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k12 Curriculum Guides Physed Prim Elem 14
k12 Curriculum Guides Physed Prim Elem 14
Grade 1
Theme: Rhythmic Activities (1-6)
Activities:
ABOUT MOVEMENT
Explore the kinds of movement which can be done to music when
2. Identify examples of rhythm in large groups are formed in circles and squares.
surroundings. (GCO 2, KSCO 1, 2)
Act out stories to music or interpret a piece of music through
movement. The teacher can guide the class with cues, such as “How
THROUGH MOVEMENT would a bunny move to this music?”, or “Show me how you would
move to this music in snowshoes”.
3. Demonstrate care and concern
for self and others. Work together to create movement sequences to a piece of music and
(GCO 4, KSCO 1, 2; GCO 6, KSCO 1, 2, present to the class.
3, 4)
Discuss the occurrence of rhythm in the world around us. Give one
or two examples and ask students to identify and perform others for
the class to identify. This should be integrated into classes where
students are performing movements depicting those of animals or
objects.
Discuss the effects of washing hands regularly and maintaining good
overall hygiene. Point out that most people feel most comfortable
being partners with people who maintain good personal hygiene.
Teacher Observation: Observe the extent to which Rhythm and music will be familiar to students if it
students fit their movement to rhythms, music, and has been used throughout other themes as
lyrics. background or as accompaniment to warm-up
activities.
Prepare a demonstration of the movement of an
animal or anything which moves and perform it for With the cooperation of the classroom teacher the
the class. Class members attempt to identify what lesson on hygiene could start in the health class with
animal’s or object’s movement is being depicted. the discussions and end in the gymnasium with the
Observe the accuracy of the identifications and ask activity.
the class to reproduce the movements they saw.
Animal movement activities could focus on animals
Observe for evidence that students can reproduce
studied in language arts, science or other subject
movement sequences.
areas.
Student Performance: Create a movement sequence
Use of rhythmic patterns and music could link to
to music using combinations of previously learned
activities and outcomes in music.
locomotor skills.
Discuss personal feelings about being rejected.
Reproduce a series of non-locomotor movement
Engage in an activity which requires students to
rhythms, such as three claps, two-foot stamps, and
change partners often. Emphasize the importance of
one knee slap, created by a leader. Give each student
not hesitating to be partners with others. Ask
the opportunity to lead and watch for evidence that
students to identify how they would feel if they were
they can both create rhythms and follow rhythms
left out of an activity because others would not be
that are created by others.
their partner.
Self-Evaluation/Reflection: Look at video tape of class
Print Resources
performance and identify: one time I moved safely;
and one thing I noticed about myself. Movement with Meaning: Physical Education K-4,
pp. 11-80.
Peer Evaluation: Video tape the class doing an
activity which requires movement to music or Ready-to-Use P.E. Activities for Grades K-2,
rhythm with partners and within a large group. pp. 78-102.
View the tape and identify: someone who did not
bump into anyone during the activity; people who Equipment: variety of music
found partners quickly; someone who moved well to
the music; and someone who looked happy.
Grade 2
Theme: Rhythmic Activities (1-6)
3. Demonstrate care and concern Work together to create movement sequences to a piece of music and
for self and others. present to the class.
(GCO 4, KSCO 1, 2; GCO 6, 1, 2, 3, 4)
Explore examples of large group movements to music, precision-type
crossing and meeting patterns, and partner meeting and moving
patterns, such as square dance type movements.
Teacher Observation: Observe the extent to which Rhythm and music will be familiar to students if it
students fit their movement to rhythms, music, and has been used throughout other themes as
lyrics. background or as accompaniment to warm-up
activities.
Tell a brief story through movement to music and
perform it for the class. Have the class attempt to Animal movement activities could focus on animals
recognize and verbalize the story. Observe the studied in language arts, science or other subject
accuracy of the identifications and ask the class to areas.
reproduce the movements that they saw. Observe
Use of rhythmic patterns and music could link to
for evidence that students can reproduce movement
activities and outcomes in music.
sequences.
Discuss the emotional stress of being the last person
Keep a log of the number of times students were
chosen or the only person consistently left out of an
evidently upset because of a perceived unfair practice
activity. Ask students to devise rules which would
in the class. Track the number of incidents and chart
guard against hurting people’s feelings when
them to show students any changes in the number of
participating in physical activities.
such incidents as they work on decreasing them in
their activities. Print Resources
Student Performance: Create a movement sequence Movement with Meaning: Physical Education K-4,
to music using combinations of previously learned pp. 11-80.
locomotor skills.
Ready-to-Use P.E. Activities for Grades K-2,
Demonstrate a series of ball skills to music and pp. 78-102.
observe the correspondence of the ball movement to
the rhythm of the music. Equipment: variety of music, balls
Grade 3
Theme: Rhythmic Activities (1-6)
Teacher Observation: Observe the extent to which Throughout the program students should have been
students fit their movement to rhythms, music, and exposed to music and rhythm through use of music
lyrics. as background and accompaniment for warm-ups.
