KinderMBa Teachers
LEVEL 0p:
My first project
pre-school (9-13 lessons)
Lesson 9
Topic 8. Cost
Lesson objectives
Lesson objectives
Goal: teach how to calculate project costs.

- tell what is money, what is price;
- explain what the cost price is;
- calculate their project costs.

At the end of the lesson, students will know:

- Any product has its own price;
- Basics of price formation;
- Calculate their project costs.
We ask the children in a circle to tell a story that happened to them during the week.
The teacher starts.

Before the lesson, the teacher hides a wallet in the classroom.
Teacher: help me to find my wallet. I need to pay for a train ticket.
We are looking for a wallet. Further, the teacher conducts a dialogue with the children, finding out what they know about money. It is important for children to show where the money comes from and what it is needed for. After each question, we are waiting for the answers of the children.
• Thank you guys, what do we need a wallet for?
• How people get money?
• Who does work in your family?
• What do your parents go for living? What is their job?
• What do adults get for their work?
• What is the money for?
• What is the money spent on?
• What kind of money do you know?
Teacher: money is needed to make various purchases. For example, how much is my wallet worth? Today we will take a closer look at money, prices and goods.
Task 2. Introduction to the topic
Materials: Real money (coins) in sufficient quantity for each child to pick up and watch.
Goals: get to know local currency system, learn to distinguish coins of different denominations, show that the achievement of a result is possible patiently and consistently.
Instructions: teacher reads a fairy tale to the children, agreeing with the children to be attentive, if possible, participate in the fairy tale, answer the questions of the narrator. Throughout the tale, the names of the coins are spoken aloud.
(Cents, dollars, euros), if desired, children can repeat in chorus.
At the end of listening to the fairy tale, children are invited to arrange the coins in order: a number of cents, a number of dollars. If children are embarrassed to go out one at a time, they can do it in pairs. Children are given up to 5 minutes to get acquainted with real coins.

