Post on 30-May-2018
transcript
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 1/27
To Be MeLet’s Get Moving
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 2/27
Resource Sheet in this booklet
Skills listed on a dark greenbackground are Cross CurricularSkills
Skills listed on a light greenbackground are Thinking Skills andPersonal Capabilities
A practical resource to support the Personal Development and MutualUnderstanding (PDMU) Area o Learning in the Northern Ireland Curriculum
The To Be Me (Personal Development and Mutual Understanding) thematicunit or Key Stage 1 pupils with severe learning difculties (SLD) aims to provide
teachers with support in beginning the planning, teaching and assessing o PDMU within the Northern Ireland Curriculum.
This resource is comprised o six sub-units
• FitforLife
• Let’sGetMoving
• HomeisWheretheHeartis
• FeastfortheSenses
• StraightfromtheHeart
• Let’sGetTogether
It details suggested learning activities and methodologies which will assist teachers indevelopingchildren’spersonal,emotional,socialandhealthneedsattheveryearlieststagesof
development.
ItincludeslinkstotheThinkingSkillsandPersonalCapabilitiesFramework,thecrosscurricular
skills o Communication, Using Mathematics and Using ICT. The resource also connects to the
Areas o Learning where appropriate and incorporates the principles o Assessment or Learning.
Strand 1Personal Understanding and Health
Themselves and their Personal AttributesBegin to recognise uniqueness and value personal qualities and abilities
Their Own and Others’ Feelings and Emotions
Begin to recognise and manage some eelings
Keeping Healthy and Safe
Begin to recognise some aspects o a healthy liestyle
Strand 2Mutual Understanding in the Local and Wider Community
Similarities and DifferencesBegin to recognise dierences in each other
Learning to Live as a Member of a Community
Begin to understand their role in the classroom community
Relationships with Family and Friends
Begin to understand the relationships within a amily
Similarities and Differences
Begin to recognise dierences
WritersAnnaWoznica,LisanallySchool,Armagh
HelenStewart,TorBankSchool,Dundonald
Stephanie Anderson, Tor Bank School, Dundonald
Caroline Currie, Lisanally School, Armagh
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 3/27
Curriculum ObjectiveTo develop the young person as an individual
Key ExperiencesPupils will have opportunities to:• developanawarenessoftheirbodyparts;
and• developanawarenessofthefunctionsof
differentbodyparts.
Learning IntentionPupilswillbeginto:
•recognisesomepersonalattributes, strengthsandabilities.
Progress in LearningIambeginningto:
• developmovementswithmyhands;• developmovementswithmylegs;
• developwhole-bodymovements;
• develophand-eyeco-ordination;
• developmynemotorskills;
• developbrainandbodyco-ordination;and
• developmyskillsofplayingco-operatively.
Success CriteriaPupilswillbegintounderstandthefunctionsofdifferentpartsofthebody.
Attitudes and Dispositions• Curiosity
• Self-belief
• Tolerance
• Opennesstonewideas
• Flexibility
Thinking Skills andPersonal CapabilitiesThinking,Problem-Solving,Decision-Making
To Be Me
1 To Be Me Lets Get Moving
Let’s Get Moving
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 4/272
Key Question
To Be Me Let’s Get Moving
That’s HandyEnsure your pupils are in acomfortableposition,wheretheycanfocusonthemovementoftheirhands.Usingarangeofoilsandlotionstostimulatemovementandsenses,encourageyourpupilstoopenandclosetheirhands.
Encouragetheacquisitionoflanguagebyexplainingwhatyouaredoingandreinforce
familiarvocabulary,forexample‘hands’,bygetting (where appropriate) your pupils torepeatthewords.
RemembersomepupilswithPMLDcansufferfromstiffnessintheirhandsandmayneedsomeexercisestowarmthemup.Stroketheirhandsallover,includingtheedgesofthehandsandngertips.Tryeasingtheirthumbsoutslowly.
Workoneachhandseparately,massaginginsomebabylotion,moisturiseroroil.
