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Before You Start: Set up and start and finish lines using cones or other markers. Explain to students where they will be starting and their goal is to make it to the finish line but that they need to pay close attention and follow the leader’s instructions
Before You Start: The facilitator will explain the commands:

Green Light = everyone will move towards the finish line.
Yellow Light = everyone moves forward, but in slow motion.
Red Light = everyone must stop immediately and freeze
Before You Start: The leader will stand at the finish line. The round is over when most players reach the finish line.
Before You Start: Explain that there will be three rounds of the game, all played with slight changes to the rules. Encourage them to pay attention to the rules of each round, as they will discuss them during the game debrief.
Before You Start: The leader can choose a different type of movement for each round. Some examples include: walking feet, shuffling feet, hopping, etc.
Begin with every player at the designated start line.
The facilitator should select one student to be the leader and remind players which movement they should be doing during this round.
In round 1, the leader can not use any words – they will do different motions for “Green Light,” “Yellow Light,” and “Red Light” or a Green, Yellow and Red marker (cone or flag).
To start round 1, the leader will do the motion for the command of “Green Light” and all players will begin to move towards the finish line.
When the leader does the motion for “Yellow Light” everyone must move in slow motion.
When the leader does the motion for “Red Light” everyone must immediately stop and freeze.

If the game leader sees players are still moving after you call “Red Light,” they must go back to the starting line.
Once most players have made it to their finish line, have everyone return to the start line for round 2.
Tell the players that in round 2, the leader will no longer use motions but will verbally say “Green Light,” “Yellow Light,” and “Red Light.” Students will have to listen closely to the game leader to know when they will be able to move. In this round the leader can not make any motions.
Once most players have made it to their finish line, have everyone return to the start line for round 3.
For round 3, the game leader will use both the motions from round one and the verbal commands from round two.
Continue with round 3 until all players have made it to their finish line.
The facilitator should choose a new leader and play with the 3 rounds again.

When you were the leader, what communication strategy (from the different rounds) did you find to be most successful in getting your directions across?
Has there ever been a time when you found it difficult to use your voice confidently or share an opinion? Or alternatively, raise your hand if you have ever had a difficult time using your voice or sharing your thoughts or opinions out loud?
What are some other times when it is important to use your voice?

Academic Application

Use different vocabulary words to indicate what actions students should take.

Give the leader spelling words and allow players to run/walk towards them while they are spelling, and stop once they finish the word correctly.

Have the leader solve math problems – runners can move once a math problem has been stated, and have to stop once the problem has been solved.
Age Group Modifications

For younger students: change the type of movement more frequently. Ask students for input on how they should move for each light.
Another Way to Play

The leader can designate a different wall/finish line. This enables the game to move around so that when students begin to get close to the finish line, it moves farther away.

Add other lights, i.e. Purple Light = hop on one foot.

For people with hearing impairments, you can turn your back towards the group for red light and turn around (face your group) for green light.

Before You Start: Place a number of cones (ideally 20-30) on the ground, randomly throughout the play space.
Before You Start: Make sure that some of the cones are right side up, while some of the cones are tipped over (or upside down).
Before You Start: Review goals/strategy when holding both Fox and Rabbit.
Before You Start: Practice passing around the circle.
Explain to the players that they will be divided into two separate teams, “mountains” and “valleys”
Explain that if you are on the “mountain” team, that your goal is to make sure that all of the cones within the play space are right side up.
Explain that if you are on the “valley” team, that your goal is to make sure that all of the cones within the play space are tipped over or upside down.
Players should only be using one hand at a time, and you are not allowed to use your feet to move the cones.
Explain that each round will begin when you call out the word of the day, and that the round will end when you blow your whistle (or say “freeze!”).
Once the game has ended, all players must put their hands up and give you two thumbs up right away!
At the end of each round, count how many cones are standing, and how many are tipped over or upside down, in order to determine which team was the most successful.

For the month of May we will continue focusing on the theme of responsible decision making. Responsible decision making means understanding all aspects of a decision and its consequences before making a choice.

This week, we will continue our responsible decision making journey by practicing the skill of using your voice. This means learning to express yourself responsibly and communicate to be heard and understood. In playing our featured game of the week, Red Light Green Light, students take turns leading the group using both verbal and non-verbal communication skills.

Teach students to play in class, and then empower them to lead the game and teach others!

Select a skill focus from the list below, then copy and paste it into the search bar to see games that develop that skill.

Accepting Help
Accurate Self Perception
Active Listening
Appreciating Diversity
Building Community
Empathy
Growth Mindset
Identifying Characteristics
Identifying Emotions
Impulse Control
Inclusion
Integrity
Perspective Taking
Physical Self Awareness
Resilience
Respect
Self Awareness
Self Confidence
Self Management
Self Motivation
Social Awareness
Stress Management

Select an item from the list below, then copy and paste it into the search bar to see games that require that item.

Ball
Bandana
Baseball Bat
Base
Basketball
Beanbag
Bouncy Ball
Chair
Chalk
Cone
Dodgeball
Flag
Football
Frisbee
Hula Hoop
Jersey
Jump Rope
Kickball
Soccer Ball
Tennis Ball
Volleyball
Volleyball Net
No Equipment Required

Select a game type from the list below, then copy and paste it into the search bar to see games of that type.

Autonomous/Self-Access Game
Ball Game
Cooperative Game
Icebreaker Game
Indoor Game
Readiness Game
Recess Game
Rotational Game
Tag Game

Keep Playing!

Game of the Week

Red Light Green Light

Using Your Voice

Play In-Person

Play Virtually

How to Play

Game Debrief

Modifications

Brain Break of the Week

Mountains and Valleys

Get the Poster

How to Play

Announcement of the Week

Email Template

How to Use it

Keep Playing!

Game of the Week

Red Light Green Light

Using Your Voice

Play In-Person

Play Virtually

How to Play

Game Debrief

Modifications

Brain Break of the Week

Mountains and Valleys

Get the Poster

How to Play

Announcement of the Week

Email Template

How to Use it

Quick Tips

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