Brain Break Folder

Elizabeth Revelo
TE 226
T/Th 11:00 AM - 11:50 AM
Kindergarten - 1st Grade:

1. Bear Hunt:
Materials/Equipment Needs: Nothing
Formation/Stand: Student's will start in a circle formation. I as the instructor will
say: When I say go, get in a circle. And then count down from 5 until I reach
zero.
Organization: Instructor will explain that going on a bear hunt is a song that the
instructor will say a verse and then students will echo the instructor's words and
motions.
Parts:
Teach Part #1
1-minute explanation
Explain that the song is a repetition song
Check for understanding
Teach Part #2
Activity will take 3-4 minutes
Say the verse pause and let students say verse
Use actions during the verse to help with repetition and memory.
Verses:
Were going on a Bear Hunt.
(We're goin' on a bear hunt)
We're going to catch a big one,
(We're going to catch a big one,)
I'm not scared.
(I'm not scared).
Long wavy grass.
We can't go over it.
We can't go under it.
Oh no!
We've got to go through it!
Swishy swashy! Swishy swashy! Swishy swashy!
Repeat for: A deep cold river/a swirling snowstorm.
Ending: A narrow gloomy cave.
We can't go over it.
We can't go under it.
We've got to go through it!
Tiptoe! Tiptoe! Tiptoe!
WHATS THAT!
One shiny wet nose!
Two big furry ears!
Two big goggly eyes!
ITS A BEAR!
Quick!
Back through the cave!
Tiptoe! Tiptoe! Tiptoe!
 Back through the snowstorm!
Hoooo woooo! Hoooo woooo! Hoooo woooo!
Back through the river!
Splash splosh! Splash splosh! Splash splosh!
Back through the grass!
Swishy swashy! Swishy swashy! Swishy swashy!
Get to our front door.
Open the door.
Close the door!
Assessment: I can assess the students learning through direct teacher observation
and asking questions about the activity for understanding. I can also ask about the
sequence to see understanding with memory and sequence of events.

2. Penguin Song:
Materials/Equipment Needs: Aux Cord, iPhone/Tablet, Speakers
Formation/Stand: Students will stand in 5 rows after I countdown from 5 to 0. I will
then teach them the movements and ask them to patiently stand until the music starts.
Organization: The instructor will show the students the actions one at a time then
observe the students and then to repeat the action back. Once the students and instructor
have been shown multiple moves we will put the combination together. This process will
be repeated until all of the moves have been taught.
Parts:
Teach Part #1
Show the students what actions theyll be doing, then have them repeat.
Lifting up flippers (arms) and their beaks (heads).
Teach Part #2
This activity should take 4 to 6 minutes. The teacher will demonstrate all the
moves then when the music starts, the teacher will do the dance with her students.
The music will talk about the students lifting their flippers up, raising their beaks
as they follow along.
Assessment: I will have direct teacher observation to see how their gross locomotor
movements are improving or not.

3. Banana Banana Meatball:

Materials/Equipment Needs: Aux Cord, iPhone/Tablet, Speaker
Formation/Stand: Everyone will be in their own space. Then I will say: When I say
go, I want everyone to spread out in your own space facing the mirrors in front. Ready,
go!
Organization: I am going to explain to everyone that we are going to be doing a sort of
hip hop dance. The first dance move we are going to do is jumping from side to side. We
will do this one throughout the whole song. The other dance move we are going to do is
 the jump and put one foot behind the other. This is another one we will be doing
throughout the whole dance. Then I will explain the four different patterns we will be
doing. The first is Banana Banana Meatball. I will show them the pattern, have them do
it. I will repeat this with the other three patterns.
The other patterns are:
Clap, Nod, Shake your hips
Loud, loud, quiet, quiet
Elbow, stomach, stomach, elbow
At the end of teaching the different patterns I will turn the music on and proceed to do
the dance standing in front of everyone.
Parts:
Teach Part #1
2 minutes to teach the different patterns
Verbal Cues:
Banana Banana Meatball
Nod Clap Shake your hips
Loud Loud Quiet Quiet
Elbow Stomach Stomach Elbow
Lets make a pattern
Teach Part #2
3 minute dance
Go through one time
Assessment: Direct teacher observation and asking which moves were which and which
ones were her favorite.

