UNIT PLAN. Big Idea/Theme: Moving to beats and rhythms helps us become more physically fit and improves our coordination.
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1 UNIT PLAN Subject/Grade: Physical Education/5K Unit #: 4 Unit Name: Dance and Rhythm Big Idea/Theme: Moving to beats and rhythms helps us become more physically fit and improves our coordination. Culminating Assessment: Students will be able to: Follow simple dances with music upon teacher command. (ex. Chicken Dance, Hokey-Pokey) Jump rope in a traditional or modified fashion. Work in small groups to create a unique beat pattern. Unit Understanding(s) Beats and rhythms are essential components of dancing and rhythmic movements. (ex. jump rope and parachute activities) Moving to beats and rhythms help improve or coordination. Dancing and rhythmic movements help enhance our level of physical fitness. Moderate to vigorous exercise causes physiological changes in our bodies. Unit Essential Question(s): How can you show me a beat? What is coordination? Why is coordination important? What activities can you do to a beat or music? What types of changes do you notice in your body when you dance or jump rope? Students will know / Students will be able to Identify activities that can keep the student active during leisure time. Identify their likes and dislikes in regards to dance and rhythm activities. Demonstrate willingness to try new movement concepts. (ex. Dance, jump rope, juggling, parachute, etc.) Show a willingness to participate in individual and group physical activities. Develop a rhythm with a partner(s) (ex. hopping and jumping rhythms, jump rope alphabet shapes, creative ways to jump rope). Show a willingness to participate with students of all skill levels. Analyze how jumping rope affects their heart rate and breathing. Apply movement pathway concepts (ex. over, under, beside, etc.) while using jump ropes, parachutes, dance, and other rhythmic activities. Perform a variety of movements to a beat or music. (ex. dance aerobics,
2 Fit Kids Video,etc.) Apply the concept of spatial awareness when jumping rope to insure safety. South Carolina Academic Standards: K-1.2 Move in general space in a controlled manner to avoid contact with people and objects and be able to stop in control on command. K-1.3 Demonstrate beat awareness by moving to even and uneven rhythms (for example, galloping or sliding to the uneven rhythm of a drum beat or music). K-2.3 Identify a variety of spatial relationships with objects (for example, over, under, behind, beside, through). K-3.1 Engage in a variety of physical activities during leisure time (for example, t-ball, riding a bicycle, tag, hide-and-seek). K-4.1 Sustain moderate-to-vigorous physical activity for short periods of time. K-4.2 Engage in sustained physical activity that causes an increased heart rate and rapid breathing. K-5.3 Work independently and with others on physical-activity tasks. K-6.1 Participate willingly in individual and group physical activities. K-6.3 Demonstrate a willingness to learn new fundamental movement skills and try new games. K-6.5 Identify his or her likes and dislikes with regard to participating in physical activities. Interim Assessment (formative) Teacher observation Individual Performance Small group activities Checklists (ex. 30-sec. club, 1 min club, 2 min. club) Spark Criteria (to meet the standard/rubric) Dance The Bunny Hop (Lesson 1) The Mexican Hat Dance (Lesson 2) The Hokey Pokey (Lesson 3) The Conga (Lesson 4) Seven Jumps (Lesson 5) The Muffin Man (Lesson 6) The Shoe Makers Dance (Lesson 7) Hawaiian Roller Coaster Ride ( Lesson 8) Tarantella (Lesson 9) Mayonesa (Lesson 10)
3 Key Criteria (to meet the standard/rubric)
4
5 Dance Performance (Chicken Dance or Hokey Pokey) Jump Rope Forward Single Bounce Jump (without rope) This class is rocking!! Got it going on!! We re working on it!! Just learning!! Comments Double Bounce Jump (without rope) Create a beat with a partner(s)
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