Openandcloseyourpupils’handswithyourhand(pressinggentlyonthetopoftheirknuckles)andencouragesomepupilinitiatedmovement.
ForfurtherinformationseeCCEA’s‘QuestforLearning:GuidanceandAssessmentMaterials
forProfoundandMultipleLearningDifculties’.
Balloon TouchSuspendaballoonintheairfromapieceofribbonorstring,ensuringthattheballoonisjustaboveyourpupils’eyelevel.Encourageyourpupilstograsporhittheballoonwiththeirhands.Youcanalsousedifferenttypesofballoons(perhapsoneswithpictures),colourfultoys,theme-relatedobjectsorpreferreditems.
Usethisactivityasanopportunitytoreinforceturn-taking.Playalongsideyourpupilandtaketurnstograsportaptheobject.
Forpupilswhoneedachallenge,attachaseriesofballoonstotheceiling.Positioneachballoonsothatitisslightlyhigherthanthepreviousone.Haveyourpupilsjumpupandtaptheballoonsinsequence.Useatimertoaddanelementofexcitementandmotivation.
Alternativelygiveeachpupilaballoonanddemonstratetappingitlightlyupwards.Encourageyourpupilstokeeptheballoonoffthegroundforaslongaspossible.
Y o u w i l l ne e d :
R e s o ur c e 1: C lappingR hy mes
R e s o ur c e 2: V isua
lP r ompt sf or T hr ow ingandC at c hing• Baby lot ion,massageoilsandmoist ur iser • T ow els• Balloons• T oy s• R ibbonor st r ing• Noise-makingobjec t s:
shaker s,bells,gr oant ubes,bumbleballs,noisebloc kset c .
• Aselec t ionof balls:mediumsiz ed,sof t r ubber andplast ic balls,t ex t ur edballs,bat t er y oper at edbumbleballsandsc ent edballs
• Aselec t ionof v isualmar ker s
Can I movemy hands?
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 5/273 To Be Me Let’s Get Moving
Extension ActivitiesCreateshadowswithhandsbyusingastronglightprojectedonawallbyaprojector.
Encouragepupilstoholdanoise-makingobjectthatcanbemovedwiththeirhandstocreateanoise.Notethatsomepupilsmayrequireverbalandphysicalprompting.Forexample,encourageyourpupilstomovethe
objectinavarietyofspeedsandmotionstocreatedifferentnoises.
Demonstrateplacingthenoise-makingobjectintoonehandandthentheother.Encourageyourpupilstodothesamethemselves.
Tryusingseveraldifferentinstruments/noise-makers,aspupilsmayhaveanindividualpreferencefortextureandsound.
Lookforapositiveresponse,seeCCEA’sQuestforLearningforideasandstrategies.
Furtherextensioncouldinvolveusinganobjectineachhand(identicalornon-identical).Encourageyourpupilstomovetheirhandsinrhythmsimultaneouslyoralternately.Progresstobuildinguparhythmtoenablethemtoplayapartinagrouplessonorschoolperformance.
Youcanmakelinksto:
• Physical Education byencouraginghandandarmmovementsandtheco-ordinationofmovement;
• Mathematics and Numeracy bycountingthenumberoftimespupilsreachfortheballoon/object,andhowfartheyhavetoreach;
• Language and Literacy bytalkingthroughtheactivitywithpupils,describingwhatishappeningandwhattheymightbefeeling;
and • The Arts (Music) byexploringdifferent
instrumentsandputtingsoundstogether.
Cross Curricular Skills:
Communication -Beabletolearnfromdemontrationandmodelling
Communication -Learntoworkandplaycooperatively
Communication -Developroutinesoflistening,turn-taking,sharingandcooperating
Communication -Usenon-verbalmethodstoexpressideas and engage with listener
Thinking Skill and Personal Capability:Makelinksbetweencauseandeffect
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 6/27
4
Key Question
To Be Me Let’s Get Moving
Can I movemy hands? (Continued)
Clapping GamesSitbehindyourpupil,ideallyfacingalargemirror.Handonhand,moveyourpupil’shandsinaclappingmotionwhilesinging,sayingarhymeorcounting.