4. Freeze Dance Party:

Materials/Equipment Needs: Aux Cord, iPhone/Tablet, Speakers
You can use any children friendly songs you want.
Formation/Stand: Students will stand scattered around the room or freespace. Make sure
when they start out they will be able to form a T with their arms so they have their own space.
Once the music starts they can move around the room.
Organization: Instructor will explain that while the music is playing, they are to dance
around and when the music stops they are to freeze. During this activity, they will do the activity
with the student. Also teacher will pause the music when she wants the students to freeze.
Parts:
Teach Part #1
So I am going to turn on some music and I want the students to be able to dance
around and feel the music.
I will pause the music and the students will freeze in the dance move that they are
doing. When I yell freeze they students will freeze.
 I will change the music a couple of times so students will be able to create new
dance moves.
Assessment: Direct teacher observation for gross locomotor movement and listening
abilities. I will also be sure to compliment the students on their creativity.

5. Shake Your Sillies Out:

Materials/Equipment Needs: Aux Cord, iPhone/Tablet, Speakers
Formation/Stand: Students will start out standing in a circle, with enough personal
space to make their own space (Make your T).
Organization: I will stand as part of the circle with the students then I will lead through
the different ways to shake the sillies out until everyone is comfortable with the motions. Next,
we will play the song to go through the brain break.
Parts:
Teach Part #1
Minute to minute and a half of learning movements
List Verbal Cues
Shake your sillies out (Shake your body side to side)
Wiggle our waggles away (Shake body in a twisting motion)
Clap our crazies out (Clap to the beat of the music)
Jump our jiggles out (Jump/Hop to the beat of the music in place or around the
room provided there is enough freespace.)
Jog our jitters out (Jog in place)
Stretch our stretchies out (Stretch with arms out wide)
Teach Part #2
Add in the music and go through the activity with the students.
Assessment: Direct teacher observation and asking which motion was which and which
one was their favorites.

6. Herman the Worm

Materials/Equipment Needs: Aux cord, iPhone/Tablet, Speakers
Formation/Stand: Students will stand in a large circle and wait for the music to start.
This can also be done at a students desk or table or sitting down on a carpet.
Organization: The instructor will show the students one action at a time. The instructor
will demonstrate one action and watch the students copy the action. Once the students have
learned the action, the instructor will move onto the next action. This process will continue until
each action is learned.
Parts:
Teach Part #1
Show each action and have the students mimic.
Eat the grapes to show the students what fruit to eat.
 Teach Part #2
When the students can perform the actions in a sequence then the instructor will
start the music. The instructor will participate in the activity with the students.
At the last, few words of the song the instructor will tell the students to cover their
mouths to show good manners.
Assessment: Direct teacher observation and asking about the sequence of events and
which motion went with which wording.

7. Cmon Lets Dance

Materials/Equipment Needs: Aux cord, iPhone/Tablet, Speakers
Formation/Stand: Students will start sitting on the floor and I will let them know what
brain break we will be doing, then I will say, When I count to 3, youre going to slowly and
quietly spread out anywhere in the room, make a T so you are not hitting your friends and
freeze. The students will be spread out in their own freespace.
Organization: I will explain the brain break and how we are going to need our listening
ears we have because the music and tasks change a lot so we need to be ready. Instructor will
participate with the students while observing at the same time.
Parts:
Teach Part #1
1 minute of explanation and demonstration of the brain break.
List Verbal Cues
Do the whatever the task is that students do comes after the. Ex.) Do the
jiggling jello.
Cmon lets dance! Let the students freestyle dance to this.
Students can chime in when he sings, Cmon lets dance!
Do theHula hoop, popping popcorn, Chicken Little, leap frog, tie yourself in a
knot, Q-tip, cats got your tongue, spin, falling leaf, cellphone
Teach Part #2
Play music and teach students movements while playing song (1:30-2:30)
https://youtu.be/TqaBy2RsD54
Do the activity with the students.
Assessment: Direct teacher observation and asking questions about sequence, memory,
and their favorite task.

