Elementary Rhythm and
Tumbling Binder
Brittany Godfrey
Spring 2015
Elementary Rhythm and Tumbling Binder
Table of Contents
1. Title Page
2. Table of Contents
3. Physical Education SOLs
4. Course Syllabus
5. Line Dances
6. Elements of Movement Notes
7. Sound System Equipment Resources
8. Sound System Equipment Project
9. Baseball Dance
10. Teaching Children Dance Examples
11. Group Project Evaluation
12. Learning Experience Self-Evaluation
13. Definition of Creative Dance and Movement
14. NASPE information
15. Welcome to Tumbling Handout
16. Dances
17. Websites
Baseball Dance Instructions
1. Warm up by “running” taped out bases.
2. Do various exercises such as lunges, high knees, butt-kicks, etc. to each
base.
3. Allow 5 minutes to stretch.
4. Start by having students get in 2 groups, one being the inner circle and
one being the outer.
5. For 8 counts, both groups will pretend to stretch.
6. 2nd 8 count- outside circle skips clockwise, inner circle skips counter
clockwise.
7. 3rd 8 count- outside circle pretends to pitch the ball while the inside circle
pretends to hit the ball.
8. 4th 8 count- both groups skip, same as the 2nd 8 count.
9. 5th 8 count- outside circle pretends to catch the ball while the inside circle
pretends to catch it.
10. 6th 8 count- skip and repeat 2nd 8 count.
Sound System Project
Speakers (x2) $84.99 each
http://www.markertek.com/product/num-npm5/numark-npm5-stereo-speaker-system
Aux Cord $4.81 each
http://www.walmart.com/ip/iEssentials-IE-AUX-WT-3.5mm-Flat-Auxiliary-Cable-3.3-WhiteUniversal/39111402
Ipod $139.99 each
http://www.walmart.com/ip/iPod-nano-16GB/21805444
Disco Ball $47.54 each (x3)
http://www.amazon.com/Mirror-Disco-Ball-PartyLight/dp/B0051HKE3K/ref=zg_bs_5486431011_15
Microphone Headset $149.95 each
http://www.sweetwater.com/store/detail/ME3?adpos=1o1&creative=55673940721&device=m&
matchtype=&network=g&gclid=CN_YvI796cQCFdgagQodHBYANg
Wrist Mounted iPod Remote Control $24.95
http://www.acedepot.com/scosche-extreme-sport-wrist-mounted-ipod-remote-controlelectronics.html?gclid=COy1rbz96cQCFTNn7AodK0kAdw
Speaker Stand and Bag Kit $79.00 each (x2)
http://www.bhphotovideo.com/bnh/controller/home?O=&sku=1068262&gclid=CL-t8n96cQCFc0kgQodYD8A3Q&is=REG&Q=&A=details
Sports Storage Bin $87.00 each
http://www.stacksandstacks.com/sports-storage-bench
Digital Padlock $39.68
http://www.masterlock.com/personal-use/product/1500eXD
Music $1.29 each (x52)
www.iTunes.com
Rhythm Band Lummi Sticks $26.75 (2)
http://www.amazon.com/Rhythm-Band-RB801-LummiSticks/dp/B005JAM5GS/ref=sr_1_11?s=musical-instruments&ie=UTF8&qid=1428945399&sr=111&keywords=sticks
Rainbow Rhythm Ribbon Sticks $22.97 (5)
http://www.amazon.com/None-Rainbow-Rhythm-RibbonSet/dp/B000WOY20I/ref=sr_1_12?s=toys-and-games&ie=UTF8&qid=1428946424&sr=112&keywords=dance+scarves
Movement Scarves $21.49 (4)
http://www.amazon.com/Hoerev-Juggling-approx-Movement-Scarves/dp/B00ESAPO22/ref=sr_1_1?s=toys-and-games&ie=UTF8&qid=1428946424&sr=11&keywords=dance+scarves
Bean Bags $10.99 (4)
http://www.amazon.com/Dozen-Assorted-Nylon-ReinforcedBean/dp/B002RYVRH2/ref=sr_1_1?s=toys-and-games&ie=UTF8&qid=1428946705&sr=11&keywords=bean+bags+for+tossing
Stacking bins (storage) $85.62
http://www.amazon.com/ECR4Kids-Stack-Store-Assorted-12Pack/dp/B00BCG47GO/ref=sr_1_9?s=toys-and-games&ie=UTF8&qid=1428946837&sr=19&keywords=bins
Parachute $134.02
http://www.amazon.com/Sportime-GripStarChutes-Parachute-Construction-Handles/dp/B0062TLEV2/ref=sr_1_14?s=toys-and-games&ie=UTF8&qid=1428947052&sr=114&keywords=parachute
Total remaining- $1,500 budget - $1498.97 spent = $1.03 left
Physical
Education
Standards of
Learning
for
Virginia
Public Schools
Board of Education
Commonwealth of Virginia
January 2015
Kindergarten
Participating in a variety of movement experiences to develop fundamental movement patterns is the
primary focus of the kindergarten physical education curriculum. While children at this level vary in
maturity across all movement skills, they should demonstrate continuous improvement in movement
under very simple conditions. While developing fundamental skill patterns, students begin to learn key
movement concepts that help them perform in a variety of educational games, dances, and gymnastics.
They learn how their bodies react to vigorous physical activity. Students learn to use safe practices,
cooperate with and respect others, and follow classroom rules. Experiences in physical education help
them develop a positive attitude for leading a healthy, active lifestyle.
Motor Skill Development
K.1
The student will demonstrate progress toward the mature form of selected locomotor, nonlocomotor, and manipulative skills to understand the various ways the body can move.
a) Demonstrate and differentiate between walking, running, hopping, galloping, and jumping.
b) Demonstrate bending, pushing, pulling, turning, and balancing on one foot.
c) Demonstrate approaching-mature form (at least two critical elements: which are
small, isolated parts of the whole skill or movement) used in stationary
manipulative skills for tossing and throwing underhand to targets, bounce and
catch, toss and catch, kicking stationary ball to target, striking stationary object
with paddle, dribbling, rolling ball underhand to target, trapping and volleying
with hand.
d) Demonstrate a minimum of two critical elements used in manipulative skills while moving, to
include dribbling with continuous kick (taps) of ball while walking.
e) Demonstrate moving to a beat and to rhythmic patterns using basic locomotor and nonlocomotor rhythmic patterns.
f)
g)
h)
i)
j)
k)
Demonstrate moving forward, sideways, and in side-to-side directions.
