Max’s Energy Adventure Storybook

Meet Max

Max is a playful puppy who loves to run, jump, and explore. Every day brings a new adventure—and a different energy level! Today, Max will show us what high, medium, and low energy feel like.

High Energy at the Park

One sunny morning, Max raced to the park. His tail wagged wildly. He chased butterflies, leaped over logs, and zoomed around the playground.

“Whee!” barked Max. He felt full of high energy—ready to zoom and zoom some more!

Medium Energy at Home

After the park, Max went home. He curled up on a soft rug and looked at his favorite picture book. He turned pages calmly, enjoying each picture.

Max felt medium energy—not too bouncy, not too sleepy—just right for reading and quiet play.

Low Energy at Bedtime

When the sun began to set, Max’s eyes grew heavy. He snuggled into his cozy bed, yawning a big puppy yawn. His body felt slow and warm.

Max had low energy—perfect for resting and dreaming about tomorrow’s fun!

How Do You Feel Today?

• Do you ever feel like Max at the park? That’s high energy!
• Do you feel like Max reading quietly? That’s medium energy!
• Do you feel like Max at bedtime? That’s low energy!

Think about what helps you move from high energy to just right. Maybe a quiet story, a deep breath, or a soft pillow!

Let’s practice together:

1. Show me your biggest, bounciest move for high energy!
2. Now, show me a calm, gentle move for medium energy.
3. Finally, curl up small for low energy.

Great job, Energy Explorers!

Energy Talk Discussion

Objective

• Students will use vocabulary for high, medium, and low energy by sharing personal experiences and listening to classmates.

Materials

• Energy Level Chart
• Class talking piece (optional)

Discussion Guidelines

• Raise your hand and wait to be called on.
• Listen respectfully; no interrupting.
• Speak in a clear, calm voice.
• It’s okay to pass if you don’t want to share.

Discussion Prompts

1. When do you feel high energy?
   • Think of a time you ran, jumped, or felt super bouncy.
   Share your example:
   
   
   
   
   
   
   Follow-up: What does your body feel like when you’re high energy?
   (e.g., fast heartbeat, wiggles, big jumps)
2. When do you feel medium energy?
   • Maybe when you’re reading, drawing, or walking.
   Tell us when you feel just right:
   
   
   
   
   
   
   Follow-up: What helps you stay at medium energy?
   (e.g., sitting still, deep breaths)
3. When do you feel low energy?
   • Think about bedtime or after a long day.
   Describe what calm or sleepy feels like:
   
   
   
   
   
   
   Follow-up: What do you do to rest when you feel low energy?
   (e.g., lie down, close eyes, read quietly)

Reflection and Wrap-Up

• Invite 2–3 volunteers: “Which energy level do you notice most today?”
• Ask: “What is one thing you can do if your energy feels too high? Too low?”
  
  
  
  
  
  
  
  
  
  
  
  
• Thank everyone for sharing and point back to the Energy Level Chart as a reminder of our words and pictures.

Energy Detective Charades

Objective

• Students will practice identifying and expressing high, medium, and low energy levels by acting them out and guessing peers’ performances.

Materials

• Energy Charades Cards
• Beanbags (optional for seating)
• Classroom Timer or stopwatch

Guidelines

• Use quiet bodies and listening ears when others are acting.
• Give a thumbs-up or clap after each performance to show encouragement.
• Only one group acts at a time; the rest of the class watches and guesses.

Activity Steps

1. Explain the Game (1 minute)
   • Show the class the Energy Charades Cards.
   • Remind students of the three energy levels: high (big, bouncy), medium (steady, calm), low (small, slow).
2. Form Small Groups (1 minute)
   • Divide the class into groups of 3–4 students.
   • Give each group a different charades card.
3. Acting Time (3 minutes)
   • One student from each group picks a card without showing it to the others.
   • The actor has 30 seconds to think about how to show their energy level using body movements and facial expressions—no words allowed!
   • After practicing, the actor performs for the class.
4. Guessing and Discussion (5 minutes)
   • The rest of the class guesses which energy level is being acted out: high, medium, or low.
   • Once the correct answer is guessed, ask the actor:
   • “What movements helped you show that energy level?”
   • “How did your face or body feel when you acted it out?”
     • Rotate so each group has 2–3 turns, ensuring different students act each time.
5. Group Reflection (2 minutes)
   • Gather students back on the carpet or at their desks.
   • Ask:
   • “Which energy level was the easiest to act out? Why?”
   • “Which energy level was the trickiest? How did you figure it out?”

