Head, Muscles, Baby 1-2-3

Head, (Touch head.)
Deltoids, (Touch top of shoulders.)
Baby (Clap hands.)
1 (Tap right hand with partner.)
2 (Clap hands.)
3 (Tap left hand with partner’s left.)
Head, deltoids, baby, 1 – 2 – 3.
Head, deltoids, head, deltoids, head, deltoids, baby, 1 – 2 – 3.

Deltoids – pecs (Touch shoulders and chest.)
Pecs – abs (Touch chest and stomach.)
Abs – biceps (Touch stomach. Cross arms and touch inner arms.)
Biceps – triceps (Touch inner arms and then outer arms.)
Triceps – quads (Touch backs of arms and thighs.)
Quads – glutes (Touch thighs and bottom.)
Baby, please sit down. (Sit down.)

Activities: What are muscles used for? What would happen if you didn’t have muscles? What muscles do you use to walk? Carry your book bag?
Brainstorm what you can do to build strong muscles.
Use other body parts or bones in this song.
Explain that “pecs” is short for pectoral muscles and “abs” is short for abdominal muscles. What are “quads” and “glutes” short for?
Trace children’s bodies on butcher paper and let them add bones, muscles, organs, etc.
Teach children the bones in the body with this song to the tune of “Macarena.”

Tarsal, (Point to foot.)
Tibia, (Point to larger bone below knee.)
Fibula, (Point to side bone below knee.)
Patella. (Point to knee cap.)
Femur, (Point to bone above knee.)
Pelvis, (Point to hip bones.)
Ribs, (Point to ribs.)
Sternum. (Point to where ribs join in center of chest.)
Carpal, (Point to hand.)
Ulna, (Point to inside bone above thumb.)
Radius, (Point to outside bone below elbow.)
Humerus. (Point to bone above elbow.)
Hey, kiss my cranium! (Point to skull.)

Activities: Let children draw skeletons and label.
What happens if you break a bone? What kind of doctor do you go to?
How can you build strong bones?
Why should you wear a helmet when you ride a bike or rollerblade?
Can you think of some other animals that have bones? What are some animals that don’t have bones?

Balancing Act

Feet together, close your eyes, (Close eyes breath in and out.)
And breath slowly in and out.
Open your eyes.
Lift your right foot and balance on the left. (Balance on left foot.)
Put your arms out straight. (Arms out wide as you balance.)
Now reach for the stars. (Arms up in the air as you balance.)
Place your right foot on the floor
And raise your left foot. (Balance on right foot.)
Put your arms out straight. (Arms out wide as you balance.)
Now reach for the stars. (Arms up in the air as you balance.)
Place your left foot on the floor
And raise your right knee. (Lift right knee and balance on left foot.)
Can you bend your arms like a tree in the wind? (Move arms around.)
Put your right foot down
And raise your left knee. (Lift left knee and balance on right foot.)
Can you bend your arms like a tree in the wind? (Move arms around.)
Place your left knee down.
Raise your right foot. (Straighten right leg in the air and balance.)
Stretch it straight out in front of you.
Place your right leg on the floor.
Raise your left foot. (Straighten left leg in the air and balance.)
Stretch your left leg out straight and raise it high as you can.
Place your left leg on the floor.
Raise your right leg to the side. (Straighten right leg by side.)
Place your right leg on the floor. Raise your left leg to the side. (Straighten left leg by side.) Place your left leg on the floor.
Stretch out your arms. (Stretch arms out wide.)
Stand on your left leg. (Balance on left leg.)
Bend forward like an airplane. (Slowly bend forwards as you balance.)
Place your right leg on the floor.
Stretch out your arms. (Stretch arms out wide.)
Stand on your right leg. (Balance on right leg.)
Bend forward like an airplane. (Slowly bend forwards as you balance.)
Place your leg on the floor.
Stand up on tippy toes. (Stretch up on toes and balance.)
Stand still for as long as you can.
Raise your right hand and place (Raise right hand and pat on back.)
It on your back and give yourself a pat.
Raise your left hand and place (Raise left hand and pat on back.)
It on your back and give yourself a pat.
Now close your eyes and slowly breath in and out. (Hug self.)
Let your mind take you to a happy place.

Activities: What is a “happy place”? Draw pictures or write stories about your happy place.
How long can you balance? Let children keep individual records of how long they can balance on their right foot and then their left foot. Do this every day for several weeks. Did they improve?
Put masking tape on the floor and walk on it like a balance beam.
Let children draw lines with chalk on the sidewalk to practice walking forwards and backwards.