Demonstrate moving at low, medium, and high levels.
Demonstrate traveling in straight, curving, and zigzagging pathways.
Demonstrate fast, slow, and moderate speeds.
Demonstrate jumping over a stationary rope and a self-turn single jump.
Demonstrate one roll (narrow or curled).
Anatomical Basis of Movement
K.2 The student will identify basic structures of the body and basic spatial awareness concepts.
a)
b)
c)
d)
Explain that the body has muscles and bones that help the body move.
Identify that the heart as a special muscle that helps the body move.
Explain that moving faster makes the heart beat faster.
Demonstrate the concept of personal space.
Fitness Planning
K.3 The student will identify basic fitness concepts.
a) Explain that physical activity helps the body grow.
b) Identify activities that can be done at home to keep the body healthy.
c) Identify physical activities that are done with family and with friends for fun.
Social Development
K.4 The student will use appropriate behaviors and safe practices in physical activity settings.
a) Demonstrate cooperative and safe play.
b) Demonstrate general and personal space.
c) Identify three classroom (procedural) rules.
Energy Balance
K.5
The student will identify basic concepts of energy balance.
a) Explain that food provides energy for movement.
b) Identify one fruit and one vegetable.
c) Explain that fruits and vegetables help the body keep moving.
Grade One
Students in grade one refine locomotor skills and further develop fundamental non-locomotor and
manipulative skills in educational games, dance, and gymnastics. They continue to develop an
understanding of key concepts and anatomical basis of movement principles and link these concepts and
principles to their movement. Students explore and experiment with a range of movement experiences in
a variety of environmental contexts, with the goal of becoming confident and competent movers. Students
relate participation in vigorous physical activity to changes in the body, to enjoyment, and to improving
their health and wellness. They further their understanding of the importance of physical activity and
energy balance (nutrition) in their lives. As students increase their understanding of movement, they gain
a deeper understanding of how the body moves. Students continue to develop socially as they work safely
alone and in groups. The natural enjoyment of physical activity should be reinforced and complemented
by a variety of educational game, dance, and gymnastic activities in which students learn and are
successful.
Motor Skill Development
1.1 The student will demonstrate approaching mature form and the correct critical elements (small,
isolated parts of the whole skill or movement) of locomotor, non-locomotor, and manipulative
skills.
a) Demonstrate critical elements used and distinguish between galloping, leaping, skipping, and
sliding.
b) Demonstrate non locomotor skills of twisting, curling, bending, stretching, and balancing on
different body parts.
c) Demonstrate approaching mature forms (at least two critical elements) for use in
manipulative skills (e.g., rolling ball underhand to target, underhand throw to
targets, underhand toss and catch to self and with a partner, dribbling with hand
in general space, dribbling with foot, kicking stationary ball to target, striking
stationary object with hand or with short-handled implement, throwing
underhand, volleying object upward with various body parts).
d) Demonstrate at least two critical elements for the manipulative skills of catching, throwing
underhand, striking, dribbling, and kicking, while moving.
e) Demonstrate simple educational gymnastic skills, to include balancing at different levels, two
different rolls (narrow or curled), moving in two different directions, and transfer of weight.
f) Demonstrate moving to a beat or rhythmic pattern in personal (self-space) and general space.
g) Perform a teacher-led dance.
h)
i)
j)
k)
l)
m)
Demonstrate forward, sideways, backwards (slow), and side-to-side directions.
Demonstrate low, medium, and high levels.
Demonstrate straight, curving, and zigzagging pathways.
Demonstrate fast, slow, and moderate speed movements.
Demonstrate consecutive jumps (more than one) with a self-turn rope.
Demonstrate consecutive jumps with a long rope (student-turn).
Anatomical Basis of Movement
1.2
The student will identify basic anatomical structures and basic spatial awareness concepts.
a) Identify where the brain is located.
b) Explain that muscles attach to bones to help the body move.
c) Describe how the heart and lungs work together to keep the body moving.
d) Explain that the heart is a muscle that grows stronger with movement.
e) Demonstrate appropriate use of personal and general space.
Fitness Planning
1.3
The student will identify changes in the body that occur during moderate-to-vigorous physical
activity.
a) Identify activities to do at home to help the body move and grow.
b) Identify one activity that increases heart and breathing rates to make the heart stronger.
c) Describe and demonstrate activity at two or more intensity levels.
Social Development
1.4
The student will demonstrate basic knowledge and skills for safe and cooperative play, individually
and with others, without reminders from teacher.
a) Work cooperatively, and demonstrate safe equipment use with peers.
b) Demonstrate safety rules for activity.
c) Demonstrate safe use of space.
d) Identify classroom (procedural) rules.
Energy Balance
1.5
The student will identify basic nutrition concepts of energy balance.
a)
b)
c)
d)
Name the food groups as identified by the U.S. Department of Agriculture (USDA).
Name one food from each (USDA) food group.
Explain that the body needs water.
Explain that physical activity uses energy from foods.
Grade Two
Students in grade two focus on mature patterns, not on traditional games, while participating in a variety
of movement experiences to develop fundamental motor skills and patterns. They vary movement patterns
and begin to combine skills in educational game, dance, and gymnastic activities. Students progress in
skill development and in understanding key elements of fundamental movement skills, including
movement concepts, major muscles and bones, health-related fitness concepts, energy balance concepts,
and the benefits of physical activity. Students work cooperatively and responsibly in groups and begin to
build skills to meet movement challenges. They participate in physical activities at school and identify
opportunities to participate in regular physical activity outside of school.
