump) Apple! (Jump) Spinach! (Jump) Oranges! (Jump) Peas! Etc.… 3. Repeat the activity with students taking turns calling out their own healthy foods. 4. Next, reinforce the 5 MyPlate food groups (Fruits, Vegetables, Grains, Protein, Dairy). Jump and call a food group. Then, jump and call foods along with the food group they belong to. 5. Challenge students to connect good nutrition with taste (1 of the 5 senses). Identify a food and have the students help you describe how it tastes. Can you explore foods with all of the 5 senses?

Universal Design Modifications: • This activity can be done with hoops and/or spot markers. • If students have trouble with jumping inside of the circle, allow them to clap, march, or perform a different movement.

ü Gross Motor Development: Performs activities that combine and coordinate large-muscle movements. ü Health and Nutrition: Identifies a variety of healthy foods with an increasing understanding of the ways in which foods help the body grow and be healthy.

Quick Reference Activity Card: Ropes 2

Set-up: Each student with a rope. Use 4+ cones to set perimeter boundaries. Each activity below should take approximately 10 minutes. Schedule 6 activity breaks throughout the day to provide 60 minutes of daily physical activity. Suggested MC Cards refers to the Movement Concept Cards recommended for each activity.

Suggested Activity Description Category MC Cards Musical Ropes • Ropes of different colors are spread around the room. Students walk in general space. 1 On, Off Balance • When music stops, teacher calls out a color. Students find a rope of that color and walk across it with balance. Students can share ropes. Jumping Jello • Each student with a rope laid straight on the floor.

• Students jump alongside the rope in various ways. Light, Heavy, 2 Movement E.g., jump near, far, light, heavy. Near, Far Concepts • Challenge students with questions: how many jumps to reach the end of the rope? Swing Safely • Students sit in a circle, each with a rope. • Students swing the rope overhead, then scoot their Over, Under, 3 Manipulative bottom over rope. Repeat. Slow, Fast • First slow, then faster. Race against the teacher by doing 5 turns as quickly as possible. Matching Champions • Each student receives a number card. They find Straight, Curved, 4 another student with that number. Social/Emotional Zig Zag • Each pair uses their ropes to create their number on the floor. Breakfast, Lunch, and Dinner • Using ropes, create 3 plates at one end of the 5 activity area; 1 each for breakfast, lunch, and dinner. Inside, Outside Health/Nutrition • Students pick up cards with photos of food on them and put them on the correct plate. Trains • Students form a train, holding on to 1 long rope. Group, 6 • Students move around the room holding the rope Alongside, Locomotor and performing different locomotor skills (e.g., walk, Behind, In Front skip, gallop, run, slide).

Ropes 2 MUSICAL ROPES

ü I will identify and balance on the correct ropes. ü I will share the rope with others. ü I will demonstrate safe behavior by walking around the ropes and staying within the boundaries.

Things You Need: ü 1 rope per student ü Music ü Cones to create boundaries

Set-Up: 1. Scatter students in general space, each with a rope on the ground at their feet. 2. Be sure spacing between students is safe for activity.

Activity Procedures: 1. The objective of this activity is to recognize a color when it is called and balance on the rope with that color. 2. We’re going to play a game called Musical Ropes. Before we start, look around and take note of your personal space and your rope’s color. 3. When the music starts, begin to move around the room, staying inside the boundaries. 4. When the music stops, I will call out a color. Find a rope of that color and walk across it, doing your best to remain balanced.

Universal Design Modifications: • Call out several different colors at once. Students can choose one of them. • Have fewer ropes of each color. Students will need to share the ropes.

ü Gross Motor Development: Demonstrates control, strength, and coordination of large muscles. ü Health, Safety and Nutrition: Demonstrates knowledge of personal safety practices and routines. ü Geometry and Spatial Sense: Explores the positions of objects in space. ü Emotional and Behavioral Self-Regulation: Manages actions, words, and behavior with increasing independence.

Ropes 2 JUMPING JELLO

ü I will move safely in my space and remain aware of others. ü I will listen carefully to directions. ü I will practice my jumping skills using a variety of movement concepts.

