SPATIAL GAMES

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Hop Scotch:

Play Plan

Key Learning Areas

GENERAL INFORMATION	Prerequisites: balance on one foot, remain balanced while bending over and coming back up and to determine their correct hopping pathway Play arena: Number of participants: 1 or more Skills acquired: physical coordination, balance and orientation, cognitive development, muscle strength, spatial awareness Note: A bubble wrap hopscotch will provide the necessary sensory experience and will help hear other player’s movement. Other alternative could be making slightly raised outline border for the players to feel the outline.
GAME OVERVIEW AND BASIC RULES FOR PLAY	Hopscotch game in India is known by many names. In regions where Hindi is the prominent language, the game goes by Kith-Kith, Stapu, and Langdi. In Bengal, it is known as Ekhaat Duhaat or Ekka Dukka. You can find kids in Maharashtra enjoying a game of Langdi Paani. The game is widely popular in South India and is known by the names Kunte Bille (Karnataka), Paandi (Tamil Nadu), Tokkudu Billa (Andra Pradesh and Telangana). Traditionally, it is played by throwing a small object into numbered spaces (squares) and then hopping through it to recover the object. It can be played by a group of players or alone. Alternatively, a small object like a rattler can be used which can be pushed by balancing on one foot only. (needs to be played on a smooth surface with slightly raised border for the rattler to slide easily) (We avoid throwing the object and play the game as mentioned in session 4)
PLAY SESSION PLANS:	SESSION 1: GETTING FAMILIAR – COUNTING (FORWARD AND BACKWARD), SPATIAL UNDERSTANDING Introduce players with the hopscotch squares by taking them one square at a time and allowing them to feel the border. Allow players to explore and understand the location of all the 10 squares by foot. Tell them wherever a square is divided into half, they would be able to rest both their feet at the same time. The numbers are counted as follows: 1, 2-3, 4, 5-6, 7, 8-9, 10 Begin the session in the following manner: Square 1 – both feet together Square 2 and 3 – one foot in each square Square 4 – both feet together Square 5 and 6 – one foot in each square and so on until they reach Square 10. Turn back and follow the path in the same manner. Allow children to practice this until they are well familiar with the spaces. SESSION 2: ODD AND EVEN Make sure children are familiar with the position of all the squares. Ask children if they are familiar with odd-even. Recite the odd before starting the session. Practice telling the odd numbers backward as well. The numbers would be 1, 3, 5, 7, 9 and reverse would be 9, 7, 5, 3, 1 Now, ask them to stand only on the odd numbers and skip the even numbers. Turn back and follow the same path again. Once children get comfortable doing in this. Ask them to do the same with even numbers and skip the spaces with odd numbers. Recite the numbers orally before actually moving forward. The numbers would be 2, 4, 6, 8, 10 and reverse would be 10, 8, 6, 4, 2. Help children follow the path with even numbers and trace them backward as well. SESSION 3: HOP AND REST Inform players that in this session they are going to trace the path by hopping on single squares and rest their foot wherever the squares are divided into two. Practice this several times until they are comfortable doing this without loosing their balance and at the same time, they are able to land on the correct square. SESSION 4: USING A RATTLER Once players are comfortable hopping on the squares, they would use a rattler in this session. The player would push the rattler with one foot and apply a force enough to make sure it reaches the next square. The player then hops through the squares and push the object again into the next square in chronological order. If the rattle is in the square which is divided into half the player is allowed to rest both the legs in the other half. For example, if the rattle is in number 2, the other half of which is 3, then the player would rest both the legs on 3. The player continues till 10 and then turns around and retraces their journey hopping through squares until they reach the last square which is number 1. Variations The variation can be made in terms of the design of the layout. Another form of design can be by making the first 3 squares as single numbers and then double, followed by 2 singles then double again and finally number 10 as single. Example: 1, 2, 3, 4-5, 6, 7, 8-9, 10 Another variant, the players are expected to complete the sequence within a time limit (usually 2 – 3 minutes).

GENERAL INFORMATION

Prerequisites: balance on one foot, remain balanced while bending over and coming back up and to determine their correct hopping pathway
Play arena:
Number of participants: 1 or more
Skills acquired: physical coordination, balance and orientation, cognitive development, muscle strength, spatial awareness

Note: A bubble wrap hopscotch will provide the necessary sensory experience and will help hear other player’s movement.
Other alternative could be making slightly raised outline border for the players to feel the outline.