Motor Skill Development
2.1
The student will demonstrate approaching (at least two critical elements) and mature form (all
correct critical elements) of locomotor, non-locomotor, and manipulative skills.
a) Demonstrate individually and with a partner the mature forms of manipulative skills for
underhand throwing, catching underhand tossed or thrown ball, kicking/passing stationary ball
to a partner or to a target, foot dribble with control while walking, striking, consecutive upward
volleying with hand(s), and stationary hand dribbling.
b) Demonstrate a simple educational gymnastic sequence, including balance, roll, transfer of
weight from feet to hands, and flight.
c) Demonstrate moving to a rhythm by performing basic dance sequences (teacher- or student-led
dances).
d) Demonstrate mature form for hop, jump, leap, skip, run, jog, gallop, and slide.
e) Demonstrate and differentiate between jogging and running.
f) Demonstrate manipulative skills using increased force (hard) and decreased force (soft) with
control.
g) Demonstrate mature form for jumping forward with self-turn rope and jumping with long rope
(student turn).
h) Demonstrate approaching mature form (at least two critical elements) for overhand throw,
dribbling with dominant/preferred hand while walking, kicking moving ball, striking ball/object
with short-handled implement upward and forward, striking/batting ball off tee, and jumping
backward with self-turn rope.
Anatomical Basis of Movement
2.2
The student will identify major musculoskeletal structures and the cardiorespiratory system and
explain the importance of spatial awareness while moving.
a) Describe the concept of relationships (e.g., over, under, around, in front of, behind, through) in
dynamic movement situations.
b) Explain the importance of spatial awareness (personal and general space) in static and dynamic
movement situations.
c)
d)
e)
f)
g)
Explain that the brain sends a message to the body to move.
Identify major muscles, to include quadriceps, biceps, abdominals, and heart.
Explain that muscles tense to keep the body in a balanced position.
Identify major bones, to include skull, ribs, and spine.
Identify the major structures of the cardiorespiratory system (heart and lungs).
Fitness Planning
2.3 The student will describe the components of fitness and identify physical activities that promote
aerobic capacity, muscular strength, endurance, flexibility, and body composition.
a)
b)
c)
d)
e)
Describe muscular strength as important in lifting /moving heavy objects.
Describe muscular endurance as important in moving throughout the day.
Describe flexibility as important in moving in many directions.
Describe cardiorespiratory endurance as important for maintaining a healthy heart.
Describe body composition as the components that make up a person’s body weight
(percentages of fat, bone, water, and muscle in the human body).
f) Identify one activity to promote each component of fitness (cardiorespiratory
endurance, muscular strength, muscular endurance, flexibility, and body composition).
g) Identify opportunities to participate in regular physical activity outside of school.
Social Development
2.4
The student will identify and apply cooperative, respectful, and safe behaviors in physical activity
settings.
a)
b)
c)
d)
e)
Identify one activity that is enjoyed and done outside of physical education class.
Identify one activity that is challenging and one way to improve the activity.
Demonstrate cooperative skills, to include taking turns and sharing equipment.
Demonstrate safe participation individually and with others.
Identify two class safety rules.
Energy Balance
2.5
The student will describe the energy intake components of energy balance and physical health and
development.
a)
b)
c)
d)
Explain that dairy is important for bone growth.
Identify examples of healthy snacks.
Identify different hydration choices.
Explain that choosing nutritious foods and being physically active are components of
being healthy.
Grade Three
Skill development remains a central focus for students in grade three as they begin to accept feedback
from and provide appropriate feedback to others. Students refine, vary, and combine skills in complex
situations and demonstrate more proficient movement patterns in educational games, dance, and
gymnastic activities to become confident and competent movers. Students identify critical elements
(small, isolated parts of the whole skill or movement) and apply them in their movement. They develop
fitness knowledge and can relate regular physical activity to energy balance and health benefits. Students
continue to build knowledge of body structures and systems. They know safe practices, rules, and
procedures and apply them with little or no reinforcement. Students work cooperatively with peers and
understand that there are many differences in movement skill and ability levels among their classmates.
Motor Skill Development
3.1
The student will demonstrate mature form (all critical elements) for a variety of skills and apply
skills in increasingly complex movement activities.
a) Demonstrate the critical elements for overhand throw and catch using a variety of
objects; control, stop, and kick ball to stationary and moving partners/objects; dribble
with dominant/preferred hand/foot; pass a ball to a moving partner; strike ball/object
with short handled implement upward and forward; strike/bat ball off tee (correct grip,
side to target, hip rotation); jump/land horizontally (distance) and vertically (height).
b) Demonstrate a self-turn rope sequence of four different jumps.
c) Demonstrate simple dances in various formations.
d) Perform an educational gymnastic sequence with balance, transfer of weight, travel,
and change of direction.
e) Create and perform a dance sequence with different locomotor patterns, levels, shapes,
pathways, and flow.
Anatomical Basis of Movement
3.2 The student will identify major structures of the body, to include body systems, muscles, and bones,
and identify basic movement principles.
a) Apply the concept of open space while moving.
b) Identify major muscles, to include hamstrings and triceps.
c) Describe the components and function of the cardiorespiratory system, to include heart,
lungs, and blood vessels.
d) Identify major bones, to include femur, tibia, fibula, humerus, radius, and ulna.
e) Name one activity and the muscles and bones that help the body perform the activity.
Fitness Planning
3.3 The student will describe the components and measures of health-related fitness.
a) Explain the health-related components of fitness (cardiorespiratory endurance,
muscular strength, muscular endurance, flexibility, and body composition).
b) Identify one measure for each component of health-related fitness.
c) Demonstrate one activity for each component of health-related fitness.
d) Identify that there are levels of intensity in moderate to vigorous physical activity
(MVPA).
Social Development
3.4 The student will demonstrate an understanding of the purposes for rules, procedures, and respectful
behaviors, while in various physical activity settings.
a) Explain the importance of rules for activities.
b) Provide input into establishing and demonstrate implementation of rules and guidelines for
appropriate behavior in physical activity settings.
c) Describe the importance of cooperating and work cooperatively with peers to achieve a goal.
d) Implement teacher feedback to improve performance.
e) Provide appropriate feedback to a classmate.
f) Describe one group physical activity to participate in for enjoyment.
Energy Balance
3.5 The student will describe energy balance.
a) Explain that energy balance relates to good nutrition (energy in) and physical activity
(energy out).
b) Identify one food per group to create a healthy meal that meets USDA guidelines.
c) Identify healthy hydration choices and the amount of water needed for the body to
function, using the formula one ounce of water per two pounds of body weight.
d) Identify the macronutrients (fat, protein, carbohydrates).