Things You Need: ü 1 rope per student ü Cones to create boundaries

Set-Up: 1. Scatter students in general space, each with a

rope. 2. Students stretch their ropes in a straight line and sit at one end. 3. Be sure spacing between students is safe.

Activity Procedures:

1. The objective of this activity is to jump alongside the rope while using different movement concepts. 2. We’re going to play a game called Jumping Jello. Before we start, look around and take note of your personal space. 3. Teachers, demonstrate each jump below and then have students practice it on their own. a. Jump to the other side of the rope with heavy jumps. b. Jump to the other side of the rope with light jumps. c. Jump to the other side of the rope with as many jumps as possible. How many did you do? d. Jump alongside the rope as far as possible, landing on 2 feet e. Jump a little further each time, landing on 2 feet. f. Jump to the other side of the rope with as few jumps as possible. How many did you do?

Universal Design Modifications: • Allow students with mobility challenges to clap as a way to show understanding for concepts such as heavy, light, fast, and slow.

ü Gross Motor Development: Demonstrates control, strength, and coordination of large muscles. ü Vocabulary: Shows understanding of word categories and relationships among words. ü Cognitive Self-Regulation: Persists in tasks.

Ropes 2 Swing Safely

ü I will stay safely in my own personal space. ü I will swing the ropes safely around my body.

Things You Need: ü 1 rope per student

Set-Up: 1. Arrange students in a large circle with plenty of space between each person. 2. Students sit on the floor with legs stretched out straight in front of them, pointing to the center of the circle. 3. Each student with a rope.

Activity Procedures: 1. The objective of this activity is to practice swinging a rope over the body. This is the first step in learning how to jump rope. 2. We’re going to play a game called Swing Safely. Before we start, look around and take note of your personal space. 3. Let’s all start with one end of our ropes in each hand and the middle of the rope on the ground behind our bodies. When I say, “GO,” swing it forward over your body and under your legs. Then scoot your bottom over the rope and start again. 4. Teachers, have students practice this movement several times until they become more comfortable, demonstrating if necessary. If the circle gets too small for safety, have students spread out again. 5. As a challenge, students can compete against the teacher and do 5 swings as fast as possible.

Universal Design Modifications: • Spend extra time demonstrating and moving through each step of the swing. • Progress to standing and stepping over the rope.

Ropes 2 MATCHING CHAMPIONS

ü I will recognize numbers and match my numbers with another student’s. ü I will create the shape of a number with my friend using both of our ropes.

Things You Need: ü 1 rope per student ü 1 card per student from a deck of cards (use only 1–9 and ensure there are even pairs of each card) ü Cones to form boundaries

Set-Up: 1. Scatter students in general space, each with a rope and a card.

Activity Procedures: 1. The objective of this activity is to match a number card with a friend and then use the ropes to create the shape of the number. 2. We’re going to play a game called Matching Champions. Before we start, look around and take note of your personal space and your card’s number. 3. When I say, “GO,” find another student who has the same number as you. Then find a safe space to work in. 4. When you get there, use your 2 ropes to create the shape of your number. When you’re done, sit and wait for the teacher to check your number. 5. When enough groups are done, the teacher can have students trade cards so they have new numbers.

Universal Design Modifications: • Use only 1 rope to make each number. • Create larger groups of students and have them work together on bigger numbers.

ü Relationship with Other Children: Engages in and maintains positive interactions and relationships with other children. ü Counting and Cardinality: Associates a quantity with written numerals up to 5 and begins to write numbers. ü Geometry and Spatial Sense: Explores the positions of objects in space.

Ropes 2 BREAKFAST, LUNCH, and DINNER

ü I will control my body and move safely in my personal space. ü I will follow instructions and listen for start and stop signals. ü I will organize my foods in the appropriate meal category.

Things You Need: ü 6 ropes ü Cut-out pictures of different foods used in breakfast, lunch, and dinner ü Cones to create boundaries

Set-Up: 1. At one end of the activity area, use ropes to make 3 plates (2 ropes tied together per plate). 2. Ensure spacing between plates is safe. 3. Scatter pictures of foods at the other end of the activity area.