Coin Tale
Max had eight coins in his wallet: 1 cent, 5 cents, 10 cents, 50 cents, 1 dollar, 5 dollars and 10 dollars.
One sunny morning, the 5 cents coin suggested:
- Let's get out of the wallet and start travelling?
"No," the 10 dollars coin objected, it was the oldest and wisest coin, "it won't be good, because If we all roll off, Max will think that he has lost us, and he will be upset. Let's do this: we will disappear one at a time, in turn, we will leave some gifts for Max instead.
- That's great! - admired the 5 cents coin.
- I even know what we can present for Max. Once he mentioned that he likes a blue pen with a batman print.
All the coins happily supported this idea, only they could not decide who would be the first to roll to the store. They did not know how much a pen with batman cost, so each coin thought that it can be exchanged for this pen.
- I'll be the first! No - me! They shouted and argued.
A wise coin of 10 dollars again came to the rescue.
It offers:
- Let the first one roll in the store and try to exchange the youngest coin for the pen with batman.
- Who is our youngest? - the coins were worried.
- Here you go! They argued, shouted, but they didn't know the main thing, - the 10-dollars coin grinned.
- The youngest is 1 cent, then goes 5 cents, 10 cents, 50 cents. The 50 cents coin is the most important, but only among the cents! And then there are coins-dollars: 1 dollar, 5 dollars and of course me - 10 dollars. I am the oldest and foremost of all coins.
- Means, I am the oldest among cents ?! - a coin of 50 cents became proud.
- Among the cents, you are the oldest, but I am more important than you, because I am a coin-dollar, - said 1 dollar.
- Come on, coins, line up in order! - the coin commanded 10 dollars.
The coins rolled and stood in a line: 1 cent, 5 cents, 10 cents, 50 cents, 1 dollar, 5 dollars and 10 dollars.
- Well done! - praised the 10 dollars coin and stood last as the oldest.
- Now you understand which of us is the youngest and will go to the store first? -
a coin of 10 dollars is determined.
- First, the 1 cent coin will roll! - shouted coins.
The lucky 1 cent coin rolled away, and the rest of the coins, clinking, began to wait.
The 1 cent coin returned pretty quickly.
- Well? - got her coins.
- I'm not able to be exchanged for a pen alone. - the 1 cent coin was upset.
It's okay, - the 10-dollar coin reassured. - Remember, because you did not exchange for goods alone, but always before in the company.
- Exactly! - the 1 cent coin was delighted. "I've been in my wallet for so long that I've already forgotten.
Now a coin of 1 cent has rolled in the store together, followed by a coin of 5 cents. However, they soon returned.
"Not enough again," they drawled in disappointment.
They took a 10 cents coin with them in turn and rolled together.
"There are too few of us," they said when they returned. Then the most important of the cents rolled with them - a coin of 50 cents. It had no doubt that together they would be definitely exchanged for a pen with batman!
When they returned, the 10-dollar coin was clarified how much this pen costs in the store. It turned out that coins are not very good at counting, so they did not understand what was written on the price tag.
- Yes ... - a 10-dollar coin shook its head disapprovingly. - Well, 1dollar, go and you with them!
With coins-cents, coins rolled 1 dollar, then 5 dollars, but they could not exchange for the desired pen.
- Okay, let's go and I roll with you - we'll figure out what's what, - they set 10 dollars coins and, glistening in the sun with their sides, rolled into the store.
- Here! This pen with batman! - shouted the coins, stopping at the window.
- Oh-oh-oh, again you ... - lazily held out the pen. - My price is 16 dollars 66 cents. Read how it comes later.
- Coins, get in order and let's reckon! - commanded coin 10 dollars.
The coins have been collected, counted and selected, that their sum is exactly 18 rubles 66 kopecks.
Everyone was delighted!
The coins explained to the pen where Max lives, they themselves, satisfied, rolled into the cashier of the store, agreed to meet somehow and tell each other about their new adventures.
... When Max returned from school, he found an empty wallet, and next to it was a beautiful pen with batman. He realized where are the coins.
Teacher: did you like the story? What was the price of the pen? Why did the penny fail to buy a pen at the beginning?
At the end, teacher asks children, how to set a price for your goods? You need to explain to the children, remember we went through the topic of resources and divided the subject into elements. The teapot consists of ... So each part of the item costs a certain amount of money. If we add up all these prices, then we get the cost of goods. The cost of a product is the cost of all resources spent on creating something. For example, to create a wooden table you need materials (wood) and nails. If the materials cost 30 dollars, and the nails cost 50 cents, then the cost of this table will be 35 dollars. Let's open our student books and practice.
Children open student books. Together with the teacher, they discuss what resources are needed to create a shirt. Children sketch in their student books. Then we discuss the price of each resource. Before the assignment, it is important for the teacher to find out how much the fabric, threads, buttons cost, and someone else made this shirt, sewed it, it also costs money. Try to sum up the costs with students together.
Warm-up RED LIGHT, GREEN LIGHT: Act like cars while Coach calls out a traffic light color. Run on green. Walk on yellow. Stop on red. Mix up the colors and continue until warm.
Complete the second task in student books.
Little Fox and Little Squirrel decided to bake a pie. Help them to calculate the cost of the cake, if we need the following ingredients: Eggs; Flour; Butter; Milk.
Divide students into three teams. If the group is small, do it individually.
1. First stage. Tell your students that you are a company/ an entrepreneur. You are going to produce voluminous origami postcards. Each team is given an origami diagram (if they know how to make their own versions, let them do it). You have a supply of money. We give out game currency to children. All 50 kindercoins.
We give money to the team. They need to purchase resources for the production of postcards. The task for the children is to produce some origami for sale. The number of origami is based on the number of children in the team. 4 children, which means 4 origami must be made. Can produce more.
2. The stage of purchasing resources and production. Children buy resources from the teacher and make their origami.
Paper: 4 kindercoins per sheet.
Markers 5 kindercoins per piece.
Scissors: 10 kindercoins
Glue 20 kindercoins
Colored paper 6 kindercoins per sheet
Pencil 3 kindercoins per piece
3. We set the price. Please set a price for your origami.
We explain to them about the cost price. We ask how much they spent on materials.
4. Sales. We announce that each team must sell their origami and be sure to buy a few from others. They can use the money they have left from the first stage, and we also give each child 30 kindercoins.
5. Summing up the results. We look at who sold how much and who bought how much.

