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Dear Volunteer/Staff Member:
Attached is a summary of activities to conduct with the youth who are residing in temporary shelters and evacuation centers. These activities have been taken from a larger publication used by Texas 4-H to support After School Programs. The lessons are set up in a “say and do” format. Even if you do not have a background in working with children, you can lead these activities with youth.
The activities do not require any additional supplies.
Best wishes from Texas 4-H!
OverviewChildrenwilllearnthateverypersonisunique,butthatsimilaritiesexistamongpeople.
LESSON 1: What’s the Difference
Let’ssitonthefloor,inacircle.
Todaywearegoingtotalkabouthowpeoplearesimilarandhowtheyaredifferent.Whatdoesitmeantobesimilar?
Tobesimilarmeansthatwehavethingsincommonsuchasthesamecolorofhairoreyes.Whataresomethingsthatmakeusdifferent?
Thecolorofourhairoreyes,whetherweareaboyoragirl,thesizeofourhandsorfeetandmuchmoreareamongthethingsthatmakeusdifferent.
ActivityNow,wearegoingtoplayagametolearnmoreabouthowwearealikeandhowwearedifferent.Eachofusisgoingtotakeaturninthemiddleofthecircle.Iwillstartinthemiddle.I’mgoingtosaysomethingaboutmyself.Anyonewhosharesthatsamecharac-teristicmayraisetheirhand!Let’sgiveanexample.
4 Waituntilthechildrenaresettledinacircle,sittingonthefloor.
4 Allowchildrentoanswer.
4 Allowchildrentoanswer.
LevelK-2
Learning ObjectivesChildrenwilllearn:•Torecognize similaritiesand differencesamong people•Thateveryperson isunique•Thatnotwopeople areexactlythesame
Codes TEKS:HealthEducation40DevelopmentalAssets:CulturalCompetence;Self-esteem;SenseofPurpose
Life Skills ModelSelfEsteem;LearningtoLearn
Equipment/Materials Enoughfloorspaceforthegrouptositinacircle;optionalactivity:inkpad,balloons
Time Required20to30minutes
Class Instruction:
Say Do
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LESSON 1: What’s the Difference
Say DoIfIsay“myeyesare_____”,everyonewhohas_____eyesshouldraisehis/herhand.Afteryouhavehadyourturninthecenter,youwillsitdown,andanewpersonwilltakeaturn.
Everyoneisunique.Thatmeansthereisnootherpersoninthisworldwhoisexactlylikeyou.Evenifyouareatwin,yourtwinstillhassomewaysinwhichhe/sheisdifferentfromyou.Beproudofwhoyouareandhowdifferentyouarefromeveryoneelse!Justthinkofhowboringtheworldwouldlookifallofuslookedexactlyalike.
Additional Activities
4 Playthegameasdescribed,untileveryonehashadaturninthecenterofthecircle.Withyoungerchildren,youmayhavetoremindthemperiodicallyoftherules.
1.FruitBasketTurnover:Formacompletecircle,sittinginchairs.Onepersonisinthecenterandhasnochair.Thepersoninthecenternamesacharacteristic,suchas“Ihavetwoeyes.”Everyonewithtwoeyesexchangesseats,withthepersoninthecentertryingtogetintoanemptychair.Thepersonleftwithoutachairbecomestheonetocalloutacharacteristicofhis/herown.
2.Thumbprints:Haveeachchildplacehis/herthumbonaninkpadandmakeathumbprint.Encouragechildrentostudyeachothers’thumbprintsunderamagnifyingglasstocompareanddiscusstheiruniqueness.Discussthateachperson’sfingerprintsaretotallydifferentfromanyoneelse’s.
3.BalloonThumbprints:Giveeachchildaballoon.Haveeachchildmakeathumbprintontheballoonbeforeitisblownup.Havethechildrenblowuptheirballoonsothatthethumbprintenlarges.(Theteachermayneedtoblowupsomeoralloftheballoons.)Pointoutthatfingerprintsarecharacterizedbyloops,archesandwhirls.
Yea4-H(2)
OverviewChildrenwilllearnlisteningskillsandtofolloworaldirections.
