Rhino Chase – a movement story for children

rhino chase

Ask the children what do the know about rhinos.
We know that they can only see straight in front so if we get chased by a rhino we must run in a zig zag pattern.

Tell the children we are going on a rhino chase.

We are going on a rhino chase, rhino chase rhino chase
We are so fast
So very very fast! (Children chant)

What do we need- ask the children what sort of things do they need to pack in their bags
Sunglasses, sun cream, binoculars, sandwiches, water etc..

We are going on a rhino chase, rhino chase rhino chase
We are so fast
So very very fast. (Children chant)

What do we see?
It’s rainy season in the jungle so we there is mud everywhere.
We can try to go through it, all the children go through it but they get stuck and start to sink. They start to pull each other out. They all hold on to each other and finally get each other out. Teacher can help with this?
What will do now? I know! Hop on an elephant because they are strong and tall and can get through the mud. Everyone hop on! Everyone rides the elephant through the mud. Moves slowly through the mud.

We are going on a rhino chase, rhino chase rhino chase
We are so fast
So very very fast. (Children chant)

What do we see?
A long river. Everyone lets get ready and dive in and swim across. Everybody jumps in. The water is very rough. We get bashed from left to right. We see a crocodile and jump on him so we can arrive safely across the water. We all crawl out of the river. We dry off and continue on our journey.

We are going on a rhino chase, rhino chase rhino chase
We are so fast
So very very fast. (Children chant)

What do we see?
We see big thick trees. We try to go through them but it is very difficult. We are all getting tired and hungry. We drink some water. Then suddenly we hear some monkeys swinging from the trees above. They call us so we swing from branch to branch just like the monkeys. We can make the sound of monkeys. Eventually we come out of the big thick jungle and we climb down the trees and continue on our way.

We are going on a rhino chase, rhino chase rhino chase
We are so fast
So very very fast. (Children chant)

It is getting very hot so we decide to have our lunch. We take out our lunch. Ask the children what they brought for their lunches? We eat our lunch and drink the water. Then we decide to relax and we fall asleep. Everyone is asleep and snoring. Then we feel some thing next to us. We still have our eyes closed and we put our hands out to feel whatever is next to us. We feel four hard feet, some very thick leathery skin and then a very pointed and sharp horn. We open our eyes and we see a great big fierce rhino.

We run zig zag through the jungle. We hear the rhino coming after us. We come to thick jungle and we climb a tree. The rhino is banging on the tree so we have to hold on tight. Then we swing zig zag from tree to tree with the monkeys and we get out of the thick jungle. We climb down the tree but the rhino is still following us. We run until we get to the river. We see the crocodile and jump on him and he swims zig zag across the river but we look back and see the rhino following us. He seems very angry. We crawl out of the river and keep running but the rhino is following closely behind. We jump on the elephant and he goes zig zag across the mud. We climb down from the elephant and run as faster as we can to our jungle lodge. We shut the door, lock the windows and hid under the bed and now we are safe we fall asleep.



the_hungry_tree_by_wytrab8-d41thrgGame: The Hungry Tree

· Age: 5+

· Minimum number of participants: 3

· Resources needed: Clear space.

· Other Benefits: This is an excellent introduction to improvisation as the children are free to explore their imaginations. It also helps with their coordination skills.

· Instructions: The teacher tells the children the following story and they have to improvise the movements in the story. The teacher gets the children to imagine they are an adventurer who wants to go on an adventure. They have to pack up their bags. The teacher asks what they need in the bags. Children’s answers are usually for example water, sandwiches, sun cream, and sunglasses and so on. The children mime putting all these essentials into their bag and then mime all the actions in the adventure below. The teacher says imagine you are walking quickly because you are so happy to be on your adventure. You see a mountain and decide you should climb it. The sun is getting hotter and hotter and you are getting tired. You get very, very tired. You wipe your brow to show how tired you are. You begin to climb slower and slower. You are very thirsty. You take out your water and take a drink. You put it back in your bag and climb the rest of the way up the mountain. Eventually you get to the top. You are exhausted, very hot and very hungry. You decide it is time for your picnic. You see a lovely tree and you go and sit under its shade. You eat your picnic and go for a nap. Then suddenly you wake up and see the tree moving towards you. The tree grabs you and you realise it is a very hungry tree and wants to eat you. You scream. You struggle. You fight the branches but you are getting weaker and weaker. Then suddenly the tree stops fighting for a moment. You get your chance to escape. You quickly grab your bag, and run back down the mountain. You get to the end and you don’t stop in case the hungry tree is running after you. You run all the way home, lock all the doors and hide under the table.


NEW Drama Activities, plays & monologues Ebook for young children (ages 3 to 8)

‘Drama Start’ is a collection of drama activities, including games, role playing ideas, action poems, plays and monologues, suitable for children between the ages of 3 and 8. It can be used in Early Years’ settings or in primary schools, up to and including second class. This book is also suitable for people working with children in any setting where drama is used such as community groups, out of school care facilities, therapeutic group work and so on.