Concentration exercise. Tiptoe prince
Goals: This is another ritual that can be used quite often, and it only benefits from repetition. This ritual serves to bring the overly naughty class back to focus and calmness.
Instructions: Stand up and stretch properly. I want you to show me how you can mysteriously transform a noisy classroom into a study room of calm and focus. Have one of you start the game. It will be the Prince-on-tiptoe (Princess-on-tiptoe). With quiet, inaudible steps, the Prince will approach one of you, lightly touch the tip of your nose, and then go to someone next. The one whose nose the Prince touched will follow him just as silently. Anyone who thus becomes a member of the royal retinue will have to behave with royal dignity, i.e. calm and elegant. The royal retinue will grow until all of you enter it. At this moment, the Prince-on-tiptoe will have to turn to his retinue, open his arms, as if embracing everyone, and say: "Thank you, gentlemen." After which everyone returns to their places.
Teacher: Now let's calculate the cost of our projects.
Children draw resources of the project and prescribe the prices together with the teacher in their notebooks on the tear-off page.
Be sure to summarize the results with students after each lesson. Teacher asks the children: "- What did you like, Young Heroes? What seemed difficult? What would you change? What would you do differently? What new have we learned today?
Homwork
Find a cookie recipe. Go to the store with your parents, find out how much the ingredients cost, calculate the cost.
Lesson 10
Creating a commercial. Part 1
Lesson objectives
Goal: create a script for a commercial.
- discuss what a commercial is, what it is needed for;
- train imagination, creativity.
Task 1. Greetings. Introduction to the topic
Check the homework, if the children counted the cost of cookies.

Watch the commercial for Kinder Chocolate
Then, the teacher asks, guys, what is this video? What is a commercial for? I must say, children, that a commercial is needed in order for more people to learn about a product or service. You need to ask the guys if our projects need an advertising video?
Teacher: today we will create a scenario for an advertising video for our projects. But first, we need to practice a little. Let's imagine that today we are actors who are preparing for filming.
Goals: This exercise helps to switch the students' attention, improves creative thinking.
Instructions: Students walk around the room at a fairly fast pace. It is important to be focused on the voice of the leader, who from time to time gives a task that changes the direction and way of walking to the most unexpected places. Everyone, having heard new information, as soon as possible analyzes it and changes his actions depending on the conditions of the game.
Teacher: guys, actors can portray any situation, let's try with you too. Now we will walk around the room and you will need to portray what I am saying.
- Let's go through the forest! Birds chirp, butterflies flutter, tall grass on the edge ... Nettle painfully lashes on bare legs ... Mosquitoes are seized !!! And all because they got into a swamp. Fearfully! Yucky !!! Twilight deepens ...
Snowy field, piercing winter wind ... Where to hide ?!
Into the trench! No, this is not a trench, this is a pond with pleasant, refreshing and very clean water ... But very cold, about eight or ten degrees from the force !!!
We get out to the shore and find ourselves surrounded by spiders ... The web sticks to the face, clings to the hair ... No, it seemed! We go through the citrus garden. Fruits are ripening on the trees, we will pick one ... Let's inhale the wonderful aroma of elastic skin, take a refreshing slice in our mouth! Cheekbones cramped from acid - well, lemon !!! Forward through a sparkling and bubbling garden filled with lemonade bubbles! Seashore, sunset, walking along the water's edge ... And so on.
Goals: Team work and imagination development.
Instructions: The players pass on an imaginary object to each other.
For example, I passed an imaginary apple to my neighbor. How did he know that they were treating him with an apple and not a glass of tea? By the shape of my hand holding the "apple", by the way I bite into the fruit and crunch it ... Suppose the theme of this relay is defined as "Family dinner". Then the neighbor, having received the fruit from me, will first name it, and then give his neighbor on the left something edible too: banana, ice cream, candy, a glass of Coca-Cola ... We treat each other until the circle is closed!
Every time we define the topic of the round in advance: "Sports accessories", "Musical instruments", "Household items", "Animals", "Clothes store", grimace-mood ...
We give each other a grimace. We mimic the mood and reinforce it with appropriate gestures! Let's agree that, "accepting" the grimace-mood from me, the neighbor tries to call the emotion "by name." <...>
We continue the circle. This is fun and very useful: we give the muscles of the face to work, we look for a correspondence between the mood and the "mask".
Teacher: Now let's open our student books. The teacher reads aloud. Ann and Jackie are bored playing on this playground, because there is only a swing on it. Finish the playground so that the children have something to do and something to play with. Tell your team members what kind of games children can play on your playground.
Task 5. "A STORY IN SIX FRAMES"
Goals: This exercise will help to work out several skills with a group at once: interaction with partners, structuring the text, the basics of building and understanding mise-en-scenes - the director's language of the performance, the use of facial expressions and gesture.

The essence of the task is as follows. A well-known fairy tale is taken, and its "plot nodes" are determined, that is, those places of action that are most important in the plot are plot-forming. Take Little Red Riding Hood, for example. With children, choose a different fairy tale. In it, we will find six such nodes (which is why the exercise is called a fairy tale in six frames, although there are other, much longer and more complex stories, where we cannot do with six plot nodes!).

