KIN 447 D.

Martin
Names: Camille McCormick, Gabriela Martinez, Philip O'Connor
DANCE EDUCATION LESSON PLAN
GRADE LEVEL & NUMBER OF STUDENTS: Kindergarten with 25 students
TIME: 25 mins
EQUIPMENT:
Boom box, music CD, head, shoulders, knees, and toes song, Popsicle sticks with names (for
asking questions)
OBJECTIVES:
Psychomotor
The student will manipulate various body parts to mimic playground activities, while being aware of
their surrounds and personal space.
Cognitive
The student will listen to and follow directions of the dance as they are given by the teacher.
Affective
The student will convey past experiences and emotions of playground experience to a classroom dance
activity.

CALIFORNIA DANCE/PE STANDARDS (identify Dance or PE):

Introductory/Warm-up Activity:
2.3 (PE) Identify and describe parts of the body: the head, shoulders, neck, back, chest, waist, hips,
arms, elbows, wrists, hands, fingers, legs, knees, ankles, feet, and toes
Lesson Focus:
5. 1 (Dance) Give examples of the relationship between everyday movement in school and dance
movement.
Closing/Cool Down Activity:
5.1 (PE) Identify the feelings that result from participation in physical activity.
PART 1: INTRODUCTORY/WARM-UP ACTIVITY Head shoulders Knees and Toes (2-5
mins):
Activity
Teaching Hints
Have students scatter.
Use scatter formation.
Review body parts associated with heads,
shoulders, knees and toes and model the
Explain that the goal of scattering is not to play a
movements for them before the music starts. As
chase game, but to spread out.
the music plays the teacher models the
Remind students to run under control
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KIN 447 D. Martin

movements to help guide lost students.
PART 2: LESSON FOCUS (15-20 mins): - A Trip to the Playground
Activity
Teaching Hints
1. students find personal space
Remind students no bumper cars or falling
2. Form a circle and ask how many students have down.
been to a playground and have them raise their
hand.
All movements should be done under control.
3. Have every student state their favorite
Some faster and stronger students will have to
playground activity
moderate their performance.
4. Choose specific students with name sticks and
ask what body parts do you use when___? or
Use name sticks to ensure every student is able to
Do you ___ fast or slow?, How do you move
participate.
those body parts? etc.
5. Explain expectations and the basics of the
Form a circle with the follow your buddy prompt.
movement activity.
6. Teacher begins the playground sequence of the
dance. Each Step is demonstrated and practiced
separately before being performed sequentially at
step 7.
6a. swing movements
6b. slide movements
6c. ball movements
6d. hop scotch and jump rope movement
6e. sand box sequence
6f. seesaw activity with monkey bars
7. Activity is concluded by students performing
all sequences 6a 6f back to back, while being
guided by the teacher.

PART 3: CLOSING/COOL DOWN ACTIVITY Review of Favorite Activity (2-5 mins):

Activity
Teaching Hints
Guide Students through 4 stretches: 2 arm
Remind students to only speak when called on
stretches and 2 leg stretches. The last stretch must Use name stick to ensure every student is allowed
be on the ground to better transition to the
to participate
reflection activity.
To being the reflection activity students go into a
If students have lost personal space during
scatter or a circle formation. The choice between activity transition have them find their own space
to the two formation is up to the teachers
again
discretion. Ask the students the following
questions:
- What was your favorite activity?
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-

What body parts where used during these

activities?
- What direction did you move in during
(fill in the blank) activity?
- Which activity took the most energy out
of you or made you the most tired?
Students can be asked by choosing volunteers or
by using name sticks.