Games
“Bunny Hop” Game Instructions
Unit 1, 11
Materials Needed:
Pictures of fruits and vegetables
Instructions:
Large pictures of fruits and vegetables are spread out around the playground.
The teacher tells the children to hop like a bunny to the fruit or vegetable that they like to eat the most.
The teacher calls on a few children to ask them “What is your name?” and “Why do you like to eat the fruit or vegetable that you are standing next to?”
The teacher then yells “Switch!” and the children are instructed to hop to another fruit or vegetable that they like to eat and stand next to that picture.
Each round the teacher says something different. For example, in the next round, the teacher tells the children to hop on a fruit or vegetable that they have never tried, one that grows on a tree, one that grows in the ground, or one that’s green.
The teacher plays the game until every child has been called upon.
“Plant Race” Game Instructions
Unit 2, 6
For this game, we need a larger space for the children to stand in a circle and run around. They are assigned to pretend play as the sun, water, soil, or seed.
The teacher stands in the middle of the circle with her hands out at her/his sides, palms up. The teacher calls out two of the four categories (sun, water, soil, or seed). For example, she/he calls out “SUN and SEED race!”
All of the children who are named the sun and seed leave their place in the circle, run around the outside of the circle, and when they arrive at their spot again they run through to hit the teacher’s hand.
The teacher calls out the remaining categories, two at a time, having the children follow the same instructions.
If desired, the teacher can call out all four categories as a rousing ending before moving on to the next activity.
“Energy Foods” Game Instructions
Unit 2, 3
Materials Needed:
Large pictures of high energy foods
Large pictures of low energy foods
Instructions:
The teacher tells the children that nutrients and physical activity are important for their health and growth. To reinforce the nutrients needed for growth, we are going to play “Energy Foods.”
The teacher shows the children pictures of various different foods.
With each picture, the teacher asks the children if the item in the picture will help them grow and have energy.
If the picture is of something that will help the children grow and have energy, the children are invited to do a goofy dance, run in place, or hop. This high energy movement reflects the energy that these foods give our body!
If the picture is of something not beneficial to them, children will walk slowly in place or not move. This low energy movement shows us that these foods give low or no energy to our bodies.
“Gardener Says” Game Instructions
Unit 3, 4, 12
In order to further emphasize gardening as physical activity and practice the use of gardening tools, the teacher leads the children in a game of “Gardener Says” (played like Simon Says).
Children line up and the “gardener” says “Gardener Says to Dig,” and the children make a digging motion pretending to have a shovel in their hands.
This game is repeated as the children practice other gardening actions such as raking, watering, harvesting down low (bend at the waist and bend their arms at the waist, moving them back and forth to pretend like they are picking fruits and vegetables), and harvesting high (children stand on their tiptoes and pretend to pick apples from the top of the tree by reaching up high with their left and right hand).
“Plant Splash Relay” Game Instructions
Unit 4, 5, 9, 10, 12
Materials Needed:
2 Baskets
Small blue balls for each child
Instructions:
To reinforce the importance of drinking water and watering the plants, the children play the “Plant Splash Relay” game:
The children are split into two teams and line up as far as possible from two baskets set up for each team to run to. The baskets represent a pretend flower.
Each child is given a blue ball, which represents a “water droplet.”
The teacher says “Go” and the first child in each line runs down to the basket and places her/his “water droplet” or ball inside the “flower” or basket and then runs back to his/her line.
Once the first child returns, the second child runs down to the flower and deposits her/his water droplet before returning to the line.
While each child is relaying back and forth between baskets, the children waiting for a turn jump up and down with their arms in the air cheering for each classmate.
This continues until everyone has had a turn. Repeat the relay several times if time permits and have the children hop, skip, and/or run for each additional turn.
For additional physical activity, redistribute the blue balls for each relay by having the children run to the basket to retrieve a ball and run back to get into line.
“Follow the Leader” Game Instructions
Unit 5, 8, 10
In order to emphasize the importance of fruits and vegetables for growing healthy and strong, the teacher leads the students in a game of “Follow the Leader.”
The teacher chooses one of the children to be the leader and the rest of the children line up behind the leader or stand around the leader on the playground.
The teacher teaches the children a simple chant, “[Janet] is growing big and strong, look what she can do!”
The child who is the leader chooses an action such as skipping or hopping around the playground, the children follow the leader until the teacher yells out “Stop!” If necessary, the teacher can suggest actions for the child leader to choose from or tell the children what activity to perform. Options include digging, raking, jumping jacks, hopping side to side, silly dance, etc.