Little Red Riding Hood main scenes
1. Mom sends Little Red Riding Hood to Grandma.
2. Little Red Riding Hood meets the Wolf in the forest.
3. The wolf enters Grandma's house.
4. The wolf eats poor Granny.
5. The wolf eats Little Red Riding Hood.
6. Triumph of Justice - The Hunters kill the Wolf and free the eaten characters

As you can see, the artists who illustrate fairy tales, just like us, depict, as a rule, on the pages of books, the plot nodes of a work, because here is a tense action, a conflict, and not a verbal description.
Now we will have to play a fairy tale. (If the group is large, it makes sense to divide it into several groups of 4-7 people each.) But we will play it in a special way: without movement and without words. Let's imagine a fairy tale as a series of drawings or photographs for it. That is, each illustration is a frozen scene, a frozen fragment of the action. Then, seeing the pictures one after another in order, we seem to read the whole tale from beginning to end.
- Tell me, please, will our scenes be played in motion? - I appeal to young actors.
-Not!
- Will you be able to communicate with each other, talk, argue? - I continue to check the understanding of the exercise.
-Not!
- But how can the viewer understand what is happening on the stage, what are the relationships between the characters?

Discuss with students:
1. Even in a freeze frame, which we will call the English word "freeze" ("freeze"), we can retain the illusion of movement. To do this, your friezes must be dynamic - as if a second ago the characters were moving and frozen at the peak of the action! All poses and gestures should be as expressive as possible.
2. Mimicry is your second assistant. A neutral, expressionless face does not convey any information to the viewer. The emotions of the hero, his attitude to what is happening, we must express with a face-mask.
3. Mise-en-scene. The picture that the group will build must be intelligible and clear. To do this, always remember about the viewer, TRY TO WORK ON THE HALL WITH YOUR FACE, NOT YOUR BACK. MAKE SURE THE PERFORMERS DO NOT BLOCK EACH OTHER.

Use all the space in the scene correctly, without crowding in one place or leaving the edges of the scene empty. Before starting work on staging scenes, we suggest the following procedure for the participants.
1. Discuss the number of picture-plot nodes in a fairy tale.
2. Determine the number of actors. (We find out which of the characters acts throughout all scenes, and who appears only in some of them. If necessary, we decide which of the actors will play several different roles in different scenes.)
3. All those who did not get the roles, still participate in the freeze picture. They play the role of animals, objects, trees, etc.
4. We build frames-friezes in turn, one by one. Memorizing the mise-en-scenes. We polish facial expressions, gestures. We are working on the clarity and speed of the transition from scene to scene.
After 20-30 minutes of rehearsals, we invite the group (or groups) to the stage. At the command "Freeze!" the actors freeze in the first frame-scene. We discuss the picture together with the audience. We are trying to determine what role each of the actors plays. Pay attention to the expressiveness and accuracy of the mise-en-scène. On the clap of the leader, the group is rearranged to the next picture. Again the team "Freeze!" and parsing. Cotton - third frame - "Freeze!" - parsing ...
When the show is over, we thank the actors for the performance with applause and invite the next group to the site with its version of the "fairy tale without words".
At the end, we discuss what the group learned during the rehearsals and the performance.

Relaxation game, if the children are tired, you need to switch activities and focus them.
Goals: This game will give you the opportunity to take a short break while the children move around the room with concentration, calmness and quietness. For children, this is a pleasant break from work, allowing them to collect their attention and energy later. After this game, they will be much better at performing tasks that require concentration.
Instruction: Imagine that you will catch a mouse right now and right here. What kind of mouse will it be? A pretty white mouse or a grayish-brown house mouse? Imagine a small animal with a sharp little face and cute gray eyes, quickly fingering four tiny paws on the floor
Task 6. Create a video script
Teacher: and now we will create a script to your video. Children also draw in 6 pictures what will be in their video.
In the next lesson, we shoot a video.
Be sure to summarize the results with students after each lesson. Teacher asks the children: "- What did you like, Young Heroes? What seemed difficult? What would you change? What would you do differently? What new have we learned today?
Homework
Bring props for filming the video.
Lesson 11
Topic 10. Creating a commercial. Part 2
Lesson objectives
Goal: to create a promotional video.
- to train creative thinking and creativity.