LESSON 2: Simon Says
Let’sstandupandformacircle.We’regoingtoplay“SimonSays.”EachofuswilltakeaturnbeingSimon.I’llstart.WhenIsay“Simonsaysbarklikeadog,”everybodywillbarklikeadog.ButifIsay“Barklikeadog”withoutfirstsaying“Simonsays,”youwillbeoutofthegame.You’llhavetositdownandwatchtherestofthegame.Okay.Let’sgo.Besuretolistencarefully.
Asweplayed“SimonSays,”whatsenseswereyouusing?
Weusedourearstolistenandoureyestowatchtheleader,didn’twe?Whathappenedwhenyouwatchedwhattheleaderwasdoingandfollowedhim/her,buttheleaderdidn’tsay“SimonSays?”
4 Allowchildrentoplaythefollowinggameastimeandspaceallows.
4 Leadthegroupinthefirstfewroundsofthegame.ThenpickachildtobethenextSimonandproceedaroundthecircleuntileveryonehaseitherhadaturnbeingSimonorhasbeeneliminated.
4 Allowchildrentoanswer.
4 Allowchildrentoanswer.
LevelK-2
Learning ObjectivesChildrenwilllearn:•Tofolloworal directions•Tounderstand whylisteningis animportantskill•Topracticelistening skills
Codes TEKS:PhysicalEducation40DevelopmentalAssets:Caring;InterpersonalConfidence
Life Skills ModelLeadership;ContributiontoGroupEffort;Communication;Cooperation;SocialSkills
Equipment/Materials Nomaterialsarerequired,butdoingtheactivityoutdoorsorinagymissuggested.
Time Required30minutes
Class Instruction:
Say Do
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LESSON 2: Simon Says
Say DoWewereoutbecausewedidn’tlistencarefullytotheinstruc-tions.
Whichone–listeningorwatching–wasmoreimportantandwouldhavehelpedyoutoplaythegamelonger?
Listeningisthemostimportantthingtodowhenweplay“SimonSays.”Why?
Ifyoufocusontheleader’swordsandnothis/hermove-ments,youfollowwhatissaidandnotwhattheleaderisdoing.
Let’splay“SimonSays”againandreallyconcentrateonlisteningtotheinstructionstheleadergivesinsteadofwatchingwhatisdone.Remembertolistenforthekeywords“SimonSays!”
4 Allowchildrentoanswer.
4 Allowchildrentoanswer.
4 Playthegameagain.
Yea4-H(2)
OverviewChildrenwilllearntoworkasateam,tocooperateandtofollowdirections.
LESSON 3: Blob Tag
We’regoingtoplay“BlobTag.”Doeseveryoneknowhowtoplaytag?Howwouldyouexplainthegame?
In“BlobTag,”onepersonstartsoutas“it”.The“it”personwillattempttotageveryoneelsebytappingthemlightlyontheshoulder.Once“it”tagsanotherchild,thetwojoinhands,andbothbecome“it,”creatingablob.Onlythepeopleontheendoftheblobcantagotherpeople.Doeseveryoneunderstandhowtoplay?
We’llcontinueuntileveryonehasbeentagged.Whowantstobe“it”first?
4 Allowchildrentoplaythegameastimeandspaceallows.
4 Allowchildrentoanswer.Makesureeveryoneunderstandstheconceptofplayingtag.
4 Allowchildrentoanswer.Makesuretheyunderstandthegame.
4 Letchildrenvolunteer.Chooseonechildtobe“it”first.Limittheplayingareasotheblobdoesn’thavetochasepeoplethroughoutahugespace.Agymnasiumoraplaygroundwithboundariesmarkedworkswell.Wheneveryonehashadachancetobetagged,gatherthechildrenbacktogetherfordiscussion.
LevelK-2
Learning ObjectivesChildrenwilllearn:•Teamwork•Cooperation•Howtofollow directions
Codes TEKS:PhysicalEducation40DevelopmentalAssets:Caring;InterpersonalConfidence
Life Skills ModelLeadership;ContributiontoGroupEffort;Communication;Cooperation;SocialSkills
Equipment/Materials Nomaterialsarerequired,butdoingtheactivityoutdoorsorinagymissuggested.
