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Lesson Plan

1.

Comparing and Contrasting Animal Movements


Andrea Tarnavskyj
3rd Grade

2. Lesson Essential Questions:


a. How do animals move differently?
3. Standards:
a. NJCCS.VISUAL AND PERFORMING ARTS .CONTENT. 1.3.2.A.1: Create and perform planned
and improvised movement sequences using the elements of dance, with and without musical
accompaniment, to communicate meaning around a variety of themes.
4. Learning Objectives & Assessments:
A.
Learning Objectives

Assessments

SWBAT create movements that can be identified as


representing different types of animals.

Observing students movements;


discussion about animal movements

B. Assessments:
The assessment will be based off the observation of movements that the students make that are
inspired by different types of music and whether their movements can be identified as representing
a certain animal. In addition, the students will have an opportunity to discuss the ways in which
animals move differently.
5. Materials:

5 Music Clips
https://www.youtube.com/watch?v=Dxu_IsZ5uOs (Slow Turtle Time)
https://www.youtube.com/watch?v=A9QTSyLwd4w (Jaws Theme Song)
https://www.youtube.com/watch?v=4XSTVivH3Q4 (Fur Elise by Bass Guitar)
https://www.youtube.com/watch?v=cLWGAN5HOVk (Mr. Brass Monkey)

https://www.youtube.com/watch?v=aYAJopwEYv8 (Flight of the


Bumblebee)
iPad or iPhone

Rug
6. Pre-lesson assignments and/or prior knowledge:
The students have been learning about different types of animals for the past several weeks such
as monkeys, bears, sharks and turtles in science. These lessons have taught about where the animals live,
what they eat and their physical characteristics. The students had some prior knowledge about the
animals, but it was not extensive.
7. Lesson Beginning:

a. The lesson will begin with the students seated on the rug. We will quickly review the animals that we
have learned about in the past weeks. In addition, the students will name some other animals that they
know. The students will be broken up into small groups and will be instructed about the activity that they
will be doing.
8. Instructional Plan:
a. The lesson will begin with the students seated on the rug. We will briefly review animals that we have
learned about in the prior weeks and also ask the students to identify other animals that they know.
b. Before the students are split up into small groups, I will tell them that we are going to play a game where
we have to move like an animal based on the music that is playing and the other groups have to try to
guess what type of animal they are.
c. Each group of students will have a chance to briefly listen to the music and decide what animals they will
be. Then the group will move to the music while their classmates guess what type of animal they are
acting out.
d. After each group has gone, we will talk about the difference in movements that each group did. In
addition, we will discuss if we saw any differences between the type of music that played and the type of
movements the group did.
e. At the end of the lesson, we will review together how the four animals that we have learned about last
week (sharks, turtles, monkey and bears) move. This activity will serve as a transition for the next
activity, which will be a short game of comparing and contrasting the animals in preparation for the

written assessment they will be completing in the following lesson.


Differentiation:
The Spanish only speaking students will be in groups with students who can translate to them what the

activity will be.


The student teacher will give students animal options to choose from if they are having difficulty coming
up with an animal to act out.

Students will be assessed both by their movement and verbal responses which gives an opportunity for
the students who are not as strong in speaking English to demonstrate through their movements the

knowledge they have about how animals move.


Questions:
Who can show me how a sea turtle moves?
How does a shark move differently than a sea turtle?
How did you use the music to help you with your animal movement?
Classroom Management:
The students will be asked and reminded before the activity about how they should be behaving during

the lesson.
Seating Arrangement:
Students will be on the rug in the classroom.
Transitions:
The students will be directed to go to the rug.
The student teacher will put the students into groups for the movement activity.
At the end of the lesson, the students will be directed to return to their seats.
9. Closure: Once each group has had a chance to demonstrate their animal movement based on the music
they heard, I will ask the students what differences they noticed in movements from each group. In
addition, I will ask the students if they noticed any differences between the music played and the
movements the groups did. The lesson will end by reviewing with the students how the four animals they
have been learning about, which are sharks, turtles, monkeys and bears, move differently.