Grade Four
In grade four, students make continuous progress across all fundamental motor patterns. Proficient
movement patterns are possible as students combine locomotor and manipulative skills in increasingly
complex situations. Students create sequences in educational dances and gymnastics. They apply
movement concepts and principles and knowledge of anatomical structures in individual movement
performances, and tactical strategies in modified activities. Fitness assessment is appropriate at this grade
level, and students interpret the results of their assessments and set personal goals based on the results.
Students exhibit appropriate etiquette, integrity, and conflict-resolution skills; and they apply proper rules
and procedures.
Motor Skill Development
4.1 The student will refine movement skills and demonstrate the ability to combine them in increasingly
complex movement environments/activities.
a) Demonstrate mature form for specialized locomotor, non-locomotor, and manipulative skill
combinations in game and modified sports activities, to include overhand throw and catch with
a partner while moving, overhand throw to a target for distance, dribbling and passing soccer
ball with varying speed while moving, dribbling with non-dominant/non-preferred hand
walking and dominant/preferred hand at various speeds, catching thrown objects, striking a ball
with short-handled and long-handled implement, and underhand volley/strike.
b) Create and perform a partner dance sequence with an apparent beginning, middle, and end that
integrates shapes, levels, pathways, and locomotor patterns.
c) Create and perform a continuous educational gymnastic sequence that combines four or more
of the following movements: traveling, balancing, rolling, and other types of weight transfer.
d)
e)
f)
g)
Demonstrate the use of pacing, speed, and endurance in a variety of activities.
Demonstrate the ability to self-pace in a cardiovascular endurance activity.
Provide appropriate feedback to a peer to improve performance.
Create and perform a jump-rope routine (self-turn or long rope).
Anatomical Basis of Movement
4.2 The student will identify major structures and begin to apply knowledge of anatomy to explain
movement patterns.
a) Identify and describe the major components of the cardiorespiratory system, to include
heart, lungs, and blood vessels.
b) Identify major muscle groups, to include deltoid and gluteal.
c) Identify major components of the skeletal system, to include sternum, vertebrae,
patella, and phalange.
d) Locate radial and/or carotid pulse.
e) Identify the bones and muscles needed to perform one fitness activity and one skilled
movement.
f) Identify the concept of closing space during movement sequences.
Fitness Planning
4.3 The student will apply knowledge of health-related fitness, gather and analyze data, and set
measurable goals to improve fitness levels.
a) Describe the components of health-related fitness and list associated measurements
(cardiorespiratory endurance/aerobic capacity, muscular strength and endurance, flexibility,
body composition).
b) Analyze baseline data from a standardized health-related criterion-referenced test (Virginia
wellness-related criterion-referenced fitness standards, CDC guidelines).
c) Create a SMART (specific, measurable, attainable, realistic, timely) goal for at least one healthrelated component of fitness to improve or maintain fitness level.
d) Identify activities that can be done at school and activities that can be done at home to
meet fitness goals.
e) Analyze post-fitness testing results, and reflect on goal progress/attainment.
Social Development
4.4 The student will demonstrate positive interactions with others in cooperative and competitive
physical activities.
a) Identify a group goal and the strategies needed for successful completion while working
productively and respectfully with others.
b) Identify and demonstrate conflict-resolution strategies for positive solutions in resolving
disagreements.
c) Define etiquette and demonstrate appropriate etiquette and application of rules and procedures.
d) Define integrity and describe the importance of integrity in a physical activity setting.
Energy Balance
4.5 The student will explain the nutrition and activity components of energy balance.
a)
b)
c)
d)
e)
f)
g)
Identify the number of calories per gram of fat (9), protein (4), and carbohydrates (4).
Explain the uses of salt and sugar and the harm of excessive salt and sugar intake.
Describe how the body uses each macronutrient (fat, protein, carbohydrates).
Calculate the calories per gram of macronutrients for a variety of foods.
Explain the importance of hydration.
Compare different hydration choices.
Explain the role of moderate to vigorous physical activity (MVPA) for energy balance
Grade Five
Students in grade five apply movement principles and concepts and knowledge of anatomical structures
and functions to enhance their movement performance, personal fitness, and game strategy and tactics.
They develop proficiency in physical activities, dances, and educational gymnastics. Students
demonstrate specialized skills alone, with a partner, or in a small group. They access and use resources to
plan and improve personal fitness as they exhibit a physically active lifestyle. Students continue to
develop responsible personal and social behaviors as they work with others in safe and respectful ways.
Motor Skill Development
5.1 The student will demonstrate mature movement forms, create movement patterns, and begin to
describe movement principles.
a) Demonstrate mature form in locomotor, non-locomotor, and manipulative skill combinations in
more complex and dynamic environments and modified sports activities, to include overhand
and underhand throw and catch, execution to a target, hand dribble, foot dribble, consecutive
striking with a partner over a net or against a wall, and striking a ball while stationary and
moving.
b) Create and perform an educational gymnastic sequence including travel, roll, balance, and
weight transfer, with smooth transitions and changes of direction, shape, speed, and flow.
c) Create and perform individual or group rhythm/dance sequences including American and
international dances and a jump-rope routine (self-turn or long rope).
d) Demonstrate use of space in a variety of activities.
e) Demonstrate accuracy in a variety of activities.
f) Demonstrate use of force in a variety of activities.
g) Apply concepts of direction and force to strike an object with purpose and accuracy.
Anatomical Basis of Movement
5.2 The student will apply anatomical knowledge and movement strategies in complex movement
activities.
a) Identify components of major body systems, to include cardiorespiratory, vascular,
muscular, and skeletal.
b) Apply knowledge of body systems, bones, and muscles to accurately describe a variety
of specific movements such as a ball strike, overhand throw, or volley.
c) Describe concepts of direction and force used to strike an object with purpose and
accuracy.
Fitness Planning
5.3
The student will use personal fitness assessment data to enhance understanding of physical fitness.
a) Identify methods for evaluating and improving personal fitness such as health-related criterion
referenced tests, heart rate, body mass index (BMI), and pedometer data.
b) Compare and analyze fitness data to health-related criterion-referenced standards (Virginia
wellness-related fitness standards, Fitnessgram®, CDC guidelines) to assess levels of personal
fitness and identify strengths and weaknesses.
c) Create a basic personal fitness plan for at least one health-related component of fitness,
to include baseline fitness data, SMART goal, activities that will address the goal, log
of activities inside and outside of school, reassessment data (post-data) and reflection of
goal progress/attainment.
d) Explain the FITT (frequency, intensity, time, and type) principle.
e) Calculate resting heart rate and calculate heart rate during a variety of activities.
f) Explain the relationship between heart rate and cardiorespiratory fitness.
