Movement Exploration Laurinda Anderson Melissa Jones Diane Wright



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Movement Exploration

Laurinda Anderson Melissa Jones Diane Wright

Summer Izumigawa Aurelie Iroz Rita Cooper
The Value of Movement Exploration……………………………………..page 2
Movement with whole body……………………………………………… pages 3-12
Movement with props……………………………………………………...pages 13-23
Movement with games……………………………………………………..pages 24-33
Movement with dance………………………………………………………pages 34-43
Movement with story……………………………………………………….pages 44-53
Movement with hands………………………………………………………pages 54-63
Resource List………………………………………………………………..pages 64-65
The What and Why of Movement Exploration…………………………….pages 66-69

The Value of Movement Exploration


Movement exploration is invaluable in any classroom setting. There is “fundamental motor patterns” that children need to develop. Movement exploration helps children develop proper hand-eye coordination, sequencing, imagination, memory, closure, spatial awareness, builds finger and hand strength, total body strength, coordination and balance. Movement exploration helps the child become aware of the joy of physical movement and the feelings that it brings to their bodies. By implementing movement exploration in the classroom teachers will be able to observe any motor deficits in children.

Movement exploration with whole body

Activity 1: Body Objects

Objective/Purpose of Activity:

Students will understand how they can use their bodies in different ways to represent different objects. They will demonstrate their abilities to work in cooperative groups to achieve a common goal

Procedure:

Teacher will arrange students into groups of three. The teacher will then explain that the students need to work together in order to use their bodies to represent and object (i.e. table). The teacher will then show the group a picture of an object and the students will be given three minutes in order to create the object using only their bodies. Classmates will then be asked to identify the object that is created by the group.


Materials:

Pictures of objects. These pictures should be of objects that are familiar to the students such as tables, chairs, and beds, etc.


Evaluation:

Good

Satisfactory

Needs Improvement

They were able to use their bodies to make the object described.

They were able to use their bodies to somewhat simulate object described.

They were unable to use their bodies to create the object describe.

They worked cooperatively

They had some difficulty working cooperatively.

They were unable to work cooperatively in their group.

They followed directions

They followed directions.

They were unable to follow directions.

They were able to identify objects made by other groups.


They made attempts at identifying objects made by other groups.

They did not attempt to identify objects made by other groups.

Laurinda Anderson

Movement exploration with whole body

Activity 2: Let’s make body shapes


Objective/Purpose of Activity:

The students will demonstrate how to use their bodies to make different shapes. They will think up their own unique shape and they will work in cooperative groups to achieve a common goal.


Procedure:

Students will be separated into groups of two. One student will be given a card with a shape on it. When the teacher says go, the student with the card will try to make the shape out of their body. The other student will then try and guess what the shape is. When they have guessed the shape, they will get another shape card from the teacher and the students will switch roles.


Materials:

Cards with shapes on them.


Evaluation:

Good

Satisfactory

Needs Improvement

They were able to use their bodies to make the shape described.

They were able to use their bodies to somewhat simulate the shape described.

They were unable to use their bodies to create the shape describe.

They worked cooperatively

They had some difficulty working cooperatively.

They were unable to work cooperatively in their group.


They followed directions

They followed directions.

They were unable to follow directions.

They were able to identify shapes made by their partner.

They made attempts at identifying shapes made by their partner.

They did not attempt to identify shapes made by their partner.

Laurinda Anderson

Movement exploration with whole body

Activity 3: Body spots


Objective/Purpose of Activity:

Students will be able to identify body parts. They will also use listening skills to follow directions. They will be able to count to five.



Procedure:

Teacher will place 8-inch diameter circles around the room. The teacher will then explain to the students that a body part will be called out and when the music starts the students will need to touch that body part on 5 circles before the music stops.



Materials:

25, 8-inch diameter circles. Music that can be started and stopped.


Evaluation:


Good

Satisfactory

Needs Improvement

They were able to identify the body part that was called out.

They were able to identify most of the body parts that were called out.

They were unable to identify most of the body parts that were called out.


They followed directions

They were able to follow directions.

They were unable to follow directions

They were able to touch the desired body part on the circle.

They were able to touch most of their body parts on the circles.

They were unable to touch most of their body parts on the circles.

They were able to consistently count five circles.

They missed counting five circles a few times.

They were consistently unable to count five circles.

Laurinda Anderson

Movement exploration with whole body

Activity 4: Tooty Ta


Objective/Purpose of Activity:

This activity will help students follow directions and practice coordination. The students will also be able to use the letter of the day in the song.



Procedure:

Students will stand in large circle. The teacher will talk about the letter for the day and what sound it makes. The letter will then be used in the Tooty Ta song. The students will follow the directions given in the song.


Materials:

“Tooty Ta” by Dr. Jean & Friends.