Safety ConsiderationsBecarefulwhilerunning.Provideinstructionsfortagging.
Time Required30minutes
Class Instruction:
Say Do
Yea4-H(1)
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LESSON 3: Blob Tag
Say DoIfyouwere“it”duringBlobTag,raiseyourhand.
Didtheblobhavesuccessinchasingandtagginganotherpersonwhenyouwereattheendoftheline?Ifyes,why?Ifno,why?
Whentheblobdidwelltogetherintaggingotherpeople,whatwordcanweusetodescribethat?
Wecancallthat“teamwork,”can’twe?Whenweworktogetherasateam,wedobetterandgetmoredone.WithBlobTag,whenthebloballraninthesamedirection,theydidbetterthanwhentheytriedtogoindifferentdirections.
Whatelsemadetheblobsuccessfulbesidesteamwork?
4 Allowchildrentorespond.
4 Allowchildrentorespond.(Some“yes”responsesmyinclude:“weallranfasttogether”or“wecorneredsomeonesothattheycouldn’tgetaroundus.”Some“no”responsesmayinclude:“theblobwouldn’trunfast”or“Icouldn’tkeepupwiththerestoftheblob.”)
4 Allowchildrentoanswer.Discusstheirresponses.
4 Allowchildrentorespond.Discusstheiranswers.(Responsestolookforinclude:Listeningtoeachother;cooperation(similartoteamwork);lettingonepersontaketheleadanddoingwhathe/shesaidorfollowingwhathe/shedid.)
Yea4-H(2)
4 Allowchildrentorespondanddiscusstheiranswers.(Examplesmightinclude:helpingeachotherwithhomework;helpingtheteachertocleanuptheroom;erasingtheboard;takingturns;listeningwhenothersaretalking.)
4 Playthegameagain.
Whataresomeotherthingswedoinschoolorinthisprogramthatneedteamwork?
Let’splayBlobTagonemoretimeandseeiftheblobcandoagreatjobofworkingtogethertotageveryonefasterthanwedidthelastgame!
VariationsofBlobTag:
1.Onceapersonhasbeentaggedby“it,”he/shecanbe“untagged”bygivingahighfiveorsomesimilaractiontoanuntaggedperson.
2.Onceapersonhasbeentaggedby“it,”he/sheisfrozenandmuststayinonespot,tobeuntaggedonlybysomeoneelsecrawlingthroughhis/herlegs.
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LESSON 3: Blob Tag
Say Do
Yea4-H(3)
OverviewChildrenwilllearntolisten,topayattentionandtofolloworaldirections.
LESSON 4: Over and Under
We’regoingtoplay“OverandUnder.”First,let’sgetintoteams.
Here’showweplayOverandUnder.Thefirstplayerontheteamwillgivethebeanbagorballtothesecondplayerbypassingitoverhisorherhead.Thesecondplayerwillpassittothethirdplayerbypassingitunderhisorherleg.Continuetoalternatepassingthebeanbagorballoveryourheadsandbetweenyourlegsuntilitreachesthelastplayerontheteam.Whenthelastplayergetsthebeanbagorball,he/shemustruntothefrontofthelinewherethefirstplayerisstanding.
4 Formtwoteamsofupto10youths.(Ifyouhavemorethan20children,dividetheteamsaccordingly.Iftherearenotenoughchildrenfortwoteams,useastopwatchorothertimingmethodtotimetheentiregrouptoseehowquicklytheycancomplete“OverandUnder.”Challengethegrouptoimprovetheirtimeanddiscusshowquicklytheythinktheycanaccomplishthetask.Thisisanexerciseofgoalsetting.)
4 Giveeachteamabeanbagorsmallball.(Aballoonorotherobjectcanbeusedifaballorbeanbagisnotavailable.)
LevelK-2
Learning ObjectivesChildrenwilllearn:•Tofolloworal directions•Howtolisten andpayattention
Codes TEKS:PhysicalEducation40DevelopmentalAssets:Caring;InterpersonalConfidence
Life Skills ModelLeadership;ContributiontoGroupEffort;Communication;Cooperation;SocialSkills
Equipment/Materials Beanbagsorsmallballs(oneforeachteam)
Safety ConsiderationsAdultsupervisionisrequired.Makesureyouthsdonotthrowthebagsorballsintentionallyatsomeone’shead.
