Simon Says (Farm Actions)
Supports agricultural awareness, STEM integration, literacy, and social-emotional development at the IPC Level 1 stage.
- Framework: EYFS
- Unit: EYFS At the Farm
- Learning area: Gross Motor
- Level: EYFS 3-4
Objectives
- Developmentally appropriate objectives aligned to IPC Level 1 for Simon Says (Farm Actions).
Materials
- Level-appropriate farm-themed materials and manipulatives.
Instructions
Materials
- Laminated picture cards featuring farm animals (cow, chicken, pig, horse, sheep).
- A clear, open space in the classroom or outdoor play area.
- A small bell or chime to signal transitions.
- Masking tape to mark a starting line on the floor.
Learning Objectives
- Demonstrate gross motor coordination by imitating animal movements.
- Follow two-step verbal instructions during a group activity.
- Identify and name at least three common farm animals.
- Practise impulse control by waiting for the Simon Says cue.
Step-by-Step Instructions
1. Gather the children in a circle and introduce the farm animal picture cards to build familiarity.
2. Demonstrate each movement clearly, such as flapping arms like a chicken or galloping like a horse.
3. Explain that the children should only perform the action if you start the sentence with the phrase Simon Says.
4. Begin with simple commands like Simon says walk like a duck to establish the rhythm.
5. Introduce a command without the phrase to observe who can pause their movement.
6. Encourage children to make the corresponding animal sound while performing the movement to increase engagement.
7. Increase the speed of the commands as the children gain confidence and rhythm.
8. Use the bell to signal a freeze moment where everyone must stand still and quiet.
9. Rotate the leader role by allowing a child to pick a card and suggest a movement for the group.
10. Conclude the activity by having everyone sit down and take three deep breaths to transition to the next task.
Educator Tip
If children struggle with the concept of Simon Says, remove the rule initially and focus purely on the gross motor movements. Once they are comfortable with the animal actions, reintroduce the rule as a game of listening and stopping. This helps prevent frustration while building foundational listening skills.
Assessment
- Observe if the child correctly matches the movement to the animal named.
- Note the ability of the child to stop moving when the Simon Says phrase is omitted.
- Record the child's participation level and willingness to mimic the teacher during group play.
Educator tip
Guided questioning to encourage language, reasoning, and participation. Differentiate for ability levels; incorporate sensory supports; ensure safety.
Assessment
Observe and note: ability to follow two-step instructions, use of new vocabulary in context, early problem-solving strategies, and sustained shared thinking episodes. Assess against Development Matters age-band expectations. Observation checklist or rubric aligned to developmental stage.