“E xploring U p
and D own ”
continued Extending the Activity: Incorporate imagery into the exploration of up and down by pos-
ing the following movement challenges:
• Pretend you are a piece of toast coming out of a toaster.
• Show me how a yo-yo moves.
• Show me you can look like a jack-in-the-box.
• Show me popcorn popping.
• Show me you can look like a bouncing ball. A seesaw. An elevator. A balloon
inflating and deflating.
Any of these activities can be performed in slow motion or fast-forward (time). When the
children are ready, invite them to move individual body parts up and down. An arm, leg, or
the head are among the easiest, while parts like shoulders or elbows will be more difficult.
Observation and Evaluation: Does the child demonstrate understanding of the concepts
involved? Is the child able to relate to the imagery used?
Adding Equipment: Ask the children to experiment with moving a scarf or a balloon up
and down. Although this can be an introduction to the manipulative skills of throwing,
catching, and volleying, you should allow the children to simply explore the possibilities at
first. Curriculum Connectors: The levels of high, low, and middle are concepts falling under the
headings of both mathematics and art. Consideration of the movement in machines such
as seesaws, toasters, and elevators constitutes science, as does experimenting with the
limitations and capabilities of body parts.
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