GAME OVERVIEW AND BASIC RULES FOR PLAY

Hopscotch game in India is known by many names. In regions where Hindi is the prominent language, the game goes by Kith-Kith, Stapu, and Langdi. In Bengal, it is known as Ekhaat Duhaat or Ekka Dukka. You can find kids in Maharashtra enjoying a game of Langdi Paani. The game is widely popular in South India and is known by the names Kunte Bille (Karnataka), Paandi (Tamil Nadu), Tokkudu Billa (Andra Pradesh and Telangana).

Traditionally, it is played by throwing a small object into numbered spaces (squares) and then hopping through it to recover the object. It can be played by a group of players or alone.

Alternatively, a small object like a rattler can be used which can be pushed by balancing on one foot only. (needs to be played on a smooth surface with slightly raised border for the rattler to slide easily)
(We avoid throwing the object and play the game as mentioned in session 4)

PLAY SESSION PLANS:

SESSION 1: GETTING FAMILIAR – COUNTING (FORWARD AND BACKWARD), SPATIAL UNDERSTANDING

Introduce players with the hopscotch squares by taking them one square at a time and allowing them to feel the border.
Allow players to explore and understand the location of all the 10 squares by foot. Tell them wherever a square is divided into half, they would be able to rest both their feet at the same time. The numbers are counted as follows: 1, 2-3, 4, 5-6, 7, 8-9, 10
Begin the session in the following manner:
Square 1 – both feet together
Square 2 and 3 – one foot in each square
Square 4 – both feet together
Square 5 and 6 – one foot in each square and so on until they reach Square 10.
Turn back and follow the path in the same manner. Allow children to practice this until they are well familiar with the spaces.

SESSION 2: ODD AND EVEN

Make sure children are familiar with the position of all the squares.
Ask children if they are familiar with odd-even. Recite the odd before starting the session. Practice telling the odd numbers backward as well. The numbers would be 1, 3, 5, 7, 9 and reverse would be 9, 7, 5, 3, 1
Now, ask them to stand only on the odd numbers and skip the even numbers. Turn back and follow the same path again.
Once children get comfortable doing in this. Ask them to do the same with even numbers and skip the spaces with odd numbers. Recite the numbers orally before actually moving forward. The numbers would be 2, 4, 6, 8, 10 and reverse would be 10, 8, 6, 4, 2.
Help children follow the path with even numbers and trace them backward as well.

SESSION 3: HOP AND REST

Inform players that in this session they are going to trace the path by hopping on single squares and rest their foot wherever the squares are divided into two.
Practice this several times until they are comfortable doing this without loosing their balance and at the same time, they are able to land on the correct square.

SESSION 4: USING A RATTLER

Once players are comfortable hopping on the squares, they would use a rattler in this session.

The player would push the rattler with one foot and apply a force enough to make sure it reaches the next square.

The player then hops through the squares and push the object again into the next square in chronological order. If the rattle is in the square which is divided into half the player is allowed to rest both the legs in the other half. For example, if the rattle is in number 2, the other half of which is 3, then the player would rest both the legs on 3.

The player continues till 10 and then turns around and retraces their journey hopping through squares until they reach the last square which is number 1.

Variations

The variation can be made in terms of the design of the layout. Another form of design can be by making the first 3 squares as single numbers and then double, followed by 2 singles then double again and finally number 10 as single. Example: 1, 2, 3, 4-5, 6, 7, 8-9, 10

Another variant, the players are expected to complete the sequence within a time limit (usually 2 – 3 minutes).

Market:

