Age Group: All- PK-5

# of Students: Min- 6, Max- the more the merrier!

Overview

Students will practice building their confidence by taking turns being the leader

Materials

Open space

Duration

10-15 minutes (or longer if they’re having fun!)

Instructions

1. Gather students in an open space and have them form a circle, standing. Ask one person to leave the room for a minute.

2. Explain the game, Instructor: “This person will be the guesser for the round. While he or she is gone, the group decides who should be the “leader.” The leader will be the one who sets the movements for that round. When this person is chosen, invite the guesser to come back. The guesser stands in the very center of the circle. When the round begins, everyone starts swinging their arms up and down. The leader will eventually begin to do other movements, and everyone else mimics the leader’s actions, without being too obvious to reveal who the leader is. The leader can do just about anything he or she wants, such as:

   1. Clapping

   2. making a kicking motion with his or her leg

   3. jumping up and down

   4. singing a line from a song

   5. patting his or her own head

   6. a dance move

3. Instructor to do an example

4. Questions?

5. Begin game

6. *Note- especially for younger students: Everyone in the circle should be careful to avoid prolonged eye contact with the leader, so the leader’s identity is not given away. The guesser must keep turning his or her head to try to figure out which person is the leader (the person who is starting all the group’s movements). The guesser is allowed to make up to three guesses. If the guess is incorrect, the round continues. If the guess is correct, the leader becomes the new guesser for the next round. If all three guesses are exhausted and the leader is not correctly guessed, the round ends and you can either keep the same guesser or switch it up.

Reflection Questions:

1. If you were the leader, was it difficult for you? Why?

2. Was it hard to figure out who the leader was? Why do you think it was hard?

3. If you had a chance to guess, how were you sure of your guess? How did you build up the confidence to guess?

Age Group: All- Prek-5th 

# of Students: Min- 6, Max- the more the merrier

Overview

Students will practice confidence as they battle out RPS

Materials

Open space, best in gym or outside

Duration

15-20 minutes (or longer if they’re having fun!)

Instructions

1. Gather students in an open space and have them split evenly into two teams.

2. Practice the Rock, paper, scissors rules

3. Create LARGER and full body rock, paper, scissors gestures. (Rock= sink down into a ball, Scissors= alligator arms, Paper= straight body)- Examples, etc.

4. Split teams onto opposites sides of the gym and create a “meeting place” in the center with a line or cones.

5. Explain the game. Instructor: “We are going to play rock, paper, scissors tag. Each team will have one player for each round. They will decide to play R,P or S. On my call, the two players will walk up to the meeting place. On my next call “3-2-1-GO” the players will present their RPS play. The loser will begin to run back to their team. The Winner will chase the loser. IF the winner tags the loser, the loser must join the winner’s team. If the winner does NOT tag the loser, the winner must join the loser’s team.”

6. Instructor will do an example of the game with a few students.

7. Questions?

8. Begin game

9. *Variation- Instead of person to person, the teams can decide together what they will play all at once and each team will line up and face off each other. The losing team runs back to their side and the winning team will try and tag one person. Whoever is tagged will join the winning team. One Person tagged only. If no one is tagged, no one changes, and the team lines up again to face off each other. (The teams must decide beforehand what they will all do as a team)

Reflection Questions

1. How did you feel playing a modified version of rock, paper, scissors?

2. If you had to join the opposing team, how did that make you feel?

3. How did you motivate yourself before starting the game? If you did not motivate yourself, how would you have done so?

4. How did you motivate your team members when it was their turn?

Age Group: 3rd-5th

# of Students: Min- 6, Max- the more the merrier

Overview

Students will practice building their confidence as they pass the “cookies” to not get tagged

Materials

Open space, multiple dodgeballs/playing balls

Duration

10-15 minutes (or longer if they’re having fun!)

Instructions

1. Gather students in an open space

2. Choose one student to be IT

3. Give half the students balls “aka- cookies.” Example: 10 students- 1 tagger, 4-5 balls, etc).

4. Explain the game. Instructor: “We are going to play a tag game. You do NOT want to get caught with the cookie.”

   1. IT is trying to tag all players who have possession of the ball (cookie)

   2. If you have the ball and get tagged, you must put the cookie back in the jar (a bag outside the boundary area)

   3. If you are tagged, you must go to the sideline and cheer on your teammates.

   4. Players can pass the cookies to each other to avoid getting tagged with the ball.

5. Instructor will do an example of the game with a few students.

6. Questions?

7. Begin game

8. Variations-

   1. Limit the movement of players who have possession of the ball i.e., players can only take X number of steps or players must remain still

   2. Limit the way in which players can pass the ball i.e., over-hand, under-hand, rolling, etc.

   3. Add more taggers

   4. Add or decrease amount of cookies

Reflection Questions

1. How did it feel to be “IT”?

2. How did you make sure to not be caught with the cookie?

3. If you got out, in what ways did you motivate the other players?

4. Do you think your cheering was helpful to the other players? Why or why not?

Age Group: Prek-2nd

# of Students: Min- 6, Max- the more the merrier!

Overview

Students will practice building their confidence as they trick the ‘guesser’ with who has the button

Materials

Open space, small object (button or something else)

Duration

10-15 minutes (or longer if they’re having fun!)

