Chapter 1: Notice Your Move

Chapter Introduction

This chapter is for a grown-up to read aloud with a child. Many first graders can read some words. Move while you read if you want — stretch, stand up, sit down again. The Lion approves.

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Stand up.

Stretch your arms above your head.

Sit back down.

You just moved.

That was your body doing what bodies do.

Hi. I am the Lion.

You may remember me from Kindergarten.

I taught you about moving. About every body moving in its own way. About strong bodies, sharp brains, deep sleep — all the things moving builds. About listening to your body.

I am still the Lion. I still teach about moving.

This year, in first grade, we are going to notice.

Notice when your body wants to move. Notice how moving feels. Notice when you feel stronger. Notice the difference between good-tired (from playing hard) and hurt-tired (from something wrong). Notice everything.

The Lion is glad you are back. Let's go.

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Lesson 1.1: Notice When Your Body Wants to Move

Learning Goals (for the grown-up to know)

By the end of this lesson, the child will:

• Notice when their body has movement energy
• Notice the difference between needing-to-move and needing-to-rest
• Use small movement as a regulating tool through the day
• Understand that every body moves in its own way (carryforward from K)

Key Words

• Notice — to pay attention to something. (G1 skill.)
• Move — to use your body. (You learned this at K.)
• Energy — what your body has to do things. (You met this in G1 Sleep.)
• Wiggly — when your body has lots of movement energy.
• Still — when your body is not moving much.

Bodies Want to Move

Bodies are made to move. The Lion taught you that in kindergarten.

This year, notice when your body WANTS to move.

You will probably notice:

• After sitting for a while at school
• After waking up
• When you are excited or happy
• When you have eaten and have new energy
• When you are listening to music
• When the weather is good and outside is calling
• When you are nervous (sometimes movement helps)
• When you feel mad or frustrated (sometimes movement helps)

This is called feeling wiggly. Or "ready to move." Or "needing to move."

Bodies have movement energy. Notice when yours does.

Bodies Also Want to Rest

Sometimes your body does not want to move.

You will probably notice:

• After running hard
• When you are sick
• When you are sleepy
• When you have just eaten a big meal
• When a feeling is too big to play with
• When you have already moved a lot today

This is okay. Bodies need rest too. The Lion and the Cat agree completely on this.

When your body wants to rest, rest. Sit. Lie down. Watch a book. Snuggle with a soft thing. Look out the window.

Resting is not lazy. Resting is part of moving. Bodies need both.

Small Movement Helps Through the Day

The Lion has a small tool.

When your body wants to move and you cannot run around (like at school), you can do small movements.

Small movements:

• Stretch in your chair
• Wiggle your toes
• Stand up next to your desk
• Tap your fingers
• Roll your shoulders
• Take a slow breath (the Dolphin and the Turtle love this)
• Walk to the water fountain

Small movements help your body feel less wiggly. They help your brain pay attention better.

Different schools and classrooms have different rules. Some let kids stand at their desks. Some have movement breaks. Some have stretch-and-wiggle moments built into the day.

Trusted grown-ups at school know about movement. Many teachers know that kids need to move sometimes. Some teachers let kids take a walk to the back of the room or stand for a few minutes.

If you are wiggly and you cannot focus, tell your teacher. They will help.

Every Body Still Moves in Its Own Way

The Lion taught you this in kindergarten. The Lion teaches it again at G1 because it matters.

Every body moves in its own way.

Some kids run very fast.

Some kids walk.

Some kids use a wheelchair.

Some kids use a walker.

Some kids use a prosthetic.

Some kids use a cane.

Some kids do gymnastics.

Some kids dance.

Some kids swim.

Some kids ride bikes or scooters.

Some kids climb trees.

Some kids play sports on teams.

Some kids play alone in their backyard.

All of these are movement. All are good.

If you use a wheelchair, you move. Your way of moving is the right way for you.

If you have a body that works differently than other kids' bodies, you still get to move in your own way. The Lion sees every kid. Every body counts.

If a friend moves differently than you do, be curious, not unkind. Play together in ways that work for both of you.

Lesson Check (for grown-up and child to talk about)

1. When does your body usually feel wiggly?
2. When does your body usually want to rest?
3. Can you name two small movements you can do at school?
4. What does "every body moves in its own way" mean?