Activity Procedures: 1. The objective of this activity is to help students understand the difference between breakfast, lunch, and dinner and to help them decide which foods belong in each meal. 2. We’re going to play a game called Breakfast, Lunch, and Dinner. Before we start, look around and take note of your personal space. 3. Teachers, discuss the difference between breakfast, lunch, and dinner. Ask students to provide a few examples of foods that go into each category. 4. The three plates represent breakfast, lunch, and dinner. When I say, “GO,” run safely to get a food and place it on the plate of the correct meal. Repeat until all the food is sorted. 5. Once the meal has been created, discuss appropriate choices.

Universal Design Modifications: • Tell the students to grab food for a specific meal. • Tell the students which category of food to grab (e.g., fruit, bread, fish).

ü Health, Safety and Nutrition: Develops knowledge and skills that help promote nutritious food choices and eating habits. ü Vocabulary: Shows understanding of word categories and relationships among words.

Ropes 2 TRAINS

ü I will remain in my own space while holding the rope. ü I will demonstrate control while performing locomotor skills and holding the rope.

Things You Need: ü 1 rope for each student ü Cones to create boundaries

Set-Up: 1. Tie all the ropes together to create 1 long rope. (If there is more than 1 teacher, create 1 long rope per teacher.) 2. Students hold the rope, spread apart at a safe distance from one another.

Activity Procedures: 1. The objective of this activity is to practice different locomotor skills while having fun. 2. We’re going to play a game called Trains. Before we start, look around and take note of your personal space. 3. When I say, “GO,” we are going to begin walking all together to move our train around the activity area. Then I will call out different locomotor skills (e.g., walk, skip, gallop, slide) to tell you how we are going to move our train next. Teachers, switch locomotor skills often. 4. Have different students act as the train conductor at the front of the line. The conductor and the teacher can decide together on the different movement skills and movement concepts to safely use around the space.

Universal Design Modifications: • Create a circle with the rope so you can see all students as they walk around in the circle. • Have smaller groups of students move around the gymnasium as the teacher calls out the skills. This would require more independent leadership.

ü Gross Motor Development: Demonstrates control, strength, and coordination of large muscles. ü Health, Safety, and Nutrition: Demonstrates knowledge of personal safety practices and routines. ü Geometry and Spatial Sense: Explores the positions of objects in space.

Quick Reference Activity Card: Hoops

Set-up: Each student with a hoop. Use 4+ cones to set perimeter boundaries. Each activity below should take approximately 10 minutes. Schedule 6 activity breaks throughout the day to provide 60 minutes of daily physical activity. *Suggested MC Cards refers to the Movement Concept Cards recommended for each activity.

Suggested Activity Description Category MC Cards Hoop Danger • Teacher explains that we must sometimes avoid Ready to earn, 1 dangerous obstacles. Locomotor Over, Under • Students walk around and through hoops. • If teacher calls, “danger!” students return to hoops. In or Out • Students practice balancing in straddle in/out and Straddle In/Out, straddle scissor positions. Straddle Scissors, 2 Balance • Students practice balancing with a certain number Inside, Outside, of body parts inside the hoop. Standing • Students create their own balance poses. Shuffle, Shuffle Straight Pathway, • Students practice moving inside their hoops by Curved Pathway, Movement 3 shuffling their feet. Zig-Zag Pathway, Concept • Students shuffle in pathways and pathway Low/Medium/High sequences. Then create their own sequences. Level Hygiene Habits • Review different personal hygiene habits. Ready to Learn, 4 Health/Nutrition • Students act out different hygiene habits and then Small, Tall sequences of habits. Ready, Aim, Throw • Demonstrate and practice overhand throwing form. • Students write their name on a piece of paper, Over, Under, 5 Manipulative crumple it into a ball, and practice throwing it. Mirror, On, Off • Students throw into general space, find a new paper, and add their name to it. Musical Hoops • Students walk in general space when music starts. When music stops, walk to a hoop and stand inside. Narrow, Wide, • Multiple students may share a hoop. 6 Together Pair, Social/Emotional • Hoops are removed after each round so that Inside students must share more often. • Students add/subtract the number of students in two hoops.

