Brain Dance Warm-Up Guide

Overview: The Brain Dance is a fun, 3-minute movement routine designed to wake up both body and brain. It follows eight foundational movement patterns developed by Anne Green Gilbert. Use clear, energetic cues and model each movement so all students can follow along easily.

Steps and Cues

1. Breath (30 seconds)
   • Cue: “Grow your belly big like a balloon as you inhale… 1, 2, 3. Now let the air hiss out, like steam from a kettle… 1, 2, 3.”
   • Movement: Rise onto toes with arms overhead on the inhale; lower heels and arms on the exhale.
2. Tactile (20 seconds)
   • Cue: “Give yourself a big hug—squeeze your arms in tight. Now scratch and rub your arms all the way from shoulders down to wrists.”
   • Movement: Cross arms to hug, then stroke arms top to bottom, ending with gentle hand shakes.
3. Core–Distal (20 seconds)
   • Cue: “Reach your fingertips out as far as you can—like you’re touching the sky. Then pull them back into your heart. Point to the edges of the room, then bring hands back in.”
   • Movement: Alternating of reaching out long (distal) then drawing hands into the core (center of chest).
4. Head–Tail (20 seconds)
   • Cue: “Drop your chin to your chest, roll your head to the right, back, to the left, and back to center. Now arch your back like a rainbow, then curl down into a little ball.”
   • Movement: Gentle head rolls followed by spinal articulation (arch and curl).
5. Upper–Lower (20 seconds)
   • Cue: “Keep your hands on your lap—lift your knees up high. Now tap your knees fast while keeping your hands still. Switch—keep your feet still and wave your arms above your head.”
   • Movement: Alternating attention between moving legs only then arms only.
6. Body–Side (20 seconds)
   • Cue: “Slide your right hand down the right side of your body as you lean right. Come back up to center, then slide the left.”
   • Movement: Lateral bends with sliding hands along the sides.
7. Cross–Lateral (30 seconds)
   • Cue: “March in place—right hand to left knee, left hand to right knee. Keep a steady beat: 1…2…1…2.”
   • Movement: Cross-body marching to stimulate both brain hemispheres.
8. Vestibular (40 seconds)
   • Cue: “Stand tall, arms out. Slowly make three big circles to the right—turn your body, not your feet. Then three to the left. Finish with a gentle shake-out.”
   • Movement: Controlled rotations followed by full-body shakes.

Teacher Tips:

• Model each movement close to the group so all students can see.
• Use an upbeat track (~100–110 bpm) silently in the background to keep energy high.
• Offer slower, smaller movements for students who need a gentler approach.
• Provide enthusiastic praise (“Great job with those spinal rolls!”) to reinforce participation.

Return to Sensory Break Station Lesson Plan

Sensory Tool Exploration

Purpose

Students rotate through hands-on stations to discover how different sensory tools can help them feel calm, alert, or grounded.

Materials

• Stress Balls
• Fidget Spinners
• Textured Strips (e.g., sensory paper or fabric)
• Weighted Lap Pads
• Timer or chime

Setup

1. Arrange four stations around the room; place one tool type at each.
2. Set your timer to ring every 45 seconds.
3. Demonstrate proper, respectful use of each tool and how to rotate when the chime sounds.

Instructions

1. Introduction (1 min): Gather students and briefly show each tool’s use and purpose.
2. Rotation (3 min):
   • Students begin at their assigned station.
   • When the timer chimes (about every 45 seconds), they rotate clockwise to the next station.
   • At each station, encourage them to notice:
     • How does my body feel?
     • Does this tool help me focus or calm down?
3. After four rotations, everyone has tried each tool.

Discussion Prompts

• Which tool felt the most calming? Why?
• Which tool felt the most alerting or energizing? Why?
• How could you use these tools when you feel restless or distracted?
• Where in our classroom could you keep your favorite tool for easy access?

Reflection & Wrap-Up

• Gather students in a quick circle.
• Invite 2–3 volunteers to share their favorite tool and why.
• Reinforce that they can choose any of these tools when they need a break.

Teacher Tips:

• Circulate to scaffold sharing and ensure safety.
• Offer alternative options (e.g., therapy putty) for students who need different textures or resistance.
• Praise self-awareness: “I noticed you chose the weighted pad when you felt wiggly—great self-regulation!”

Return to Sensory Break Station Lesson Plan

Guided Sensory Break Script

Teacher: “Friends, let’s all come to our Sensory Break Station and sit in a circle. Find a comfy spot—cross your legs or sit however feels good. Keep your bodies relaxed and your eyes soft.”

Teacher: “First, we’re going to take three big, slow breaths together to help our bodies feel calm. Place one hand on your belly and one hand on your chest. Ready?

• Breathe in through your nose like you’re smelling a flower… (teacher waits 3–4 seconds)
• Now breathe out through your mouth like you’re blowing out a candle… (teacher waits)
Great job! Let’s do that two more times.”
(Repeat two more deep breaths, pausing each time.)

Teacher: “Wonderful. Now let’s wake up our muscles with gentle stretches. Reach both arms up high to the sky… (stretch, pause) …and slowly bring them back down. Shake your hands out like you’re shaking off raindrops.”

Teacher: “Next, let’s gently stretch our necks. Drop your right ear to your right shoulder—feel the side of your neck stretch… (pause) —and switch to the left side.”

Teacher: “To help us feel grounded, pick up your favorite sensory tool now—a stress ball, fidget spinner, textured strip, or weighted lap pad. Hold it softly.”
(Teacher models gentle use.)

Teacher: “As you explore your tool, notice what you feel in your fingers or your hands. Does it feel soft? Cool? Squishy? Breathe in… breathe out… (pause 10–15 seconds)
If your mind wanders, bring your attention back to the feeling of the tool and your breathing.”

Teacher: “Great noticing, everyone. Let’s take one more big breath together… (breathe in)… (breathe out). When I say ‘set,’ you can gently place your tool back in front of you.”

Teacher: “Ready? One… two… three… Set.”

Teacher: “Thank you for using your senses and your breath to help your bodies feel just right. In a moment, we’ll move on to our Mood Meter Check-In to see how we feel now.”

(End of guided break.)

Mood Meter Check-In

Using the Mood Meter

1. Look at the four quadrants below.
2. Think about how energetic or calm you feel and if your feeling is pleasant or unpleasant.
3. Place a token (paper clip, clothespin) on the quadrant that best matches your mood now.

Quick Reflection

How has your mood changed since before our break?

Return to Sensory Break Station Lesson Plan