CONTEXT

Grade(s): 5/6

Subject(s): Physical Education

Long-Term Students have been working on the dance unit.

Sequencing and
Scaffolding: They have been working on skills in improv, music response, and
collaboration with each other.

This class they will be learning some dance steps and putting them
to different music.

GOALS

Curricular LO: Students examine the effect of motivation on physical activity.

Expectations:
K:
Refinement of skills in adventurous and challenging physical activities
can support motivation.

Games and activities to support motivation and skill development

include
● rhythmic
● gymnastic
● expressive
● Individual

LO: Students adapt and apply movement patterns in controlled and

dynamic physical activities.

K:
Similar patterns exist across a variety of physical activities.

LO: Students adapt and apply movement patterns in controlled and

dynamic physical activities.

K:
Patterns can be transferred across a variety of physical activities for
individual or group success.

MATERIALS & RESOURCES

n/a

OVERVIEW OF LEARNING ACTIVITIES & INSTRUCTIONAL STRATEGIES

Students will stand in a big circle together and the teacher will describe the rules of the
second game (unnamed):
● Students will count 1-8 around the circle.
● For every number, a student must assign one movement. This means 1 has its
own move, 2 has its own move, etc. and they will be repeated for every time that
 number is counted.
● After students seem to understand the counting, doing a movement, and
remembering the moves, the teacher will tell the students that they have to be
completely quiet now. (only movements, no counting)

If the students get that, the teacher will then pause on a student and ask them to assign a
new movement for whatever number they would be. Then all the students have to
remember the new move to replace the original one.

If there is time left at the end of the period, students may have time to play with the
basketballs (the unit they are currently doing with other teachers)

TIMING, SEQUENCING, TRANSITIONS OF LESSON

INCL. KEY PROMPTS & INSTRUCTIONS

Introduction / Hook Students stand in circle

(5 mins)

(10 mins) Teacher gives instructions

(15 mins) Students attempt game

Conclusion / Students line up and return to class

Wrap up (0 mins)

ASSESSMENT(S)

Formative Assessment: Student understanding and engagement with game. Student

participation.