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Lesson 1.2: Notice How Moving Builds You

Learning Goals

By the end of this lesson, the child will:

• Notice the difference between fresh-strong and tired-after-movement
• Notice that movement helps mood (Lion-Turtle partnership)
• Notice that movement helps sleep (Lion-Cat partnership)
• Begin to notice strength building over time

Key Words

• Strong — when your body can do its work. (You learned this at K.)
• Build — to make stronger or bigger over time. (You learned this at K Move.)
• Mood — how you are feeling overall.
• Energy — what your body has to do things.

Moving Builds You

The Lion taught you in kindergarten that moving builds your body, your brain, and your rest. All at once.

This year, notice the building.

It is slow. You will not notice it day to day. But over weeks and months, you might notice:

• You can run a little farther
• You can climb a little higher
• You can jump a little higher
• You can carry something heavier
• You can balance better
• You can do a new skill (riding a bike, swimming a stroke, doing a cartwheel, etc.)

This is called getting stronger. It happens slowly. It happens when you move regularly.

You did not have to try hard for it. Bodies build themselves up when you use them.

The Lion has watched bodies build for many, many years. It happens. Bit by bit. Day by day.

Moving Helps Your Mood

The Lion and the Turtle work together on this. (You met the Turtle in G1.)

Moving often helps your mood.

If you feel sad — try running. Or dancing. Or going outside.

If you feel mad — try moving. Sometimes running takes the mad out.

If you feel worried — try walking around. Or jumping. Or stretching.

If you feel bored — moving often turns boredom into something else.

If you feel happy — moving can make happy bigger.

If you feel tired in a not-quite-tired way — sometimes a little movement gives you a small boost.

This does not always work. Sometimes a feeling is too big for movement alone. The Turtle taught you that — when a feeling is really big, tell a trusted grown-up.

But often, a little movement helps a little.

The Lion and the Turtle agree: notice the mood-and-movement connection.

Moving Helps Your Sleep

The Lion and the Cat are friends. (The Cat taught you about sleep in G1 too.)

Moving during the day helps you sleep at night.

You learned this in kindergarten. The Lion teaches it again because it really works.

When you move during the day:

• Your body uses energy
• Your body is ready to rest at night
• Your sleep is usually deeper
• You wake up more refreshed

When you sit still all day:

• Your body has lots of unused energy
• Your body is wiggly at bedtime
• Sleep can be harder
• You may not feel as rested in the morning

Move during the day. Sleep better at night. Lion-Cat rule.

Outside Is Good

When you can, move outside.

Outside has things inside does not have:

• Fresh air
• Sun (the Rooster will tell you about this when you meet the Rooster again)
• Space to run
• Trees, grass, sky to look at
• Birds, bugs, animals to notice
• Different paths to explore

Many kids your age do better when they get outside every day, even briefly.

Outside + Movement = Lion's favorite thing.

Some days you cannot get outside (rain, cold, very hot, sick). That is okay. Move inside. But when you can — outside.

Lesson Check

1. The Lion says movement "builds you slowly." What does that mean?
2. The Lion-Turtle partnership: how does moving help mood?
3. The Lion-Cat partnership: how does moving help sleep?
4. Why does the Lion say outside is good?

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Lesson 1.3: Notice Good-Tired vs Hurt-Tired — And When to Tell a Grown-Up

Learning Goals

By the end of this lesson, the child will:

• Notice the difference between "good-tired" (from playing hard) and "hurt-tired" (something wrong)
• Know to tell a trusted grown-up about real pain
• Begin to recognize when an injury needs more than ice and a hug
• Repeat the 911 framing for serious injuries (light reminder from G1 Food)

Key Words

• Good-tired — a pleasant tired feeling after playing or moving hard.
• Hurt-tired — a not-good feeling. Pain that does not go away with rest.
• Sore — a small ache, usually after exercise.
• Bump — a small bruise or knock.
• Tell a trusted grown-up — what you do when something hurts.

Good-Tired Feels Good

After you run a lot, climb a lot, dance a lot, play a lot — you might feel tired.

This is good-tired.

Good-tired feels like:

• Pleasantly heavy arms or legs
• A small ache in muscles (sometimes the next day)
• Wanting to sit or lie down
• Hungry afterward
• A sense of having done something
• A good mood (often)

Good-tired goes away with rest, water, food, sleep.

The Lion calls this the body doing its job. Your muscles worked hard. Your body is getting stronger. The small ache the next day is real — and it usually means your body is building (the K Move teaching).