Time Required20minutes
Class Instruction:
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LESSON 4: Over and Under
Say DoTheteamtofinishfirstwins.Doeseveryoneunderstandthegame?
Howdoesthegame“OverandUnder”useteamwork?
Eachgrouphastoworktogethertopasstheballtoeachmemberoftheteam.Whataresomethingseachteamcandotoworkwelltogether?
Let’slistsomethingsthatcanhelpusworktogetherinthisgame:Don’tgettoofarapartsoyoucangettheballfromthepersoninfrontofyouquickly.Lineupbysize/heightsothatashorterpersonisn’trightbehindatallperson;youneedtobeabletoreachupeasilyandgettheball.
Whentheinstructionsweregiven,didallofyouunderstandwhatweweregoingtodo?Ifnot,whatwasunclear?Howcouldtheinstructionshavebeenbetter?
Nowlet’splaythegameagain.
4 Makesurethatallchildrenunderstandthegame.Givethesignaltostart.Afteryouhaveplayedaround,gatherthechildrenbacktogetherfordiscussion.
4 Allowchildrentoanswer.
4 Allowchildrentoanswer.Discusstheirresponses.
4 Allowchildrentoansweranddiscusstheiranswers.
4 PlayOverandUnderasmanytimesasyouwish.
Yea4-H(2)
OverviewChildrenwilllearnteamwork,cooperation,listeningskillsandhowtofollowdirections.
LESSON 5: Three in a Row
Whoknowshowtoplay“TicTacToe”?
We’regoingtoplay“ThreeinaRow,”agamethat’slike“TicTacToe.”
We’regoingtogetintotwoteams.OneteamwillbeXs,andanotherwillbeOs.
TheXswillraisetheirarmsabovetheirheadsandcrossthemtomakeanX,andtheOswillholdtheirarmsabovetheirheads,forminganO.
Takingturns,ourteamwillplaytictactoe.Onepersonfromeachteamwillstepontoaspotandmaketheappropriateteamsymbol–XorO.Thesecondteamwillthentakeaturnandstepontoaspotandmaketheirteam’ssymbol–XorO.Theteamswilltaketurnsuntiloneteamhasthreeinarowinanydirectionoruntilalltheslotsarefull.Ifnoonewins,thatgameismarkedasatie.Doeseveryoneunderstandhowtoplay?
4 Allowchildrentorespond.
4 Alignpollydots(plasticdisks),sheetsofpaperorcarpetsquaresintoathree-by-threegridofninespotsrepresentingatic-tac-toeboardonthefloor.
4 Dividethegroupintotwoequalteams.Ifthereareanoddnumberofchildren,youmayhavetoplayalso.
4 Demonstratethearmactionsforthechildren.
LevelK-2
Learning ObjectivesChildrenwilllearn:•Teamworkand cooperation•Listeningskillsand followingdirections
Codes TEKS:PhysicalEducation40DevelopmentalAssets:Caring;InterpersonalConfidence
Life Skills ModelLeadership;ContributiontoGroupEffort;Communication;Cooperation;SocialSkills
Equipment/Materials Ninepollyspotsorsheetsofpaper
Time Required30minutes
Class Instruction:
Say Do
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LESSON 5: Three in a Row
Say Do
Okay,let’sbegin.
Howdideachteamdecidewhereeachpersonwasgoingtostandonthetic-tac-toeboard?
Whichmethodworkedbetter–talkingasateamormakingachoicebyyourself?
Sometimesitworkswelltotalkasateamandplanoutwhattodo.Theplanmaywork,andyoumaywin.Sometimestheotherteam’schoicescauseaplannottowork,andyouhavetochangeyourplan.
Whathappened(orwouldhappen)ifeachpersoninthegroupsdecidedonhis/herownwhichspottotake?
Ifyourteammatesmadenegativecommentswhenyouweretakingyourturn,howdidthatmakeyoufeel?