Movetositfacingyourpupil.Claptheirhandsslowlyinthemiddleoftheupperbodywhilesingingasimpletune(forexamplePat-a-CakeBaker’sMan).
Graduallyreducepromptingtoyourpupil’swristsandlower
arms.SeeResource1forsuitablerhymes.Forfurtherrhymesgo online at www.gameskidsplay.net andclickon‘ClappingRhymes/Games’.
Youcanmakelinksto:
• The Arts bysingingsongstogether;
• Language and Literacy bysayingrhymes;
• The World
Around Us byincorporatingtraditional rhymes;and
• Mathematics and Numeracy byclappingnumbersandrhythms.
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 7/275 To Be Me Let’s Get Moving
Ball TossHaveyourpupilsformacircle.Useavisualcue,suchasacolouredcircleormarker,toindicatewheretheyshouldstand.Askyourpupilstoholdtheirhandsoutinfrontofthemwithpalmsupwards.Somepupilsmayneedaphysicalpromptwithcleardemonstrationforthis.Positionyourselfinsidethecircle.Giveaballtooneofyourpupilsandmovetoapproximatelyhalfametreaway.Facethe
pupilwhohastheballandholdyourarmsandhandsoutinthesamewayasyourpupils.
Gesturetoyourpupiltohandyoutheball.Repeattheprocessofhandingeachothertheball.
Gentlytosstheballtoyourpupil(underhand).Don’tbeconcernedatrst
aboutthemcatchingtheball.Simplyretrievetheball,placeitinyourpupil’shandagainandreturntothesameposition.
Promptyourpupiltotosstheballtoyou.Ifnecessary,imitatethemovementoftossingtheball.YoucanusethevisualpromptinResource2tohelp.
Continuetossingtheballbackandforthuntilyourpupilbecomesmorecondentwithtossingandcatching.
Varythetypeofballused,tomakeitmoreinteresting.Thisactivitycanbemademoredifcultbygraduallyincreasingthedistancebetweenyourselfandyourpupils.
Usethisactivitytoreinforceturn-takingandanticipation.
Youcanmakelinksto:• Physical Education byencouraging eye-handco-ordinationandthrowingand
catchingskills;and
• Language and Literacy bytalkingthroughtheactivityusingtheappropriatelanguage.
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 8/27
6
Key Question
To Be Me Let’s Get Moving
Beforebeginninganyofthefullbodymovementactivitieswithyourpupils,itisagoodideatoperformwarm-upexercises withthem.
Encourageyourpupilstoperformthe‘CrossCrawl’.Havethemtouchtheirrightelbowwith
theirleftkneeandthentheirleftelbowwiththeirrightknee.
Thisstimulatesthetwohemispheresofthebrainandisbenecialfortheco-ordinationofmovement.
CrossCrawlingcanbedonewhilestandingup,sittingdownorlyingontheoor.
Furtherinformationonexercisesdesignedtoencourageintegratedbrainactivitycanbefoundatwww.primarymovement.orgwww.braingym.org.uk andwww.earlyyearsundamentals.co.uk
Make a MovePlaceyourpupilsonanunconventionalsurface,suchasaresonanceboard(searchtheinternetforpicturesoftheseforreference),foilblanket,vibratingmattress,watermattressorblowupbedtoencouragemovementthroughmaterialsthatamplifythesenses.
Workingwithoneortwoadults,gentlyrollyourpupilfromsidetoside.Thismovementwillstimulatetheirsensesandnervoussystem.
Promptyourpupiltomakeamove,orgesture,towardsoneoftheadultsandthentotheother.
Beawarethatsomepupilswillbeableto
initiatemoremovementiftheyareplacedontheirstomachratherthantheirback.Encouragepupils(whereappropriate)toliftthemselvesfromalyingtoasittingposition.
Can I movemy body?
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 9/277 To Be Me Let’s Get Moving
Encouragepupilswhohavevoluntarylimbmovementtomovetheirarmsandlegstocreatenoiseandenjoynovelsensations.
