Germ Tag
Level 3 promotes critical thinking and personal responsibility. 'Germ Tag' strengthens reasoning about health and safety decisions.
- Framework: EYFS
- Unit: EYFS Health, Safety and Hygiene
- Learning area: Gross Motor
- Level: EYFS Reception
Objectives
- Analyse health decisions
- Justify reasoning
- Extend with writing or data tracking
Instructions
Materials
- One bright green beanbag or soft foam ball to represent the germ.
- Four traffic cones to mark the boundaries of the play area.
- A whistle or handheld bell for signaling.
- Laminated cards featuring images of soap, water, and hand sanitizer.
- A clear space in the classroom or outdoor play area.
Learning Objectives
- Demonstrate spatial awareness by moving safely within defined boundaries.
- Follow multi-step instructions during a fast-paced group game.
- Identify the connection between physical contact and the spread of germs.
- Practise self-regulation by stopping movement immediately upon the signal.
Step-by-Step Instructions
1. Set up the play area using the cones to create a large rectangle.
2. Gather the children and explain that one student will be the germ and hold the beanbag.
3. Instruct the children that if the germ tags them, they must freeze and hold their hands up to show they are contaminated.
4. Explain that a tagged child can only rejoin the game after they perform a pretend hand-washing motion for five seconds.
5. Demonstrate the hand-washing motion clearly so all students understand the requirement.
6. Start the game by blowing the whistle and encourage the germ to move around the space.
7. Observe the children to ensure they are running safely and not bumping into peers.
8. Rotate the role of the germ every three minutes so multiple children have a turn.
9. Use the whistle to pause the game periodically to discuss how germs move from person to person.
10. Conclude the activity by having everyone perform a final group hand-washing routine.
Educator Tip
If the game becomes too chaotic, introduce a rule that the germ must walk instead of run. This forces children to use strategy and communication to avoid being tagged rather than relying solely on speed.
Assessment
- Observe if the child can stop their movement immediately when the signal is given.
- Note whether the child correctly performs the hand-washing motion to re-enter the game.
- Evaluate the child's ability to navigate around peers without physical collisions.
Educator tip
Use simple rubric; insist on justification; allow multiple correct solutions; support with exemplars/word banks.
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. Rubric: reasoning, clarity, independence.