Play Plan

Key Learning Areas

GENERAL INFORMATION	Prerequisites: Number Identification Number of players: 2 groups of up to 6 children in each
GAME OVERVIEW AND BASIC RULES FOR PLAY	During the different sessions of this market game, children will have fun shopping and selling, while at the same time learning valuable money skills. It is essential to have braille play money before beginning the sessions. To make play money, cut up braille paper into small rectangles. Then write down the values in Braille: 10, 20, 50, 100, 200, 500 and 2000. Then make some small round coins to represent 1, 2, and 5 rupees. The coins can be represented as small rough circles of braille paper.
PLAY SESSION PLANS:	SESSION 1: Ask the children what they know about money. Why do people need money? What do people use it for? Have they ever handled money? Introduce the play money to them. Distribute randomly among the class. Explain that real money is somewhat similar, but in print. Ask each child what all denominations they got. Explain that these are the denominations available in real life as well. Also talk to the children about their experiences around going shopping. Who did they go with, what did they buy, etc. Now that the children are used to the currency they will be using for play, introduce them to their play area. The play area can be a classroom, a Hall, or and outdoor space, as long as it is set up with stalls that the children can navigate around. Each stall, which could perhaps consist of a desk, could carry a certain type of play merchandise. For example, one desk could be the bookshop, another could be a grocery store, and yet another could be a toy shop. Make sure that there are 4-5 stalls for the children to navigate. Now show the children around the area and make sure that they understand where each stall is located. Gently quiz them about how to get from one stall to another. For example, how might a child go from the grocery shop, from where he has finished buying groceries, to the bookshop to buy books? SESSION 2: Set up the play area as before. Make sure that all the stalls, furniture, etc are placed exactly as in the previous session. Now, divide the children into 2 equal (or close to equal) groups. Tell them that they are going to play a shopping game. One group will act as the shopkeepers and the other will act as the customers. Distribute equal amounts of money to the children who are the customers. Each shopkeeper can sell a different item, such as books, toys, food items, etc. Have some real items ready at hand that they can pretend to sell. As a class, discuss and decide what each item will cost. The children can now go around and buy whatever they are interested in, and pay for them using the play money. Dealing in money, calculating change, etc are all the children can enjoy. This time, help the children with calculations if they need help. Switch the groups after a while so the the customers become the shopkeepers and vice versa. SESSION 3: In this session, experiment with price tags for each item. The children can help make the tags as a part of the session itself. To make the tags, cut up braille paper into small, rectangular shaped pieces. Discuss with the children about what could be possible prices of the items. It is essential to use realistic prices for the items, as the children may otherwise perhaps misunderstand the real price of items. Now, tape / staple the tags onto the items. Now, play as before, with one group of children pretending to be the shopkeepers and one pretending to be the customers. Let each person figure out the prices from the tags and calculate their budget to see what items they can buy within their budget. Switch the groups after a while so the the customers become the shopkeepers and vice versa. SESSION 4: This time, play the game as before, but have the shopkeepers write up bills for their customers. Have a billing counter, where the shopkeeper examines the price of each item, does the calculations, and writes up the total and gives it to customers as a bill. The customer should look at the bill, double-check the items, and pay the total. Conclude with a discussion of shopping at home, and how children can help in shopping. Some other points of discussion can be the identification of currency by people who are blind and visually impaired, lack of labels in braille, etc.

GENERAL INFORMATION

Prerequisites: Number Identification
Number of players: 2 groups of up to 6 children in each

GAME OVERVIEW AND BASIC RULES FOR PLAY

During the different sessions of this market game, children will have fun shopping and selling, while at the same time learning valuable money skills.

It is essential to have braille play money before beginning the sessions. To make play money, cut up braille paper into small rectangles. Then write down the values in Braille: 10, 20, 50, 100, 200, 500 and 2000. Then make some small round coins to represent 1, 2, and 5 rupees. The coins can be represented as small rough circles of braille paper.

PLAY SESSION PLANS:

SESSION 1:

Ask the children what they know about money. Why do people need money? What do people use it for? Have they ever handled money?
Introduce the play money to them. Distribute randomly among the class. Explain that real money is somewhat similar, but in print.
Ask each child what all denominations they got. Explain that these are the denominations available in real life as well.
Also talk to the children about their experiences around going shopping. Who did they go with, what did they buy, etc.
Now that the children are used to the currency they will be using for play, introduce them to their play area.
The play area can be a classroom, a Hall, or and outdoor space, as long as it is set up with stalls that the children can navigate around. Each stall, which could perhaps consist of a desk, could carry a certain type of play merchandise. For example, one desk could be the bookshop, another could be a grocery store, and yet another could be a toy shop. Make sure that there are 4-5 stalls for the children to navigate.
Now show the children around the area and make sure that they understand where each stall is located.
Gently quiz them about how to get from one stall to another. For example, how might a child go from the grocery shop, from where he has finished buying groceries, to the bookshop to buy books?