Hurt-Tired Is Different

Sometimes you feel a different kind of tired — or a different kind of hurt.

Hurt-tired or real-hurt feels like:

• A sharp pain that does not go away
• Pain that gets worse, not better
• Pain that wakes you up at night
• Swelling that grows
• Trouble using a part of your body you usually use easily
• Pain that comes from a specific spot and stays
• Pain that you cannot explain
• Numbness or tingling that won't stop

Hurt-tired is NOT the same as good-tired. Notice the difference.

If something hurts and the hurt does not go away with rest, water, food, sleep, and a hug — tell a trusted grown-up.

Your grown-up will help. They may:

• Look at the hurt
• Put ice on it
• Rest you
• Watch you for a while
• Take you to a doctor

You are not in trouble for getting hurt. Hurt is not your fault. Your grown-up takes care of you.

Some Hurts Need a Doctor

Most bumps and scrapes get better with rest, ice, and a hug.

Some hurts need more. They need a doctor.

A doctor visit might happen if:

• The hurt is very big
• Something does not look right (swelling, color)
• The hurt does not get better in a few days
• A bone might be broken
• A cut needs special help
• The hurt happened in a way that worries the grown-up

Doctors help bodies heal. Going to a doctor is normal. You will visit doctors many times in your life. There is nothing scary about it (most of the time). Trusted grown-ups go with you.

Some Hurts Are Real Emergencies

The Bear introduced 911 in your first Bear chapter at G1.

911 is for real emergencies.

Most hurts are not real emergencies. They are tell-a-trusted-grown-up moments.

But sometimes — rarely — something very serious happens during play:

• A really big fall
• A hit to the head that makes someone confused, sleepy, or sick
• Trouble breathing after a hit
• Bleeding that will not stop
• Someone passes out
• A bone clearly broken
• Anyone who is very hurt and needs help right away

For real emergencies, grown-ups call 911.

Kids your age usually tell a trusted grown-up first. The grown-up makes the call. If no grown-up is around in a real emergency and you have been taught how, you can call 911 yourself.

Most movement bumps are not emergencies. But it is good to know what 911 is for.

Head Hits Are Special

The Lion has one extra rule.

If you hit your head — tell a trusted grown-up right away.

Always. Even if you feel okay. Even if it does not hurt much.

Heads are special. A hit on the head can sometimes cause hurt inside your brain that you cannot feel right away. Trusted grown-ups know what to watch for. They will keep an eye on you for a while after a head hit.

You learn more about head safety as you get older. At G1, the rule is simple: head hit → tell a trusted grown-up right away.

Lesson Check

1. What is good-tired? How does it feel?
2. What is hurt-tired? What do you do?
3. Why does the Lion say to tell a grown-up about head hits, always?
4. What is 911 for?

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End-of-Chapter Activity: A Week of Move Noticing

The Lion has an activity for you and your trusted grown-up.

For the next week, notice your movement in small ways.

Each day, pick ONE thing to notice:

Day 1: Notice when your body feels wiggly today. What was happening?

Day 2: Notice when your body wants to rest today. Did you let it?

Day 3: Try one small movement at school or while sitting. Did it help?

Day 4: Notice how movement makes you feel afterward. Good-tired? Energized? Calm?

Day 5: Move outside today, even briefly. Notice how it feels different from inside movement.

Day 6: Try a movement you have not done in a while. Or try one you love.

Day 7: Tell a trusted grown-up: "Here is what I noticed about my movement this week."

That is the activity. Seven small noticings.

You do not have to be perfect. The Lion is patient. Try again the next day.

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Vocabulary Review

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Chapter Review (for grown-up and child to talk about)

1. When does your body feel wiggly?
2. When does your body want to rest?
3. What does "every body moves in its own way" mean?
4. How does moving help your mood?
5. How does moving help your sleep?
6. What is the difference between good-tired and hurt-tired?
7. What do you do if you hit your head?
8. What is 911 for?

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Instructor's Guide

Important: this Instructor's Guide carries load-bearing parent-education work — pediatric physical-activity guidance for G1 (AAP/WHO at least 60 min/day moderate-to-vigorous), ability-inclusion guidance, body-positive sports framing, common G1 movement concerns, screen-vs-movement balance, parent-only crisis resources (988 / Crisis Text Line / SAMHSA / NA Eating Disorders stay parent-only at G1), NEDA non-functionality flag, four K-12 protocol-firewall awareness at parent-only level, and pre-conversation guidance for the G1 'Notice' theme applied to movement.