Usenoise-makingobjects/instrumentsorsingfavouritesongstoencourageyourpupilstopayattentiontoyou.PlayafavouriteCDduringthissessiontoencouragemovementwithmusic.
MarchingDemonstratemarchingwithexaggeratedmovements,showingtheliftingofoppositelegsandarms.SingorplaytheCD‘TheAntsGoMarching’/‘TheGrandOldDukeofYork’.AvisualpromptisavailableinResource3andthelyricsareinResource4.
Encourageyourpupilstofollowyourdemonstration.Theymayneedone-to-one
guidance,includingphysicalguidance,toattemptthesemovements.
You will need:
Resource 3: Marching
Resources 4: Lyrics
• Avarietyofstimulatingsurfaces
• Noise-makingobjects/instruments
• Music
Cross Curricular Skill:
Communication -Usenon-verbalmethodstoexpressideas and engage with the listener
Thinking Skill and Personal Capability:Makeconnectionsbetweenlearningindifferentcontexts
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 10/278
Key Question
To Be Me Let’s Get Moving
Leg WorkArrangeaseriesofobstaclesontheoorinaline(forexamplesmallboxes,smallcones,hurdles,rope,stuffedtoys,hoops).Modelthemovementofsteppingovertheminturn.Encourageyourpupilstostepovertheobstacles.Youmayneedtosupportsomepupilsforthisactivity.
Forpupilswhoneedagreaterchallenge,maketheobstaclecourselongeroruseatimertotimehowlongittakesthemtocompletethecourse.
Yourpupilswillneedtolearnpatienceandturn-takingskillstoallowforindividualdifferencesinability.
Considervideoingthisactivityandthenplayingitbacksopupilscandiscusstheirperformance.
Whenappropriate,adapttheactivity
toteachsteppingontoobjects(likesteppingstones)orjumpingintohoopsinsequencewithfeettogether.
SeeResource6forvisualprompts.
Repeattheseactivitiestoallowpupilstobuildontheirskillsandimprovethroughpractice.
Y ou w i ll need: R esour c e 5:
St epping
R esour c e 6: Jumping
• V ar iousobst acles
• Av ideocamer a
Can I movemy legs?
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 11/27 To Be Me Let’s Get Moving 9
Forpupilswhondjumpingdifculttrythefollowingmovements:
• Gentlyliftuponeoftheirlegsatthebackandencouragethemtondtheirbalancebyhopping.
• Encourageyourpupiltostepontoabench,boxorstageandjumpoff.
• Fromastandingposition,encourageyourpupiltobendtheirkneesandgentlyliftthemunderthearmsastheyspringup.
• Encouragepupilstolifttheirarmsupintheairtostretchtheirbodiestofacilitatejumping.
Cross Curricular Skills:
Communication -Beabletolearnfromdemontrationandmodelling
Communication -Developroutinesoflistening,turn-taking,
sharing,co-operatingandreachingagreeement
Communication -Developcondenceinbeingwithadultsandpupilsinavarietyofcontexts
Communication -Readarangeoftextsforinformation,ideasandenjoyment
Thinking Skill and Personal Capability:Reectonmethodsandmakesimpleconclusions
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 12/2710
Key Question
To Be Me Let’s Get Moving
Mystery BoxObtainacardboardboxandcutaholeinitlargeenoughforyourpupils’handstoreachinside.Placeunderthecardboardboxseveralmedium-sizedobjectsthatarecommonlyfoundaroundtheschoolandhome(forexamplecup,spoon,lego).
Encourageeachpupilinturntoreachintothebox,throughthehole,andretrieveoneobject.Addsomeinterestingorunusualobjects.
Remembertoreinforcethatthepurposeofthetaskistotakeoneitemoutatatime(ifpupilsndthisdifcult,onlyplaceoneobjectatatimeinthebox).
Takeavideoofyourpupilsperformingtheactivityandwatchittogetherafterwards.Discusssomeoftheirreactionsandhowthesemightaffectotherpupilsinthegroup(forexamplerefusal,surprise,pushingin).