Instructions

1. Gather students in an open space and have them create a circle, seated

2. Choose one student to be the guesser and have them sit in the center of the circle and give one student the object

3. Have all the students in the circle, (even the one with the object) to place their hands behind their backs.

4. Explain the game. Instructor: “Each round, we will sing ‘button, button, who’s got the button?’ While also passing the button SECRETLY behind our backs. To confuse the leader, everyone in the circle will “mimic” hand motions, so they all appear to be passing the button on, even if they are not.”

5. The guesser will try and guess who has the button. If he/she chooses the wrong name (the child with empty hands), they must choose a new name. If the guesser chooses the correct name (the child with the button), the button holder is the new leader.

6. Instructor will do an example of the game with a few students.

7. Questions?

8. Begin game

Reflection Questions

1. What was hard about having the button?

2. If you didn’t have the button, what did you do to try and convince the guesser you did?

3. When guessing, how were you able to determine who had the button?

Age Group: 3-5

# of Students: Min- 6, Max- the more the merrier!

Overview

Students will practice building their confidence as they trick the ‘guesser’ with who has the button

Materials

Open space, small object (button or something else)

Duration

10-15 minutes (or longer if they’re having fun!)

Instructions

1. Gather students in an open space

2. Choose one student to be the guesser

3. Explain the game. Instructor: “The rest of the group, guesser aside, will decide who will hold the button. Once decided, the group will line up in a straight line with their arms extended and fists made. (Everyone looks as if they have the button in their hands). The guesser will go person to person and ask each person “do you have the button?” Each person MUST answer with “I do not have the button.” It is up to the guesser to decide who is lying and who isn’t. The guesser can eliminate players one by one, until one player is left standing. The player that is left standing is the player that the guesser thinks has the button.  The last person will reveal if they have the button or not. If they HAVE the button, they are the new guesser and the original guesser gets a point.  If they do NOT have the button, they get a point. You can play as many rounds as you like. The person with the most points at the end gets a point.”

4. Instructor will do an example of the game with a few students.

5. Questions?

6. Begin game

7. *Variations*- if needed, you can split the students into 2 or more groups.

Reflection Questions

1. What was hard about actually having the button?

2. If you didn’t have the button, what did you do to try and convince the guesser you did?

3. When guessing, how were you able to determine who had the button? How did guessing correctly help you?

Age Group: All- Prek-5th

# of Students: Min- 4, Max- the more the merrier

Overview

Students will practice building their confidence by taking turns being the leader and other students will work on their listening and confidence skills by choosing to make the correct decision on a dime

Materials

Open space

Duration

15-20 minutes (or longer if they’re having fun!)

Instructions

1. Gather students in an open space and have them line up shoulder to shoulder at one end of the room. Choose one student to be Simon/Simmone.

2. Explain the game, Instructor: “The person playing Simon gives commands, and the other players must obey the commands, or they are eliminated.(Option to not eliminate kids and have the ones who do the correct movements take a step forward, and the ones who mess up, start back from the beginning). Every command starts with ‘’Simon/Simmone Says’’. The person playing Simon/Simmone also must try and trick the players – if they obey the command but he/she hasn’t said ‘Simon/Simmone Says’, they are eliminated. (Or start back from the beginning). Part of the learning during the game is listening carefully and only obeying the commands that begin with Simon/Simmone Says. The winner is the last person standing. (Or the first person to make it to Simon/Simmone as they take steps forward when they did it correctly). That person is also the next Simon/Simmone. However, there are also some exceptions. Sometimes, a Simon/Simmone can end up tricking every player, so no one ends up winning. If that’s the case, the current Simon/Simmone keeps being the Simon/Simmone until there is another winner.”

