http://www.youtube.com/watch?
Today I’ve got some simple “brain toys” that could be used in a variety of ways in your classroom to release energy and promote active learning.
Noodle
You can get these swim noodles on sale now or at a dollar store. Cut them into 8” - 9” sections and store them in a plastic tub. Pass these out to your students give them a few minutes to “mess around” and pretend they are Luke Skywalker. Explain that whenever you say “Statue of Liberty” they have to freeze and hold their noodle up like a torch.
*Follow the Leader – Play some music and have the students follow along with you as you cross the midline and make other movements with the noodle.
*Air Writing – Use noodles to practice pre-writing strokes, letters, shapes, numerals, and so forth in the air with big movements.
*Massage – Brush noodles down arms or legs. Place the noodle on the floor and roll on it to give yourself a massage.
Therapy Bands
Purchase a large roll of exercise resistance bands and cut it into 18” sections. Cut these in half horizontally and give one to each child.
*Children can stretch the bands as they extend sounds in a word.
*Exercise with the bands as you count, say the ABC’s, read word wall words, spell, and so forth. Stretch above your head, behind you, vertically, etc.
Hint! You can purchase rolls of the exercise bands online at Target and many other stores.
Juggling Scarves
You can purchase scarves or buy netting and cut it into 9” squares. Begin by giving each child one square to catch and toss. Let them play catch with a friend. Can they toss it, clap one time, and then catch it? Let them think of other tricks to do with their scarves.
Hint! You can purchase rolls of the exercise bands online at Target and many other stores.
Juggling Scarves
You can purchase scarves or buy netting and cut it into 9” squares. Begin by giving each child one square to catch and toss. Let them play catch with a friend. Can they toss it, clap one time, and then catch it? Let them think of other tricks to do with their scarves.
