High-Five Exchange
Skills: Get to know at least 6-7 people in the group
Equipment: none
Directions: The object of this activity is to get to know people in your group. The leader will direct the audience to find a High Five partner and ask about their favorite vacation spot, once they have a partner, they exchange this fact about each other. Then they find a Low-Five partner and learn about their favorite food and why. Then have the group go back to their High-Five partner and see if they can remember the fact about their partner, then to the Low-Five partner. Now add a Toe-to-Toe partner and exchange about favorite movie or book. Then go back to all three in a different order called out by the leader. Then add: swing your partner--favorite way to exercise; bump the hip partner—any question works; do-si-do partner—places you have traveled. Once everyone has 6 new partner friends, the leader calls the movements again and everyone h sees if they can remember names and facts for each “movement partner.” Audience does not move to a partner unless the leader directs the partners to find each other.
Musical Hula Hoops (Ages 3-10)
Skills: Locomotor skills; spatial relationships and sharing
Equipment: One hoop per child and music
Directions: The children move in a variety of teacher directed locomotor movements while the music is playing around the open area without touching the hoops. When the music stops the children jump into any hula-hoop.
Variations:
Add a nonlocomotor movement for children to do inside the hoop before they move to the music to another hoop.
As the music plays, take a few hoops away so the students need to share hoops
Group Juggle
Skills: Learn Names and to juggle 6 items as a group.
Equipment: 5-6 Manipulative Objects
Directions: 8-10 people stand in a circle. The leader has 6 items at his/her feet. To set up the pattern, leader throws object one to a person across from them, first saying their name, make sure they are ready for the catch and then throw the manipulative. That person then does the same to a person across from them and so on until all group members have caught the manipulative. The last person throws it back to the leader. You cannot throw the manipulative to a person beside you, must be across the circle. You can rearrange people to make this possible. Repeat this to make sure everyone knows they need to throw the manipulative to the same person each time and YELL their name first. One the pattern is established, the leader adds each new object and tries to continue the pattern for many rounds to accomplish the group juggle.
Extension: have group “take it on the run” Students jog all different directions in the playing space while juggling.
Home Run (Ages 4-6)
Skills: Striking, running
Equipment: tall cones; beach balls
Directions: Place cones around an open space. Children set their beach ball on top of a cone. Children strike the ball with a flat open hand. Once the ball lands on the ground, children run after their ball and place it on a new cone and strike it again.
Have You Ever
Skills: Get to know the audience activity
Equipment: Poly spots and one hoop
Directions: Place a hoop in the middle of the open space. Place poly spots, one per person in the open spaces. Have everyone stand on a poly spot with the leader in the hoop. The person in the hoop will ask a “have you ever” question. It needs to be something they have done. Examples: Have you ever jogged on a beach? Have you ever been to Disney world? Once the question is stated, everyone who has done that will move to an open poly spot quickly including the leader. The person who does not make it to an open poly spot is the new leader and stands in the hoop. All questions should lead to learning about the audience and be something you have done.
Noodle Bits (Ages 3-8)
Skills: Sequencing, Motor Planning, Algebra ~ PreK-3
Equipment: Noodle pieces, flash cards with pictures of colored shapes (same as noodle pieces) in a variety of sequences.
Standards PreK-3: Beginning sense of repeating patterns and classification by attributes.
Standards PreK-3: Beginning sense of repeating patterns and classifications by attributes
Patterns, Relationships, and Functions
Patterns, Relationships, and Functions
Indicators
Pre-K-3.1 Identify simple repeating patterns.
Pre-K-3.2 Illustrate simple repeating patterns.
Directions: Students are with a partner and take turns going to the bucket to retrieve a noodle bit to match the pattern cards. Each card will have colored shapes in a pattern and students try to match the pattern using the noodle pieces. They also try to repeat the pattern.