Simon Says (Farm Actions)
Supports agricultural awareness, STEM integration, literacy, and social-emotional development at the IPC Level 3 stage.
- Framework: EYFS
- Unit: EYFS At the Farm
- Learning area: Gross Motor
- Level: EYFS Reception
Objectives
- Developmentally appropriate objectives aligned to IPC Level 3 for Simon Says (Farm Actions).
Materials
- Level-appropriate farm-themed materials and manipulatives.
Instructions
Materials
- A clear, open floor space in the classroom or outdoor area.
- A set of laminated picture cards depicting farm animals.
- A whistle or a small bell for auditory cues.
- A chart showing physical movements associated with farm animals.
Learning Objectives
- Demonstrate gross motor control by performing specific movements on command.
- Practise active listening skills by distinguishing between Simon Says and direct commands.
- Identify and mimic physical characteristics of at least five different farm animals.
- Exhibit impulse control by waiting for the verbal prompt before moving.
Step-by-Step Instructions
1. Gather the children in a circle and explain that today they will play a farm-themed version of Simon Says.
2. Review the animal movements together, such as flapping wings like a chicken, waddling like a duck, or galloping like a horse.
3. Establish the rule that students should only perform the action if the teacher says, Simon says.
4. Begin with simple commands like, Simon says trot like a horse, and observe how the children respond.
5. Introduce trick commands without the prefix to test their ability to inhibit movement.
6. Increase the speed of the commands as the children become more comfortable with the rhythm.
7. Invite a student volunteer to act as the leader once the group demonstrates a strong grasp of the rules.
8. Incorporate multi-step commands, such as, Simon says jump like a frog and then moo like a cow.
9. Conclude the activity by having the children perform a slow, calm movement, such as grazing like a sheep, to transition into a rest period.
Educator Tip
If children struggle with the impulse control aspect, allow them to freeze in place rather than sit out when they make a mistake. This keeps all students engaged in the physical activity for the duration of the lesson.
Assessment
- Observe if the child correctly identifies the animal movement corresponding to the verbal cue.
- Note the child's ability to remain still when a command is given without the Simon says prefix.
- Record the child's participation in leading the group during the final stages of the activity.
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.