Hoop Danger

ü I will demonstrate awareness of my body by moving safely and staying inside the boundaries. ü I will identify danger and maintain a safe distance from the obstacles. ü I will follow basic safety rules as they pertain to street and water safety practices.

Things You Need: ü 1 hoop per student ü Cones to create boundaries

Set-Up: 1. Arrange hoops in a large circle with enough space for students to weave in and out. 2. Each student at a hoop. They begin sitting inside their hoops.

Activity Procedures: 1. The purpose of this activity is practice moving safely around potentially hazardous obstacles (hoops). 2. Today we’re going to play a game called Hoop Danger. Before we start, look around and take note of your personal space. 3. Teachers, explain that there may be times we need to stay at a safe distance from a dangerous obstacle (e.g., a busy street, a body of water). 4. Let’s start by standing next to our hoops. When I say, “GO,” walk in a circle around the hoop perimeter. 5. Next, students walk in a circle inside the hoop perimeter. 6. Next, students weave in and out of the hoop perimeter. 7. Ask students to perform steps 4–6 using different locomotor skills (e.g., tip toe, march, gallop, slide). When the teacher says, “Danger!” students return to their Home Bases.

Universal Design Modifications: • To make it easier, move hoops further away from one another. • To add a challenge, move hoops closer together or increase students’ speed.

ü Gross Motor Development: Uses perceptual information to guide motions and interactions with objects and other people. ü Health/Safety: Demonstrates knowledge of personal safety practice and routines

In or Out

ü I will maintain my balance using large muscle movements and a variety of body parts as my base. ü I will try different strategies to complete the tasks.

Things You Need: ü 1 hoop per student ü Cones to create boundaries

Set-Up: 1. Scatter students in general space, each student with a hoop. 2. Students place their hoops on the floor at their feet. They begin standing beside their hoops. 3. Be sure spacing between students is safe for activity.

Activity Procedures: 1. The purpose of this activity is to allow students to experiment with their balance using a variety of body parts. 2. Today we’re going to play a game called In or Out. Before we start, look around and take note of your personal space. 3. Ask students to balance in a straddle in/out position. Then ask them to balance in a straddle scissor position. 4. Prompt students to touch 2 body parts inside the hoop. Recognize the variety of ways students have successfully completed this task. Then prompt them to touch 3, 4, and 5 body parts inside the hoop. 5. Next, ask students to touch a certain number of body parts inside the hoop and a certain number outside the hoop. 6. Finally, give students the chance to create their own balance poses and tell the teacher how many body parts are touching inside and outside the hoop.

Universal Design Modifications: • Play Bean Bag Body Part, but instead of using bean bags, use hoops. • Begin by using the biggest parts of the body, such as the head, arm, leg, bottom, etc.

ü Gross Motor Development: Demonstrates control, strength, and coordination of large muscles. ü Cognitive Self-Regulation: Demonstrates flexibility in thinking and behavior.

Shuffle Shuffle

ü I will follow detailed, multi-step directions, sometimes with reminders. ü I will follow directions and perform movements in a certain order to create a sequence. ü I will demonstrate awareness of my body and other people’s space during interactions.

Things You Need: ü 1 hoop per student ü Cones to create boundaries

Set-Up: 1. Scatter students in general space, each student with a hoop. 2. Students place their hoops on the floor at their feet. They begin standing inside their hoops. 3. Be sure spacing between students is safe for activity.

Activity Procedures: 1. The purpose of this activity to have fun while following multi-step directions. 2. Today we’re going to play a game called Shuffle Shuffle. Before we start, look around and take note of your personal space. 3. Have one student demonstrate how to shuffle along the floor inside the hoop. (Hint: Keep feet touching the floor and make soft kick-taps to move the hoop.) Then have all students practice shuffling their feet to move with their hoops. 4. Be sure that you practice safety by staying inside your own space “bubble” inside the playing area. 5. Give students a specific pathway to shuffle along (e.g., in a straight, zig zag, or curved pathway). 6. Next, ask students to perform this sequence: shuffle straight, then zig zag, and then curved. 7. Using the pathways MC cards, have students create and perform their own sequence.