SESSION 2:

Set up the play area as before. Make sure that all the stalls, furniture, etc are placed exactly as in the previous session.
Now, divide the children into 2 equal (or close to equal) groups. Tell them that they are going to play a shopping game. One group will act as the shopkeepers and the other will act as the customers.
Distribute equal amounts of money to the children who are the customers.
Each shopkeeper can sell a different item, such as books, toys, food items, etc. Have some real items ready at hand that they can pretend to sell.
As a class, discuss and decide what each item will cost.
The children can now go around and buy whatever they are interested in, and pay for them using the play money. Dealing in money, calculating change, etc are all the children can enjoy.
This time, help the children with calculations if they need help.
Switch the groups after a while so the the customers become the shopkeepers and vice versa.

SESSION 3:

In this session, experiment with price tags for each item.
The children can help make the tags as a part of the session itself.
To make the tags, cut up braille paper into small, rectangular shaped pieces.
Discuss with the children about what could be possible prices of the items. It is essential to use realistic prices for the items, as the children may otherwise perhaps misunderstand the real price of items.
Now, tape / staple the tags onto the items.
Now, play as before, with one group of children pretending to be the shopkeepers and one pretending to be the customers.
Let each person figure out the prices from the tags and calculate their budget to see what items they can buy within their budget.
Switch the groups after a while so the the customers become the shopkeepers and vice versa.

SESSION 4:

This time, play the game as before, but have the shopkeepers write up bills for their customers.
Have a billing counter, where the shopkeeper examines the price of each item, does the calculations, and writes up the total and gives it to customers as a bill.
The customer should look at the bill, double-check the items, and pay the total.
Conclude with a discussion of shopping at home, and how children can help in shopping.
Some other points of discussion can be the identification of currency by people who are blind and visually impaired, lack of labels in braille, etc.

Treasure Hunt:

Play Plan

Key Learning Areas

GENERAL INFORMATION	Prerequisites: Reading comprehension, basic operations of mathematics. Play arena: A familiar place with less obstructions. Number of players: 6-8
GAME OVERVIEW AND BASIC RULES FOR PLAY	The objective of the game is to solve all the clues/questions and be the first to solve the last clue to get the treasure. The game starts by giving them their first clue/question, after solving each clue they would get their next clue. Whoever solves the last clue first would get the treasure and is the winner of the game.
PLAY SESSION PLANS:	SESSION 1: Form 3 or 4 groups, 2 students in each group. Explain to them that they have to read and solve each clue/question and after solving that clue they will get their next clue which would take them close to the treasure. After solving their final clue they would get the treasure. Make sure the clues are simple and include calculations/concepts with which the children are familiar. Also after each clue, mention the navigation part and description of where the next clue is. For example: enter the main door, turn to your left and walk 5-6 steps and you will find a table, you next clue will be inside the box which is on the table. Some children might be comfortable in moving around or in solving the clues, while some others may need some help to move or to comprehend the clues. Help those who are not being able to do so. The game ends when the last clue is being solved, whoever solves the last clue first, would get the treasure and is the winner of the game. SESSION 2: Ask the children if they remember the game. If there are any students who were absent from the previous session, ask the children to explain to him/her what the game is all about. When you think the children are clear about the rules, start playing. This time sit back and only help where absolutely necessary. Let the children figure out on their own. Make sure the children are solving the clues correctly. You can change the clues for each game and include questions related to concepts which are already being introduced to the children.

GENERAL INFORMATION

Prerequisites: Reading comprehension, basic operations of mathematics.
Play arena: A familiar place with less obstructions.
Number of players: 6-8

GAME OVERVIEW AND BASIC RULES FOR PLAY

The objective of the game is to solve all the clues/questions and be the first to solve the last clue to get the treasure. The game starts by giving them their first clue/question, after solving each clue they would get their next clue. Whoever solves the last clue first would get the treasure and is the winner of the game.

PLAY SESSION PLANS:

SESSION 1:

Form 3 or 4 groups, 2 students in each group.
Explain to them that they have to read and solve each clue/question and after solving that clue they will get their next clue which would take them close to the treasure.
After solving their final clue they would get the treasure.
Make sure the clues are simple and include calculations/concepts with which the children are familiar.
Also after each clue, mention the navigation part and description of where the next clue is. For example: enter the main door, turn to your left and walk 5-6 steps and you will find a table, you next clue will be inside the box which is on the table.
Some children might be comfortable in moving around or in solving the clues, while some others may need some help to move or to comprehend the clues. Help those who are not being able to do so.
The game ends when the last clue is being solved, whoever solves the last clue first, would get the treasure and is the winner of the game.

