Lesson

Title/Focus

Body Awareness #2: With a Partner/ Levels

Date

November 13, 2014

Subject/Grade
Level

Physical Education/ Grade One

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. Learn different ways to move their body safely
2. Work with a partner to create a short dance sequence
3. Understand the body can move on different height levels

ASSESSMENTS
Observations:
Key Questions:
Products/Performances:

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?
Intro dance sequence with a partner (4 movements, different levels)

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Alberta POS
ABCDs of Movement

Gym
Age Appropriate music
Music Device

PROCEDURE
Introduction
Assessment of Prior
Knowledge
Expectations for
Learning and Behaviour
Transition to Body
Learning Activity #1

Time

Done through Learning Activity #1

Students will sit quietly when instructed to do so.
Students enter gym and find a safe space facing teacher
Body
A1-1, A1-3, B1-7, D1-1, D1-2, D1-3, D1-4, D1-5

Time

Mirror Mirror
Students enter the gym, and find a space where they are facing the
teacher at the front. Explain to students that they are to mirror my
movements. If I move my right hand, students move my right hand. If I
run on the spot, students move on the spot. Ask students the different
movements we learned last class to assess prior knowledge.
Do the following: running, twisting, jumping, bending, and stretching.
Mix in static with non-static movements.
If students do not follow instruction, they are required to sit out for one
minutes time on the gym floor.

5-7min

Transition: Have students join at center circle.

Once in center circle, have students pick a partner,
and wait quietly with partner.
Teacher Notes:
Assessments/
Differentiation

Watch students perform movements, making sure to encourage defined

movements done properly.

Learning Activity #2

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

5-7min

Transition: Students line up on gym end line side

to side, sitting, waiting for next activity
Teacher Notes:
Assessments/
Differentiation

Groups of 3 permitted if numbers dont work out.

Learning Activity #3

B1-3, C1-1, C1-4

Learning about Levels/ British Bulldog

Will now take students through learning levels of movement. Students
will be playing a variation of British bulldog. First model how students
should move on different levels. Model students moving from one end
of the gym to the other will running tall, keeping their body low and
running. We will play British Bulldog, but I will clarify before each round
how I want students to move. i.e.: bulldogs can only stay low, runners
can only stay tall, etc.

5-7min

Transition: Students now join in circle, and sit with

a partner
Teacher Notes:
Assessments/
Differentiation
Learning Activity #4

Make sure students are modeling the different levels they can move
their bodies in. If students move in the incorrect way, they will be
caught
A1-8. A1-9, B1-4, C1-5, D1-7

Intro Dance Sequence With Partner

Ask students to recall last class when the worked on their own
individuals dance sequence, combining a few walk words. Now tell
students that they have to do the same activity. Ask a student to come
up and model a shot sequence with you, using movements from last
class, as well as using different levels. Tell students to create their own
dance sequence now with a partner. Sequence must have 4 types of
movements, along with at least one level change. Students have 5
minutes to work on their sequences. Be ready to share! Music
After 5 minutes, have students come back in and a few groups can
share.

Transitions: Students will line up, using the same

10-15min

formative assessment technique as last class

(move to line up using different movements)
Closure
Consolidation of
Learning:
Feedback From
Students:
Transition To Next
Lesson

Sponge
Activity/Activities
Reflections from the
lesson

Done through Learning Activity #4

Students give 5 fingers up when exiting if enjoyed lesson, 1 finger up if
didnt. Any in between can be used as well.
D1-8
Challenge students to create their own sequences at home to share
before beginning next gym class.

Time