4 Makesurethechildrenunderstandhowtoplaythegame.
4 Continueplayingseveralgamessothateachchildgetstoplayseveraltimes.
4 Allowtimeforchildren’sresponses.(Somemaysaythattheydiscussedandmadeagroupdecision,othersmayrespondthatthepersondecidedonhis/herownwhichspacetotake.)
4 Allowchildrentorespond.(Answerswillbedifferentfordifferentgamesandgroups.)
4 Allowchildrentoanswer.(Someresponsesmightbe“wesawabettermovebuttheywouldn’tlistentous”or“wetriedtotellthemtostandsomewheredifferent.”)
4 Allowtimeforchildren’sresponses.
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4 Allowchildrentogivetheirideasanddiscusstheir
answers.
4 Iftimeallows,letchildrenplayafewmoregameswhilepracticingmakingdecisionstogetherandtalkingpolitelytoeachother.
Whatcanwedoorsaydifferentlytoencourageourteammatesifweseeabettermove?
Wecouldtalkmorepolitely;wecouldmakeateampacttodiscusseachmovebeforeachoiceismade.Everydaywehavetomakechangesinourdecisionstoadjusttootherpeople.Listeningtoothersandmakingdecisionstogetheraregoodthingstorememberwhenweareworkingingroups.Let’salltryourbesttoremembertobeniceandrespectfulofallofthemembersofthegroupandtolistentoeachotherbeforewemakeadecision.
LESSON 5: Three in a Row
Say Do
Yea4-H(3)
OverviewChildrenwilldevelopmotorskillsandlearncooperationandteam-workthroughorganizedplay.
Lesson 6: 20 Sounds
We’regoingtoseewhetheryoucanrecognizethesoundanobjectmakeswhenitisdroppedontothefloor.I’llgobehindthissheetanddropsomething.Thenyoucalloutwhatyouthinkitis.Ifsome-oneguessesright,I’lldropanotherobject.Ifnooneguesses,I’llkeepdroppingtheobjectuntilyouallgiveup.Closeyoureyessoyoucanbetterfocusonthesounds.HelpeachotherfigureoutwhatI’vedropped.
Isiteasiertomatchthesoundswiththeobjectsnow?
4 Gobehindthesheetanddropthevariousobjectstotheflooroneatatime.Askthechildrenwhatobjecttheythinkhasbeendropped(helpthemoutbygivingthemalistoftheitems).
4 Afterthetwentyobjectshavebeendropped,removethesheetanddroptheitemsagainonebyone.
4 Letchildrendiscusstheactivity.
LevelK-2
Learning ObjectivesChildrenwill:•Developlargeand smallmotorskills•Learncooperation andteamwork throughorganized play
Codes TEKS:PhysicalEducation40DevelopmentalAssets:YouthPrograms
Life Skills ModelTeamwork;Sharing;ContributionstoGroupEffort;Cooperation;Communication;SocialSkills
Equipment/MaterialsAbedsheet;variousobjectsthathaveadistinctivesoundwhendropped,suchasabell,akey,aplasticcup
Time Required20to30minutes
Preparation: Instructorshouldcollectvariousobjects(20orso)thathaveadistinctivesoundwhendropped,suchasabell,akey,aplasticcup,etc.Hangasheetatthefrontoftheclassroom,leavingenoughroombehinditsothattheinstructororachildvolunteercanstandanddroptheobjects.
Class Instruction:
Say Do
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Lesson 6: 20 Sounds
Say Do
ResourceElementaryTeacher’sHandbookofIndoorandOutdoorGames,ArtKamiya,ParkerPublishingCompany,1985.
Yea4-H(2)
OverviewChildrenwilldevelopmotorskillsandlearncooperationandteam-workthroughorganizedplay.
Lesson 7: Animals Everywhere
We’regoingtopracticemakinganimalsoundsandmatchingwiththeanimalsthatmakethem.Comeuptomeonebyone,andI’llwhisperthenameofananimalintoyourear.
NowIwantyoutoscatterthroughoutourplayarea.
WhenIsay“Go,”startmakingthenoiseofyouranimalandfindtheotherswhoaremakingthesamesound.Okay,go!