3. Examples of Simon/Simonne Says:

   1. Simon says pat your head

   2. Simon says play your air guitar

   3. Simon says point to something (insert color or shape)

   4. Simon says act like a monkey

   5. Simon says act like a robot

   6. Simon says play the air drums

   7. Simon says play air piano

   8. Simon says beep the horn

   9. Simon says bend your knees

   10. Simon says blow a kiss

   11. Simon says shadow box

   12. Simon says brush your teeth

   13. Simon says chacha

   14. Simon says clap your hands

   15. Simon says climb a ladder

   16. Simon says close your eyes

   17. Simon says comb your hair

   18. Simon says cover your eyes

   19. Simon says crawl like a baby

   20. Simon says crouch down like a ball

   21. Simon says cry like a baby

   22. Simon says disco dance

   23. Simon says do a silly dance

   24. Simon says flap like a chicken

   25. Simon says fly like a bird

   26. Simon says freeze

   27. Simon says give yourself a big hug

   28. Simon says hop like a frog

   29. Simon says hopscotch

   30. Simon says hug someone else

   31. Simon says hug yourself

   32. Simon says hula dance

   33. Simon says river dance

   34. Simon says jump like a monkey

   35. Simon says jump on the spot

   36. Simon says karate chops

   37. Simon says kiss your tummy

   38. Simon says laugh like Santa

   39. Simon says look left (right, up, down)

   40. Simon says moo like a cow

   41. Simon says move in slow motion

   42. Simon says move like a giant robot

   43. Simon says move your arms like a train

   44. Simon says open and close your mouth like a fish

   45. Simon says pretend to climb a ladder

   46. Simon says pretend to sneeze

   47. Simon says pull on your ears

   48. Simon says reach for the sky

   49. Simon says roar like a lion

   50. Simon says act like a rockstar

   51. Simon says be your favorite superhero

   52. Simon says run on the spot

   53. Simon says salute

   54. Simon says scratch your head

   55. Simon says scratch your nose

   56. Simon says shake hands

   57. Simon says shake like jelly

   58. Simon says shake your head

   59. Simon says shake your left arm

   60. Simon says shake your left leg

   61. Simon says shake your right arm

   62. Simon says shake your right leg

   63. Simon says sing your favorite song

   64. Simon says sit down

   65. Simon says smell your feet

   66. Simon says snap your fingers

   67. Simon says spin like a top

   68. Simon says stamp your feet

   69. Simon says stand in 2 equal groups

   70. Simon says stand in pairs

   71. Simon says pose like superman

   72. Simon says stand on 1 foot

   73. Simon says stand on your toes

   74. Simon says step to the left (right, forward, backward)

   75. Simon says stick out your tongue

   76. Simon says swim

   77. Simon says swing use your magic wand to destroy the dragon

   78. Simon says take a large step forward

   79. Simon says thumbs up

   80. Simon says tickle the person to your right

   81. Simon says be a beautiful butterfly princess!

   82. Simon says dance the chacha!

   83. Simon says swing your arms

   84. Simon says spin around twice

   85. Simon says touch the floor

   86. Simon says touch your head (hips, knees, toes, shoulders,etc)

   87. Simon says turn around

   88. Simon says turn like a ballerina

   89. Simon says waddle like a penguin

   90. Simon says walk backwards

   91. Simon says walk like a duck

   92. Simon says walk on the spot

   93. Simon says wash your face

   94. Simon says wave your arms like an octopus

   95. Simon says wave your left hand

   96. Simon says wave your right hand

   97. Simon says wiggle your bottom

   98. Simon says yawn

   99. Simon says make a funny face – Simon says make a funnier face – Simon says make the funniest face ever

   100. Simon says walk like a zombie

4. Instructor to do an example with some students

5. Questions?

6. Begin game

Reflection Questions:

1. How did it feel to be the leader of your group? Was it hard or easy to call demands?

2. What were you feeling when you were able to trick your group?

3. How did it feel the longer you made it in the game?

4. How did missing a command make you feel?

5. How did making it to the end of the game make you feel?

Age Group: All- Prek-5th

# of Students: Min- 4, Max- the more the merrier

Overview

Students will practice building their confidence by trying to hide their identity from the guesser

Materials

Open space, chair, and blindfold

Duration

15-20 minutes (or longer if they’re having fun!)

Instructions

1. Gather students in an open space and have them sit at one end of the room.

2. Choose one person to be the guesser. They will sit in a chair facing away from the group and will wear a blindfold, if comfortable.

3. Explain the game, Instructor: “One person at a time will come up to the guesser and trying to hide their identity will whisper into the guesser’s ear, “I’m your friend, guess who?” The guesser will try to guess who the “secret friend” is. (Up to instructor how many guesses you want to give the guesser: 1-3). If they guess correctly, the “friend” becomes the new guesser. If they guess incorrectly, a new friend gets to trick the guesser. The game will continue as long as you like.”

4. Instructor to do an example

5. Questions?

6. Begin game

Reflection Questions:

1. When guessing, what did the person do that made you confident it was him/her?

2. How did you try to convince the guesser that it wasn’t you? What did you do to your voice?

3. What did you feel when the guesser knew it was you? What did you feel when the guesser couldn’t guess it was you?

4. How did guessing correctly make you feel going forward? How did confusing the guesser make you feel going forward?