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Kindergarten · unit review

Review: Space, shapes and signals

Plan safe personal space and a movement sequence using a paper model.

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Bring the unit skills together

Use these 4 new cases to check your reasoning. Choices are temporary and are not saved to an account, sent to staff or recorded as school grades. Download your current review choices before leaving or reloading.

Unit review questions
1. Map a clear movement space: A wide gesture in the model would reach another person. What fits?
Need a hint?
  • Trace the entire arrow; a safe starting point alone is not enough.
  • Drawing is a complete option; never test an unsafe space.
2. Follow start and stop signals: The teacher’s pretend card says PAUSE. What follows?
Need a hint?
  • Use the agreed meaning; unknown cards do not authorize movement.
  • A start signal does not override an unsafe situation.
3. Describe body shapes with drawings: Two drawings differ only in sideways arm spread; one spreads farther. Which description fits that one?
Need a hint?
  • Describe the picture’s parts and space, not a person’s worth or health.
  • Never force a real position; a drawing meets the task.
4. Build a two-action sequence: A new instruction says reverse the wave-point pair. Which strip fits?
Need a hint?
  • Check order as well as the number of cards.
  • Two repeats of two actions make four action cards, not two.

The download contains your current choices and any checked feedback. Keep the separate transfer-task work in your own document; downloading its instructions does not mark it complete.

Use the skills in a new task

On paper plan wave then point twice in a clear area, with a stop signal and a drawing-only option.

Work on paper or in your own document. Explain the choices you made.

  • Use only the pretend details. Do not share private information about yourself or someone else.
  • Use at least two ideas you practiced in this unit.
  • Show the order or calculation, or point to the clue that helped you choose.
  • Keep the task’s safety rule, help step, or another way to take part.
Compare with a model response

The strip is START-wave-point-wave-point-STOP. I draw each arrow inside the clear area and label STOP with a word. If the pictured area becomes unsafe, the sequence pauses. A learner may draw all four actions instead of performing them.

A different response can also meet the criteria. Compare the evidence and reasoning, rather than copying the wording.