Social Development
5.4 The student will participate in establishing and maintaining a safe environment for physical
activities.
a)
b)
c)
d)
e)
Create and implement rules and consequences for one or more activities.
Create and implement safety rules for at least one activity.
Create and implement etiquette for one activity.
Explain the importance of inclusion in physical activity settings.
Describe and demonstrate respectful behavior in physical activity settings.
Energy Balance
5.5 The student will identify and explain the nutrition component and activity guidelines for energy
balance.
a)
b)
c)
d)
e)
Explain RDA (Recommended Dietary Allowance).
Explain that there are different RDA recommendations for children, teens, and adults.
Explain the effect of portion size on RDA.
Explain the purpose of vitamins and minerals.
Evaluate components of food labels for a variety of foods, to include macronutrients,
RDA, and portion size.
f) Explain that physical activity guidelines recommend 60 minutes of moderate to
vigorous physical activity (MVPA) every day
PHED/HPEX Websites for
Physical Education Standards of Learning for VA public Schools
http://www.pen.k12.va.us/VDOE/Superintendent/Sols/physedk-12.pdf
SOL Currently in Effect for VA Public School
http://www.pen.k12.va.us/VDOE/Superintendent/Sols/home.shtml
Five Common Mistakes in Writing Lesson Plans
http://www.adprima.com/mistakes.htm
Math K-12 Teaching Materials
http://archives.math.utk.edu/k12.html
Lesson Plans & Activities
http://www.csun.edu/~vceed009/lesson.html
K-12 Sources—Curriculum Lesson Plans
http://my.execpc.com/~dboals/k-12.html
Physical Education Lesson Plans
http://schoolnet.ca/accueil/e/resources/metadata/newurl_dance_12046_e.ht
ml
SPORTS MEDIA Physical Education Lesson Plans
http://schoolnet.ca/accueil/e/resources/metadata/newurl_physical_education
_6254_e.html
Search Results for: Physical Education Lesson Plans (Canada)
http://schoolnet.ca/home/e/search/SearchResults.asp?SearchString=Physical
+Education+Lesson+Plans&SearchType=phrase&SearchLanguage=English&Sea
rchAll=&Interface=e&Action=NewQuery
LessonPlansPage.com
http://www.lessonplanspage.com/
Costalnet Physical Education Lesson Plans
http://schools.eastnet.ecu.edu/pitt/ayden/physed8.htm
EdHelper.com
http://www.edhelper.com/cat32.htm
Baltimore Co, Public Schools
http://www.bcpl.net/~knierwie/assess.html
Human Kinetics: Teaching Children Physical Education
http://www.humankinetics.com/products/journals/journal.cfm?id=TEPE
VA Dept of Education
http://www.pen.k12.va.us/VDOE/Instruction/sol.html
Introduction to Music & Dance in Ages 3-14
http://www.geocities.com/Vienna/1854/MovDance3_12.html
Commonwealth of Knowledge
http://www.knowledge.state.va.us/main/lesson/les.cfm
Lesson Plan Format
http://cep.jmu.edu/sternbs/lesson_plan_format.htm
Sample Lesson Plan Formats
NC’s Six Part Lesson Plan Format
http://people.uncw.edu/bennettj/JB%20Webpage/PED387/Lesson_Plan_Form
at.HTML
GA Lesson Plan Format
http://chiron.valdosta.edu/djudd/lessonplanformat.html
Pro Teacher
http://www.proteacher.com/020001.shtml
Ask ERIC Lesson Plans
http://askeric.org/Virtual/Lessons/
Virginia Commonwealth University
Division of Health and Physical Education
Instructor: Dr. Eric W. West
HPEX 211 Elementary Rhythmics & Tumbling
Names: ________________________
_______________________________
_______________________________
_______________________________
_______________________________
Date: _________________________
Learning Experiences for ______________________
Dance Title__________________________________
Learning Experiences Self-Evaluation
Due April 5, 2004
Please write your answers/comment in the designated space provided. You may use the back for
additional space.
1. How would you evaluate the progress of your class?
2. What would you do differently in the future when preparing and teaching this lesson?
3. What other question might you ask yourself in preparation for the lesson taught or in general?
4. What other questions might you ask your students?
Sample Teaching Dance Assessments
Sample Questions for Reflection
Questions for Reflection
How many ways to walk can you create using the elements of dance? For example, walk forward quickly using a
curvy pathway or walk slowly taking big steps. What additional ideas can you think of?
If you were creating a dance about the water cycle, how would you use space, time, and force to create movements
that represent evaporation, condensation, and precipitation?
Teaching dance within a cultural and historical context provides students with an understanding of how the dance
movements and formations reflect traditions, values, beliefs, and ways of living. What are some strategies you
would use to teach a cultural dance? How can technology be integrated into your teaching?
Think of several instances in which you participated in a cultural dance or a social dance. What did you enjoy about
the experience? Who was dancing? What types of movements did you perform or observe?
Questions for Reflection
What role does dance play in your life? Artistically? Socially? Culturally?
What is your definition of dance? How do others define dance?
What perceptions do you think your students will have about dance? What do you think influences their
perceptions?
How do you think that creative dance is different from creative movement? How are they similar?
What skills and knowledge about movement and teaching do you have that can be applied to teaching dance?
Throughout children’s education, they participate in many experiences that contribute to their physical,
intellectual, emotional, and social development. What unique contributions does dance make to a child’s
development?
Questions for Reflection
Where do you obtain your ideas for a unit of study? Are they prescribed in the curriculum, or do you design your
own units within a framework of school outcomes?
What parts of a unit are easy to plan? Why? What challenges do you encounter when planning a dance unit? How
do you resolve the challenge?
How would you prioritize the content you will teach for a yearlong plan in dance?
The components of a lesson described in this chapter are one way to organize and develop the content. What ideas
can you add to the lesson design?
