Uploaded

Activity 3

Megan Casselberry

a. Four Corners

b. Sources:
Education World. (2006). Four Corners. Retrieved from:
www.educationworld.com/a_lesson/friday/friday010.shtml
WikiHow. (2017). WikiHOW to play heads up seven up. Retrieved from:
https://www.wikihow.com/Play-Four-Corners
(2013, April 15). 1st & 2nd Grade 4 Corners Game. (Youtube). Retrieved from:
https://www.youtube.com/watch?v=-Lt6hjSalJc

c. Equipment:
A room with 4 corners each labeled 1 through 4.
A medium-large size group of students

d. Activity Description:
1. The director will ask for a volunteer to be it
2. If multiple participants volunteer, the oldest participant will go first!
3. The remaining participants will be playing against the it participant.
4. The it participant will close/cover their eyes and count slowly down from 10 to 0.
5. As the it is counting, the remaining students will SLOWLY move to a corner of their
choice.
6. One the it player is done, they will choose one corner. The students who are in that
corner must sit down and are out of the game.
o The it player will listen for noises coming from each direction and try to guess
the corner that has the most students in it.
7. The game will continue as directed with the students who were not in the called corner.
8. The game will go on until there is one winner (one student left).

e. Primary interaction pattern(s) Derived from your activity analysis, which should be attached.
o Extra-individual
o See bottom for analysis

f. Adaptations for children with Down Syndrome:
There are many different ways you could adapt this activity for children with Down
Syndrome. One way you could adapt it is to use words/symbols/themes instead of strictly
numbers. The therapist could have the children come together and come up with 4 different
items in the same category. A few examples could be, sports (soccer, baseball, baseball,
football), colors (red, blue, yellow, purple), or seasons (fall, spring, summer, winter). The children
will all have to work together to come up with different categories and items. This will promote
thinking and interracting between the children. Assigning the corners to different items rather
than numbers will also allow children to discuss why they chose a specific corner. For example, if
the category was Animals (cat, dog, horse, monkey), a student might have went to Horse
because it was their favorite animal. This will promote discussion. Another adaption would be to
allow the kids to design a label for the category to work on fine-motor skills which often are
impaired due to their diagnosis. For example, the students could draw the animals they chose for
the Animal category. To adapt the play of the game, the instructor may allow the It person to
be it for only 3-5 turns, then it switches with another student who has already been out. This
will give the students to get re-involved into the game. Another adaptation to involve students
back in would be that they would have to write down a guess of what the it person will choose.
For example, the students sitting out will take a minute to predict what corner the it person
will pick and they will write their guess on a piece of paper on their desk. If they guessed
correctly, they can re-enter the game. This will give the students a way to get back in if they were
previously out which will lengthen the game time (more involved in activity aka less bored).
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