Ashley Hurt

1. Title of activity, Grade Level a. Simon Says, 3rd Grade 2. Goals and Rationale of the lesson a. To help students improve their gross motor skills, including balance, spacial awareness, and flexibility. b. It is important to teach students these skills because they need to improve their physical development through interactive activities that use their whole body. 3. Teacher Objectives a. Students will be able demonstrate personal space awareness. b. Students will be able to match/do the teachers actions when appropriate. c. Students will be able to demonstrate at least half of the elements of the mature form of nonlocomotor skills modeled. d. Students will be able to demonstrate at least 75% of elements of the mature locomotor skills modeled. 4. Standards a. M.MC.03.0 demonstrate all space awareness movement concepts for directions (i.e., up/down, forward/backward, right/left, and clockwise/ counter clockwise) in isolated settings. b. M.MC.03. demonstrate all relationship movement concepts with people (i.e., leading/following, mirroring/matching, unison/contrast, solo, alone in mass, partners, groups, and between groups) in isolated settings. c. M.MS.03.0 demonstrate all elements of the mature form of nonlocomotor skills of balancing, bending, stretching, rocking, rolling, curling, twisting, turning, pushing, pulling, swinging, swaying, transferring weight, jumping, and landing in isolated settings. d. M.MS.03.0 demonstrate mature form of locomotor skills of walk, run, leap, slide, gallop, hop, skip, flee, and dodge in isolated settings. 5. Developmental Prerequisites/ Developmental Targets a. Students will need to know how to listen to their peers. b. Students will need to know where specific body parts are. 6. Location and setup of activity a. This activity will take place standing in front of each students chair. If students need more room, they can spread out onto the carpet area. b. The teacher will make a list of actions for the students to do beforehand. 7. Teacher Preparation a. The teacher will need to make a list of actions for the students to be able to do. 8. Instructional Procedures a. Introduction i. Say, Get excited because we are going to take a break from working our brains and work our whole body! ii. Say, Please stand up, push in your chair and find some personal space where you are not touching any of your classmates. iii. Students will stand up and find their personal space. b. Presentation i. Say, We are going to play Simon Says. Tell me how to play Simon Says. ii. Students will answer the question. iii. Say, That is correct. Reiterate the rules and behavior expectations.

Ashley Hurt

iv. Add in anything that was forgotten by the student. The teacher will give commands Only do commands that start with Simon Says Stay in that action until next action is given. Stay in your own personal space. Stand still when not doing an action. Respect yourself and others. v. Say, The first few rounds actions will be practice. After that students who do an action on a command that doesnt have Simon Says come first will sit down where they are at. The winner will then become Simon. vi. Say, Give me a thumbs up if you are ready to play! vii. Start playing Simon Says viii. Play for about 5-10 minutes, depends on interest level of students. ix. Say, With your hand, on a scale of 1 to 5, how much did you enjoy this activity? 9. Experience/Exploration a. Student continue to play Simon Says for 10 minutes or until 5 students have been Simon. 10. Differentiation a. For students that need a little physical support, they will be able to hold on to their desk. The teacher will also be modeling each action, so the students who dont know what a specific action is will still be able to participate. Students will also be able to stand next to a peer if they need to as well. b. For students that need more to do will be able to become the leader and give actions to the class. The students will have to model the action for the class. 11. Assessment a. Informal observation: checklist for each student to see which motions/actions that students still need help with and which they have perfected already. 12. Clean-up a. There is no clean-up needed for this activity. 13. Terminating Statement a. Boys and girls, this activity was to work on your balance and give you some physical activity before we moved on to our next activity. Please go get a drink of water, if needed, and meet me on the carpet. 14. Transition a. Students will get a drink of water and then meet me on the carpet for more instructions for our next activity.

Ashley Hurt

List of actions: Touch elbow Walk in place Turn around twice Stand on left leg Jump Touch knees with a partner Run in place Rub stomach and pat head Skip 4 times in place Turn in a circle counter clockwise Slide to the right Hop like a rabbit 5 times Flap your arms 3 times like a bird Show me on your hands what 3+4 equals Give yourself a high five Gallop like a horse Act like a mime