Youcanmakelinksto:
• Physical Education bydevelopingnemotorskillsbylifting;
• Language and Literacy bydescribingobjectsverbally(whereappropriate);and
• Mathematics and Numeracy byfocusingonthepropertiesofobjects(numberofsides,corners,etc.).
Can I usemy hands to grip?
Y ou w i ll need:
R esour c e 7 : T idyUp
R esour c e 8: P layDoughRecipe
R esour c e 9: F ineMot or Skillsand P layDough
• Acar dboar dbox
• V ar ioushouseholdobjects
• Av ideocamer a
• Abow l
• Aplast iccont ainer w ith lid
• Coins
• P laydough
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 13/2711 To Be Me Let’s Get Moving
Picking It UpScattertensmallobjectsonatableinfrontofyourpupils(forexampleblocks,buttons,beadsorcoins).Usingyourthumbandrsttwongers(pincergrip)pickupanobjectandplaceitintoabowl.
Guideyourpupils’handsandencouragethemtousethepincergrasptopickupanobjectandplaceitintothebowl.
Repeattheactivity,reducingtheamountofpromptingrequiredtopickupandreleaseobjects.
Developthisactivityintopostingcoinsthroughaslitcutintoaplasticcontainerwithalid.Ifyouuserealcoins,thiscanformpartofalessononcoinrecognitionbysorting.
Encourageyourpupilstotidyupaftertheactivity.Toallowforthis,endtheactivitysessionveminutesearlyanddevotethoseminutestotidyuptime.Objectsthatpupilshavebeenplayingwithshouldbeputawayinasuitablecontainer.Useavisualcue,liketheoneinResource7,tohelp.
Shaping DoughEncouragearangeofnemotorskillsactivitiesusingplaydough.TubsofplaydoughcanbeboughtoralternativelyyoucanmakeyourownusingtherecipeinResource8.SeeResource9forideasonhowtouseplaydoughtodevelopnemotorskills.
Developtheplaydoughsessionstomakelettershapeswithclasseswhoarelearningphonics.
Youcanmakelinksto:
• Physical Education byencouragingnemotorskills;
• Language and Literacy byfollowinginstructionsandmakinglettershapes;and
• The Arts byusingmodellingmaterials.
Cross Curricular Skills:
Communication -Bewillingtojoinin
Communication -Beabletolearnfromdemonstrationandmodelling
Communication -Learntoworkandplayco-operatively
Communication -Developcondenceinbeingwithadultsandotherpupilsinavarietyofcontexts
Communication -Usenon-verbalmethodstoexpressideas and engage with the listener
Thinking Skill and Personal Capability:Generatepossiblesolutionsandtryoutalternativeapproaches
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 14/27
12 To Be Me Let’s Get Moving
Resource 1Clapping RhymesUsethesewithyourpupils.Repeatthemoften,aspupilswithspecialneedslikelotsofrepetition.
Pat-a-Cake
Pat-a-cake,pat-a-cakebaker’smanisatraditionalnurseryrhyme:
Pat-a-cake,pat-a-cakebaker’sman.
Bakemeacakeasfastasyoucan.
Rollit,patitandmarkitwith“B”
AndputitintheovenforBabyandme.
Accompanytherhymebyhandclappingwithyourpupils.Youcanreplacethe“B”withtheinitialofthepupilyouareplayingwith,andusetheirnameinthelastline.
A Sailor Went to Sea Sea Sea
Asailorwenttosea,sea,sea
Toseewhathecouldsee,see,see
Butallthathecouldsee,see,see
Wasthebottomofthe deepbluesea,sea,sea.
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 15/2713 To Be Me Let’s Get Moving
Resource 1
Round and Round the Garden
Round and round the garden
Likeateddybear
Onestep,twostep
Andaticklyunderthere.
One Two Three Four Five
One,two,three,four,ve
OnceIcaughtashalive
Six,seven,eight,nine,ten
Then I let it go again
Why did you let it go?