The teacher chooses a new leader and repeats the change, “Kate is growing big and strong, look what she can do!” Repeat this game until several children have had a chance to play.
“Awesome Appetites” Game Instructions
Unit 6, 7, 8
Materials Needed:
Small pictures of fruits, vegetables, whole grains, low-fat dairy
Picture of empty body
Instructions:
In order to further emphasize this concept, the children participate in the “Awesome Appetites” game.
Hang the picture of the empty body where it can be viewed by the class.
Give a small picture of fruit, vegetable, whole grain, or dairy foods to each child.
One at a time, have the children place their picture on or near the part of the body that the food benefits. Then ask all the children to demonstrate a physical activity to target that part of the body. For example, if the student has a picture of an avocado, the teacher tells the child that avocado helps keep our hearts healthy and has the child put the avocado picture on the heart. Then the teacher asks all children to run in place and explains how this activity can help strengthen the heart.
Every child takes a turn.
Avocado: Protects your heart, keeps skin soft and healthy, helps with digestion (Run in place)
Watermelon: Maintains strong heart, helps sore muscles, keeps you hydrated (Push-ups)
Pineapple: Keeps the heart-healthy, hair shiny, and skin healthy (Jumping jacks)
Eggplant: Protects the heart, good for brain and memory, helps with digestion (Run in place)
Broccoli: Good for bone health, helps with digestion and keeps skin healthy and soft (Silly dance)
Lemon: Protects heart, helps immune system (Jumping jacks)
Orange: Protects heart, keeps skin and hair healthy (Run in place)
Mango: Good for eyes and bones (Silly dance)
Grapes: Protects heart and brain (Push-ups)
Pear: Helps with digestion and protects pancreas (High knees)
Apple: Keeps teeth and gums healthy, protects brain and pancreas (Make a circle with your hips)
Cherries: Keeps heart and bones healthy (Sit-ups)
Radish: Protects the urinary bladder, keeps skin and body hydrated (Make a circle with your hips)
Carrot: Good for eyes, boosts the immune system, and regulates blood sugar (pancreas) (High knees)
Tomato: Protects heart, good for eyes (Jumping jacks)
Onion: Helps ears during earache, boosts the immune system (Wiggle your ears and run in place)
Potato: Helps the brain work better, improves digestion (Jumping jacks)
Cucumber: Protects urinary bladder and kidneys (Make a circle with your hips)
Oatmeal: Good for heart, improves digestion (Make a circle with your hips)
Whole wheat bread: Good for heart and digestion (High knees)
Yogurt: Good for bones, heart, and digestion (Silly dance)
Milk: Good for bones and heart (Push-ups)
“Guess which Tummy” Game Instructions
Unit 7
Materials Needed:
Tummy dolls
Pictures of “too full, just right, and hungry” meals
Instructions:
For some extra activity, the teacher leads the children in a game called “Guess which Tummy” that helps them think about hunger and fullness.
Three posters are set up around the playground. One poster has a picture of a tummy that has just enough food in it, one poster has a picture of a tummy that has too much food in it, and one poster has a picture of a tummy that has too little food in it.
The teacher stands in the middle of the playground, shows the children a picture of the “too full” meal, and tells the children, “I had too much to eat for breakfast, I had two eggs, toast, an orange, and some berries. I feel too full, what does my tummy look like?”
The children are then instructed to run to the poster that has the too-full tummy with too much food in it.
The teacher repeats this exercise using several more phrases, showing the meal pictures.
“Slug or Hopper” Game Instructions
Unit 7, 8
Materials Needed:
Pictures of "Hungry, Just Right, Too Full" meals
Instructions:
In order to review concepts of hunger and fullness, the teacher leads the children in a game of “Slug or Hopper.”
The children stand up and the teacher shows the picture of the “too full” meal and says, “For dinner, I had a glass of milk, a large piece of toast, and I ate all of my spaghetti. I feel too full to move my body. Do I feel like a slug or a hopper?”
The teacher guides the children to give the right answer and then instructs them to move around the room or playground like a slug.
The teacher then gives the children another scenario showing the picture of the “just right” meal, “For a snack, I had an apple, two crackers, and some milk. I feel just right and have enough energy to move my body. Do I feel like a slug or a hopper?” Once again, the teacher guides the children to the right answer and then instructs the children to move around the room or playground like a hopper.