What do you see as the significance of teaching an interdisciplinary unit that integrates dance with another subject
area? What other curricular areas can you integrate with dance?
BuBBles
Objectives
As a result of participating in this learning expe- rience, children will do the following:
Demonstrate word meaning through movement
Develop a short dance using a sequence of movements that emphasize time, force, shape, range, and levels
Organization
The students move individually in the beginning of the experience, then create dances in small groups of three or four.
Equipment Needed
A list on a chalkboard or large piece of paper of vocabulary words that describe the char- acteristics of bubbles such as
shimmer, burst, float, circles, connected, spatter, oblong, pop, and sparkle [the students can also develop the list of
descriptive words] • tape/CD player • music with strong and light qualities • a drum or percussion instrument • container
of bubbles • paper and pencils
Introduction
We are going to create a dance about the shapes and movements of bubbles. Some of the move- ments will be slow and
light, fast and strong, and fast and light. The warm-up will include move- ments that show these qualities. There will be
three warm-up areas with a leader in each area. (See figure 8.9.) I will organize the class into three groups. Each group
will start at one of the warm-up areas, then after 1 minute, switch to the next area. The leader will improvise movements
that reflect the movement quality for his or her area, and the group will follow the leader. The warm-up movements are
nonlocomotor such as bending, stretching, twisting, reaching, swinging, shaking, wiggling, or turning. The first warm-up
area, led by Kate, is the slow and light area. When you are in her area, she will do only slow and light movements and her
group will follow. The second area, led by Tahreem, is fast and strong; and the third area, led by Anna, is fast and light.
[The teacher assigns the three groups, plays the music for 1 minute and then switches the groups to the next area. This
process is repeated until everyone has visited each area. The leaders do not switch.]
Development
I am going to blow bubbles and I want you to observe the shapes and movements. Now, tell me what you observed. I will
write a list of words that describe the shapes and movements of the bubbles. [The teacher writes words suggested by the
students.] Look at the list of words describing the bubbles. Today, we are going to create movements that express each of
the words. Later, you will select three or four words and create a dance.
Let’s begin with shimmer. How would you express the word shimmer? [Maria says, “I would move like this, a little
shaking all over.”] Maria’s movements are small, light, and quick. Now, everyone find a way to make all of your body
shimmer, using very small, light, and quick movements. Make only one body part shimmer while the rest of the body is
still. Try another body part. Begin the shimmer movement in your feet and let it travel up to your legs, waist, chest, arms,
and head. Can you shimmer as you change levels? Begin lying on the floor and move to standing while you shimmer.
The next word is burst. What type of force will you use to express the word burst? [Kevin says, “Very strong. You would
move big and fast like a firecracker.”] In your personal space, find a way to make your hands show a bursting movement.
Now, burst with both your arms at the same time. Try your whole body, expressing what it feels like to burst open.
Remember to keep the movement strong. Add a jump to your burst. Travel backward, forward, or sideward as you burst.
Try a burst movement at a low level and then at a high level. Can you turn and burst open?
Now, let’s explore the word float. Using light force and a slow tempo begin floating low and small and then gradually
float higher and bigger, then low and small again. Try floating in a stretched shape. Try making different shapes as you
float lightly and slowly. Let the shapes float around the space. Add a turn to the float- ing movements.
Pop is the next word. Try using hopping and jumping movements to express a pop. Try 3 light hops, and make a shape
with your arms
to go with the hops. Now, try 2 strong jumps and make a different arm shape to go with the jumps. Combine 3 hops and
then 2 jumps using the arm shapes. Hop, hop, hop, and jump, jump. As you repeat the pattern, change the shapes of your
arms.
The sparkle word will be expressed with only one body part at a time. The movement will be light and quick. You can
choose if it will be big or small. When I call out the different body parts, you make them sparkle. Ready? Head, hand,
shoulder, foot, hip, elbow, knee, head, shoulder, hand, elbow, foot, hip, knee. Now, each time I beat the drum you choose
a body part to sparkle. Keep the movement quick and light. [The teacher plays 10 to 15 drumbeats.]
Next, we will explore three descriptive words: circle, oblong, and connected. Begin by making your whole body into a
circle. Find another way to make a circle. Now, another way. Have you tried a standing circle, a sitting circle? How about
a circle shape lying on the floor? I am going to organize you into groups of three or four. Now, connect your individual
circle shape to the others in your group. Can you connect with your hands, feet, elbows, your sides? Now, each person
connects to another person using a different body part.
Let’s share the connected shapes by showing them to the class. [Each group demonstrates their connected circles.] What
body parts are they using to connect? Do you see three different ways to make a circle with the body?
Next, with your group, make one oblong shape low to the floor. Now, make an oblong shape at a medium level. Try a
high level. Find a way to begin your oblong shape low to the floor, and slowly change it to a medium level and then a high
level.
Culminating Dance
Now, you will create a dance using some of the bubble words. Each person in the group selects a word from the bubble
vocabulary list. Decide on an order for your words. For example, your group may choose oblong, sparkle, splatter, and
float. The first word is the beginning of your dance. The next one or two words are the
(continued)
Bubbles (continued)
middle, and the last word is the ending. Your group will perform all the movements in unison. Each word will be
performed using a different formation. Will you begin in a circle, a line, or a scattered formation? Then, change to a
different formation for the middle of the dance and then another formation for the ending. Use the paper to write your
words and draw the formations. [While the students are creating and practicing their dances, the teacher plays the music
and visits each group to see if they need any help.] After each group is finished, we will observe the dances.
Closure
How do you think the dancing expressed the movements and shapes of bubbles? Did you use any opposite forces, levels,
tempos, sizes, or directions in your dance? Tell us about how they appeared.
Look For
How well students can exhibit the differ- ent qualities of movement. Do students demonstrate the balance and strength
needed to move slowly and lightly or fast and strong?
Students using fast movements in the pop- ping, sparkle, splatter, and burst move- ments.
Students’ responses to changing body parts on each drumbeat in the sparkle movements. Can students demonstrate the
coordination needed to perform these movements?
How the groups collaborate to connect their circle shapes and move the oblong shape at different levels.
How students land on their feet with knees bent when they jump in the burst and hop or jump in the pop. Is the landing
safe?