SESSION 2:

Ask the children if they remember the game.
If there are any students who were absent from the previous session, ask the children to explain to him/her what the game is all about.
When you think the children are clear about the rules, start playing. This time sit back and only help where absolutely necessary. Let the children figure out on their own.
Make sure the children are solving the clues correctly. You can change the clues for each game and include questions related to concepts which are already being introduced to the children.

Steps to Treasure:

Play Plan

Key Learning Areas

GENERAL INFORMATION	Prerequisites: Counting and sorting Play arena: A familiar place with less obstruction 3 chairs/stools 3 plastic boxes/jars with lid cotton/tissue paper, pulses, chocolates/toffees (3 or 4 in number), empty bag/trouser with 3-4 pockets Big bowl, some pebbles/beads. Number of players: 4-5
GAME OVERVIEW AND BASIC RULES FOR PLAY	The objective of the game is to follow the clues/instructions and move around in their room to find the treasure. The game starts by giving them their first clue/instructions, after solving each clue they would get their next clue. Whoever solves all three clues first, would be the winner of the game. NOTE: All the below mentioned instructions and clues will be given by the parents; they can modify the instructions as per the availability and space. Materials and instructions for the parents: Keep 1 chair _________ (3/5/8 steps) away, towards the _________ (left/right), from where the child would sit. And keep 2 more chairs 2 meter apart from each other and _________ (3/5/6 steps) away from where the child is. On one chair, keep 3 boxes/jars with tight lid. One box should contain pulses, one should have cotton/tissue paper inside it and one should have chocolate or sweet in such a way that it should make different sound when the child shakes the jar. On the second chair, keep a bag/trouser with 3-4 pockets and put a chocolate/sweet inside any one pocket. One the third chair, keep a big bowl with many pebbles/beads and 1-2 chocolates/ sweets. Whatever material is there on the chairs, there would be a question associated with each of it, which parents would read when the child reaches the place. Materials and instructions for the parents: Keep 1 chair _________ (3/5/8 steps) away, towards the _________ (left/right), from where the child would sit. And keep 2 more chairs 2 meter apart from each other and _________ (3/5/6 steps) away from where the child is. On one chair, keep 3 boxes/jars with tight lid. One box should contain pulses, one should have cotton/tissue paper inside it and one should have chocolate or sweet in such a way that it should make different sound when the child shakes the jar. On the second chair, keep a bag/trouser with 3-4 pockets and put a chocolate/sweet inside any one pocket. One the third chair, keep a big bowl with many pebbles/beads and 1-2 chocolates/ sweets. Whatever material is there on the chairs, there would be a question associated with each of it, which parents would read when the child reaches the place.
PLAY SESSION PLANS:	SESSION 1: Tell children that today’s game is all about movements, moving their bodies. In the first session, they will have to do small exercises with their right and left hands and legs. Ask each child to lift up their right hand first then the left hand. Instruct them to shake their hands. After that they will put their hands down and they would touch and identify their left and right legs simultaneously. Ask them to stand up in their place. Tell them that when you say “turn right”, they should turn their whole body towards their right just once and stop. Similarly, do it for their left side. Inform them that they are going to sing the Boogie and Woogie song with actions. The actions would be, for the phrase “right hand in”, they would stretch their right hand to the front and for the phrase “right hand out”, and they would take their right hand to their back. For the legs, they would stretch to the front and back while making sure that their foot is touching the ground. Now, sing the following song, “Put your right hand in, Put your right hand out Put your right hand in And shake it all about. Do the boogie woogie (children would put their hands on their waist and slightly move their whole body side to side) Do the boogie woogie That’s what it’s all about. Put your left hand in, Put your left hand out Put your left hand in And shake it all about. Do the boogie woogie Do the boogie woogie That’s what it’s all about. Put your right foot in, Put your right foot out Put your right foot in And shake it all about. Do the boogie woogie Do the boogie woogie That’s what it’s all about. Put your left foot in, Put your left foot out Put your left foot in And shake it all about. Do the boogie woogie Do the boogie woogie That’s what it’s all about. Put your whole self in, (children would put their hands on their waist and jump) Put your whole self out Put your whole self in And shake it all about. Do the boogie woogie Do the boogie woogie That’s what it’s all about.” PLAY SESSION 2: Now the children are familiar with some movements, tell them that in this session they have to move around and find a treasure. First the child has to reach near the chair, following the instructions given by their parents and once they reach, a question/clue related to the treasure would be read out to them and they have to find the answer. The child has to search for the treasure on the chair by taking help from the clue and after finding the treasure, follow the instructions and come back to their place. Instructions: Tell the child to turn to their _________ (right/left) and then move _________ (3/5/8 steps) forward from where they are. After taking these steps the child would reach near to the chair. Tell the child to explore what is there in front of them (chair) and then read their first clue For the chair with jars: Find a jar with a sweet/chocolate, identifying it with a different sound the jar makes when we shake. When the child identifies the jar, he should open it and take out the chocolate/sweets from the jar. Instruct the child to turn to their _________ (right/left), take< _________ (3/5/8 steps) forward to the reach their place from where they started. SESSION 2: As the child gets familiar with this game of moving around and taking steps, this time keep two chairs 1or 2 meter apart from each other and keep the instruction ready as per the space and distance. In this session, child has to first reach the first chair, find the treasure and then move to the second chair and solve the clue to get the final treasure. Instructions: Tell the child to turn to their _________ (right/left) and then move _________ (3/5/8 steps) forward from where they are. After taking these steps the child would reach near to the first chair. Tell the child to explore what is there in front of them (chair) and then read the clue Chair with a bag/trouser: Find a sack (pocket) with a sweet? When the child finds it, he would take the chocolate out from that pocket. Instruct the child to turn to their _________ (right/left), take _________ (3/5/8 steps) forward to the reach the second chair. Read out the clue to the child once they reach the second chair. Chair with a big bowl: find the odd one out from the bowl? And it should be the same what you got in the first chair. When the child finds the chocolate, he can take it out. Read the next instruction of reaching to the place from where the child started. Turn to their _________ (right/left), take _________ (3/5/8 steps) forward to the reach the place from where they started. Now the child has to count how many chocolate he got at the end. They can eat and enjoy after finding all the treasures.