The teacher leads the children through a few more scenarios.
“Exercise When We Rhyme” Game Instructions
Unit 3, 9, 11, 12
The teacher leads the children in singing the “Exercise When We Rhyme” game: If two words rhyme, they must perform the activity identified, and if two words don't rhyme, they must jump up and down.
The additional word pairs in parentheses can be substituted for more options.
Lyrics
Chorus:
[Get your heart pumping
Get your legs running (Run in place)
Get your brain jumping (Jump in place)
Exercise when we rhyme]
If I say two words that rhyme, jog in place
If I say two words that don't rhyme, jump up and down
Yellow – Hello (Mango – Tango)
(You may have to prompt the students asking-do those words rhyme?)
Beet – Grape (Asparagus – Watermelon)
Carrot – Parrot (Beans – Greens)
Berry – Cherry (Pear – Air)
Apple – Avocado (Radish – Orange)
If I say two words that rhyme, clap side to side
If I say two words that don’t rhyme, jump up and down
Potato – Tomato (Parsnips – Turnips)
Lime – Dime (Broccoli – Kohlrabi)
Lettuce – Lemon (Apricot – Squash)
Kiwi – Pee Wee (Yam – Ham)
(Repeat Chorus)
If I say two words that rhyme, clap side to side
If I say two words that don’t rhyme, jump up and down
Banana – Cucumber (Cabbage – Fig)
Pea – Bee (Zucchini – Fettuccine)
Corn – Horn (Kale – Whale)
Spinach – Milk (Cauliflower – Watermelon)
(Repeat Chorus)
C’mon, exercise when we rhyme
"Red Apple, Green Apple” Game Instructions
Unit 1, 10, 12
Materials Needed:
Pictures of yellow, green, and red apples
Instructions:
The children line up opposite the teacher.
When the teacher holds up the green apple, the children begin performing an activity as they make their way toward the teacher. For example, the teacher may tell the children to hop like a grasshopper. When the green apple is showing then the children will hop like a grasshopper toward the teacher.
When the teacher holds up the red apple, the children stop doing the activity.
When the teacher holds up the yellow apple, then the children perform the activity very slowly.
Once the children reach the teacher on the opposite side of the room, then the children start over with a new activity.
“Watering” Game Instructions
Unit 4
Materials Needed:
Pictures of dry, wilted plants (need water)
Pictures of healthy plants (don't need water)
Watering cans
Picture of a sun
Instructions:
To reinforce the importance of water, play the “Watering” game. The teacher tells the children that just like them, plants are made up of water as well.
The teacher engages the children in a discussion about what happens when plants and people don't get enough water.
The teacher shows the children pictures of plants with lots of water and plants that are “thirsty” and have become wilted.
The teacher asks the children to stand up in a line and using one of the water cans, pretends to water the children. As the children receive “water” they stand up strong and tall on their tiptoes with arms stretched out. The teacher then says that there is no more water and instructs the children to droop their arms as if they were wilted. Repeat several times.
The teacher holds up a flashcard of sun and asks the students what happens if they get too much sun, the children respond by drooping their arms, crouching down, and pretending to be “wilted.” Next, the teacher holds up a watering can and asks the children what happens when the plant is watered, the children are encouraged to respond by jumping up with their arms reaching to the sky to imitate a strong healthy plant.
The teacher continues to do this asking the students the following questions:
What happens when we play all day outside in the hot sun?
What happens when our mom or dad gives us a large glass of water to drink?
What happens to our plants when it’s hot outside?
What happens to our plants when they get a lot of rain?
What happens when we drink sugary and soda drinks instead of water?
“Matching” Game Instructions
Materials Needed:
Pictures of matching ripe and unripe fruits and vegetables
Instructions:
The teacher leads the children in a game of “Matching.”
Pictures of ripe fruits and vegetables are placed face-up on the ground around the playground.
Pictures of unripe fruits and vegetables are distributed to each child.
The teacher tells the children to frog jump to the ripe fruit or vegetable that matches the unripe one they have in their hands.
Once all children have found their matching ripe fruits or vegetables, the children exchange cards and find the new ripe fruit or vegetable, while doing a different physical activity.
The teacher encourages the children to continue exchanging cards and matching them with the correct ripe fruit or vegetable, changing the physical activity each time (i.e. run while flapping arms like a bird, hop while flapping arms and buzzing like a bee, etc.).