1. Students mingle silently to music as they move around the room. The teacher says, now I will turn on the music, we will walk around the classroom, dance. As soon as the music stops you should freeze.
2. The teacher stops the music. Tell the children to pair up with each other.
3. Students pair up with the closest student and "high-five". Students who have not found a partner raise their hand to find each other.
4. The teacher says that now he will ask a question, at first one child answers it. And the other listens attentively, then the second child. You need to talk for 3 seconds (timer on the board). The teacher asks a question. Announces which of the children speaks first. You can use some interesting principle, the first one who is closer to the ceiling, who has longer hair, who has more colors in clothes, who was born earlier, who has lighter eyes. The first child speaks for 30 seconds, then the second child speaks on the same topic. The teacher at this time walks around the children and listens to what they are saying. The first question should be simple. To which every child will definitely answer - your favorite cartoon, toy, etc. The following questions should already be on the topic. I suggest repeating the terms according to this principle: target audience, product, service, project.
5. Then the teacher randomly polls one pair. We ask the child what his partner said.
6. The teacher makes a summary and talks about the topic. Then we turn on the music again. During the music break, you can ask the children to give five to each other or do different tasks, for example, touch two opposite walls and 4 desks.
Task 2. We shoot a video
Teacher: in the last lesson we came up with a script for the video, today we will shoot it. We remember with the children what kind of video they came up with. We assign roles, prepare props. We shoot a video just on the phone.
After completing the shooting, we do tasks for the development of creative thinking and creativity.
After shooting the video, I propose to conduct a relaxation task.