The book is accessible and easy to follow.  It is divided into three parts – Drama Games, Plays and Monologues. Each section provides educators/teachers/leaders with a variety of creative and imaginative ideas for stimulating drama activities in many different settings.

Part One: Drama Games. There are nine different categories in this section. . Each category, for example warm-up games, listening games, states the main benefit of the games it features.

Part Two: Plays. It is a selection of plays for young children all based on well-known children’s stories. Each play is between five and ten minutes long. They have all been adapted to suit the various needs of the class/group.  The plays use a lot of repetition so it is very easy for young children to learn their lines. The cast list is flexible – more characters can be added and existing characters can be changed or omitted.

Part Three: Monologues . It is a selection of monologues for very young children. The monologues can be used for drama examinations, competitions, performances or they can just be done for fun. The monologues also help the children to get into different roles and to use their imagination. In addition they stimulate children’s creativity.

Available from the following





Drama movement games – Part 2

Name: Cat and mouse.

Age: 4 years +.

Required number: 10+.

Requirements: Clear space.

Procedure: All children are in pairs. One child is cat, one other child is mouse, and all others stay in pairs, arms hooked together. Cat chases mouse; when mouse is caught then mouse becomes cat and vice versa. However, mouse can escape chase by hooking into any pair of other players. At that point the player at the other end of the pair becomes cat and the cat becomes mouse.



Name: Magic Box.

Age: 3 years +.

Required number:  2+.

Requirements: Clear space.

Procedure: This is a fun mime game. Everyone sits in a circle. Ask the students can they see the box in the centre of the circle. Ask them what colour is it?. What shape is it? It can be a different shape and colour depending on where you are sitting in the circle. This is because it is a magic box. The teacher goes in first and opens the box and takes out an object. She then mimes the object and the class must get what object it is. When the students guess what object it is the teacher puts the object in the box and closes it. Whoever guessed correctly takes a turn at taking something out of the box.


Name: Captain’s coming.

Age: 4 years +.

Minimum number of participants:  3+.

Resources: Clear space

Procedure: The teacher can be the captain or one child is chosen to be the captain. The captain calls out orders to the rest of the children who are the crew. If a child does not follow an order correctly s/he is out. !

Orders                                     Action

Bow                                          run to the left side of the space

Stern                                        run to the right side of the space

Port                                          run to the left.

Starboard                              run to the right

Man overboard                   lie on back and swim

Submarines                           lie on back and stick one leg straight up.

Man the Lifeboats               find a partner, sit together, and row!

scrub the Decks                   children crouch down and pretend to clean the floor with their hands.

Climb the Rigging                 children pretend to climb a rope ladder.

Captain’s coming                  children salute and shout out “Aye Aye Captain”

Man Overboard                     children on their backs waving legs and arms in air as they drown.

Walk the Plank                       children have to walk in a perfect straight line one foot exactly in front of the other with arms outstretched to the sides.

Captain’s daughter is coming.     everyone curtseys

Hit the Deck                             children lie down on their stomachs.

 For more Mime and Movement ideas buy Drama Start Two Drama Activities and Plays for Children (ages 9 to 12) at amazon.com or amazon.co.uk or if you can buy the kindle version from amazon.com or amazon.co.uk


Why Movement?

The following are two movement stories you can use with young children.

Excerpts from Movement Stories for Children Ages 3 – 6
by Helen Landalf and Pamela Gerke

Excerpt from introductory chapter “WHY MOVEMENT?”

Movement is the currency of life. Even when our bodies are at rest there is movement in the slow rise and fall of our breath and the coursing of blood through our veins. We move to survive, to learn, to discover where we end and the outer world begins.

Young children, in particular, have a nearly insatiable desire for movement. Witness the desperate striving of a toddler to take his or her first step, the breathless, active bodies of children on a playground, or the constant squirming of students confined to desks, and you will see how powerful the drive toward movement can be.

But, all too soon, we expect children to suppress the urge to move-to sit still, be quiet, stop fidgeting, pay attention. Many educational systems, in particular, seem to operate from the viewpoint that unless children are sitting still, solemnly facing the teacher, they are not learning.

Fortunately, educational researchers are beginning to discover that nothing could be further from the truth. With the publication of Frames of Mind, Howard Gardner’s groundbreaking work on the Multiple Intelligences, new interest is being focused on the “Kinesthetic Leaner” – the child who actually learns best through movement.

Not only kinesthetic learners, but all students can derive numerous benefits from the use of movement as an educational tool. Body awareness, coordination, flexibility, and spatial awareness are some of the physical skills a child gains through movement. A child’s cognitive skills develop through vocabulary- building and creative problem-solving, while his or her social/emotional self grows through cooperation with others and a growing sense of self-esteem. The very functioning of the brain itself is enhanced through repetition of specific developmental movements. Movement truly fosters the development of the whole child: body, mind, and spirit.