8. Baby Shark
Materials/Equipment Needs: Aux cord, iPhone/Tablet, Speakers
Formation/Stand: I would like the students to start off in a circle so that I can teach
them the dance moves. When I am done teaching the move, I would like the students to go to
start walking around in a circle. Upon my command When I say go, then I will start the music
and do the moves with them.
 Organization: I will help students to learn the moves of the song, then I will participate
with them throughout the song.
Parts:
Teach Part #1
Each motion will last around 30 seconds.
Baby shark. (Two fingers and a thumb snapping motion.)
Mommy shark. (Both hands clap together)
Daddy shark. (Both arms clap together but in a bigger motion.)
Grandma shark. (Both fists together, with knuckles repeatedly touching
each other.)
Grandpa shark. (Both fist with whole arm moving.)
Lets go hunt (Make a shark fin on top of head and move upper body
side to side.)
Swim away. (Act like you are swimming away.)
Safe at last. (Pretend to be wiping off sweat.)
Its the end. (Jazz hands.)
Assessment: Direct teacher observation and asking about which shark was with which
hand movement.

Grades 2 - 3:
9. Kids Yoga
Materials/Equipment Needs: Aux cord, iPhone/Tablet, Speakers
Formation/Stand: Students will stand in a large circle or in a horizontal line (depends on
your space) with enough space to move their arms and legs freely. You can ensure this with the
command, Make a T.
 Organization: Instructor will ask students to form a large circle or horizontal lines and
make their T to find their own space. Instructor will explain what the students will be doing
and give examples of the activity.
Parts: Song: Indian Background Flute Music
Teach Part #1
Instructor will tell students to get into a large circle or horizontal lines, make their
T, and then explain the first yoga exercise (Easy Breathing) We will practice this
2-3 three times.
Instructor will explain second exercise (Tree Stance I and Tree Stance II)
Instructor will explain third exercise (Warrior I and Warrior II)
Instructor will use terms such as scooping air, plant your feet, get ready for
battle. Instructor should be sure to use positive affirmations.
Teach Part #2
After students have shown proficient ability to perform activities, the instructor
will turn on yoga music and then we will all go through the yoga sequence
together: Easy Breathing, Tree Stance I, Tree Stance II, Warrior I and Warrior II.
Depending on time will determine the amount of repetitions for this activity.
Once finished, instructor will ask students to stand straight like a pencil and
then ask them to bow while saying Namaste.
Assessment: Direct teacher observation to check for a students balance, coordination. If
I see a student or more struggling, I can modify the position to make it easier for them to do.

10. Trading Places

Materials/Equipment Needs: None
Formation/Stand: The students will all be in a big circle formation facing the middle.
Organization: Instructor will go on the side of circle to say what the activity. Then I
will give an example of a trading placing activity. After the instructor will still participate for
some of the activity and then observe when the students figure out the activity more.
Parts:
Teach Part #1
I will give the directions then give an example activity. Example: All students
wearing red trade places.
But there are only so many spots in the circle to there will be one person left to
say another transition.
Teach Part #2
Before a student will give out a transition, I will say to run across the circle,
jump, walk regularly, etc.
Assessment: Direct teacher observation and to not let the actions get too wild. At the end
I can ask questions about something they learned that was new to them about someone else, or
which movement was their favorite.
 11. Ribbon Dancing
Materials/Equipment Needs: Aux cord, iPhone/Tablet, Speakers, Dowels, Glue, Ribbon
Formation/Stand: Students can stand in either a circle or in lines facing the teacher.
When I say go, stand in _____. Then count down from 5 to 0.
Organization: I will explain the rules of the ribbons and how they should be used
properly. If used improperly, they will be taken away. Then I will go on to demonstrate 3-4 basic
movements. I will then invite the students to do the actions with me and reteach until I believe
they have it down. I will then start some soothing yet upbeat Chinese music or whichever music
suits the class. Once the music starts I will do the activity with them.
Parts:
Teach Part #1:
Explain rules of the ribbons and they will be taken away if used improperly or
mistreated.
Demonstrate 3-4 basic motions:
Spin in a circle.
Spin around.
Make multiple circles.
Move ribbon up and over the head.
Reteach until sequence is down.
Teach Part #2
Turn music on and do the activity with the students.
Assessment: Direct teacher observation and seeing if they are getting the sequence.
Check for understanding with thumbs up. At the end, they can tell me their favorite movement.