Universal Design Modifications: • Use different sized hula hoops. • Tape pathways on the floor for students to follow.

ü Cognitive Self-Regulation: Holds information in the mind and manipulates it to perform tasks. ü Gross Motor Development: Uses perceptual information to guide motions and interactions with objects and other people.

Hygiene Habits

ü I will understand the importance of practicing personal hygiene. ü I will understand the fact that eating a variety of foods helps my body grow up healthy. ü I will act out a story, putting events in the appropriate sequence.

Things You Need: ü 1 hoop per student ü Music ü Cones to create boundaries

Set-Up: 1. Scatter students in general space, each student with a hoop. 2. Students place their hoops on the floor at their feet. They begin sitting inside their hoops. 3. Be sure spacing between students is safe for activity.

Activity Procedures: 1. The purpose of the activity is to review healthy hygiene habits. 2. Today we’re going to play a game called Hygiene Habits. Before we start, look around and take note of your personal space. 3. Discuss healthy hygiene as a class. Explain why these habits are important for kids (and adults). 4. It’s time to act out our healthy habits. Your hoop is your bed. When I say, “Go to sleep,” lie down and pretend to sleep. When you hear a healthy habit, wake up and act it out. Ready to learn? 5. Provide students with prompts such as brush your teeth, take a bath/shower, wash your hands, eat with a fork, put on clothes, drink from a cup, etc. Then provide students with a sequence of events to act out (e.g., One day a tall student got home, washed their hands, ate a small apple for snack, drank a glass of water, and then went for a walk). 6. Progression: Play music and have students move safely inside the playing area using various locomotor skills (walk, gallop, jump, etc.). When the music stops, students can find a new bed to sleep in.

Universal Design Modifications: • Have students watch other students for cues as to what to do. • Ask students to create their own sequence of healthy habits to act out.

ü Health, Safety & Nutrition: Demonstrates personal hygiene and self-care skills. ü Health, Safety & Nutrition: Develops knowledge and skills that help promote nutritious food choices and eating habits. ü Comprehension and Text Structure: Demonstrates an understanding of narrative structure through storytelling/re-telling. 4

Ready, Aim, Throw

ü I will coordinate large muscle movements by stepping with my opposite foot when throwing. ü I will write my first name correctly.

Things You Need: ü 1 hoop per student ü 1 piece of paper per student ü 1 pencil or crayon per student

Set-Up: 1. Arrange hoops in a large circle, each student at a hoop. 2. Place pencil and piece of paper in each hoop. 3. Be sure spacing between students is safe for activity.

Activity Procedures: 1. The purpose of the activity is to practice using an overhand throw. 2. Today we’re going to play a game called Ready, Aim, Throw. Before we start, look around and take note of your personal space. 3. Explain the difference between over- and underhand throws. Have students mirror the technique for a proper overhand throw. 4. When I say, “GO,” write your name on your piece of paper and then crumple it into a ball. Then pick up their paper-balls and stand in your hoop. 5. Each student will make 5 throws from their hoop. Remind students to step out of the hoop with their opposite foot. Demonstrate as needed. 6. Next, make the circle of hoops larger and have students throw toward the inside of the circle. Have students pick up someone else’s paper, read the name, and add their own name before throwing again. 7. Continue to throw and pick up papers, adding names each time. After a few throws, have students find the first student on the paper’s list and return their paper ball.

Universal Design Modifications: • Put a sticker on students’ dominant hand and opposing foot to help them learn which arm to throw with and which foot to step with.

ü Gross Motor Development: Demonstrates control, strength, and coordination of large muscles. ü Writing: Writes for a variety of purposes using increasingly sophisticated marks.

Musical Hoops

ü I will manage my behavior according to expectations. ü I will add and subtract numbers.

Things You Need: ü 1 hoop per student ü Music ü Cones to create boundaries

Set-Up: 1. Scatter hoops throughout the playing area.