Pacing recommendations

This G1 Move chapter is the FOURTH chapter of the G1 cycle and the third chapter in the Lion's K-12 spiral (K Move was first). Three lessons (G1 transition pattern). Spans six to eight class periods or read-aloud sessions of ~15-25 minutes each. The chapter is well-suited to active read-alouds — encourage your child to do small movements while reading.

• Lesson 1.1 (Notice When Your Body Wants to Move): two to three sessions. Notice wiggly and notice rest as G1 skills. Small movements for school/sitting time. "Every body moves in its own way" carryforward from K (load-bearing ability-inclusion).
• Lesson 1.2 (Notice How Moving Builds You): two to three sessions. Strength building over time (slow, noticeable over weeks). Lion-Turtle partnership for mood. Lion-Cat partnership for sleep. Outside is good.
• Lesson 1.3 (Notice Good-Tired vs Hurt-Tired): two to three sessions. The good-tired/hurt-tired distinction is the G1 deepening — preview of the G5 distinction at simpler register. Sore vs real pain. Doctor visits as normal. Head hits get a special rule at G1 (always tell grown-up). Light 911 reminder.

Approach to reading

Make this an active read-aloud. Stop and do small movements with your child. When the Lion talks about wiggly, ask your child if they are wiggly right now. When the Lion talks about outside, plan together where you might move outside today.

Lesson check answers (for grown-up reference)

Lesson 1.1

1. Open-ended. Sample: after sitting at school, after waking up, when excited, when listening to music.
2. Open-ended. Sample: after running hard, when sick, when sleepy, after big meal.
3. Sample two: stretch in chair, stand up, wiggle toes, roll shoulders, take slow breath, walk to water fountain.
4. Every kid moves differently — running, walking, wheelchair, walker, prosthetic, etc. All valid. Your way of moving is right for you.

Lesson 1.2

1. Building happens slowly. Not day to day. Over weeks and months you can do new things.
2. Moving often helps mood. Sad → walk; mad → run; worried → jump; bored → dance. Doesn't always work; really big feelings still need trusted grown-up.
3. Movement during the day uses energy, prepares body for rest, supports deeper sleep.
4. Fresh air, sun, space, nature. Lion's favorite.

Lesson 1.3

1. Good-tired = pleasant heavy feeling after using body well; goes away with rest, water, food, sleep.
2. Hurt-tired = pain that does not go away; sharp; lasting; gets worse. Response: tell a trusted grown-up.
3. Heads are special — hits to the head can cause hurt inside that kids cannot feel right away. Trusted grown-ups watch carefully.
4. Real emergencies. Grown-ups call usually; kids can call directly in real emergency if no grown-up around and they have been taught.

Chapter review answer key

1. Open-ended. Common times: after sitting, after waking, when excited.
2. Open-ended. Common times: after hard play, when sick or sleepy, after big meal.
3. Every kid moves differently — running, walking, wheelchair, walker, prosthetic, etc. All movement counts. All bodies build.
4. Moving releases brain chemistry that helps focus, mood, learning. Sad/mad/worried/bored often improve with movement.
5. Movement uses energy during the day, prepares body for rest, supports deeper sleep.
6. Good-tired: pleasant, after playing hard, goes away with rest. Hurt-tired: pain, lasts, gets worse, needs grown-up.
7. Tell a trusted grown-up right away. Always.
8. Real emergencies. Grown-ups call usually.

Pediatric Physical-Activity Guidance for G1 (Parent Reference)

The American Academy of Pediatrics and the World Health Organization recommend [1, 2]:

For G1 kids (ages 6-7):

• At least 60 minutes per day of moderate-to-vigorous physical activity (running, climbing, dancing, biking, sports — anything that gets the breath moving and the heart pumping a bit). Can be in small bursts throughout the day.
• Additional time of light active play (walking, gentle play, exploring) — most G1 kids naturally get this through normal play
• Limit prolonged sedentary time
• Outdoor play recommended daily when possible

Active play examples for G1:

• Tag, hide-and-seek, chase games
• Bike or scooter riding (helmet always)
• Climbing structures
• Dancing
• Swimming (with supervision per the Elephant chapter)
• Hiking on family trails
• Animal moves (bear-walk, frog-hop, lion-stretch)
• Recreational team sports (soccer, T-ball, gymnastics — recreational not competitive at this age)
• Daily walks to school if possible

Pre-Chapter Conversation for Parents

Before reading the chapter together:

• The Lion returns. "Remember the Lion from kindergarten? The Lion taught about moving. The Lion is back."
• Notice your move. "This year the Lion wants you to notice your movement. Notice when you want to move. Notice when you want to rest. Notice how moving makes you feel."
• Body movement right now. "Right now, is your body wiggly or rested? How does it feel?"
• Good-tired conversation. "Have you ever felt good-tired after running around a lot? What does it feel like?"