12. Irish Jig

Materials/Equipment Needs: Aux cord, iPhone/Tablet, Speakers
Formation/Stance: Students may stand in a circle or in lines on the command: When I
say go..
Organization: First, I will give the command: When I say go, you will stand in a
circle/in lines. Then I will count down from 5 to 0. When they are in a circle/in lines, show
them the movements first and then have them do the movements with you. Finally, once they
have processed it and learned it - then put it to music.
Parts:
Teach Part #1
Have students stand in a circle/in lines with students facing the teacher.
Demonstrate the movements.
Movement 1: Take right foot and kick down on the ground and then do the
same thing with the left foot until it looks like you are kicking yourself off
the ground.
 Movement 2: Kick right leg up and and swing knee down towards the left
before returning it back to its original placement. Repeat with the left.
Movement 3: Spin around twice and repeat with Movement #1.
Do the movements with the students and reteach as needed.
Once the students have it down, then add music and dance with them.
Assessment: Direct teacher observation, check for learning with verbal questions/thumbs
up, and after the dance ask what they liked about it most: the dance, the music, St. Patricks Day,
etc.

13. Turkey Hokey Pokey

Materials/Equipment Needs: Aux cord, iPhone/Tablet, Speakers, Song from YouTube
Formation/Stance: Students can stand anywhere from freespace, to up and out of their
desks, to the carpet, or in a circle.
Organization: First, I will tell the students to stand up and give themselves enough room
to move or to make a T. I will first sing and do the movements by myself before having them
join in. This is just like the hokey pokey but more Thanksgiving themed. You can do the same
thing with them regardless of the season.
Parts:
Teach Part #1
Have students stand up.
Sing and dance through movements first.
Right wing = Right Arm
Left wing = Left Arm
Gobble = Gobble
Then have students join in with you and lead them through it.
Add to music.
Assessment: I can assess their listening skills and ask them after which wing is which
and Thanksgiving related questions.

14. Name Game (Alliteration)

Materials/Equipment Needs: None
Formation/Stance: Students will stand in a circle.
Organization: I will first tell the students to stand in a circle and then explain the
instructions. First, they will come up with an adjective or a food that starts with the same letter as
their name. Just keep it consistent. Then they will say their name and come up with a movement
to go with their name. As they go around the circle, they will start with the first person in the
circle and move around until it is their turn to say their name. Make sure the adjectives are
positive!
Parts:
 Teach Part #1
Explain instructions.
Give a demo with myself. Example: Brilliant Beth and my movement would be
a finger swirling in a circle beside my head.
Ask the student beside me to come up with an adjective or a food that starts with
the same letter as their name and tell them to come up with a movement after they
say my name and move on around the circle.
Finally, I will repeat everybodys name in the circle.
Assessment: Direct teacher observation and I will encourage students to use positive
affirmations when using adjectives. At the end I can ask students by pointing to another and
asking: Who is he? They should be able to respond with the name and the movement.
15. Dice
Materials/Equipment Needs: Dice
Formation/Stance: Standing at their desk or table.
Organization: First, I will pull out some dice and ask students to step up out of their
desks. Then I can or select students to come up and roll the dice and then have them come up
with a movement or action they can do in place or at their desk. After rolling the dice, they will
do this action this many times. This can also be done with addition or subtraction if you choose
to roll the dice twice.
Parts:
Teach Part #1
Take out dice and instruct students to step out of their desk/table.
Select student to roll dice and come up with a movement for the class to do in
place or at their desk.
Do the movement the number of times that is on the dice.
Repeat as many times as you would like or until the kids are focused again.
Assessment: Direct teacher observation and checking to see when they are focused again.