Activity Procedures: 1. The purpose of this activity is to practice moving safely in space. 2. Today we’re going to play a game called Musical Hoops. During this activity, have active eye/ears, helpful hands, and be safe! 3. When the music starts playing, begin walking in general space. You cannot touch inside the hoops while the music is playing. When the music stops, walk to a hoop (safely) and stand inside it. 4. Teachers, review the different between narrow and wide. As many students may share a hoop as can fit (hint: use narrow body positions). 5. When ready, begin the music. After a short time, stop the music and be sure students are walking safely to a hoop. Recognize any hoop with more than one student (i.e., anyone who formed a together pair on the first round). 6. After each round, remove 1-2 hoops. This will require more sharing and cooperation as the number of hoops decreases. The teacher can also change the movement (e.g., gallop, jump, slide, etc.). 7. Challenge students to use math: select 2 hoops and ask the class to add (or subtract) the number of students inside them.

Universal Design Modifications: • Instead of varying the movement, stick to a walk. • Position adults near the hoops to ensure students are sharing the space safely.

ü Emotional and Behavioral Self-Regulation: Manages actions, words, and behavior with increasing independence. ü Operations and Algebraic Thinking: Understands addition as adding to and understands subtraction as taking away from.

Quick Reference Activity Card: ABC’s of Movement® Card 1 Select the appropriate activity cards for each of the six activities. Encourage students to identify the name of each letter used. Each activity below should take approximately 10 minutes. Schedule 6 activity breaks throughout the day to provide 60 minutes of daily physical activity.

Instructional Activity Description Category Focus Obstacle Course: (Letter Cards: M, O, V, E) Place alphabet cards in 4 corners of the area. Body and Movement 1 With teacher, students identify each letter and Space Concepts move together from one card to the next while performing the corresponding movement. Yoga A, B, C’s: (Letter Cards: A, B, C, & D) Display one card at a time. Students identify the letter and then mirror the movement on each Breathing and 2 Social/Emotional card. Students do not move from their spots, but Mindfulness remain stationary. Encourage students to breathe deeply while holding each pose. Balance Shuffle: (Letter Cards: H, L, T, X) Shuffle the alphabet cards and ask students to 3 Static Balance Balance take turns picking a card. Students identify each letter activity and perform as a group. Follow The Leader: (Letter Cards: Q, R, S, Z) First, demonstrate each card’s movements. Next, spread alphabet cards out in the middle of the Gross Motor 4 Locomotor area. Students take turns picking one card and Skills then leading the group in the corresponding movement. Bean Bag Toss: (Letter Cards: F, J, K, W) Students in a large circle. Create 4 large targets inside the circle. Place 1 card inside each target. On teacher’s signal, students underhand toss Gross Motor 5 Manipulative bean bags into a target. Then teachers call 1 Skills letter at a time. Students who tossed a bean bag at that letter retrieve beanbags and return to the circle. Silly Shopping: (Letter Cards: G, I, U, Z) Display a letter card. Students demonstrate the movement throughout the activity area as they “shop” for different healthy foods (different Healthy Foods, 6 Health/Nutrition colored bean bags). After collecting a bean bag, Sorting students move to the corresponding hoop and food card to categorize bean bags into food categories based on color.

ABC’s of Movement OBSTACLE COURSE

ü I will follow all physical activity rules. ü I will move safely with control. ü I will name the letters on each ABC’s of Movement Card.

Things You Need: ü ABC’s of Movement Cards: M, O, V, E ü 4 cones ü Music (optional)

Set-Up: 1. Place 1 movement card and 1 cone in each corner of the activity area. 2. Arrange students in a single-file line behind the teacher.

Activity Procedures: 1. During this fun obstacle course, students will follow the teacher from movement card to movement card (cone to cone), demonstrating each movement from one cone to the next. 2. The teacher leads students in a single-file line to the first cone. Ask students the name of the letter, and then announce the corresponding movement to be performed on the way to the second cone. For example, for the letter M, students will march to the next cone. 3. At the second cone, ask students the name of the letter, and then announce the corresponding movement to be performed on the way to the third cone. For example, for the letter O, students will perform an Ostrich Walk to the next cone. 4. Continue in this way from cone to cone. After you’ve completed 1 trip around the obstacle course, play fun music to increase the energy and pace. 5. Continue this process for the duration of this activity session, or until you’re ready to start a new activity.