Extension

• Challenge students to create their own charades prompts (e.g., rubbing eyes for low energy, jumping jacks for high energy) and add them to the card set.

Connection to Learning

• Emphasize that by recognizing and acting out energy levels, they build tools to notice how they feel and choose the right strategy (move, breathe, or rest) to feel “just right.”

Freeze Dance Energy Game

Objective

• Students will practice recognizing and shifting between high, medium, and low energy levels through music and movement, developing body awareness and self-regulation skills.

Materials

• Movement Activity Music Track
• Classroom audio system (speakers or sound system)
• Clear open space in the classroom or gym

Guidelines

• Dance safely within your own space—no touching or bumping into friends.
• When the music stops, freeze immediately and hold your body in the energy pose that the teacher calls out.
• Use listening ears to hear the level called and watching eyes to see classmates’ poses.

Game Steps

1. Explain the Rules (1 minute)
   • Tell students they will dance when the music plays and then freeze when it stops.
   • Explain that when the music stops, the teacher will call out an energy level: “High!”, “Medium!”, or “Low!”
   • Students must freeze and show that energy level with their body (big & bouncy for high, steady & calm for medium, small & slow for low).
2. Warm-Up Dance (1 minute)
   • Play the music and encourage students to dance freely at a comfortable pace to warm up.
3. Freeze & Pose Rounds (5 minutes)
   • Play the Movement Activity Music Track.
   • After 10–15 seconds, pause the music and call out an energy level (e.g., “High energy!”).
   • Students freeze and hold a pose that shows that energy level.
   • Share and praise: ask a couple of volunteers to show how they held their pose and describe why it matches the energy level.• Repeat 4–6 times, varying the length of music and the order of energy levels.
4. Mix-It-Up Challenge (2 minutes)
   • Call two levels back to back: e.g., music stops and teacher calls “High!” then immediately “Low!”
   • Students must quickly switch from a high energy pose to a low energy pose without moving their feet.
   • Repeat with other combinations (Medium → High, Low → Medium).
5. Reflection & Wrap-Up (1 minute)
   • Gather students and ask:
   • “Which energy level was easiest to show? Why?”
   • “Which switch was trickiest? How did you make the change?”
     • Reinforce: “By noticing and practicing these poses, you can learn to move your energy up or down when you feel too bouncy or too sleepy.”

Connection to Learning

• Emphasize that Freeze Dance Energy Game teaches students to tune into their bodies and use movement or stillness to reach a “just right” energy level for learning and play.

Energy Check-In

Objective

• Students will recognize and share their current energy level to build self-awareness and set a positive tone for learning.

Materials

• None (students use their bodies to show energy levels)

Instructions

1. Gather students in a circle on the carpet.
   
   
2. Introduce the three energy levels with gestures:
   • High energy (reach arms up, jump in place)
   • Medium energy (hands on lap, sit tall)
   • Low energy (arms and head rest down)
3. Model each pose and name it clearly.
4. Invite each student, one at a time, to choose a pose that shows how they feel right now and hold it for a count of three.
5. Lead a quick breathing exercise:
   • Inhale tall for 3 counts (reach arms up)
   • Exhale low for 3 counts (arms come down slowly)
6. Ask the class: “How do you feel? What might help you feel just right for our lesson?”
7. Acknowledge responses and transition to the next activity.

Calm-Down Reflection

Objective

• Students will reflect on their current energy level and identify a strategy to stay balanced.

Materials

• Cushions in the cool-down corner
• Energy Level Chart

Instructions

1. Invite students to find a cushion and sit comfortably in the cool-down corner.
   
   
2. Lead a soft breathing exercise:
   • Inhale slowly for 3 counts (lift arms gently).
     
   • Exhale slowly for 3 counts (arms lower softly).
     
     
3. Reflect with students (draw or write):
   • Which energy level do you feel now?
     
     
     
     
     
     
   • What is one thing you can do if your energy feels too high?
     
     
     
     
     
     
   • What is one thing you can do if your energy feels too low?
     
     
     
     
     
     
4. Invite volunteers to share their reflections if they wish.
5. Close with a quiet thumbs-up for feeling just right.