Tell a brief story through movement to music and Discuss the effect of feeling incompetent in an
perform it for the class. Have the class attempt to activity. Encourage students to always make positive
recognize and verbalize the story. Observe the comments to others to encourage them in their
accuracy of the identifications and ask the class to participation and support their efforts. Make the
reproduce the movements that they saw. Observe point that positive comments can be a powerful
for evidence that students can reproduce movement encouragement to people and can boost their self
sequences. esteem.
Keep an anecdotal record of occasions when students Work with the music teacher to help achieve some of
make positive comments to others and when the outcomes and demonstrate the rhythmic skills
students encourage others in their participation and through movement.
efforts.
Print Resources
Student Performance: Create a movement sequence
Ready-to-Use P.E. Activities for Grades 3-4,
to music using combinations of previously learned
pp. 93-116.
locomotor skills.
Movement with Meaning: Physical Education K-4,
Choose two pieces of equipment and perform
pp. 11-80.
various movements with each of them to the
accompaniment of music. Demonstrate Equipment: music, balls, hula hoops
correspondence of movement of the equipment to
the rhythm of the music.
Grade 4
Theme: Rhythmic Activities (1-6)
Teacher Observation: Observe student performance Discuss the fitness value of dance and changes in the
for the extent to which they move to rhythm, music body such as heart rate before and after
and lyrics. Note when students use movements to performances.
accent specific beats and are able to perform steps
When performing with a large group, discuss
and routines individually and with others. Also note
strategies to allow for a successful performance.
when they show a willingness to learn new routines.
Use music from other cultures and encourage
Observe students for their ability to work in a large
students to become involved in exploring the history
group and use strategies to allow for successful
of the folk dances performed in class.
performance.
Work with the music teacher to help achieve some of
Student Performance: Have students demonstrate a
the outcomes and demonstrate the rhythmic skills
created dance routine that will be evaluated on: the
through movement.
number of different steps; the difficulty of steps;
the complexity of the formations; how the moves fit Encourage students from other cultures to bring in
the musical beat; and the performance of the non- and share their music.
locomotor and locomotor skills.
Where possible, invite dance groups to perform and
Self-Evaluation/Reflection: Present research of a talk about specific types of dance or use video tapes
variety of dances and discuss the benefits of dance. of dance to illustrate dance types.
Peer Evaluation: Provide helpful comments on the Print Resources
performance of individual or small-group routines.
Ready-to-Use P.E. Activities for Grades 3-4,
pp. 93-116.
Grade 5
Theme: Rhythmic Activities (1-6)
Teacher Observation: Note the extent to which Encourage students to demonstrate positive attitude,
students can change direction without interruption effort and participation during activities.
in rhythm or footwork.
Work with the music teacher to help achieve some of
Student Performance: Demonstrate cooperation by the outcomes and demonstrate the rhythmic skills
performing a dance sequence with a group. through movement.
Demonstrate imaginative response to music. Use music from other cultures for accompaniment.
Students could become involved in exploring the
Demonstrate changes of level and direction.
history of the folk dances performed.
Demonstrate the ability to respond to music cues
Encourage students from other cultures to bring in
and rhythm.
and share their music.
Perform specific dances and created routines.
Print Resources
Self-Evaluation/Reflection: Students use a journal to
Ready-to-Use P.E. Activities for Grades 5-6,
record feelings about their performance of dance
pp. 79-118.
steps and routines and thoughts of the dances
presented in class by the teacher and other students. Equipment: variety of music, balls, ribbons, hula
hoops
Peer Evaluation: Provide comments on the
performance of individual or small-group routines.
Grade 6
Theme: Rhythmic Activities (1-6)
Teacher Observation: Note the extent to which Encourage students to demonstrate positive attitude,
students can change direction without interruption effort and participation during activities.
in rhythm or footwork.
Dances or routines performed or taught could be
Student Performance: Perform rhythmic activities or specific folk or traditional dances or dances created
routines that demonstrate: fluid body movement; by students.
body awareness (actions and shapes), spacial
Work with the music teacher to help achieve some of
awareness (where the body moves, for example,
the outcomes and demonstrate the rhythmic skills
directions, levels, and pathways), and match between
through movement.
movements and music.
Encourage students from other cultures to bring in
Self-Evaluation/Reflection: Bring in a video tape of
and share their music.
dance performances, have students critically analyze
the dances, then video tape the class or group Print Resources
performing a dance and critically analyze it in terms
of movement, use of space, flow, and appropriateness Ready-to-Use P.E. Activities for Grades 5-6,
of music. Get students to record changes to improve pp. 79-118.
the routine, then perform again. Equipment: variety of music, balls, ribbons, hula
Dances can be researched by students and presented hoops
to the class as performance. Students could indicate
what they liked about the dance, what they didn’t
like, if it was easy or difficult to learn.