GENERAL INFORMATION

Prerequisites: Counting and sorting
Play arena: A familiar place with less obstruction

3 chairs/stools
3 plastic boxes/jars with lid
cotton/tissue paper, pulses, chocolates/toffees (3 or 4 in number),
empty bag/trouser with 3-4 pockets
Big bowl, some pebbles/beads.

Number of players: 4-5

GAME OVERVIEW AND BASIC RULES FOR PLAY

The objective of the game is to follow the clues/instructions and move around in their room to find the treasure. The game starts by giving them their first clue/instructions, after solving each clue they would get their next clue. Whoever solves all three clues first, would be the winner of the game.

NOTE: All the below mentioned instructions and clues will be given by the parents; they can modify the instructions as per the availability and space.

Materials and instructions for the parents:

Keep 1 chair _________ (3/5/8 steps) away, towards the _________ (left/right), from where the child would sit.
And keep 2 more chairs 2 meter apart from each other and _________ (3/5/6 steps) away from where the child is.
On one chair, keep 3 boxes/jars with tight lid. One box should contain pulses, one should have cotton/tissue paper inside it and one should have chocolate or sweet in such a way that it should make different sound when the child shakes the jar.
On the second chair, keep a bag/trouser with 3-4 pockets and put a chocolate/sweet inside any one pocket.
One the third chair, keep a big bowl with many pebbles/beads and 1-2 chocolates/ sweets.

Whatever material is there on the chairs, there would be a question associated with each of it, which parents would read when the child reaches the place.

Materials and instructions for the parents:

Keep 1 chair _________ (3/5/8 steps) away, towards the _________ (left/right), from where the child would sit.
And keep 2 more chairs 2 meter apart from each other and _________ (3/5/6 steps) away from where the child is.
On one chair, keep 3 boxes/jars with tight lid. One box should contain pulses, one should have cotton/tissue paper inside it and one should have chocolate or sweet in such a way that it should make different sound when the child shakes the jar.
On the second chair, keep a bag/trouser with 3-4 pockets and put a chocolate/sweet inside any one pocket.
One the third chair, keep a big bowl with many pebbles/beads and 1-2 chocolates/ sweets.