Evaluation:

Good


Satisfactory

Needs Improvement

They were able to follow the directions in the song.


They were able to follow most of the directions in the song.

They did not follow any of the directions in the song.

They participated during the whole song.

They participated during most of the song.

They did not participate during the song.

They were able to use the letter of the day in the song.

They were able to use the letter of the day in the song.

They were unable to use the letter of the day in the song.

Reference:

Dr. Jean & Friends Copyright 1998 by Jean Feldman. Manufactured by Progressive Music. Tampa Florida.

Laurinda Anderson

Movement exploration with whole body

Activity 5: Clothes on the line

Objective/Purpose of Activity:

To have students creatively move using a variety of nonlocomotor and locomotor movements. To have students use their listening skills and follow directions.


Procedure:

Introduce the activity to the students by asking them about the different ways you can do laundry. Discuss ways such as using a washing machine, washing board, river rocks, hanging clothes on a line, etc. Have students practice these different types of washing. Encourage them to really use their bodies in different ways. Then place students in staggered lines. Tell them this is their clothesline and they get to be the clothes hung on the line.

First start with being wet clothes that are ready to hang. Have them ‘wring’ themselves out, twoisting and bending their bodies, and reach both hands up to simulate being ‘hung’ out to dry.

Then tell them that it is a bright sunny day and they need to stretch tall to the sun. Then a soft wind begins to blow—what would they do if they were clothes on the line? (students wave and sway.) The wind grow stronger, and they wave and wiggle more violently as the ‘wind’ gets stronger and stronger. Then it can begin to ‘rain’. They can shake and twist and bounce in the rain. Encourage them to be creative and individual.

Then the sun shines once more and they stretch to the sun. But look—here comes the neighbor’s dog. He’s trying to pull you off the line (stretch and shake a leg or arm that would be in the dog’s mouth). The he succeeds- you are pulled free. Children dance and leap and twirl around simulating being pulled by the dog. Then the dog lets go and the wind picks them up and they begin to fly and float smoothly around. Then the wind stops and you float slowly to the floor. The end.

Materials:

None. Just the students.


Evaluation:


Good


Satisfactory

Needs Improvement

They were able to follow the directions in the story.

They were able to follow most of the directions in the story.

They did not follow any of the directions in the story.

They participated during the whole story.

They participated during most of the story.

They did not participate during the story.

They concentrated on making the movements.

The just made the motions of the movements but did not really concentrate.

They did not try to make the motions described in the story.

Laurinda Anderson


Movement exploration with whole body

Activity 6: Fun with balloons
Objective/Purpose of Activity:

This reinforces the student’s concept of laterality (left and right sides of the body) as well as overall body awareness (parts of the body.)

Procedure:

Review with the students which hand is their “left” and “right”. It may be very helpful to show students how your right is their left when you are facing them, because it is like looking in a mirror. (this will help them when they perform the “Hokey Pokey”.) Explain to the students that they will be using different body parts to strike the balloon with. After students get a balloon and are in a self-space, call out challenges such as:

*Show me how you strike the balloon with your left hand.

*Show me how you can strike the balloon with you right foot.

*Let’s see who can strike the balloon upward with their head.

*Can anyone strike the balloon with their behind?

*Strike the balloon with your right elbow.

*Strike the balloon with your left shoulder.

Once all the areas of the body have been called out, have the students put away their balloons and make a circle and then dance the “Hokey Pokey”

Materials:

Balloons for every student. Music of the “Hokey Pokey”


Evaluation:


Good


Satisfactory

Needs Improvement

They were able to follow the directions.

They were able to follow most of the directions.

They did not follow any of the directions.

They participated during the activity and the dance.

They participated during most of the activity and dance.

They did not participate during the activity or the dance.

They used the correct body part on the balloon

They used the correct body part on the balloon most of the time.

They did not use the correct body part on the balloon at all.

Reference:

Roy Acuff's publishing company bought the rights to The Hokey Pokey. Copyright 1950, Acuff-Rose Music Inc. This song can be found on a variety of children’s cd’s.


Laurinda Anderson

Movement exploration with whole body

Activity 7: Body toss
Objective/Purpose of Activity:

This activity will help the student practice the skill of underhand throwing, develop listening skills and reinforce identification of body parts.

Procedure:

The teacher will first review the movements of underhand throwing. The students will then be grouped into pairs. Each set of partners moves into their own space and one partner will lie down on a piece of butcher paper and the other partner will trace around their partner’s body. (If outside, partners can use chalk to trace on the blacktop.) When all partners are traced, the class can begin to play “body toss”.

Students stand a comfortable distance away from their body tracing (about 8-10 feet or more away). The teacher will call out a body part (e.g. head, arm, leg, knee, foot, etc.), and the students attempt to underhand throw the beanbag onto the body part called out (if they aren’t sure of where the body part is, a neighbor can help them). Students can continue to toss at the same part until the teacher calls out the next body part.