Becauseitbitmyngerso
Whichngerdiditbite?
Thislittlengeronmyright.
Clapping RhymesUsethesewithyourpupils.Repeatthemoften,aspupilswithspecialneedslikelotsofrepetition.
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 16/27
14 To Be Me Let’s Get Moving
Resource 2 Visual Prompts or Throwing and Catching
throw
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 17/2715 To Be Me Let’s Get Moving
Resource 2 Visual Prompts or Throwing and Catching
catch
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 18/27
16
marching To Be Me Let’s Get Moving
Resource 3Marching
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 19/2717 To Be Me Let’s Get Moving
Resource 4Lyrics
The Ants Go Marching
Theantsgomarchingonebyone,hurrah,hurrahTheantsgomarchingonebyone,hurrah,hurrahTheantsgomarchingonebyone,ThelittleonestopstosuckhisthumbAndtheyallgomarchingdowntotheground
Togetoutoftherain,BOOM!BOOM!BOOM!
Theantsgomarchingtwobytwo,hurrah,hurrahTheantsgomarchingtwobytwo,hurrah,hurrahTheantsgomarchingtwobytwo,The little one stops to tie his shoeAndtheyallgomarchingdowntothegroundTogetoutoftherain,BOOM!BOOM!BOOM!
Theantsgomarchingthreebythree,hurrah,hurrahTheantsgomarchingthreebythree,hurrah,hurrahTheantsgomarchingthreebythree,ThelittleonestopstoclimbatreeAndtheyallgomarchingdowntothegroundTogetoutoftherain,BOOM!BOOM!BOOM!
Theantsgomarchingfourbyfour,hurrah,hurrahTheantsgomarchingfourbyfour,hurrah,hurrahTheantsgomarchingfourbyfour,
The little one stops to shut the doorAndtheyallgomarchingdowntothegroundTogetoutoftherain,BOOM!BOOM!BOOM!
Theantsgomarchingvebyve,hurrah,hurrahTheantsgomarchingvebyve,hurrah,hurrahTheantsgomarchingvebyve,ThelittleonestopstotakeadiveAndtheyallgomarchingdowntotheground
Togetoutoftherain,BOOM!BOOM!BOOM!
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 20/27
18 To Be Me Let’s Get Moving
Resource 4
...The Ants Go Marching(continued)
Theantsgomarchingsixbysix,hurrah,hurrahTheantsgomarchingsixbysix,hurrah,hurrahTheantsgomarchingsixbysix,ThelittleonestopstopickupsticksAndtheyallgomarchingdowntotheground
Togetoutoftherain,BOOM!BOOM!BOOM!
Theantsgomarchingsevenbyseven,hurrah,hurrahTheantsgomarchingsevenbyseven,hurrah,hurrahTheantsgomarchingsevenbyseven,The little one stops to pray to heavenAndtheyallgomarchingdowntothegroundTogetoutoftherain,BOOM!BOOM!BOOM!
Theantsgomarchingeightbyeight,hurrah,hurrahTheantsgomarchingeightbyeight,hurrah,hurrahTheantsgomarchingeightbyeight,The little one stops to shut the gateAndtheyallgomarchingdowntothegroundTogetoutoftherain,BOOM!BOOM!BOOM!
Theantsgomarchingninebynine,hurrah,hurrahTheantsgomarchingninebynine,hurrah,hurrahTheantsgomarchingninebynine,
ThelittleonestopstocheckthetimeAndtheyallgomarchingdowntothegroundTogetoutoftherain,BOOM!BOOM!BOOM!
Theantsgomarchingtenbyten,hurrah,hurrahTheantsgomarchingtenbyten,hurrah,hurrahTheantsgomarchingtenbyten,Thelittleonestopstosay“THEEND”Andtheyallgomarchingdowntotheground
Togetoutoftherain,BOOM!BOOM!BOOM!
Lyrics
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 21/2719 To Be Me Let’s Get Moving
Resource 4
The Grand Old Duke o York
TheGrandoldDukeofYork,
Hehadtenthousandmen.
