CHAMPPS Sample Activity Motor Skills.pdf
Section II Get Moving: CHAMPPS Motor Skills Units
CORE ACTIVITY 3: Red Light, Green Light
Structure: Small group
Focus on these objectives:
- Motor control: stop/go, fast/slow
- Following directions
- Walking: walk, speed walk, walk backward
Total time: 3–5 minutes
Key Vocabulary:
- walking: walk, speed walk, walk backward, sidestep, lunge, tiptoe
- jog, lunge, sidestep, speed walk, tiptoe, walk
MOVE: Motor Movements
- Children stand/start on a numbered floor marker (1–8) for lanes 1–8. At the opposite end of their lane is the finish, designated by a numbered cone, matching the number on their floor marker/lane, as shown in Figure U2.3.
- Tell children which movement they will use. First we will walk! Now we will speed walk/tiptoe, etc.
- Walk, speed walk, walk backward
- Sidestep
- Jog or run
- Lunge
- Tiptoe
- Tell children: When I say “Green light,” you go! When I say “Red light,” you stop (freeze in place)! Let’s practice!
- Remember to stay in your lane! When you get to the cone, pick up your card and drive back home! (Children use the number card as a steering wheel as they walk back home.) Use stop/go visual supports.
- Repeat with different movements.
ADAPT: UDL Strategies
Adapt the activity to meet the needs of the children with whom you work. See the suggestions in the following table; for additional ways.
SUPPORT: School Readiness
Choose one to three school readiness skills to focus on. See the suggestions in the following table; for additional ways.
| Language | Science | Social | Approaches to Learning |
|---|---|---|---|
| Discuss transportation and traffic rules. | Make predictions with children(e.g., how many steps from start to finish line?). | Have children play cooperatively. Have children share space. | Have children follow directions and listen for “stop,” “go” and “slow down.” |
Lesson Variations on Page 85.