Universal Design Modifications: • Look through all of the ABC’s of Movement Cards and choose the cards that meet the needs and abilities of your students. • Provide visual demonstrations of all movement skills with verbal cues to match and describe movements.

ü Gross Motor: Child demonstrates control, strength, and coordination of large muscles. ü Perceptual Development: Child uses perceptual information in directing own actions. Moves body in relation to objects and other people. ü Emergent Literacy: Child points to and names letters.

ABC’s of Movement YOGA A, B, C’s

ü I will follow the teacher’s instructions. ü I will control my breathing and my movement while staying on my floor spot. ü I will name the letters on each ABC’s of Movement card.

Things You Need: ü ABC’s of Movement Cards: A, B, C, & D ü 1 spot marker per student

Set-Up: 1. Use spot markers to create a large circle in the activity area. 2. Students stand in a circle, each student on a spot. 3. Teacher provides instruction and demonstrations while standing with students in the circle.

Activity Procedures: 1. This activity will help students practice attentive breathing and mindfulness while demonstrating simple yoga poses. 2. The teacher displays 1 letter card at a time. Students will identify the letter and then perform the pose on each card. Students remain stationary and do not move off of their home spot. 3. As you begin with the letter A, the yoga modification is Alligator Arms. As students slowly open and close their Alligator Arms, encourage them to breath slowly in and out while paying mindful attention to their breathing. Reinforce mindful breathing with each letter card and movement.

Universal Design Modifications: • Teach and practice breathing and movements separately before combining them in the final activity. • Provide physical assistance from adult teaching assistants.

ü Attending and Understanding: Child acts on descriptions provided by others. ü Emotional and Behavioral Self-Regulation: Child demonstrates control of actions and words. ü Cognitive Self-Regulation: Child maintains focus and sustains attention with minimal adult support.

ABC’s of Movement BALANCE SHUFFLE

ü I will follow directions and hold my body still when I hear the FREEZE signal. ü I will control my body and move with balance. ü I will try my best, even if a movement or balance is difficult.

Things You Need: ü ABC’s of Movement Cards: H, L, T, X ü 1 spot marker per student ü Music (optional)

Set-Up: 1. Use spot markers to create a large circle in the activity area. 2. Provide enough space between spots for movement on and around each spot. 3. Arrange students in a circle, each student on a spot.

Activity Procedures: 1. This activity will allow students to practice and develop both dynamic and static balance. 2. The teacher shuffles the selected movement cards. Students take turns picking a card. 3. Next, all students identify the letter on the card and then perform the activity on or around their spots for 30 to 60 seconds. 4. When the teacher calls out, “FREEZE!” (or the music stops), all students must freeze and hold their body position for 5 seconds.

Universal Design Modifications: • Look through all of the ABC’s of Movement Cards and choose the cards that meet the needs and abilities of your students. • Practice static and dynamic balance separately. For basic static balance practice, prompt students to stand tall with feet together, stand on 1 foot, or balance on hands and feet (bear position).

ü Gross Motor: Child demonstrates balance in large-muscle movement. ü Gross Motor: Child coordinates movements and actions for a purpose. ü Cognitive Self-Regulation: Child persists in tasks that are challenging.

ABC’s of Movement FOLLOW THE LEADER

ü I will take turns with my friends. ü I will follow the movement directions that leaders give to the class. ü I will move at a safe speed.

Things You Need: ü ABC’s of Movement Cards: Q, R, S, Z ü 1 spot marker per student

Set-Up: 1. Use spot markers to create a large circle in the activity area. 2. Provide enough space between spots for movement on and around each spot. 3. Students stand in a circle, each student on a spot.

Activity Procedures: 1. The object of this activity is for students to practice locomotor movements while following directions and taking turns. 2. First, the teacher demonstrates the movements on each card. Students can either watch or follow the movements as they are demonstrated. 3. Next, spread the cards in the middle of the area. Taking turns, students are called to pick up a card and hand it to the teacher. After the movement is identified, the student leads the group as they all perform the movement at the same time. 4. Repeat this activity until each child has been the leader.

