Week 24 Effort; Balloon Dance

GRADE

TOPIC

UNIT

Kindergarten

Balloon Dance – Effort

Dance

Equipment Needed

Balloon, Up and Down Whistle, something to make air blowing out noise!, Cones, Spots, Music & Player.

Content Standard Benchmarks or Common Core Standards

Learning Goals, Objectives, Expected Outcomes

Psychomotor

  1. Move smoothly and in control taking body from a small shape to a large shape.
  2. Travel using each of the three directions, and levels.

Cognitive

  1. Create a movement sequence that emphasize four different body parts and includes traveling in each of the three directions and levels.

Affective

  1. Have Fun
  2. Move safely.

ACTIVITY

PROCEDURE AND TRANSITIONS WITH MODIFICATIONS AND OR ACCOMMODATIONS

SETUP DESCRIPTION OR DIAGRAM

Entrance Routine
Welcome.  Get a flag and stand in an own space.  
Part 1

Warm-up/Review

10 Minutes

Safety

Play Bridge Tag

 
Transition
Put your flag away and stand in an own space.  
Part 2

New skill or concept

10-15 Minutes

“When I say go find and own space. Raise your hand if you have ever seen a balloon!” Pull out your balloon and show them. “Look at how the balloon looks now, and then watch what happens when I blow air into it.” Blow up the balloon with four distinct breaths of air. “What happens when I blow a breath of air into the balloon? It gets bigger each time until the last breath where it was full size. In your own space show me how you can put your body in a small shape. This is how the balloon starts out. Each time you hear the whistle blow, show me how you can begin blowing up your body. Each time you hear the whistle, you will blow up little more so that you will be blown up all the way after the fourth whistle. Let’s try it. Ready,” Begin blowing the whistle.  Each whistle should be distinct and finish before the next. After you do this once begin to refine their movements. “Each time I blow the whistle I want you to choose one part of your body to be important while you blow up. Use any body part that you want, but choose a different one each time.

Remember to be blown up all the way after the forth whistle. Ready,” Between each blow you can point out the body parts you saw being made special. After you finish all four whistles, you can pick out one student who has done the task well, meaning they had chosen four different parts to make important, and they blew up like a balloon smoothly and completely after the fourth whistle. You also want to remind your students not to finish blowing up too soon. Each time the whistle blows they should be able to get larger. After you have tried this a couple times have your students move to a new own space.

Continued to do this task until you are sure they have a good grasp of how to go from a small shape to a large shape, controlling the rate by the indication of the whistle. “This last time I want you to think of how you will finish once your balloon is all blown up. Your shaped should be unique to your balloon. All balloons don’t look the same when they are all blown up.”

Blow up the real balloon so that it is full and hold it so that no air can escape. “Once a balloon is filled with air, what happens if you let go of the balloon? It will fly away, because the air rushes out of pushing it all over the space.” Let go of the balloon and show them. “Each time the balloon flies it does not travel in the same direction or level as it flies around the room. Now you are going to pretend that I have let out the air in your balloon. When I do this you will fly around the room until the sound stops.”  Begin making the noise that you will use when the students fly around the room. While they are flying be sure to point out the students who are moving in different directions and different levels. Remind them to move parts of their body to help create the image of flying wildly around the room. “Wow that was great. Let’s try one more time.” As soon as you are sure they can travel safely and are creating the illusion that they are balloons traveling around the room, move onto part three.

 
Transition
Stay in your own space  
Part 3

Practice

5 – 10 Minutes

Balloon Dance

Now we are going to put the dance together. You will begin in a low level in a small shape. With each whistle you will blow up bigger and bigger until you are full size after the fourth blow. Remember each time you blow up you should emphasize a body part. Once you are full size I will let you go. When you hear the sound, you will begin moving. You will travel around the space like the balloons does when the air gets out of it. When the sound finishes you should be out of air.  How does a balloon look when it is out of air?

That’s right; it is in a low level in a small shape. Let=s try it.” Start playing the whistle, after the forth whistle sound; begin the sound they will travel around the space to. When the sound stops, watch to see that they all finish in a low level. Then begin blowing them up again. Continue with this sequence four or five times. Point out the students who are using different body parts as they blow up. Point out students who are using different directions and levels as they move.

As a final part to the dance, you can have the class all begin in a group. (Within a circle marked on the ground works well.) Have yours students all begin in the circle in their low level small shape. Explained that when they are all blown up, they will blow away out of the circle until they run out of air. After they blow up the second time they can travel anywhere they want the next time the air is let out of them. The third time they should travel back toward the circle so that they can all finish the dance in the circle, the way they started!

 
Transition
Get a mat and put it in an own space for stretching.  
Part 4

Stretching & closure

Taking it Home

5 Minutes

Cool Down

Choose 3 stretches to do with the class.

Review

Who can tell me what body parts you emphasized when you were floating in own space? What levels did you travel in while you were traveling around room space?

Closure