Ability Inclusion at G1 (Parent Guidance — Load-Bearing)

K Move was the most ability-inclusion load-bearing K chapter. G1 Move continues that thread. Kids in your child's classroom or community include kids with a range of physical abilities and adaptive equipment.

The chapter intentionally:

• Names wheelchair, walker, prosthetic, cane, and adaptive equipment in body content
• Shows diverse abilities in every illustration brief
• Frames every body as a "moving body"
• Uses "your way of moving is the right way for you" language

If your child has a physical disability:

• The chapter is for them. The Lion sees them.
• Their adaptive equipment is normal kid equipment.
• They are a "kid who moves." Always.
• Adapted sports communities (Special Olympics, wheelchair basketball leagues, adaptive swim programs, etc.) are wonderful resources.

If your child is non-disabled:

• The chapter teaches them that kids with disabilities are kids who move.
• Use direct respectful naming (wheelchair, walker, prosthetic — not euphemisms).
• Early-childhood inclusion framing is foundational for inclusive friendships and citizenship.

Body-Positive Framing at G1 (Parent Guidance)

Movement at G1 is taught completely separately from body appearance. The Lion never talks about looking a certain way. Movement is for what it BUILDS (strength, mood, sleep) — never for what it CHANGES (about how you look).

This framing matters because:

• Sports culture and social media expose kids to body-comparison earlier each year
• Pediatric eating-disorder data shows body-image concerns can emerge before age 10
• The Library's editorial position is that movement is its own joy at every age — never a tool for body modification

The body-positive framing at G1 Move is foundational. It is preserved across G2, G3, G4, G5 in the Lion's spiral.

Good-Tired vs Hurt-Tired at G1 (Parent Guidance)

G1 Move introduces the good-tired vs hurt-tired distinction as a G1 deepening — a preview of the G5 framing at simpler register.

For parents:

• Good-tired (the muscle soreness, body fatigue after exertion): generally fine; rest, water, food, sleep handle it. May appear the day after hard play as "DOMS" — delayed-onset muscle soreness; normal.
• Hurt-tired / real pain: sharp, lasting, worsens, swelling, trouble using body part. Pediatric guidance is to take this seriously — ice, rest, observation; pediatrician visit if persistent.
• Head hits: always require attention. Concussion in young kids can be subtle. Pediatric guidance has tightened significantly in recent years — when in doubt, see a pediatrician [3].

The chapter explicitly does NOT use the word concussion in kid-facing body content (G3+ territory). Instead, it teaches the simpler rule: head hit → tell a trusted grown-up right away. Always. Parents handle the medical assessment.

If your child has had a concussion or head injury, you may want to discuss the chapter with them more deeply. The chapter aligns with current pediatric concussion guidance.

911 in Body Content at G1 (Parent Guidance)

G1 Move references 911 in body content for the first time in a serious-injury context. The reference is brief (the G1 Food chapter carried the load-bearing introduction). Make sure your G1 child knows:

• 911 is for real emergencies
• Tell a trusted grown-up first when a grown-up is around
• Can call directly only in real emergency if no grown-up around AND they have been taught
• Knows your home address

For movement-related emergencies specifically: serious head injury, can't-breathe-after-hit, bone clearly broken, bleeding that won't stop, anyone unconscious — these are 911 situations grown-ups handle.

Crisis Resources (988 etc. parent-only at K-G2)

For parents:

• 911 — emergencies. NOW in kid-facing body content at G1.
• 988 Suicide & Crisis Lifeline — call or text 988. Parent-only at K-G2. Operational and verified May 2026.
• Crisis Text Line — text HOME to 741741. Parent-only at K-G2.
• SAMHSA National Helpline — 1-800-662-4357. Parent-only at K-G2.
• National Alliance for Eating Disorders — (866) 662-1235. Parent-only at K-G2.