Universal Design Modifications: • Look through all of the ABC’s of Movement Cards and choose the cards that meet the needs and abilities of your students. • Assist students in the role of class leader with verbal support or through the use of physical demonstrations.

ü Gross Motor: Child moves body in relation to objects to effectively perform tasks. ü Gross Motor: Child adjusts speed and direction depending on the situation. ü Relationships with Other Children: Child takes turns in interactions with other children.

ABC’s of Movement BEAN BAG TOSS

ü I will follow all directions and move safely when it is my turn. ü I will toss my bean bag at the nearest letter target. ü I will listen and take turns moving to pick up my bean bag.

Things You Need: ü ABC’s of Movement Cards: F, J, K, W ü 1 spot marker per student ü 1 bean bag per student ü 8 ropes

Set-Up: 1. Use spot markers to create a large circle in the activity area. 2. Create 4 large targets inside of the circle using 2 ropes per target. Targets must be placed at a distance close enough for students to toss bean bags at them. 3. Place 1 letter card inside each target. 4. Students stand in a circle, each student on a spot with a bean bag.

Activity Procedures: 1. The object of this activity is to provide students with opportunities to practice the manipulative skill of underhand tossing while moving safely and following teacher instruction. 2. On the teacher’s signal, students underhand toss beanbags into the nearest target. 3. Teachers then call one letter at a time. Student will repeat the letter name aloud. Next, students who tossed their beanbags at the letter called will tiptoe to retrieve their bean bags and return to home spots on the circle. 4. Repeat the activity as time allows.

Universal Design Modifications: • Provide a variety of tossable items in different sizes, weights, and textures. • Increase/decrease target size and/or distance.

ü Gross Motor: Child performs activities that combine and coordinate large muscle movements. ü Fine Motor: Child uses coordinated movements to complete complex tasks. ü Attending and Understanding: Child acts on descriptions (and demonstrations) of others. ü Counting and Cardinality: Child understands the relationship between numbers and quantities.

ABC’s of Movement SILLY SHOPPING

ü I will control my body and the bean bag while playing safely with my friends. ü I will identify healthy foods that I like to eat and are good for my body. ü I will have fun and enjoy moving safely with my friends.

Things You Need: ü ABC’s of Movement Cards: G, I, U, Z ü 1 spot marker per student ü Colored bean bags—as many as possible ü 2–6 colored hoops ü 2–6 Healthy Food Signs

Set-Up: 1. Use spot markers to create a large circle in the activity area. Scatter bean bags in the center of the circle. 2. Place hoops with healthy food signs just outside the perimeter of the circle. 3. Students begin standing in a circle, each student on a spot.

Activity Procedures: 1. The object of this activity is for students to move safely to collect a bean bag and then categorize the bean bag based on color. 2. The teacher displays a letter card and demonstrates the corresponding movement. This is the movement students will use when collecting bean bags. 3. On the signal, students move throughout the activity area and “shop” for a healthy food (bean bag). 4. When a bean bag is collected, the student will then move to the hoop that matches the color of the bean bag, call the name of a food in that color category, and then return to their home spot. 5. Repeat until all of the bean bags have been collected.

Universal Design Modifications: • Focus this activity on sorting by color, removing the nutrition component until students understand the activity format. • Use a variety of objects to help students hold and control each item while they move throughout the activity area.

ü Gross Motor: Child demonstrates control, strength, and coordination of large muscles. ü Health, Safety, and Nutrition: Child identifies a variety of healthy foods. ü Relationships with Others: Child demonstrates enjoyment of play, such as through verbal exchanges, smiles, and laughter.

6 Healthy Food Signs

Healthy Red Food Watermelon

Healthy Food Signs

Healthy Orange Food Carrots

Healthy Food Signs

Healthy Yellow Food Squash

Healthy Food Signs

Healthy Green Food Pear

Healthy Food Signs

Healthy Blue Food Blueberries

Healthy Food Signs

Healthy Purple Food Grapes

alongside

inside

curved pathway

straight pathway

zigzag pathway

high level

medium level

low level

mirror

together

narrow

wide

off

ready to learn

self- space

matching

small

tall

straddle in and out

straddle scissor

over

under

symmetry

twisting