Doesthistellyousomethingaboutwhyanimalsmakedistinctivesounds?
4 Decideonthreeormoreanimalsthatmakeinterestingnoises.Whisperthenameofoneoftheseanimalsintotheearofeachchildplayingthegame.Whenallthechildrenhavebeengiventheirparticularanimalstoimitate,givetherestoftheinstructionsforthegame.
4 Havethechildrenscatter.
4 Allthechildrenshouldstartmakingthesoundsoftheiranimals.Astheycontinuetomakethesounds,theywilltrytofindtheothersoftheirown“species”whoaremakingthesamesound.Theyshouldeventuallyformintonoisygroups.
4 Letchildrendiscussthisidea.
LevelK-2
Learning ObjectivesChildrenwill:•Developlargeand smallmotorskills•Learncooperation andteamwork throughorganized play
Codes TEKS:PhysicalEducation40DevelopmentalAssets:YouthPrograms
Life Skills ModelTeamwork;Sharing;ContributionstoGroupEffort;Cooperation;Communication;SocialSkills
Equipment/MaterialsIndoororoutdoor
Time Required20to30minutes
Class Instruction:
Say Do
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Lesson 7: Animals Everywhere
Say Do
ResourceTheOutsidePlayandLearningBook,KarenMiller,GryphonHouse,1989.
Yea4-H(2)
OverviewChildrenwilldevelopmotorskillsandlearncooperationandteam-workthroughorganizedplay.
Lesson 8: Back to Back
We’regoingtopairupwithapartner.
NowIwanteachpairtostandbacktoback.Getasclosetogetherasyoucan.
Areyoustandingascloseaspossible?
WhenIsay“backtoback,”findanewpartnerandgetclose,againstandingwithyourelbowsandkneestouching.Okay,backtoback!
Nowstandclosetoyourpartnersoyourheelsandyourwaistsaretouching.
4 Dividethechildrenintopairs.
4 Eachpairmustfindawaytostandclosetogether,thatis,withonechild’selbowtouchingthepartner’selbowandonechild’skneetouchingthepartner’sknee.
4 Checkthepairsandseethattheyhavefiguredouthowtosolvetheproblemofgettingclosetogetherbytouchingelbowsandknees.
4 Eachchildshouldquicklyfindanewpartnerandstandbacktoback.
LevelK-2
Learning ObjectivesChildrenwill:•Developlargeand smallmotorskills•Learncooperation andteamwork throughorganized play
Codes TEKS:PhysicalEducation40DevelopmentalAssets:YouthPrograms
Life Skills ModelTeamwork;Sharing;ContributionstoGroupEffort;Cooperation;Communication;SocialSkills
Equipment/MaterialsIndoor
Time Required20to30minutes
Class Instruction: (Note:Thisgamemakesagoodicebreakerorget-acquaintedgame.)
Say Do
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Lesson 8: Back to Back
Say DoWhenIsay“backtoback,”findanewpartnerandgetclose,againstandingwithyourheelsandwaiststouching.Okay,backtoback!
Youcancontinuethegame,givingthechildrenotherwaystotouch(forexample,backsofheadstogetherorpalmsofhandstogether)foraslongasyoulike.Assoonasthechildrensolvethisproblem,it’sbacktobackandsoon.
Doyoufeelthatyou’vegottentoknowyourclassmatesalittlebetterbyplayingthisgame?
ResourceReady-to-UseActivitiesforBeforeandAfterSchoolPrograms,VernaStassevitch,PatriciaStemmler,RitaShotwellandMarianWirth,theCenterforAppliedResearchinEducation,1998.
4 Eachchildshouldquicklyfindanewpartnerandstandbacktoback.
4 Allowchildrentodiscussthisidea.
Yea4-H(2)
OverviewChildrenwilldevelopmotorskillsandlearncooperationandteam-workthroughorganizedplay.
Lesson 9: Centipede
Doesanybodyknowwhatacentipedeis?
Acentipedeisaninsectwith100legs!We’regoingtoplayagamecalledCentipede.First,let’sdivideintotwoteams.