The older NEDA helpline number 1-800-931-2237 is NO LONGER WORKING. Use the National Alliance for Eating Disorders number above instead.

Common G1 Movement Concerns (Parent Guidance)

• "My child won't sit still in school." Developmentally normal at G1. Kids 6-7 need to move. Build movement into daily life. Talk to teachers about movement breaks.
• "My child is clumsy." Coordination develops over years. G1 kids are still building basic motor skills. Climbing, balance, dancing, unstructured play all support coordination.
• "My child doesn't like sports." That's okay. Sports are not required. Many kids prefer non-sport movement.
• "My child loves screens more than moving." Common. Set up movement habits. Family modeling matters.
• "My child has a disability that limits some movements." The chapter is for them. Adapted physical-education programs and adaptive sports communities are wonderful resources.
• "My child gets hurt a lot." Normal at G1 — climbing, falling, bumping. Worth pediatrician conversation if injuries are severe or frequent in ways that surprise you.

What Parents Should Know About Adult-Marketed Fitness Practices

Same as K. Adult-marketed fitness programs and protocols are NOT appropriate for G1 kids. At K-2, this firewall is held entirely at parent level. The Library teaches movement as play and exploration — not training.

If your family does adult fitness as parents (running, lifting, yoga, etc.), that is fine for you. G1 kids can sometimes participate at a kid-appropriate level (kid yoga class, parent-and-me run, gentle stretches together). But the Lion does NOT teach kid-versions of adult fitness protocols.

Discussion Prompts

1. What is your favorite way to move?
2. When are you usually wiggly?
3. Have you noticed your body getting stronger this year?
4. When was the last time you felt good-tired?
5. Have you ever been really hurt? Who helped you?
6. What is one new movement you want to try?

Common Kid Questions

1. "What if I am not good at sports?" — That's totally fine. Movement is not just sports. Some kids love sports; some don't. The Lion respects every kind of movement — dancing, climbing, hiking, swimming, just playing. Find what you love.

2. "What if I get hurt during play?" — Tell a trusted grown-up. Most hurts are small and get better with rest, ice, and a hug. Some hurts need a doctor. Some are real emergencies that need 911. Grown-ups handle figuring out which.

3. "Why is sitting all day at school hard?" — Bodies are made to move. Sitting still all day is hard for most kids your age. Small movements help. Many teachers know this and build in movement breaks.

4. "What about my friend who can't run?" — Your friend moves in their own way. Play together in ways that work for both of you — wheelchair-and-running tag, slower games, art together, whatever you both enjoy. Be a good friend.

5. "What if I hit my head and feel okay?" — TELL A TRUSTED GROWN-UP ANYWAY. Heads are special. Sometimes head hurt does not show right away. The grown-up will keep an eye on you.

6. "What is the difference between sore and hurt?" — Sore is a small ache that comes after exercise (good-tired). It goes away in a day or two. Hurt is pain that does not go away with normal rest, or gets worse, or is sharp. Hurt = tell a grown-up.

7. "How do I know if I'm strong?" — You probably can't tell day to day. Notice over time — can you do something you couldn't do six months ago? Can you run a little farther? Climb a little higher? That's getting stronger.

Family Activity Suggestions

• A daily move-together moment. Five to ten minutes of movement together. Walk after dinner, dance in the morning, stretch before bed.
• A movement variety week. Try seven different movements across a week — Monday walk, Tuesday dance, Wednesday bike, etc.
• Outdoor weekly adventure. Hike, bike ride, park outing, swimming visit, playground exploration.
• Family animal moves. Lion-stretch, bear-walk, frog-hop, snake-slide, bird-flap. K and G1 kids love these.
• Movement-and-feelings check-in. Ask your child: "Has movement helped you feel better today?"

