# 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

## 1. 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.

## 2. ADAPT: UDL Strategies
Adapt the activity to meet the needs of the children with whom you work. See the suggestions in the following table;

## 3. SUPPORT: School Readiness
Choose one to three school readiness skills to focus on. See the suggestions in the following table;

| 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.