Hemarchedthemupthehill, (Everyone stands up)
Andhemarchedthemdownagain. (Everyone sits down)
Andwhenyou’reup, you’reup,
(Everyone stands up)
Andwhenyou’redown, you’redown. (Everyone sits down)
Andwhenyou’reonly halfwayup,
(Everyonecrouchstand)
You’reneitherup nordown.
Lyrics
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 22/27
20 To Be Me Let’s Get Moving
Resource 5Stepping
stepping
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 23/2721 To Be Me Let’s Get Moving
Resource 6 Jumping
jumping
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 24/27
22 To Be Me Let’s Get Moving
Resource 7 Tidy Up
tidy up
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 25/2723 To Be Me Let’s Get Moving
Resource 8Play Dough RecipePlaydoughiseasierforyoungchildrentohandlethanmodellingclay. Makingyourowndoughissimpleandmuchcheaperthanbuyingit.
Play Dough200g plain four 100g salt 1 tbsp cooking oil2 tsp cream o tartar
300ml water Choice o ood colouring
Mixour,saltandcreamoftartartogetherinabigsaucepan.Addwatergraduallytoremovelumps(Foodcolouringcanbeaddedtowaterorleftto
theendwhenyoukneadthedough).Putpanoveralow-to-mediumheatandcook,stirringconstantly(Itishardwork).Themixturewillsuddenlybegintothicken.Continuestirringuntilthedoughbecomesverystiff.Removethepanfromtheheat.Scrapeoutthedoughontoasmoothsurface.Soakthe
panimmediately.Kneadbuttakecare–thedoughwillbeveryhotinthecentre.
Storeyourdoughinseparateairtightcontainersandkeepitinthefridge.Thedoughcanbekeptforuptotwoweeksandcanbeusedmanytimes.
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 26/27
24 To Be Me Let’s Get Moving
Fine Motor Skills and Play Dough
1) Haveyourpupilsrollthedoughusingbothhandsintoalongsausageshape.
2) Demonstratetoyourpupilshowtopinchoffasmallpieceofdoughfromoneendusingyourthumbandindex
nger.
3) Repeatpinchingoffpiecesofdoughuntilallthedoughisinsmallpieces.
4) Rolleachofthesmallpiecesintoaball.Thensquasheachballintopancakesusingthepalmofyourhand.
5) Gatherallthepancakestogether,rollintoaballandstartagain.
6) Rollthedoughintoasausagethen,usingthethumbandindexnger(pincergrasp),pinchalongthetopofthedoughformingasmallridge.Tellyourpupilsyouaremakingadinosaur.
7) Rollthedoughbackintoaball,thenintoasausage.
8) Usingonengeratatime(startingwiththeindexnger)pokethedoughsausageuntilithasavisibledepression,thencontinuealongthelengthofthedough.Rollitintoasausageagainandthenpokewith
anotherngerorwiththeindexngeronyouroppositehand.
9) Pulloffsmallpiecesofdoughusingyourthumbandindexnger,thenrollintosmallballsusingapincergraspmotion.Pickupsmallpiecesofdoughusingthepincergraspandplacebackintotheplaydoughbox/bag.
10)Encourageyourpupilstoperformstep9.
11) Repeatallnemotoractivitiesmanytimes,reducingtheamountofpromptingasyouobserveyourpupilsbecomingmoreindependent.Allowsomefreeplaywithdoughattheendofthesessionifyouhavetime.
Usevisualcues,verbalinstructionsorphysicalprompts(accordingtoindividualneeds)toencourageyourpupilstoparticipateinarangeofplay-doughactivitiesthatpromotetheuseofthepincergraspandnemotorcontrolandstrengthenthemusclesinthehandandngers.
Giveeachofyourpupilsasmallballofplaydoughandworkthroughtheguidelinesbelow.Havethemimitateyouractionsthroughoutthe
steps:
Resource 9
8/9/2019 TBM Lets Get Moving
http://slidepdf.com/reader/full/tbm-lets-get-moving 27/27
A CCEA Publication © 2009