Health & Phys.

Ed
Grade 6
Movement Competence, Active Living

Overall Expectations:
A1: participate actively and regularly in a wide variety of physical activities, and demonstrate an
understanding of factors that encourage lifelong participation in physical activity;

A2: demonstrate an understanding of the importance of being physically active, and apply
physical fitness concepts and practices that contribute to healthy, active living;

B1: perform movement skills, demonstrating an understanding of the basic requirements of the
skills and applying movement concepts as appropriate, as they engage in a variety of physical
activities;

Specific Expectations:

A1.1: actively participate in a wide variety of program activities (e.g., lead-up games, recreational
activities, fitness activities, dance), according to their capabilities, while applying behaviours that
enhance their readiness and ability to take part

A2.1: Daily physical activity (DPA): participate in sustained moderate to vigorous physical
activity, with appropriate warm-up and cool-down activities, to the best of their ability for a
minimum of twenty minutes each day

B1.2: perform a wide variety of locomotor movements, in combination, at different speeds, in

different directions, and using different pathways, while moving around others and/or equipment

Learning Goals:
perform a variety of locomotor movements in different directions, at different speeds and
using different pathways in response to music
participate actively, demonstrating a variety of locomotor movements while performing a
dance created using dance cards
apply relationship and social skills when sharing space and creating a sequence

OPHEA Lesson:

Lesson 3/6: Dance Cards: Create a card sequence:

http://teachingtools.ophea.net/lesson-plans/hpe/grade-6/choreographed-dance/dance-cards

Give each student one of the cards from Student Resource 1: Opheas 50 Dance Move
Cards.
Students each master the move listed on their card, then find a partner.
Partners teach each other their moves, then put their two moves together.
 Each pair then joins up with another pair to create a group of four. Students demonstrate,
then teach their moves to the other members of their group. Each group then works together to
put all four moves into a sequence.
Students work further on their sequence, give it a beginning and ending pose and varying
the speeds, directions and pathways.
Have groups practice their sequence. If time permits, have them demonstrate their
sequences for the class. (Half the class can perform their sequences at a time while the other half
watches.)

Equipment Needed:

Audio equipment and music

OPHEAS 50 Dance Move Cards

Assessment:
Teacher observation with anecdotal writing of students ability to demonstrate movement
skills