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COPYRIGHTED MATERIAL “L et ’ s W alk ” continued To incorporate rhythm, accompany any of the above activities with “Walking Along.” Don’t be concerned if the children do not move “at one” with the beat of the music. It will all come in good time. Incorporate imagery into the exploration of this locomotor skill by asking the children to walk like they are the following: big and strong in a parade fat and jolly like Santa Claus on hot sand that is burning their feet really mad trying to get through sticky mud; really sad; tired; proud; scared deep snow; an overgrown jungle trying to find a towel with soap in their eyes Observation and Evaluation: Does the child demonstrate proper posture and alignment, with weight distributed evenly over all five toes and the heel of the foot? Does the child respond to the imagery used? Adding Equipment: Play “Walking Along,” inviting the children to accompany the song with rhythm instruments. Challenge them to roll a hoop, balance a beanbag on different body parts, or circle a ribbon stick overhead or to one side while walking. Curriculum Connectors: By accompanying the activity with “Walking Along,” you are bringing in the element of music. Because self-discovery, including the exploration of emotions, is the first step in social studies for young children, using the imagery suggested incorporates that content area. To include language arts and science, read the following poem to the children. Then ask them to act it out as you read it again. (You may have to explain and/or demonstrate what a pendulum is.) The elephant’s walk is careful and slow. His trunk like a pendulum swings to and fro. But when there are children with peanuts around, He swings it up and swings it down. 36 COPYRIGHTED MATERIAL