Materials:

Butcher paper, chalk, beanbags


Evaluation:


Good


Satisfactory

Needs Improvement

They were able to follow the directions.

They were able to follow most of the directions.

They did not follow any of the directions.

They were able to identify the body part that was called out.

They were able to identify most of the body parts that were called out.

They were not able to identify any of the body parts that were called out.

They were able to throw underhand.

They were able to throw underhand most of the time.

They were not able to throw underhand at all.

Laurinda Anderson


Movement exploration with whole body

Activity 8: The bunny trail


Objective/Purpose of Activity:

This activity helps students to practice walking, skipping, jumping, hopping, etc., while carrying an object.

Procedure:

Start students out on an “island”. This can be a mat, carpet, or taped off area. Each child receives a plastic egg and is told that the Easter Bunny need help delivering them to the island across the gym, also made from a mat, carpet, or taped off area. Tell the children that they must follow the Bunny Trail to deliver the egg and if they drop their egg, they must start over. The Bunny Trail is an obstacle course that may contain as many or as few stations as you feel you students can handle. You may want to include some of the following: hopping through a line of hoops, jumping over a river made from taped lines, walking across a balance beam, and/or following different shaped pathways made from cutout footprints taped to the floor. Ask the students to perform certain parts of the course while skipping, crawling, tip-toeing, and/or going backwards. The path should end at the island at the other end of the gym where the egg is put in the basket.

Materials:

Plastic eggs, cutouts of footprints, hoops, tape, balance beam, basket


Evaluation:


Good


Satisfactory

Needs Improvement

They were able to follow the directions.

They were able to follow most of the directions.

They did not follow any of the directions.

They were able to complete all of the activities in the obstacle course.

They were able to complete most of the activities in the obstacle course.

They were not able to complete any of the activities in the obstacle course.

They did not drop their egg.

They dropped their egg once.

They dropped their egg many times.

Laurinda Anderson

Movement exploration with whole body

Activity 9: Jump the river


Objective/Purpose of Activity:

This activity gives students the opportunity to practice the skills of jumping and landing while emphasizing swinging the arms when jumping, and landing in a balanced position without falling.


Procedure:

Scatter jump ropes or hoops throughout the space so they lay flat on the floor. Explain to the students that they are taking a walk in the woods and may need to cross a stream or river. Ask students to walk throughout the space and when they come to a river (rope, hoop, or tape line on the floor) they need to jump over the river with out getting their feet wet. Teacher should initially ask students to takeoff on tow feet and to swing their arms forward when they jump. When landing, students should land on two feet spreading their feet about shoulder width apart so they have a wide base of support when they land. After landing, the students should proceed to and jump over the next river.

Materials:

Jump ropes, tape, hoops



Evaluation:


Good


Satisfactory

Needs Improvement

They were able to follow the directions.

They were able to follow most of the directions.

They did not follow any of the directions.

They were able to jump over object .

They were able to jump over most of the objects.

They were not able to jump over the objects.

They were able to land on two feet without falling over.

They were able to land on two feet without falling over most of the time.

They were unable to land on two feet and fell all of the time.

Laurinda Anderson


Movement exploration with whole body

Activity 10: Rainbow fish to the rescue


Objective/Purpose of Activity:

This will help students foster space awareness and cooperation skills.

Procedure:

The teacher is the fisherperson. The students are “little rainbow fish” and they are divided into four “families” (red fish, blue fish, green fish and yellow fish). The students find their “home” (color spot on the floor). Upon signal from the teacher, the students are invited to swim about. Encourage children to swim far away from each other so that they don’t bump fins. After about a minute, the teacher calls out “STORM” and the children are to swim back to their home so that they can take shelter. The teacher too runs for shelter to stand by the bucket while counting 5,4,3,2,1. By “1”, all the fish have to be on their home spots otherwise the storm will throw them onto land. (fish cannot live on land-this is done to avoid having children “hovering” around the teacher as they would like to be caught). When the storm is over, the teacher invites the students to “swim” again. This time however, when the teacher calls out “STORM”, the teacher will attempt to catch/tag a “fish”. The teacher then takes the “fish” to the bucket, while counting 5,4,3,2,1. The fish all go back home. The teacher asks the “tagged little fish what color it is. The fish replies with their color and the teacher asks “So which family can save you?” Then the teacher says “But little ______ fish, you are too small of a fish to make my fish-pie so I need to leave you here in my bucket and go catch some more fish.” The teacher invites the students to swim again and the fish of the same color home, try and swim over and save the fish that has been caught. When the teacher calls out “STORM” she will return to her bucket and find that it is empty. She will need to catch more fish, so she will invite the fish to swim again. The game is over when all of the color families have had the opportunity to save one of their family members.




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