Tighten~Relax
(Tune: Hush Little Baby)

Squeeze your fingers tight as you can. (Squeeze fingers into fists.)
Now relax both your hands. (Open hands and relax.)
Squeeze your forearms and elbows, too. (Squeeze arms body.)
Now relax them is what you should do. (Relax.)
Squeeze your shoulders, stomachs, and hips. (Tighten body.)
Now relax and wiggle fingertips. (Wiggle fingers.)
Squeeze your legs and your knees. (Squeeze legs.)
Now relax them if you please. (Wobble legs.)
Squeeze your feet and your toes. (Squeeze feet.)
Now relax them and let go. (Wiggle toes and shake ankles.)
Squeeze your nose, mouth, and eyes. (Squeeze face.)
Now relax them and give a sigh. (Relax.)
Squeeze your whole body hold on tight. (Tighten all over.)
Now relax – you’ll feel just right. (Relax like a rag doll.)
Now you’re relaxed as you can be.
I see all of you smiling at me. (Smile!)

Activities: Why is it important to relax? How do you relax?
Brainstorm all the different ways people relax.
Let children practice breathing in on the count of eight and then exhaling on the count of eight. Explain that this is a good thing to do when they are stressed or frustrated.
Create a “just chilling” center in your classroom where children can go when they are stressed. You could have a tape of peaceful music, books, stuffed animals, stress balls, play dough, and other materials to help them relax.

Tony Chestnut

Toe (Point to toes.)
Knee (Point to knee.)
Chest (Point to chest.)
Nut (Point to head.)
Nose (Point to nose.)
Eye (Point to eyes.)
Love (Cross arms over chest.)
You (Point to a friend.)

Toe Knee Nose (Continue to point to body parts.)
Toe Knee Nose
Toe Knee Chest Nut
Nose Eye Love You
That’s what Toe Knee Nose.

Continue singing softer each time.

Activities: Sing this song leaving out a word each time.
Sing faster or slower.
Let children make a web of all the people who love them.
Make a class book called “I’m Lovable” where each child draws a picture of what makes them lovable.
What is a homonym? Can children think of other homonyms?
Teach children how to say “I love you” in sign language.    (Stretch out thumb, pointer,                                                 and pinky and bend down ring finger and middle finger.)

It’s All Good!

It’s great to be alive today (Step and tap from side to side swinging arms.)
Feeling good inside.
We’ve got our friends and teacher, too.
And smiles we just can’t hide.
Get on your feet and just be glad,
This could be the best day you ever had.
It’s all good! (Kick alternating feet and clap hands.)
It’s all good!
It’s all good!
It’s all good!

Some days things can get you down    (Knees up and pull down arms at
You feel a little mad.                                  the same time.)
Arguments and troubles
Can make you kind of sad.
But when you dance
And when you sing
You can do most anything.
It’s all good…

Drink lots of water. (Kick back and touch heel with opposite hand.)
Eat your veggies and fruits.
Get plenty of sleep each night.
And exercise to boot.
Your body is like a machine.
Take care of it, you know what I mean!
It’s all good…

Be a friend to someone else.           (Lunge from side to side doing
And they’ll be your friend, too.           bows and arrows with arms.)
Share some kindness every day
It will come back to you.
Learn, laugh, and do your best.
You will soar with all the rest.
It’s all good… (Cool down by tapping heels right and left.)

Activities: Make a class book called “It’s All Good” where children contribute pictures of things to be happy about.
How is your body like a machine?
Play the “Laughing Game” where children try to make classmates laugh.
Brainstorm how to be a friend.
Run off “kindness tickets” that children can pass out to their friends.
Make a “Book of Kind Deeds” where children can write positive notes about their classmates.


Some Closing Thoughts on Living and Moving

I was cleaning out my desk recently and I came across a quote from Mel Brooks. Adults are often frustrated by the perpetual movement of children and the noise they make. Sometimes children just get so full of JOY and life that they can’t keep it inside! This thought certainly helps you look at the locomotion and commotion from a different perspective.

Look, I really don’t
want to wax philosophic,
but I will say that if you’re alive,
you got to jump around a lot,
you got to make a lot of noise,
Because life is the very opposite of death.
And therefore, as I see it,
if you’re quiet, you’re not living.
You’ve got to be noisy,
or at least your thoughts should
be noisy and colorful and lively.

Mel Brooks

Shut your door!
Sing like no one can hear you.
Dance like no one is watching.
Act like you’re getting paid to PLAY!

First Page -->