Whatever material is there on the chairs, there would be a question associated with each of it, which parents would read when the child reaches the place.

PLAY SESSION PLANS:

SESSION 1:

Tell children that today’s game is all about movements, moving their bodies.
In the first session, they will have to do small exercises with their right and left hands and legs.
Ask each child to lift up their right hand first then the left hand. Instruct them to shake their hands. After that they will put their hands down and they would touch and identify their left and right legs simultaneously.
Ask them to stand up in their place. Tell them that when you say “turn right”, they should turn their whole body towards their right just once and stop. Similarly, do it for their left side.
Inform them that they are going to sing the Boogie and Woogie song with actions.
The actions would be, for the phrase “right hand in”, they would stretch their right hand to the front and for the phrase “right hand out”, and they would take their right hand to their back.
For the legs, they would stretch to the front and back while making sure that their foot is touching the ground.
Now, sing the following song,

“Put your right hand in,
Put your right hand out
Put your right hand in
And shake it all about.

Do the boogie woogie (children would put their hands on their waist and slightly move their whole body side to side)
Do the boogie woogie
That’s what it’s all about.

Put your left hand in,
Put your left hand out
Put your left hand in
And shake it all about.

Do the boogie woogie
Do the boogie woogie
That’s what it’s all about.

Put your right foot in,
Put your right foot out
Put your right foot in
And shake it all about.

Do the boogie woogie
Do the boogie woogie
That’s what it’s all about.

Put your left foot in,
Put your left foot out
Put your left foot in
And shake it all about.

Do the boogie woogie
Do the boogie woogie
That’s what it’s all about.

Put your whole self in, (children would put their hands on their waist and jump)
Put your whole self out
Put your whole self in
And shake it all about.

Do the boogie woogie
Do the boogie woogie
That’s what it’s all about.”

PLAY SESSION 2:

Now the children are familiar with some movements, tell them that in this session they have to move around and find a treasure.
First the child has to reach near the chair, following the instructions given by their parents and once they reach, a question/clue related to the treasure would be read out to them and they have to find the answer.
The child has to search for the treasure on the chair by taking help from the clue and after finding the treasure, follow the instructions and come back to their place.

Instructions:

Tell the child to turn to their _________ (right/left) and then move _________ (3/5/8 steps) forward from where they are.
After taking these steps the child would reach near to the chair.
Tell the child to explore what is there in front of them (chair) and then read their first clue
- For the chair with jars:
  Find a jar with a sweet/chocolate, identifying it with a different sound the jar makes when we shake. When the child identifies the jar, he should open it and take out the chocolate/sweets from the jar.
Instruct the child to turn to their _________ (right/left), take< _________ (3/5/8 steps) forward to the reach their place from where they started.

SESSION 2:

As the child gets familiar with this game of moving around and taking steps, this time keep two chairs 1or 2 meter apart from each other and keep the instruction ready as per the space and distance.
In this session, child has to first reach the first chair, find the treasure and then move to the second chair and solve the clue to get the final treasure.

Instructions:

Tell the child to turn to their _________ (right/left) and then move _________ (3/5/8 steps) forward from where they are.
After taking these steps the child would reach near to the first chair.
Tell the child to explore what is there in front of them (chair) and then read the clue
- Chair with a bag/trouser:
  Find a sack (pocket) with a sweet? When the child finds it, he would take the chocolate out from that pocket.
Instruct the child to turn to their _________ (right/left), take _________ (3/5/8 steps) forward to the reach the second chair.
Read out the clue to the child once they reach the second chair.
- Chair with a big bowl: find the odd one out from the bowl? And it should be the same what you got in the first chair. When the child finds the chocolate, he can take it out.
Read the next instruction of reaching to the place from where the child started.
Turn to their _________ (right/left), take _________ (3/5/8 steps) forward to the reach the place from where they started.
Now the child has to count how many chocolate he got at the end.
They can eat and enjoy after finding all the treasures.

VICT

SPATIAL GAMES

Hop Scotch:

Play Plan

Market:

Play Plan

Treasure Hunt:

Play Plan

Steps to Treasure:

Play Plan

PLAY SESSION 2:

VE COMPUTATIONAL THINKING GAMES