How students round their spines to make circle shapes clearly with their whole bodies.
How Can I Change This?
Students can add percussion instruments or vocal sounds to accompany their dance.
Each group teaches their dance to the entire class, and then everyone performs it together.
Assessment Suggestions
The teacher creates criteria and a holistic rubric to assess the group dance (see figure 8.10).
Students record the words, a movement description, and the formations they used in the dance (see figure 8.11).
Rubric
Excellent
Good
Needs work
Criteria
Students perform in unison while changing formations. Force, range, and tempo for each section of the dance
are clear, and transitions between sections are smooth.
One or two of the criteria are missing. [Note which criteria are present.]
The group was not able to complete the dance.
Word: Pop
Movement: Small and fast jumps
Figure 8.11 Student assessment for the bubble dance.
Interdisciplinary Connections
Integrate with language arts as the stu- dents write poems or stories incorporat- ing the words used in their dance.
Float
Big stretches w/ walking
Combine the dance learning experience with a science lesson based on observa- tions of how bubbles form.
Burst Strong turns X
From T. Purcell Cone and S. Cone, 2012, Teaching Children Dance, 3rd edition (Champaign, IL: Human Kinetics).
Scarf or Streamer Dance
Students use scarves or streamers to form mirror- ing and shadowing relationships. In the mirroring relationship the leader
creates various nonlocomo- tor movements, and in the shadow relationship the leader uses locomotor movements and still
shapes. Students take turns as leaders.
Organization
and Equipment Needed
Use a random formation in the space. Students are organized into pairs or groups of three. Each student has a scarf or
streamer. The streamers can be paper or plastic. The length is determined by each student’s size and range of motion.
Streamers range from 1 to 3 feet (.3-1 m).
Dance Description
Each student holds a scarf or a streamer. One partner is the leader and the other is the follower. The leader can choose
how he or she wants to slowly move the scarf or streamer, and the follower observes and reproduces the movement at the same time as the leader. The movement needs to be slow to help
students with processing and reproducing the observed movements. This dance occurs in a stationary space using
primarily nonlo- comotor movements. The partners or students in the group take turns being a leader and a follower.
Music with a slow tempo will support the slow body movements. The students then change from a mirror relationship to a
shadow relationship. One student is the leader and the other is the follower. The leader uses locomotor movements to
travel in the space while the follower does the same movements. Students take turns as the leader. The leader can also stop
and freeze in a shape and then continue moving in the space. To adapt the dance for students with visual impairment, have
a peer or paraeducator use cue words to describe the lead- er’s movements. When they are the leader for the shadow
dance, they can hold the elbow of a peer or paraeducator as they move through the space.
From T. Purcell Cone and S. Cone, 2012, Teaching Children Dance, 3rd edition (Champaign, IL: Human Kinetics).
Ocean Waves and Swimmers
Outcomes
As a result of participating in this learning experi- ence, children will be able to do the following:
1. Coordinatearmandlegmovementstoexpress the swimmer’s movements. (psychomotor)
2. Remember the three movements used to rep- resent the ocean part of the dance. (psycho- motor and cognitive)
3. Describe whether they prefer the role of the ocean or the swimmer in the dance. (affective)
Organization
Children explore movements individually using levels, pathways, and directions, and in two large groups they perform the
culminating dance.
Equipment Needed
• MP3 or CD player
• Music with the sound of ocean waves • Pictures or video of waves or swimmers • Drum or other percussion instruments
Introduction and Warm-Up
Today, we are going to the beach. Did you bring your swimsuit and towel? The ocean will be in this half of the room, and
the beach will be in the other half. (See figure 8.5.) In this dance, we will move high and low and use different pathways
and directions. Has anyone been to the beach? Can you describe how the waves move? Now, let’s do our warm-up so we
are ready for a day of fun at the beach.
Begin the warm-up by walking in the space. Let’s pretend we are walking to the beach. I will play the drum with an even,
steady beat. As you walk, match the tempo of the drumbeat with each step. Swing your arms as you walk. Can you walk
and change levels, reaching up high and bending down low? Now change the walk to a skip or a gallop as I change the
drumbeat. Keep swinging your arms.
Development
In your personal space, let’s first create some move- ments about the ocean waves. Using your hands and arms, show me
how an ocean wave moves. I can see that your hands and arms are moving up and down. Make the up movement bigger
and
higher, and reach the down movement low to the floor. Try both arms at the same time. Now, add your whole body when
you reach up high with your arms, and then bend your whole body as you reach down low with your arms. Let your head
follow the up-and-down movement too. Add these 4 up counts and 4 down counts to the move- ment as I play the drum.
Take all 4 counts to move up and all 4 counts to move down. Up-up-up-up and down-down-down-down, and up-up-up-up
and down-down-down-down.
This time, find a way to walk forward in the space and move your body high and low. Add the counts up-up-up-up and
down-down-down-down. Remember these walks; we will use them later in the dance to represent the movement of the
ocean waves.
Now, let’s create movements that feel like the splashes of the ocean waves as they hit the beach. Keeping your body low
to the floor, how can you use your arms and legs to show the movement of a splash? Where do your arms and legs move
in the space? What kind of force will you choose? Can you splash in different directions?
What happens to the wave after it hits the beach and splashes? Yes, it rolls back into the ocean. Show me how you can roll
your body sideways as if you are a wave going back into the ocean. Add some of your splashing movements as you roll.
Now, let’s combine the three different ways the wave can move. First, in your self-space, do the rising up-and-down
movement of the waves. Ready! Up-up-up-up and down-down-down-down. Do it again. Now, add walking forward, upup-up-up and down-down-down-down, and end down on the floor. Let’s repeat this from the beginning: in place, up-upup-up and down-down-down-down, and, again in place, up-up-up-up and down-down- down-down; now walking
forward, up-up-up-up and down-down-down-down, and end on the floor.
Now, add the splashing movements in your self- space on the floor. Ready! Splashing, and splashing, and splashing, and
splashing. You really have to use lots of force in your arms and legs. Now, splash in different directions.
The third wave movement is rolling back to the ocean with little splashes of your arms and legs. Ready! Roll, and roll, and
roll, and roll, and add splashes each time you roll onto your back.