16. Ninja Training

Materials/Equipment Needs: Aux Cord, iPhone/Tablet, Speakers
Formation/Stand: The students can stand in lines facing the teacher while the teacher
faces the class and demonstrates the movements. I will ask them to make a T to ensure they
have enough space to themselves.
Organization: I will lead the group through the different moves. Then after leading
them through the moves, I will turn on the music and lead them through both the movements and
the song.
Parts:
 Teach Part #1
Show them what move to do when there is just music and instructions playing.
Use both hands, palms facing down, moving downward towards your right foot
first and take a step to the right side, then do the same on your left. This will be a
repetitive movement.
Teach Part #2
Show them what move to do when Do you want to be a ninja plays.
Act like a ninja and do your best moves, it can be any calm and directed
movement.
Teach Part #3
Ninja Chop. With their right hand first they will make a chopping motion three
times to the beat then with the left hand.
Ninja Sneak. Act like their sneaking around.
Ninja Kick. Do a ninja kick 4 times.
Ninja Yell. Do different ninja poses and yell Wah with the song.
At the end bow like a ninja.
Assessment: Direct teacher observation and asking questions at the end, like what was
your favorite movement, going back through the sequence.

Grades 4 - 5:
17. Cup Song
Materials/Equipment Needs: Aux Cord, iPhone/Tablet, Speakers
Formation/Stand: Students will get into a circle and sit down. When I say go, find a
spot in our learning circle and sit down crisscross applesauce.
Organization: I will demonstrate on how to do the motions for the cup song. I will do it
step by step and have everyone do it three times or until everyone has it down. Thumbs up if
you got it! as a way to check for learning. Then I will turn on the first song and we will do the
cup motions to the beat.
Parts:
Teach Part #1
30 second to 1 minute explanation/demo for the motions of the cup.
 Demo: You can start with patting the ground, slamming the cup down, as long as
it remains it 4-count or 8-count rhythms to the beat of the music.
2 minutes for the song. The song, you could have slow or go faster just depends
on your tempo.
List Verbal Cues: When I tell you to start, we will start the motions of the cups
that I just demonstrated. We will go until the song is over. Then we will start the
next song.
Teach Part #2
2 minutes for the second song with the same motions of the cups.
List Verbal Cues: When I say go, start with the same motions to the beat of the
song. Once the song is over we are done.
Assessment: Direct teacher observation, asking how everyone is understanding, if its too
fast. At the end, I can ask about the sequence of movements for memory and understanding.

18. Lumi Stix

Materials/Equipment Needs: Lumi sticks
Formation/Stance: Students will start sitting in a circle and upon progression, will stand
up.
Organization: I will first give the students instructions and rules on how the lumi sticks
should be used and if mistreated, they will be taken away. Then I will instruct the
students to sit in a circle and call up only a few at a time to grab the sticks. Once
everyone has the sticks, I will tell them to leave them right in front of them, not touching
them while I explain the instructions. I will sit with them and demonstrate the actions.
After demonstrating, I will ask them to join me and we will do them together repeatedly
until I do my check for learning and they have it down. Then I will turn on some music
and we will do it together. The same process can be done for standing up and can include
the entire body such as feet, knees, etc.
Parts:
Teach #1
Give rules on lumi sticks.
Instruct students to leave the sticks on the floor while I do the demonstration.
After demonstration, students can pick up the sticks and do the movements with
me as I lead them through it.
Once I feel they are comfortable enough, we can go through different rhythms and
patterns.
If you choose to do this standing up to utilize the entire body, make sure the
students are not hitting themselves so hard they are hurting themselves or others.
Assessment: While observing them, I can also assess their skills on being able to listen,
follow directions, and their creativity as to what patterns they come up with and how well they
follow along in the sequence of the rhythm.
 19. Line Dance
Materials/Equipment Needs: Aux cord, iPhone/Tablet, Speakers, play Boot Scootin
Boogie
Formation/Stance: Students will stand in lines facing the front mirrors and will do this
individually in their own space. When I say go they will get into the lines and face the front
mirror in their own space or making a T to be sure they arent touching anyone.
Organization: I will participate in teaching it slowly and having them follow along then
doing it all together slowly and then doing it faster by themselves with myself participating and
then watching to observe.
Parts:
Teach Part #1
Showing the steps and demonstrating it and having the students follow along.
Counts 1-8: Walk diagonally left two steps, two diagonal steps to the right. Then,
you step left, toe touch, step to the right, toe touch, and then spin around in two
steps. Will use (Diagonal/Side/Spin)
Teach Part #2
Show them how to do Counts 17-24: Right step, step behind, right step, and then
clap!
Will use (Right/Left Crossover/Clap)
Assessment: Direct teacher observation, thumbs up for check on learning, if students are
struggling I will stop and reteach. If one student is struggling I will come up beside them and do
it with them until they know their left from their right.

