GRADE |
UNIT |
TOPIC |
Kindergarten |
Dance |
Traveling and Pausing, responding to signals while moving safely. |
Equipment Needed
Drum or other rhythm instrument(s) capable of producing loud (sharp tapping) and soft sounds, moderately paced “walking-tempo” music
Shape National Standards, Ca Content Standard Benchmarks and or Common Core Standards
Shape National Standard #2 “Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.”
- Travels in general space with different speeds. (S2.E3.K)
Shape National Standard #3 “Demonstrates the knowledge and skills to achieve and mainatain a health-enhancing level of physical activity and fitness.”
- Actively participates in physical education class. (S3.E2.K)
Shape National Standard #4 “Exhibits responsible personal and social behaviour that respects self and others”
- Follows directions in group settings (e.g. safe behaviours, following rules, taking turns). (S4.E1.K)
- Acknowledges responsibility for behaviour when prompted. (S4.E2.K)
- Follows instruction/directions when prompted. (S4.E3.K)
- Shares equipment and space with others. (S4.E4.K)
- Recognizes the established protocols for class activities. (S4.E5.K)
- Follows teacher directions for safe participation and proper use of equipment with minimal reminders. (S4.E6.K)
Learning Goals, Objectives, Expected Outcomes
Psychomotor
- Travel independently by moving into empty, open spaces, not following anyone
- Explore and demonstrate a wide variety of locomotor movements to rhythmical and musical accompaniment, working independently on their own time.
- Pause and hold still in response to the teacher’s signals to stop (hand clap,
drum tap, gesture, or verbal command).
Cognitive
- Explain and show that sharing the dance space means moving carefully without bumping into anyone.
Affective
- Explain and show that sharing the dance space means moving carefully without bumping into anyone.
- Demonstrate understanding of safety by traveling away from other students and staying inside the boundaries.
ACTIVITY |
PROCEDURE AND TRANSITIONS WITH MODIFICATIONS AND OR ACCOMMODATIONS |
SETUP DESCRIPTION OR DIAGRAM |
Entrance Routine1 minute |
This entrance routine is specific to your school community. | |
Part 1Warm-up/Review 5-10 minutes |
Warm up with follow the leader to practice traveling around inside the boundaries and warming up the large muscles. | |
Part 2New skill or concept |
This is a part three lesson. You have already taught the students what it means to travel and stop. During this lesson you will practice and refine their traveling to open spaces and stopping quickly on the signal. | |
Part 3Practice 30 minutes minimum. These 10 steps can be done over two lessons if you only have a 30 minute lesson with your children. |
Travel to open spaces 1.0 When I quietly say ‘and go,’ travel lightly on your feet to all the empty spaces in our dance area. [Tap a steady walking pace on the drum.] Be careful of others-keep your hands and feet to yourself. When I tap the drum two quick taps 1.1 [After several stops and starts.] I’m so pleased with how quickly everyone stops on signal. Tighten your leg muscles. Hold very still like a frozen statue, as still as stone. [Pause.] And check your feet. Are they apart? Stopping with feet apart helps you stay strong and still. 1.2 Notice how alert [Gina] is when she stops. Her whole body is absolutely still-listening, watching. She looks ready to go again at any moment! You be alert and ready to go! 1.3 Try to go on your own. Don’t follow anyone as you travel. Look for and move into empty spaces. [Continue tapping a steady walking pace, starting and stopping many times.] Discover big, open spaces where nobody is! [Are children beginning to travel independently?] 1.4 Keep listening for two quick drumbeats that tell you to ‘stop now!’ Follow the sounds of the drum. 1.5 At nighttime, animals use their alert, ‘listening ears’ to travel through the forest or meadow. [Whisper.] Can you move so quietly that no one else can hear you? Travel on different body parts, creeping or tiptoeing silently on feet, crawling on hands and feet or knees, sliding on your front, back, or side without making a sound. Shhhhh, go very quietly. [Lightly drum with fingertips or rub the drum skin with your hand. Or play an instrument producing soft sounds, such as a rain stick, the maracas, or gourds.] 1.6 Travel a little faster, but very quietly. When you hear the stopping signal, show me how well you are listening. Stop and hold very, very still. [Continue accompaniment, starting and stopping often.] 1.7 Keep changing the body parts touching the floor. Quietly travel on different body parts, twisting, curling, stretching as you go. Keep watching for empty spaces. Open places. 1.8 Show me alert, listening body parts. Move carefully, ready to stop when you hear two quick taps. And go, ‘Travel, travel, travel … [tap, tap].’ [Repeat, varying the lengths of traveling and pausing to create suspense]. Hold very still! Keep an alert, alive feeling in your body! 1.9 I see lots of exciting ways to travel! Let’s share these with the class. [Have half of the class demonstrate while the other half watches, then switch roles.] Show how quietly you can travel on different body parts. Stop [pause], listen- look as you go! 1.10 [Young children need many opportunities to combine traveling with stillness in their own ways. Use your imagination and the children’s ideas to revisit and extend learning experiences 1.0 through 1.9. End with a quieting activity, such as moving arms and hands to suggest actions described in the poem “Lions and Tigers.”] Shhhhh, no voices-only big arm and hand actions. Follow me. Lions and Tigers The lion roars, the tiger growls, Then, suddenly, they snap them closed, They chew their food with strong, white teeth They lick their lips with long pink tongues -Anonymous |
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Part 4Stretching & closure 3 Minutes |
Choose 3 stretches to do with your children as you review the different ways they traveled inside the boundaries. |
Rhythm & Mini-Moves 