Founder Review Notes — Safety-Critical Content Protocol

This chapter is flagged founder_review_required: true because it covers safety-critical content categories appropriate for the Grade 1 age:

• Age-appropriate health messaging. FK 1-2 register. No technical movement vocabulary. No specific sports protocols. No body-comparison framing.
• Body image vigilance. "Every body moves in its own way" framing throughout. Movement separate from body appearance.
• Ability inclusion (load-bearing). Wheelchairs, walkers, prosthetics, canes, adaptive equipment explicitly named in body content. Diverse abilities in every illustration brief.
• Acute injury vigilance (light-touch at G1). Good-tired vs hurt-tired distinction introduced at G1 — preview of G5 framing at simpler register. Head-hit-always-tell-grown-up rule. Light 911 reminder.
• Crisis resources. 911 in body at G1 (light reminder; primary teaching at G1 Food). 988 / Crisis Text Line / SAMHSA / NA Eating Disorders parent-only at K-G2.
• Parent education (load-bearing). This Guide handles AAP/WHO physical-activity guidance, ability-inclusion guidance, body-positive sports framing, common G1 movement concerns, good-tired-vs-hurt-tired parent reference, head-injury guidance, adult-marketed-fitness firewall.

Cycle Position Notes

FOURTH chapter of the G1 cycle. Third chapter in the Lion's K-12 spiral. Completes the G1 body-mind-rest-movement core (Bear-Turtle-Cat-Lion) — same pattern as G5. The G1 cycle continues with the environmental coaches: Cold (Penguin), Hot (Camel), Breath (Dolphin), Light (Rooster), Water (Elephant).

Parent Communication Template (send home before reading)

Dear families,

This week our classroom is meeting the Lion again — the fourth G1 chapter. The chapter is called Notice Your Move. Your child met the Lion in kindergarten; this year the Lion deepens that introduction through the G1 "Notice" theme.

The Lion's G1 chapter teaches:

• Noticing wiggly and rest as G1 skills
• Small movements for school/sitting time
• "Every body moves in its own way" (carryforward from K — load-bearing ability-inclusion)
• Strength building over time (slow, noticeable over weeks)
• Lion-Turtle partnership (movement helps mood)
• Lion-Cat partnership (movement helps sleep)
• Outside is good
• Good-tired vs hurt-tired distinction (G1 deepening; preview of G5)
• Tell-a-trusted-grown-up for real pain
• Head-hit-always-tell-grown-up rule
• Light 911 reminder for real emergencies

The chapter does NOT use the word concussion in kid-facing body content (G3+ territory). At G1, the rule is simpler: head hit → tell a trusted grown-up right away.

988, Crisis Text Line, SAMHSA, and National Alliance for Eating Disorders remain parent-only at G1 (in the K-G2 tier).

At home, you can:

• Read the chapter actively (do small movements while reading)
• Build a daily move-together moment
• Plan one outdoor outing per week
• Talk about good-tired vs hurt-tired in real moments
• Reinforce the head-hit-tell-grown-up rule before any sports or active play

Pediatric guidance for physical activity (AAP/WHO 60 min/day moderate-to-vigorous), ability-inclusion framing, head-injury guidance, and adult-marketed-fitness firewall is in the full Instructor's Guide.

Thank you for reading the Library with your child.

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Illustration Briefs

Chapter Introduction

• G1 kids in active movement. Wide warm outdoor park scene with diverse G1 kids moving — running, wheelchair basketball, scooter, prosthetic-leg climbing, dancing, walker happy walk. The Lion in foreground, watching with pride. Mood: joyful, body-positive, ability-inclusive.

Lesson 1.1

• Wiggly moments grid. Multi-panel diverse kids feeling wiggly — bouncing in chair at school, waking up stretching, dancing, zooming, walking while thinking. Each labeled. The Lion in center. Caption: "Bodies want to move. Notice yours."
• Resting. A kid resting after play — lying in grass, on a couch, or looking out a window. Content expression. The Lion in the scene also lying down. Caption: "Bodies want to rest too. Notice."
• Small movements at school. Classroom scene with kids doing small movements at desks — stretching, standing, wiggling toes, slow breathing. A teacher doing a stretch too, smiling. The Lion as a small wall poster or character. Caption: "Small movements help when you cannot run around."
• Every body moves diversity (LOAD-BEARING). Diverse group of kids in active movement together — wheelchair user playing tag with running friends (everyone adjusting pace), one with adaptive swimming equipment, one with walker doing happy dance, one with prosthetic running, one with cane walking confidently. All joyful. The Lion in the center. Caption: "Every body moves in its own way. Every kid counts."

