Simon Says (Farm Actions)
Supports agricultural awareness, STEM integration, literacy, and social-emotional development at the IPC Level 2 stage.
- Framework: EYFS
- Unit: EYFS At the Farm
- Learning area: Gross Motor
- Level: EYFS Reception
Objectives
- Developmentally appropriate objectives aligned to IPC Level 2 for Simon Says (Farm Actions).
Materials
- Level-appropriate farm-themed materials and manipulatives.
Instructions
Materials
- A clear, open space in the classroom or outdoor area.
- Printed or laminated picture cards featuring farm animals.
- A small bell or whistle to signal the start of each round.
- A basket to hold the animal cards.
Learning Objectives
- Demonstrate gross motor coordination by imitating specific animal movements.
- Follow multi-step verbal instructions with increasing complexity.
- Exhibit impulse control by waiting for the phrase Simon Says before acting.
- Identify and name common farm animals and their characteristic behaviours.
Step-by-Step Instructions
1. Gather the children in a circle and explain that today they will become farm animals.
2. Introduce the rule that they must only perform the action if the teacher says Simon Says first.
3. Model the first movement, such as flapping arms like a chicken, while saying Simon Says.
4. Practise a few rounds where the teacher performs the action alongside the children to build confidence.
5. Increase the challenge by saying an action, such as hop like a bunny, without saying Simon Says to test their listening skills.
6. Invite a child to select a card from the basket and lead the class in an action.
7. Encourage children to add vocalizations, such as clucking or mooing, during the movement phase.
8. Gradually increase the speed of the commands to encourage quick thinking and physical agility.
9. Conclude the activity by having the children walk slowly back to their desks like tired farm animals.
Educator Tip
If children struggle with impulse control, allow them to perform the action even if Simon Says is missing, but encourage them to freeze in place instead. This keeps the momentum high while still teaching them to listen closely for the specific cue.
Assessment
- Observe if the child correctly identifies the animal movement associated with the verbal prompt.
- Note whether the child waits for the Simon Says cue before initiating the physical action.
- Record the childs ability to transition between different gross motor movements without losing balance.
Educator tip
Guided questioning to encourage language, reasoning, and participation. Differentiate for ability levels; incorporate sensory supports; ensure safety.
Assessment
Assess against Early Learning Goals (ELGs). Document evidence of 'expected' or 'exceeding' descriptors. Note: independent application of skills, ability to explain reasoning, and capacity to build on prior learning. Observation checklist or rubric aligned to developmental stage.