20. Better When Im Dancing

Materials/Equipment Needs: Aux cord, iPhone/Tablet, Speakers
Formation/Stand: All the students will stand in a large circle with enough space to
themselves.
Organization: Instructor will need to tell the students to keep hands to themselves by
making a T when standing around in a large circle.
Parts: Better When Im Dancing by Meghan Trainor
Teach Part #1
I will tell the students to get into a circle and make a T to make sure there is
adequate space to themselves and to keep their hands to themselves.
I will then show them a demo of certain moves and dance moves in 4 and/or 8
counts.
Certain dance moves can range from:
Side steps with arm movements
 Arm & upper body movements
Spins in place
Kicks in place
After a demo, I will have the students follow along and reteach as needed.
After certain moves are done, I will encourage free style dancing until we get
back to the verse.
About halfway through the song, I may ask the students to walk around the room
in a circle and dance along.
After the song is over, I will gather them back in to focus and ask them a couple
of questions.
Assessment: I will ask the students how they felt after dancing to the song and ask them
which movement was their favorite, which one came first or last in sequence, and what their
favorite freestyle dance move was.

21. Crazy Frog Dance

Materials/Equipment Needs: Aux cord, iPhone/Tablet, Speakers, Song-Axel-F by Bass
Bumpers
Formation/Stand: Students will stand in lines facing the front mirrors and will do this
individually in their own space. When I say go they will get into the lines and face the front
mirror in their own space making to T to be sure they arent touching anyone.
Organization: The instructor will participate in teaching it slowly and having them
follow along then doing it all together slowly and then doing it faster by themselves with the
instructor participating and then watching to observe.
Parts:
Teach Part #1
Showing the steps and demonstrating it and having the students follow along.
Counts 1-16: Walk forward 4 steps, clap, walk back 4 steps, and clap on beat 4.
REPEAT 2x (1 minute to 1.5 minutes)
Will use (Front/Back/Walk)
Teach Part #2
Show them how to do Counts 17-24: Touch with right foot out to the right side,
touch in the middle with right foot, and then touch left foot to the left. REPEAT
2x (1 minute-1.5 minutes)
Teach Part #3
Show how to do Counts 25-32: Grapevine to the right and clap on the fourth
count. Repeat while doing the grapevine to the left.(1 minute-1.5 minutes).
Assessment: I can assess how fast the students are picking up on the movements. I can
have 2 different songs picked out beforehand and if I feel they are not picking up on it as well, I
can have it go to a slower song and if they pick it up well, I may challenge them to try it to a
faster tempoed song.
 22. Popsicle Stick Dance:
Materials/Equipment Needs: Popsicle sticks with dance moves written on them and
speakers. A recommendation would be to pick a slower song if the dance moves are a little
slower or can be easily moved faster such as moving arms up in the air.
Formation/Stand: Everyone will stand in lines and face the front of the room
Organization: I will stand at the front of the room and explain what the dance is. I will
then have four people draw popsicle sticks and that will be the order we will do the dance moves
in. I will then teach the dance moves in the proper order. Once the moves have been taught and I
am confident that everyone knows them, well try it with music. Well do the dance moves with
music a few times. After weve done the dance, Ill ask the class what their favorite dance move
was.
Parts:
Teach Part #1
1 minute to explain how the dance works and draw the popsicle sticks
2-3 minutes to teach the dance steps
I will demonstrate each move one at a time and have everyone do the moves after
me until they learn them
Once they learn one step, well move onto the next one.
Teach Part #2
Spend 1-2 minutes going through the dance with music.
Assessment: I can see how well the students are at picking up the movements, if they are
struggling I will reteach as needed or go and stand beside them and do the movements with them.
At the end, I can ask them which dance movements went in which order.