Eachteamneedstolineuponebehindtheother.
Nowsitdownandwrapyourlegsaroundthepersoninfrontofyou.Youarethebodyofthecentipede,andyourarmswillbeitslegs.WhenIsay“Go,”Iwantyoutoliftyourbodywithyourarmsonlyandbegintomoveasagrouptowardthefinishline.Ifyourteamgetsdiscon-nected,youmustagaingetintopositionwithyourlegswrappedaroundeachother.Doeseveryoneunderstandwhatwe’redoing?
Okay,go!
4 Allowchildrentimetoanswer.
4 Dividetheplayersintotwoteamsandmarkstartandfinishlinesabout30feetapart.
4 Givethechildrentimetogetintoposition.
4 Makesureallthechildrenunderstandhowtoplaythegame.
4 Playthegameasmanytimesasyouwish,mixinguptheteams.
LevelK-2
Learning ObjectivesChildrenwill:•Developlargeand smallmotorskills•Learncooperation andteamwork throughorganized play
Codes TEKS:PhysicalEducation40DevelopmentalAssets:YouthPrograms
Life Skills ModelTeamwork;Sharing;ContributionstoGroupEffort;Cooperation;Communication;SocialSkills
Equipment/MaterialsIndoororoutdoor
Time Required20to30minutes
Class Instruction:
Say Do
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Lesson 9: Centipede
Say DoWhatdidwelearnfromplayingthisgame?
Welearnedthatweneedtoworktogetherasateamtoachieveourgoal,gettingtothefinishline.
ResourceTheOutrageousOutdoorGamesBook,BobGregson,FearonTeacherAIDS,1984.
4 Allowchildrentoanswer.
Yea4-H(2)
OverviewChildrenwilldevelopmotorskillsandlearncooperationandteam-workthroughorganizedplay.
Lesson 10: Circus Tag
We’regoingtoplay“CircusTag.”Whowantstobe“it”first?
Ifyouaretagged,youmustputonehandontheplacewhere“it”taggedyou.Forexample,ifyouaretaggedonyourhead,youmustputonehandonyourheadandkeepitthere.Thenyouwillbecome“it”andwilltrytotagsomeoneelse,allthewhilekeepingyourhandonyourhead.Doeseverybodyunderstandhowtoplay?
WhenIsay“go,”youwillallscattertodifferentpartsofourplayingarea,while“it”willtrytotagoneofyou.Remember,ifyou’retagged,youbecome“it”andyoumustputyourhandontheplacewhereyouweretagged,thentrytotagsomeoneelse.Ready?Then,go!
Let’sstopforaminuteandgatheraroundme.Wheredoyouthinkisthebestplacetotagsomeone?
4 Letonechildvolunteertobe“it.”
4 Makesureallthechildrenunderstandhowtoplaythegame.
4 Playthegameforawhile,thengatherthechildrenbacktogether.
4 Letchildrenanswer.
LevelK-2
Learning ObjectivesChildrenwill:•Developlargeand smallmotorskills•Learncooperation andteamwork throughorganized play
Codes TEKS:PhysicalEducation40DevelopmentalAssets:YouthPrograms
Life Skills ModelTeamwork;Sharing;ContributionstoGroupEffort;Cooperation;Communication;SocialSkills
Equipment/MaterialsNone
Time Required20minutes
Class Instruction:
Say Do
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Lesson 10: Circus Tag
Say DoThebestplacetotaganotherchildisonthefoot.Thenthatplayerhastoplaceonehandonhisorherfootandhoparoundtryingtotaganotherperson,makingitmuchhardertotagsomeoneelse.Wanttotrythegameagain?
ReourceElementaryTeacher’sHandbookofIndoorandOutdoorGames,ArtKamiya,ParkerPublishingCompany,1985
4 Playthegameagainforaslongasyouwish.
Yea4-H(2)
OverviewChildrenwilldevelopmotorskillsandlearncooperationandteam-workthroughorganizedplay.
