Creative Dance 5

Lesson
Title/Focus
Body Part Emphasis/ Speed Determining Movement
Date
Thursday November 20,

2014
Subject/Grade
Level
Physical Education
Time
Duration
40min
Unit
Creative Dance
Teacher
Dustin Pivarnyik
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

A.
B.
C.
D.
General
Learning
Outcomes:
Specific
Learning
Outcomes:
Activity
Benefits Health
Cooperation
Do it Daily For Life
Embedded throughout lesson
LEARNING OBJECTIVES
Students will:
1. Understand how to manipulate body parts
2. Learn that the speed/beat of music can determine the speed of their actions.
3. Work together in an environment that requires quick thinking.
ASSESSMENTS
Observations:
Key Questions:
Students will demonstrate different ways to move, while being aware of what
their bodies are doing.
Why do we move in different ways? Why dont we just run, or jump, or skip
everywhere?
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
Alberta POS
ABCDs of Movement
Gym
Music
PROCEDURE
Introduction
Assessment of Prior
Knowledge
Expectations for
Learning and Behaviour
Transition to Body
Learning Activity #1
Time
Done throughout lesson incorporating learned movement.

Students will sit quietly when instructed to do so.
Students will enter gym and meet in the center for instructions.
Body
A1-1, A1-3, A1-8, A1-9, B1-3, B1-4, D1-1
Time
Touch the Floor

Students will be required to move around the gym while music is
playing. I will specify specific ways to move around.
Skipping, running, striding, walking, jumping.
When music stops students are required to freeze where they are. I will
than yell out body parts that must touch the floor.
Elbows, arms, feet, knees, chest. Mix in body parts with a number. 2
arms and one leg, two feet and one arm, etc. When music resumes,
students will move again.
Transition: Students now make a circle for

stretching.
Teacher Notes:
Assessments/
Make sure to not combine body parts that students may have trouble
7min
Differentiation
manipulating to touch the ground.

A1-3, B1-7, D1-4
Stretching
Lead students through a variety of stretches, focusing on balance. Lead
students though breathing exercises to get them calm from running
around.
3min
Transition: Students now gather in a tight group

for next instructions.
Teacher Notes:
Assessments/
Differentiation
Focus on the specifics of what students should be doing while stretching
C1-3
Sharks and Fish

Students will now move around the gym shadowing their partner. One
partner is the shark (leader) and the other is the fish (follower). Bring a
student up and model this. If I run, the student should run behind me. If
I stop and jump, my partner should stop and jump. Encourage students
to do multiple movements. If I yell Trade than the other partner now
moves instead of shadows. If I yell Switch Partners than students
must find a new partner quickly. Model these actions.
Students can choose movements, but must also listen for queues like
swim fast or swim backwards Music
NEW: The music playing will change every 30 seconds. The songs will
have a different pace. Demonstrate how I would move to a slow paced
song. Demonstrate how I would move to a fast paced song. Challenge
students to consider moving their bodies to the rhythm of the song
they are hearing. Challenge students to move body parts as well as
moving around gym.
12-15min
Transition: Students meet in center for next

instructions.
Teacher Notes:
Assessments/
Differentiation
Stop students when you see exemplary movements taking into account
the speed of the song.
C1-1, C1-5, D1-1
Numbers Run
Students move around gym to music, showing the movement ways we
have been learning. When the music stops, I will yell out a number
between 2 and 5. Students are required to quickly find a group with that
amount of students. Once in the group, those students must all freeze
with the same body parts touching the floor as learned in first activity.
This activity will force students to think quickly, and decide as a group
quickly which body parts to touch the floor (SYNERGIZE). Once the
music begins again, students move their own individual ways again.
10min
Transition: Student meet in center to discuss what

we learned today.
Teacher Notes:
Assessments/
Differentiation
Make sure that students are aware that number may not always work
out. If a student finds themselves unable to find a group with the
correct numbers, just quickly join the closet group to them.
Closure
Time
Consolidation of
Learning:
Reflections from the

lesson
Discussion done at end of lesson. (2min) Go over all key concept

learned today, and ask students to line up using the ways I ask them
too.

Creative Dance 5

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Lesson

Body Part Emphasis/ Speed Determining Movement

Thursday November 20,

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Embedded throughout lesson

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Done throughout lesson incorporating learned movement.

Touch the Floor

Transition: Students now make a circle for

manipulating to touch the ground.

Transition: Students now gather in a tight group

Focus on the specifics of what students should be doing while stretching

Sharks and Fish

Transition: Students meet in center for next

C1-1, C1-5, D1-1

Transition: Student meet in center to discuss what

Reflections from the

Discussion done at end of lesson. (2min) Go over all key concept

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