Lesson 1.2

• Growth over time. Same kid at three points (September trying small climb, December climbing bigger, May doing what they couldn't in September). Calendar icons. The Lion in each. Caption: "Moving builds you. Slowly. Notice over time."
• Movement helps mood multi-panel. Kid with different feelings doing helpful movements — sad/walking, mad/stomping, worried/jumping, bored/dancing. The Lion and Turtle visible in each. Caption: "Moving often helps mood."
• Move during day, sleep at night. Two-panel: kid playing actively outside (Lion watching) | kid asleep peacefully (Cat at foot of bed). Caption: "Move during the day. Sleep better at night."
• Outside is the Lion's favorite. Wide outdoor scene of diverse kids playing — running, tree-climbing (low tree), kicking ball, lying looking at clouds, scootering. Grown-ups in background. The Lion in foreground, eyes closed in sun, content. Caption: "Outside is one of the Lion's favorite places to move."

Lesson 1.3

• Good-tired feels good. Kid collapsing happily onto blanket in grass after running. Big smile, sweaty hair, pink cheeks, water bottle nearby. Trusted grown-up with snack ready. The Lion in foreground, content. Caption: "Good-tired feels good. Your body did its job."
• Hurt-tired is different. Kid sitting on couch holding ankle, slightly worried. Trusted grown-up kneeling beside with ice and kind expression. The Lion nearby. Mood: caring, not alarming. Caption: "Hurt-tired is different. Tell a trusted grown-up."
• Doctor's office. Friendly doctor's office. Kid on exam table calm. Doctor examining wrist or arm gently. Parent nearby. The Lion as small wall poster. Mood: routine, supportive. Caption: "Doctors help bodies heal. Going to a doctor is normal."
• Hurt-response gradient. Multi-panel showing what to do for different hurts — small scrape (bandage), bigger bump (ice + observation), serious situation (parent calling 911 while attending to kid). Lion in each. Caption: "Small hurt → tell a grown-up. Real emergency → grown-ups call 911."
• Head hit response (special). Kid on ground after small fall holding head. Trusted grown-up kneeling immediately, attentive and calm. The Lion in background, present and steady. Mood: caring, not panicked. Caption: "If you hit your head, tell a trusted grown-up right away. Always."

Activity / Closing

• A week of move noticing calendar. Calendar-style multi-panel showing the seven activity days each with small noticing image. The Lion watching warmly. Caption: "A week of move noticing."

Aspect ratios: 16:9 digital, 4:3 print. Diverse skin tones, body sizes, body types, hair textures, gender expressions, abilities (wheelchairs, walkers, prosthetics, canes, glasses, hearing aids, adaptive equipment), and family compositions throughout. Every illustration must include ability representation. G1 kids visibly slightly older than K. The Lion's character design carries forward from K and matches G3-G5.

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Citations

1. World Health Organization. (2020). WHO Guidelines on Physical Activity and Sedentary Behaviour. World Health Organization. https://www.who.int/publications/i/item/9789240015128
2. U.S. Department of Health and Human Services. (2018). Physical Activity Guidelines for Americans (2nd ed.). https://health.gov/sites/default/files/2019-09/Physical_Activity_Guidelines_2nd_edition.pdf
3. Halstead ME, Walter KD, Council on Sports Medicine and Fitness. (2018). Sport-related concussion in children and adolescents. Pediatrics, 142(6), e20183074. https://doi.org/10.1542/peds.2018-3074 (Cited for the parent-reference on head injuries at G1; the kid-facing rule is simply "head hit → tell a grown-up right away, always.")
4. American Academy of Pediatrics, Council on Sports Medicine and Fitness and Council on School Health. (2013). The crucial role of recess in school. Pediatrics, 131(1), 183-188. https://doi.org/10.1542/peds.2012-2993
5. Specker B, Thiex NW, Sudhagoni RG. (2015). Does exercise influence pediatric bone? A systematic review. Clinical Orthopaedics and Related Research, 473(11), 3658-3672. https://doi.org/10.1007/s11999-015-4467-7
6. Murphy NA, Carbone PS, Council on Children With Disabilities. (2008). Promoting the participation of children with disabilities in sports, recreation, and physical activities. Pediatrics, 121(5), 1057-1061. https://doi.org/10.1542/peds.2008-0566 (Cited for the ability-inclusion framing — preserved from K Move; the AAP foundational reference for children-with-disabilities participation in movement.)
7. Hillman CH, Erickson KI, Kramer AF. (2008). Be smart, exercise your heart: exercise effects on brain and cognition. Nature Reviews Neuroscience, 9(1), 58-65. https://doi.org/10.1038/nrn2298 (Cited for the Lion-Turtle partnership — movement and mood/brain at G1 register.)