(continued)
Ocean Waves and Swimmers (continued)
Figure 8.5 Beginning places for the ocean waves and swimmers. E5320/Purcell Cone/fig 8.5/419145/alw/pulled-r1
Remember the three movements of the ocean. We will use them later in our dance. Now, let’s create movements for the
swimmers. What are the ways your arms move when you are swimming? I see arms moving forward, backward,
sideways. Try a move- ment in which you alternate your arms. Try another way to move your arms so they move together,
then apart, and together and apart. Now, add walking to your swimming arm movements. Use forward, backward, and
sideward directions in the walking and in the arm movements. Swim all over the room using curvy pathways, as if you are
swimming in all parts of the ocean.
I will divide the class into two groups. One group will be the ocean waves, and the other group will be the swimmers.
Each child will have a chance to dance as the waves and swimmers today. The swim- mers and waves will begin the
dance on opposite sides of the room.
Culminating Dance
[At this point you tell the story, and the children listen without dancing.] This is a story about the ocean waves and the
swimmers. Listen to the whole story first before we begin the dance. First, the swimmers put on their swimsuits; grab their
towels; and walk, skip, or gallop to the beach. They move on the beach side of the room. Next, they find a spot on the
beach and pretend to place the towels down by using a swinging arm movement. They lie down on the towel to feel the
sun. Think
about what shape you will use when you lie down on the towel. It is a very hot day, and the swim- mers decide to go for a
swim. They stand up on their towels and look toward the ocean. While the swimmers are standing and watching, the
ocean waves begin to rise up and down and then move forward and splash. The swimmers walk in between the splashing
waves, using their swim- ming arm movements. Some swimmers are swim- ming backward, some are swimming forward,
and others are swimming sideward. Everyone is using different arm movements for the swimming. Some swimmers may
be surfing. Then, the swimmers walk back to the beach for a rest and sit down on their towels, and the ocean waves roll
back into the ocean. The ocean waves splash a little as they roll back. This is the end of the dance. Then the ocean waves
and the swimmers change places.
Let’s begin the dance. This time when I tell the story, you will dance. [Assign each group, and the children go to the
designated space. Children are assigned roles, and you tell the story again as the children move. This process helps the
children remember the sequence of movements and clarifies how the ocean waves and swimmers interact with one
another.] Ready, swimmers move first. [Relate the swimmers’ part of the story.] Now, the ocean waves begin to move.
Remember to count, up-up-up- up and down-down-down-down and up-up-up-up and down-down-down-down. Now,
walk forward up-up-up-up and down-down-down-down, and
Ocean wave dancers
Swimmers
(continued)
Ocean Waves and Swimmers (continued)
move to the floor for the splash. Be sure to have a big space around your body, so the swimmers will be able to move
around you. Now, the swimmers move around and between the ocean waves. Swim- mers return to their towels, and the
ocean waves roll back into the ocean. [Cue children for the movement when needed.] Now, switch roles. Can you do the
dance by yourself without my telling you the story? Try it to the sounds of the ocean waves.
Closure
Ask the children the following: “If you liked to dance the part of the ocean waves, show me one of the three ocean
movements. If you like to dance the part of the swimmers, show me how you used your arms while swimming.”
Look For




Childrentoexaggeratestretchingupandbend- ing low for the ocean waves. Are they doing the ocean movement
with a big change of level?
Howwellchildrencancoordinateup-and-down wave movements and counts. Can they move using all 4 counts to
stretch up and all 4 counts to move down?
The ability of the swimmers to keep the arm movements continuous as they walk between the spaces of the
splashing waves. Can the swimmers use different directions?
Howwellchildrencanusepersonalspacewhen they perform the splashing waves. Discuss with children why this
safety concern is important.
How Can I Change This?


You can elaborate on the story by adding play- ing in the sand before children go in for a swim. You could have
swimmers lie on beach towels on the front, side, and back of their bodies, and have the swimmers dry off different
body parts after the swim.
Use real towels or towel-size pieces of plastic for the swimmers’ props. The ocean wave dancers can hold blue
streamers as props and move them up and down to emphasize the ocean waves.
• Children can perform the ocean waves by dancing in partners and moving in unison. Also assign partners so that the
swimmers can move together.
• You can give children the choice of performing the dance sequence without your cues. Discuss with the children how
they will know when to initiate the different parts of the sequence.
• You can emphasize the concept of unison movement with the waves in the up-and-down wave movements. Talk about
what unison means and how children will be able to use it in the dance.
• Add ocean fish, crustaceans, and birds as characters living in the ocean (e.g., pelicans, dolphins, crabs, seagulls, lobsters,
clams).
Assessment Suggestions
• Student self-assessment—affective: The chil- dren draw a picture of themselves performing the dance they preferred
(either the swimmers or the ocean waves). They can label the picture or write a sentence about what is happening in the
picture. (outcome 3)
• Teacher assessment—psychomotor and cogni- tive: Observe how many students remember all three parts of the ocean
dance. Based on the observation, you can review the sequence and add additional practice. (outcome 2)
• Teacher assessment—psychomotor: Observe the swimmers’ movements as they move around and between the ocean
waves to see if the children can continue to move their arms in a swimming motion as they walk. (outcome 1)
Interdisciplinary Connections
• Science:Connectthisdancetoscienceconcepts focused on water forms or ocean study.
• Music: Connect to music when songs and music compositions about the beach or ocean are added as accompaniment to
the dance.
• Language arts (literature): Introduce the dance using poetry or stories focused on ocean life or experiences at the beach.
National PE Standards
SHAPE America's National Standards define what a student should
know and be able to do as result of a quality physical education
program. States and local school districts across the country use
the National Standards to develop or revise existing standards,
frameworks and curricula.
Standard 1 - The physically literate individual demonstrates
competency in a variety of motor skills and movement patterns.
Standard 2 - The physically literate individual applies knowledge
of concepts, principles, strategies and tactics related to movement
and performance.
Standard 3 - The physically literate individual demonstrates the
knowledge and skills to achieve and maintain a health-enhancing
level of physical activity and fitness.
Standard 4 - The physically literate individual exhibits
responsible personal and social behavior that respects self and
others.
Standard 5 - The physically literate individual recognizes the
value of physical activity for health, enjoyment, challenge, selfexpression and/or social interaction.