Lesson 11: Man from Mars
We’regoingtoplaytheManfromMars.OneofyouwillbetheMan(orWoman)fromMars.Youwillstandinthemiddle,andeveryoneelsewillstandatoneendoftheplayground.ThepersonfromMarswillsay,“I’mtheManfromMars,I’llchaseyoutothestars,ifyouhave(nameacolor,object,acertainbirth-daymonth,ornamesthatbeginwithacertainletter).”Forexample,iftheManfromMarssays,“Ifyouhaveonred,”everybodywearingredmustrunoutonthefieldorplayground,andtheManfromMarswillchasethem.Ifany-oneistaggedbeforereachingtheotherendofthefield,heorshemustjointheManfromMarsinthemiddleofthefieldandhelptagotherchildren.Doeseverybodyunderstandthegame?
WhowantstobethefirstMan(orWoman)fromMars?
4 Makesureallthechildrenunderstandhowtoplaythegame.
4 Chooseavolunteer.Putthevolunteerinthecenterofthefieldandpositiontheotherchildrenatonesideoftheplayground.
LevelK-2
Learning ObjectivesChildrenwill:•Developlargeand smallmotorskills•Learncooperation andteamwork throughorganized play
Codes TEKS:PhysicalEducation40DevelopmentalAssets:YouthPrograms
Life Skills ModelTeamwork;Sharing;ContributionstoGroupEffort;Cooperation;Communication;SocialSkills
Equipment/MaterialsItisbettertoplaythisgameoutside.
Time Required20minutes
Class Instruction:
Say Do
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Lesson 11: Man from Mars
Say DoOkay,let’splay!
ResourceReady-to-UseActivitiesforBeforeandAfterSchoolPrograms,VernaStassevitch,PatriciaStemmler,RitaShotwellandMarianWirth,TheCenterforAppliedResearchinEducation,1998
4 Playthegameasmanytimesasyouwish,givingasmanychildrenaspossibleachangetobepartoftheMarsteam.
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OverviewChildrenwilldevelopmotorskillsandlearncooperationandteam-workthroughorganizedplay.
Lesson 12: Shoe Pile Relay
We’regoingtohaveashoe-tyingrelayrace.Let’sdivideintoteamsandlineupsinglefilebehindourstartingline.
Nowtakeoffyourrightshoe.
Onmysignal,thefirstplayeroneachteamwillruntotheshoepileandfindhis/hershoe.Putyourshoeonandtieit.ShowittomesoIcanmakesureyouhavetieditcorrectly.Aftertheshoeistied,runbacktoyourteamandtagthesecondplayer.Thefirstteamtofinishtherelayisthewinner.Doeseverybodyunderstandhowtoplaythegame?
4 Dividetheclassintotwoormoregroups.Thegroupslineupbehindastartingline.
4 Makesureeachchildtakesoffhis/herrightshoe.Taketheshoesandputtheminapileattheothersideoftheroom.Allshoesmustbeuntied.
4 Makesureeachchildunderstandshowtoplay
thegame.
LevelK-2
Learning ObjectivesChildrenwill:•Developlargeand smallmotorskills•Learncooperation andteamwork throughorganized play
Codes TEKS:PhysicalEducation40DevelopmentalAssets:YouthPrograms
Life Skills ModelTeamwork;Sharing;ContributionstoGroupEffort;Cooperation;Communication;SocialSkills
Equipment/MaterialsNone
Time Required20minutes
Class Instruction:NOTE:ShoePileRelayworksbestifallthechildrenalreadyknowhowtotietheirownshoes.Itwouldbeagoodideafortheinstructortoverifythisbeforechoosingtoplaythisgame.
Say Do
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Lesson 12: Shoe Pile Relay
Say DoOkay,go!
ResourceElementaryTeacher’sHandbookofIndoorandOutdoorGames,ArtKamiya,ParkerPublishingCompany,1985
4 AfteryouhavefinishedplayingtheShoePileRelay,youcantryanothersimilarrelay.Insteadofusingshoes,haveaBelt-TyingRelay.Inthisrelay,letallthechildrenwhoarewearingbeltsparticipate,runningtoapileofbeltsandputtingthemon.Onceaplayercorrectlyputsonhis/herbelt,theplayerrunsbacktohis/herteam.Theteamthatfinishesfirstisthewinner.
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