23. Native American Dance/Powwow

Materials/Equipment Needed: Music, Speaker
Formation/Stance: You can have the students stand in a circle or a line. A circle would
be preferred.
Organization: First, I will ask the students to stand in a circle facing each other and at
first I will demonstrate the movements. Then I will have the students do the movements
with me and reteach as needed. Once I have done my check for learning and know they
understand, then I will play the music and have them follow along.
Parts:
Teach Part #1
Have students stand in a circle.
Demonstrate the movements then have the students follow along.
1. Start with right foot stepping as students put hands in the air moving
right and then do the same with the left.
 2. Move chest forward, then backward. Repeat for the 4-count or 8-count
as needed.
3. Move hips side to side as fists move up and down in front of them.
4. Kick feet out to the rhythm and beat as your opposite hand moves out
with your opposite foot.
Reteach as needed.
Teach Part #2
Dance with them to the music and lead them through it.
Assessment: In conjunction with Thanksgiving or learning about Native Americans,
Indigenous Day, etc. you can use the thumbs up for check on learning. After the activity, you can
ask them questions about the Native Americans and their culture and which movement was their
favorite.

24. Heads Down/Thumbs Up (7UP)

Materials/Equipment Needed: None, Calm, soothing music is optional
Formation/Stance: This can be done at the desk. This is more of a calming
down/soothing brain break like Kids Yoga.
Organization: First, I will ask the students to clear their desk and select up to 3 students
to be my volunteers. Then I will ask the students to put their heads down on their desk and close
their eyes and leave their thumbs out and facing up. The 3 students will go around and pick
random students hands and thumbs while calm, soothing music is playing if you choose to have
it. The students thumbs who get selected or pushed down will come up to the front, guess who
put their thumb down, and then it will be their turn to select students.
Parts:
Teach Part #1
Ask students to clear their desk.
Give instructions to students before hand.
Have students put head down on their desk, with their thumbs facing up, eyes
closed and breathing.
After a minute or so has gone by, have those selected stand up and guess who
picked them.
Repeat with them as the new players until you feel the class is calmer.
Assessment: I can use my direct observation to see if the students are calming down,
breathing slower and if calm music is playing I can say in a soft voice: Dont look. After doing
the activity, I can see how focused they are and ask how they liked the game.

25. Zip Zap Zoop

Materials/Equipment Needed: None
Formation/Stance: Have the students stand in a circle facing each other. Make sure
everyone can see each other and its not a deformed circle.
 Organization: First, I will stand with them and explain the rules of the game. The
students must use their hands and direct eye contact to make sure they send their Zip, Zap, or
Zoop to the intended recipient. If a student fails to respond within an allotted period of time,
they are eliminated. Then I will demonstrate with random students and we will go through a
couple rounds until I feel everyone has it down. Once comfortable, I will have them compete and
go faster as the circle gets smaller.
Parts:
Teach Part #1
Have students stand in a circle and listen to instructions and rules.
Demonstrate with 2 other students and keep sending on the Zip, Zap and
Zoop.
They must use their hands to clap and slide in the direction of the recipient
as well as holding direct eye contact.
If 2 recipients are thought for it to be them, the sender would be
eliminated but not until the competitive round.
Do a couple rounds until students are comfortable and start to speed up.
Teach Part #2
Once students are comfortable, make it a competition where students are
eliminated if they do not respond within 4 seconds or say something other than
Zip, Zap or Zoop.
Continue until there is a winner.
Assessment: This allows the students to not only be a little competitive but to also hold
eye contact and focus. I can assess how my students are doing by watching, seeing how fast they
are going, and seeing if they understand the rules of the game. After the activity, I can ask them
what happened when the group got smaller (it got faster) and check for understanding by asking
questions about the rules of the game.