Waterfall. Choose some relaxing background music.
Goals: This imagination game will also help children relax.
After that, it is worth doing something calm, allowing children to use their intuition.
Instructions: Sit comfortably and close your eyes. Breathe in and out deeply two or three times ...
Imagine that you are standing near a waterfall. But this is no ordinary waterfall. Instead of water, soft white light falls down in it. Now imagine yourself under this waterfall and feel this beautiful white light streaming down your head ... You feel your forehead relax, then your mouth, your neck muscles relax.
White light flows down your shoulders, the back of your head and helps them to become soft and relaxed.
White light flows from your back, and you notice how the tension in your back disappears, and it also becomes soft and relaxed.
And the light flows over your chest, over your belly. You feel how they relax, and you by yourself, without any effort, can inhale and exhale deeper. This makes you feel very relaxed and pleasant.
Let the light also flow through your hands, palms, fingers. You notice how your hands and arms are becoming softer and more relaxed.
Light flows down your legs, down to your feet. You feel that they also relax and become soft.
This amazing waterfall of white light flows around your entire body. You feel completely calm and serene, and with each inhalation and exhalation, you relax deeper and deeper and fill with fresh strength ... (30 seconds.)
Now thank this waterfall of light for relaxing you so wonderfully ... Stretch a little, straighten up and open your eyes.
Teacher: Mike is building a house. He was tired of lifting bricks to the top. How can you help him? Let's come up with a solution and help Michael. Let's take our notebooks and draw.
Teacher: Sit down in a circle and think about what might happen if .... The teacher calls the situation the children say their own version.
"... it will rain without stopping."
"... people will learn to fly like birds."
"... the dogs will start talking in a human voice."
"... all fairy tale characters will come to life."
"... orange juice will flow from the tap
Task 5. Working in student books
Teacher: Now let's think about another interesting problem. Nico returned from school, did his homework and now he is bored. Let's come up with many options for what he could do. Draw one version in your student books.
Ask the children to come up with more options by asking them "what else"?
Task 6. Device of the future
Split the group into two teams, the first team closes their eyes, the second makes an unusual construction of chairs or other objects - this is the device of the future. Back to the first team, its students must carefully examine the construction, justify for themselves each part of the design and then clearly and convincingly tell the second team who will be the potential buyers of the construction, its purpose and usability.
Be sure to summarize the results with students after each lesson. Teacher asks the children: "- What did you like, Young Heroes? What seemed difficult? What would you change? What would you do differently? What new have we learned today?
Homework
Continue working on your prototypes at home.
Lesson 12
Topic 11. Designing an advertising poster. Pricing
Lesson objectives
- repeat all design thinking stages;
- complete prototypes;
- prepare a short speech for 3 minutes about projects for all team members.
Warm-up exercise
Teacher: Sit in a circle"A strong wind blows and blows away all those ..." Next, you need to name any thing. For example, those black boots. As soon as the phrase ends, everyone with black shoes should move to another chair. The presenter also tries to sit in an empty seat. The one who did not have enough space becomes the presenter.
Teacher: Guys, our project is almost ready. Very soon, we will present it on the Presentation Day. We will be able not only to tell about our project, but also to sell our products. We will have our own place, a stand, and we need to think about how we will decorate it, so that many people would like to come up to us.
Let us open the student books and each of you will draw what our stand should be like. Children draw then each presents his own drawing, tells what he did.
Task 3. On the presentation day
Invite the students to act out scenes of how they will present their projects on the presentation game. Some team members will stand behind the desk, invite visitors and talk about their projects, while others will be visitors. Then make them switch the roles.
Goals: In this game, children should understand what the other person wants to say to them without words. This is a very interesting, but at the same time, challenging task for children. The game develops curiosity and the ability to compose a holistic, meaningful image from individual visual impressions.
In addition, this game can serve as an excellent warm-up before work that requires attention and concentration from children.
Instruction: I want to play a game with you called "Magic bag". Please sit in one common circle.
Here is my Magic bag. (Show the children with a pantomime that there is a large bag on the floor in front of you.) From this Magic bag, I will now "get" different things, and you can see them, but not in reality, but only with the help of your imagination. In order for you to be able to understand what kind of thing I "got", I will show you how to use it. As soon as one of you guesses what exactly I "got out of the magic knapsack", he should get up from the chair, but he shouldn't say anything yet. When all the children get up, they will be able to tell what
the saw".
"Taking out different things from the magic bag", you can, for example:
- hammer in a nail
- peel and eat banana
- unfold and eat a sandwich brought from home
- cut the log
- cut the paper with scissors
- drink a glass of water
- write something down in a notebook
- get coins from the wallet
etc.
Now imagine that the Magic Bag is also in front of you. Who wants to get something out of it? Give the children plenty of time for pantomime puzzles. In conclusion, you can demonstrate additional features of the Magic bag. For example, "get" out of it
"individual car parts" and call the children for help.
Now we need to pull something very large out of our Magic bag and assemble it from its component parts into something in the center of the class. Whoever guesses what exactly I am doing can come to my aid in order to "build" this great object together.
At the end of this activity, have all the children surround the imaginary car and carefully "carry" it out of the classroom.
Exercise analysis:
- Was it easy for you to guess what the other participants in the game meant?
- What did you show yourself?
- Why people often use sign language?
- Do you sometimes use sign language with your friends?
- Did you like guessing to showing?
Goals: This exercise is aimed at developing listening. The game creates an atmosphere of universal concentration, which is an excellent basis for activities that require careful listening to the material from children.
Materials: Blindfold.
Instructions: Please stand in one big circle. How many of you want to prove that you can listen very well and attentively? Thank you, Nico, please stand in the center of the circle. Now we will blindfold you. Everyone else should be so quiet that you can hear the fly flying by. Now I will raise my hand, and at this sign, one by one, you will have to carefully approach Nico and stand behind him. The next one begins to approach only after the previous one takes its place behind Nico.
As soon as I lower my hand, everyone stops where they are at that moment. Everyone else should behave as quietly as possible so that Nico can hear the quietest rustles. After all, he must, with his eyes closed, determine how many children are behind him. If he guesses right then we'll all be loud
and applaud him enthusiastically. And now I will give the agreed sign.
Raise your hand and lower it when, in your opinion, there are enough children behind the driver. Try to take into account the capabilities of the driver. Younger schoolchildren find it difficult to solve this problem if they have more than five children behind them. Nico, how many children do you think are standing behind your back now?
Exercise analysis:
- Did the children actually behave very quietly?
- Would you like to go to the center of the circle yourself?
- Can you hear very, very quiet rustles?
- For what professions is good hearing important?
Goals: This is an "auditory game" that allows you to listen carefully and localize sounds. You can use this game both to stir up the group and to carry out the change more creatively.
Materials: Blindfold.
Instructions: Please stand in one big circle. One of you must show that he is good at listening. This child will receive a blindfold, blindfold, and stand in the center of the circle. The rest of the class will start singing the same song, but each will sing at their own volume. Someone in the class will sing the loudest
and the blindfolded presenter must determine who it is.
The presenter must guess the name of the loudest singer and try to approach and touch him. Who wants to be the first leader and be in the center? The presenter closes his eyes, the group chooses who will sing the loudest. In addition, the group must choose a song.
Ask each person to determine their own singing volume and find a child who is willing and able to take on the task of singing the loudest. It is good if several children can be the presenters.
Exercise analysis:
- Was it difficult for you to sing at the same volume?
- How do you usually say: very quiet, very loud or medium volume?
- Is it easy for you to listen to in our group or sometimes what is said sounds too loud for you?