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Intermediate Dances  

Grade/Subject: 1/2 Physical Education Unit: Dance Lesson Duration: 40 minutes 

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES 
General Learning Outcomes: 
Activity: Students will acquire skills through a variety of developmentally appropriate movement activities; dance, 
games, types of gymnastics, individual activities and activities in an alternative environment: eg. aquatics and outdoor 
pursuits
Benefits of Health: Students will understand, experience, and appreciate the health benefits that result from physical 
activity.
Cooperation: Students will interact positively with others.
Specific Learning Outcomes:
A1­8: Perform simple movements by using elements of effort and space to respond to a variety of stimuli; eg, music. 
B1­3: Experience and improve continued frequency of involvement in cardio­respiratory activities 
C1­5: Display a willingness to play cooperatively with other in large and small groups 
A2­8: Demonstrate basic dance steps and movement; eg. creative, folk, line, sequence and novelty, alone and with 
others, by using elements of effort, space, and relationship 
B2­3: Experience movement involving the components of health­related fitness; eg. flexibility, cardio­respiratory 
activities 
C2­5: Display a willingness to play cooperatively with others of various abilities in small and large groups 
LEARNING OBJECTIVES
1. By the end of the lesson students will be able to show their ability to perform locomotor and non­locomotor 
skills to music. 
2. By the end of the lesson students will appreciate the opportunity to work together in groups to achieve a 
common goal. 
3. By the end of the lesson students will explain how their breathing changing while dancing. 
ASSESSMENTS
Observations: Throughout the class students are Key Questions: What was the easiest part of today’s class?
going to be observed with how well they can learn Did you find that you were breathing harder during one dance
the new dances and their moves. type than the other? What did you do to communicate with
While the students are performing the dances, I am your classmates when performing the bunny hop?
going to be watching to see if the students are
starting to breath harder to order to achieve a greater
cardio-respiratory fitness.
Written/Performance Assessments:  
At the end of class I am going to ask students what they decided to do to be more successful at the bunny hop the
second time around. Students are going to be assessed based on their ability to complete the dance moves as well as
their understanding of how it can benefit their health and ability to work together cooperatively.
LEARNING RESOURCES CONSULTED
Resource #1: Building Dances  
MATERIALS AND EQUIPMENT
 iPad 
 iPhone 
 Music 
 Speaker 
PROCEDURE
Introduction (5 mins.):
DO: Ensure proper footwear for all students 
Hook/Attention Grabber: SAY: Who is ready for day 2 of dance? I know that I am. 
Assessment of Prior Knowledge: ASK: What was the name of the three dances that we learned last class? 
Expectations for Learning and Behavior: SAY: Like last class I except that you will try everything to the best of your 
ability. 
Advance Organizer/Agenda: DO: Write the agenda on the board 
1. Locomotor/Non­locomotor skills 

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2. Bunny Hop
3. YMCA
4. Macarena 
Transition to Body: Students will be instructed to line up on the end line to go through a few locomotor and non­
locomotor skills. 
Body (30 mins.):
Learning Activity #1: Skills Needed for Dances/Bunny Hop (10 minutes) 
SAY: Can I have everyone line up on the black line please. I want everyone to hop to the other end and back. I now 
want everyone to show me five jumps. 
DO: Locomotor: Hop, Jump (bending knees), skipping, galloping
Non­locomotor: Leg swings, show the students poses. 
Assessments/Differentiation: Students are going to be observed on their ability to perform the locomotor and non­
locomotor skills before putting them to music.
Transition to Learning Activity 2: SAY: I am know going to number you all off so that we can dance the bunny hop 
again today before learning a new dance. 

Learning Activity #2: YMCA (10 minutes) 
DO: Teach the students the letters to the YMCA. 
SAY: At the beginning of the song we are first going to work on our poses. You are free to pose any way that you 
would like. Throughout the song, I am going to be calling out different locomotor skills as well and we are going to do
them moving around in the circle until the YMCA chorus starts playing. 
Assessments/Differentiation: Students will be observed on their ability to follow musical and visual cues. 
Transition to Learning Activity 3: Students will remain in the circle. 

Learning Activity #3: Macarena (10 minutes) 
DO: Show the students the sequence of arm movements. 
­Arms out palms facing down. 
­Turn palms facing up 
­Cross hands over shoulders 
­Hands go behind ears 
­Hands cross over to hips 
­Hands go just above bum 
­Hip Circle 
­Jump and Turn to right (hey Macarena)
Assessments/Differentiation: Students will be observed based on their ability to perform the arm and hip movements 
that required by the Macarena. 
Transition to Closure: Students will come together closer and have a sit on the ground to bring the lesson to a close. 

Sponge: If time allows ask the students to vote for the chicken dance, hokey pokey, bunny hop. 
Closure (5 mins.):        
Consolidation/Assessment of Learning: ASK: What was the easiest part of today’s class? Did you find that you were
breathing harder during one dance type than the other? What did you do to communicate with your classmates when
performing the bunny hop?
Transition to Next Lesson: SAY: Next class we are going to be looking at a more advanced line dance and are going 
to have a chance to perform some of the other dances that we have already learned. 

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