Evers Park Elementary 1st Grade
October 18, 2012 9:00 am- 9:50 am
Goal: Healthful living through dance
Lesson Title: HEALTH & EXERCISE (VIA EFFORT)
Upon completion of this lesson, the student will be able to:
• Demonstrate 4 exercises useful for healthy living
• Organize a personal exercise chart using 4 exercises from class through a craft activity
• Perform each exercise applying a variety of efforts within small groups
Student Learning Standards: (National Standards/K-8 Texas Dance Guidelines)
Making connections between dance and healthful living. (NS)
Creative Expression/performance (Texas Dance Guidelines)
Assessment Rubric
1. Student will be able to demonstrate 4 exercises useful for healthy living
Student is not able to demonstrate any exercises
(NOT YET)
Student is able to demonstrate 1-2 exercises
(DEVELOPING)
Student is able to demonstrate 3-4 exercises
(ACHIEVING)
2. Student will be able to organize a personal exercise chart using 4 exercises from class
Student is not able to organize a personal exercise chart using exercises from class (NOT YET)
Student is able to organize 1-2 exercises from class on a personal exercises chart
(DEVELOPING)
Student is able to organize 3-4 exercises from class on a personal exercises chart
(ACHIEVING)
3. Student will be able to perform each exercises applying a variety of efforts
Student is not able to perform exercises with any efforts
(NOT YET)
Student is able to perform exercises with 1-2 efforts
(DEVELOPING)
Student is able to perform exercises with 3-4 efforts
(ACHIEVING)
Differentiation Strategies:
• Peer pairing through discussion to get a better understanding of exercises and stretches
• Journal/draw all the shapes that are used in class
Instructional Sequence
Phase 1 Engage
(TOGETHER)
Teacher will: play iPod music (80’s workout music)
Students will: participate in BRAIN DANCE led by teacher (THEME: EXERCISE)
Students will: participate in a short discussion about their favorite exercises/activities.
Teacher will ask question: Why is it good to be healthy? What are some things we can do to stay healthy? Why is it important to breathe while we exercise? What is oxygen?
21st Century Skills:
Core subject: Health literacy
Life and Career skills
Phase 2 Explore
(AWAY)
(Transition to away)
Leading with your pointer finger I want you to walk into your own space as SLOWLY as possible- like this: (show example). Once you are in your own space, with no one around you put your hand on your head and I will know you are ready
Teacher will teach 4 exercises. (Jumping jacks, elbow to knees, touch your toes and running in place)
(Activity)
Using rhythm (possibly the drum) guide the students through example on how to do a jumping jack, elbow to knee, touch toes and running in place incorporating rhythm.
21st Century Skills:
Information, technology and media
Phase 3 Explain
(TOGETHER & AWAY)
(Transition class together)
I need 4 people to stand here! Four people to stand by the wall! And 4 people to stand by door!
In each group students will talk about how exercise helps keep us healthy. Which one of these exercises made your heart beat fast? How many minutes a day should our hearts beat faster than normal- 30 minutes!
Teacher will show clock and exercise chart on a poster board
Teacher will transition students to their own bubble and students will draw their own exercise chart to take with them. (Teacher collects charts to be returned at the end of class)
21st Century Skills:
Learning and Innovation skills
Information, technology and media
Life and Career skills
Phase 4 Elaborate
(TOGETHER)
(Transition)
Teacher will transition students back into groups. "When you are finished with your exercise chart you can put it by the wall and hop on one foot to your groups from earlier."
Question to students: What does it mean when you use effort? Effort is how you do something. For example: you can toss a ball lightly or toss a ball strongly, or you can toss a ball slowly, or toss a ball quickly! These are all examples of efforts, and now we are going to use some efforts to perform these exercises!
Short discussion on expectations of a performance:
Audience is respectful and quiet.
Performers stand still before/after performing, do their best, and maintain spacing on "stage."
(Activity)
Students will change the qualities they use to do exercises as teacher calls out efforts. SLOW QUICK SMALL BIG STRONG LIGHT.
Who can do their exercise slowly? What about quickly? I wonder what it would look like to see the running in place group run lightly?
21st Century Skills:
Life and Career Skills
Learning and innovation skillls
Phase 5 Evaluate
(Transition)
Teacher will tell students to remember their exercise and spread out in a random order.
(Activity)
Teacher will repeat the efforts out loud as students perform their specific exercise.
(Transition)
Teacher will have half of the class sit and watch, and the other half “perform” their exercises with various efforts called out. Groups will switch and the other students will watch.
What are the differences between the efforts?
(Activity)
Short discussion in circle as we cool down. (Breath and stretching)
I’m glad we had fun today! Someone tell me why it is important to exercise? What are some ways we can stay healthy? Take your exercise chart with you and post it up at home. You can do this 3 times a week and continue being healthy!
