GRADE

TOPIC

UNIT

Kindergarten

Effort: Fast v Slow

Dance

Equipment Needed

Chime, maraca, cones, spots, bean bags

Content Standard Benchmarks or Common Core Standards

Learning Goals, Objectives, Expected Outcomes

Psychomotor

1. Demonstrate slow movement when the chime is playing.
2. Demonstrate fast movement when the maraca is playing.

Cognitive

1. Create a sequence that includes three different body parts moving slowly, and three different ways of traveling quickly.

Affective

1. Have Fun
2. Work safely.
3. Play cooperatively during the game and while sharing space during the lesson.

ACTIVITY

PROCEDURE AND TRANSITIONS WITH MODIFICATIONS AND OR ACCOMMODATIONS

SETUP DESCRIPTION OR DIAGRAM

Entrance Routine

Part 1

Warm-up/Review

10 Minutes

Frozen Bean Bag

This game will be a little less active, but your lesson will include a lot of activity. This activity works on cooperation. If you have not played this with your class already, you will need to teach it. Really emphasize the idea of helping the students who are frozen, if all the class is moving, then the whole class wins!  The game begins with everyone placing the bean bag on their head. A variation, later in the game, would be to balance it on a new body part each time they have someone put their power pack back on.  You could also choose a new body part to use at any point during the game. With the Power Pack (bean bag) on their head they are able to move around the space. If the power pack falls off, they are frozen.  The only way to get power back is if someone, who still has their power pack in place, picks up and places the power pack back onto the head of the frozen person. You may not touch your own power pack, and in the event your power pack falls off while you are helping someone else, you too are frozen and must wait for help. If you notice anyone causing people to lose their power pack, you should sit them out, for not playing by the rules.  Point out the students who are helping others.  Even point out the ones who were helping someone, and then their bean bag fell off. Especially if they are playing by the rules, and not touching their own bean bag!!

Transition

Part 2

New skill or concept

10 Minutes

Slow motion in own space.

“When I say go, find an own space. Show me how you can move your arms very slowly. Use slow smooth movements. There are many ways you can move your arms, but make sure you are moving them slowly. Like slow motion! Great job.” Point out the different arm movements that you see. You can also use a student or two that are moving slowly and smoothly, to demonstrate the concept of slow motion. “Go find another own space. This time I am going to play this chime (play it once so they can hear it) when you hear the chime sound, I want you to move your head in slow motion. Ready, (Chime). When you can’t hear it anymore, stop moving your head. Remember to move it slowly and smoothly.” Again you can point out the different ways that the students are moving their head slowly. (Up and Down, Side to Side, Around, etc.) “Find another own space, and when you get there, listen for the chime. When you hear it, move your hips in slow motion. Remember to stop moving when you cannot hear the chime anymore.” “Go find another own space and when you hear the chime move your elbows in slow motion.” Continue with this idea until you have gone through most of the body parts, and you are satisfied with their slow movement. “Go to another own space, and you pick a body part to move in slow motion when you hear the chime.” Do this a couple of times, so they can pick out at least three body parts to try.

Fast movement traveling around room space.

“What is opposite of slow? That’s right, fast! This time, when you hear this sound (shake the maraca) I want you to travel all around the space, fast. When the maraca stops, I want you to freeze. Ready, (shake the maraca).” As they travel, point out the ways you are seeing to travel fast. Most of the ways will be on feet, since it is hard to travel fast with other body parts. Encourage other ways of traveling besides running. (Skip, gallop, slide, jump, hands and feet, criss cross legs, etc.) Stop playing the maraca, and watch to see that everyone freezes.  If not, sit out the ones who did not stop.  It is important that they listen to the music when they are moving, since this is an integral part of dance.  “This time when I play the maraca, you should pick another way of traveling fast. Ready…”

Continue practicing ways of traveling fast until they have tried at least three ways of traveling, they are traveling to open spaces, safely and stopping when you stop the maraca.

Transition

Part 3

Practice

“Think of all the body parts that you can move slowly. Stay in your own space, and when you hear me hit the chime, move one body part slowly. When I hit the chime the second time, move another body part slowly. Ready, (hit the chime and wait 5 seconds and then hit it again.) Great job.” While they are moving their body parts, point out the different parts you see, and point out the students who clearly picked out two different parts, and were moving their body part in slow motion. “Let’s add one more body part, so that you have three different body parts, and I’ll play the chime three times. Each time you move a different body part, ready… (Hit the chime and wait 5 seconds in between the second and third times.) “Now I am going to play the maraca, and you will travel fast.  Pick one way to travel very fast, ready… (Play the maraca for 10 to 15 seconds.)” While they are traveling, point out the ways you see to travel.

“Now you’re going to put it together to make a dance, when I play the chime again, you will move one body part each time I hit the chime. Remember each time I hit the chime, pick different body part to move; I’ll hit the chime three times.  Then I am going to play the maraca, when you hear the maraca that means you will travel quickly around our space.  Each time you travel, you should pick a different way.  Let’s try it.”  Begin playing the chime.  Walk around as the chime resonates, allowing 5 seconds or so between each hit of the chime. Remind them to change body parts each time the chime is hit. Point out the different body parts you see. You can even point things out like the use of different levels, or really creative movements that you see. Immediately following the end of the third chime, start playing the maraca. Remind the class to move safely. Go to open spaces.  Point out the different ways of traveling.  After 15 seconds or so, stop playing the maraca, allow 2 seconds or so to establish a freeze, and then begin playing the chime again. Remind them to stay in own space, to move a different part each time, and point out the cool things. Continue on with this sequence, reminding the students to travel new ways, and try different body parts to move. After 4 or 5 times through the sequence, you can stop.

Transition

Part 4

Stretching & closure

Taking it Home

5 Minutes

Choose 3 stretches to do with the class.

Review

What’s one of the body parts that you moved in own space using slow motion? What’s one of the ways you traveled fast during the fast part of the song?Closure