21st Century Skills:
Life and Career skills
Learning and innovation skillls
Resources & Materials:
• Handmade drum & ipod
• Poster with exercise and stretches drawn out, exercise chart, and clock with 30 minutes highlighted
Bibliography & References:
http://www.nourishinteractive.com/nutrition-education-printables/375-healthy-heart-valentine-free-worksheet-kids-nutrition-printable
October 18, 2012 9:00 am- 9:50 am
Goal: Healthful living through dance
Lesson Title: HEALTH & EXERCISE (VIA EFFORT)
Upon completion of this lesson, the student will be able to:
• Demonstrate 4 exercises useful for healthy living
• Organize a personal exercise chart using 4 exercises from class through a craft activity
• Perform each exercise applying a variety of efforts within small groups
Student Learning Standards: (National Standards/K-8 Texas Dance Guidelines)
Making connections between dance and healthful living. (NS)
Creative Expression/performance (Texas Dance Guidelines)
Assessment Rubric
1. Student will be able to demonstrate 4 exercises useful for healthy living
Student is not able to demonstrate any exercises
(NOT YET)
Student is able to demonstrate 1-2 exercises
(DEVELOPING)
Student is able to demonstrate 3-4 exercises
(ACHIEVING)
2. Student will be able to organize a personal exercise chart using 4 exercises from class
Student is not able to organize a personal exercise chart using exercises from class (NOT YET)
Student is able to organize 1-2 exercises from class on a personal exercises chart
(DEVELOPING)
Student is able to organize 3-4 exercises from class on a personal exercises chart
(ACHIEVING)
3. Student will be able to perform each exercises applying a variety of efforts
Student is not able to perform exercises with any efforts
(NOT YET)
Student is able to perform exercises with 1-2 efforts
(DEVELOPING)
Student is able to perform exercises with 3-4 efforts
(ACHIEVING)
Differentiation Strategies:
• Peer pairing through discussion to get a better understanding of exercises and stretches
• Journal/draw all the shapes that are used in class
Instructional Sequence
Phase 1 Engage
(TOGETHER)
Teacher will: play iPod music (80’s workout music)
Students will: participate in BRAIN DANCE led by teacher (THEME: EXERCISE)
Students will: participate in a short discussion about their favorite exercises/activities.
Teacher will ask question: Why is it good to be healthy? What are some things we can do to stay healthy? Why is it important to breathe while we exercise? What is oxygen?
21st Century Skills:
Core subject: Health literacy
Life and Career skills
Phase 2 Explore
(AWAY)
(Transition to away)
Leading with your pointer finger I want you to walk into your own space as SLOWLY as possible- like this: (show example). Once you are in your own space, with no one around you put your hand on your head and I will know you are ready
Teacher will teach 4 exercises. (Jumping jacks, elbow to knees, touch your toes and running in place)
(Activity)
Using rhythm (possibly the drum) guide the students through example on how to do a jumping jack, elbow to knee, touch toes and running in place incorporating rhythm.
21st Century Skills:
Information, technology and media
Phase 3 Explain
(TOGETHER & AWAY)
(Transition class together)
I need 4 people to stand here! Four people to stand by the wall! And 4 people to stand by door!
In each group students will talk about how exercise helps keep us healthy. Which one of these exercises made your heart beat fast? How many minutes a day should our hearts beat faster than normal- 30 minutes!
Teacher will show clock and exercise chart on a poster board
Teacher will transition students to their own bubble and students will draw their own exercise chart to take with them. (Teacher collects charts to be returned at the end of class)
21st Century Skills:
Learning and Innovation skills
Information, technology and media
Life and Career skills
Phase 4 Elaborate
(TOGETHER)
(Transition)
Teacher will transition students back into groups. "When you are finished with your exercise chart you can put it by the wall and hop on one foot to your groups from earlier."
Question to students: What does it mean when you use effort? Effort is how you do something. For example: you can toss a ball lightly or toss a ball strongly, or you can toss a ball slowly, or toss a ball quickly! These are all examples of efforts, and now we are going to use some efforts to perform these exercises!
Short discussion on expectations of a performance:
Audience is respectful and quiet.
Performers stand still before/after performing, do their best, and maintain spacing on "stage."
(Activity)
Students will change the qualities they use to do exercises as teacher calls out efforts. SLOW QUICK SMALL BIG STRONG LIGHT.
Who can do their exercise slowly? What about quickly? I wonder what it would look like to see the running in place group run lightly?
21st Century Skills:
Life and Career Skills
Learning and innovation skillls
Phase 5 Evaluate
(Transition)
Teacher will tell students to remember their exercise and spread out in a random order.
(Activity)
Teacher will repeat the efforts out loud as students perform their specific exercise.
(Transition)
Teacher will have half of the class sit and watch, and the other half “perform” their exercises with various efforts called out. Groups will switch and the other students will watch.
What are the differences between the efforts?
(Activity)
Short discussion in circle as we cool down. (Breath and stretching)
I’m glad we had fun today! Someone tell me why it is important to exercise? What are some ways we can stay healthy? Take your exercise chart with you and post it up at home. You can do this 3 times a week and continue being healthy!
21st Century Skills:
Life and Career skills
Learning and innovation skillls
Resources & Materials:
• Handmade drum & ipod
• Poster with exercise and stretches drawn out, exercise chart, and clock with 30 minutes highlighted
Bibliography & References:
http://www.nourishinteractive.com/nutrition-education-printables/375-healthy-heart-valentine-free-worksheet-kids-nutrition-printable