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Emily Crofford: Movement Integration: How to use movement in a classroom. 5 Basic Steps to creating a movement integration lesson 1. Find the movement in the lesson plan a. Look for the actions words in the lesson/subject area 2. Link actions words of the lesson to movement you are familiar with (standards) a. Basic Dance Elements i. Body: body positions (symmetrical/asymmetrical), body parts, whole body movements vs body parts moving alone, kinesphere ii. Time: rhythmic patterns, felt time, durated, staccato, fast/slow iii. Space: stationary movements, traveling movements (locomotor), directions, facings, levels, size, pathways iv. Energy: force, tension, powerful/gentle, tight/loose, heavy/light, emotions 3. Create a brief warm-up using movement element a. Introduce the movement concept without the subject of the lesson plan 4. Ask the students knowledge about the subject in the lesson 5. Teach the movement activity with the lesson Emily Crofford Intergrading Levels with 4th grade Science: Land Formations Falcon Academy Sept. 10th & 11th, 2012 2 Course: Science Grade: 4th Number of Students: Level: beginners Class Time: 1:30-1:55 Concept(s): Students will be able to represent the formation of land forms due to the shifting plates in the earth crust through the use of levels. Objectives (cognitive, psychomotor, affective): Cognitive: Students will know how to move through various levels to create land formations. Psychomotor: The student will be able to move efficiently through the space and into the appropriate level needed in order to recreate a specific land formation. Affective: Students will be able to work with others to represent moving plates through movement in the low level and understand what levels they need to represent to recreate a specific land formation. Standards Achieved: -Ohio Standard(s): Dance: Content Statement 4: 4 PE: Observe the dances created by peers and identify creative problem-solving strategies using dance concepts and vocabulary. 2 PR: Invent multiple solutions to movement prompts, improvisations and dance compositions by varying aspects of space, time or energy. Science: Content Statement: Earth’s surface has specific characteristics and landforms that can be identified. Beginning to recognize common landforms or features through field investigations, field trips, topographic maps, remote sensing data, aerial photographs, physical geography maps and/or photographs (through books or virtually) are important ways to understand the formation of landforms and features. Common landforms and features include streams, deltas, floodplains, hills, mountains/mountain ranges, valleys, sinkholes, caves, canyons, glacial features, dunes, springs, volcanoes and islands. Emily Crofford Intergrading Levels with 4th grade Science: Land Formations Falcon Academy Sept. 10th & 11th, 2012 3 -National Standard(s) Content Standard: Making connections between dance and other disciplines Terminology: low level, mid level, high level, plates, mantle, mountains, hills, plains plateaus Materials: Levels Elevator Poster Class Activities: Activity Time in minutes Music Elevator Warm Up 5 Making Mountains 10 Making Mountains Small 10 Group Creating (if for improvisation or composition): students will create formations in small group work. Assessment: Attached at end of lesson Notes: Emily Crofford Intergrading Levels with 4th grade Science: Land Formations Falcon Academy Sept. 10th & 11th, 2012 4 Counts: Elevator Warm Up Use the Elevator Levels Poster, to show the students that there are 5 different levels. Level 1 is the lowest level and the levels increase according to numbers up to 5 which is the highest. Warm the students up by showing them the different levels and then calling out levels without demonstrating in order to gage if the students are grasping the concepts and moving into the appropriate levels. Adaptations: Review Review how plates in the earth’s crust and mantle are constantly moving. Ask the students what happens when two plates either collide. Use the example of pushing your fingers together and watching the fingers rise until the palms touch. Ask them what sort of land formations are made that way, such as mountains, hills, etc. Making Mountains Count off in 5’s, so that the students are assigned a level number. Then divide the smaller groups into two large groups (try to keep the level numbers evenly spaced between two groups). Arrange each group into formations that have the level numbers in descending order (5’s in front then 4’s…) Instruct the students to move to opposite sides of the gym one on the East wall “Eastern Plate” and one on the West wall “Western Plate” and that on the starting cue, they will be moving as a group and while staying in formation through the low level until both groups meet in the middle. The two groups are representing the plates of the earth’s crust and cannot pass through each other. Once they meet in the center of the gym and can go no further, they are to move into their assigned level. Once students are in position ask them to reach out and place a hand on the person in front of them. Choose one student to step out of formation to look at what they have created and see if the student can identify the land form, a mountain. Making Formations in Small groups Break the Eastern and Western Plates into smaller groups. Randomly choose students out of Eastern Plate and have them either sit on the South or North wall, making “South East Plate” and “North East Plate”. Do the same with the Western Plate creating the “South West Plate” and the “North West Plate”. Instruct the class that they are now going to be moving in their smaller plates to make different mountains. Have the new plates arrange themselves in numerical order and understand that if they are missing numbers it ok because mountains are not perfect. Call out different combinations of (SW & SE, NW & NE etc.) to move towards each other. Have the other groups sit and observe the new mountains. Guide the discussion so that students are able to articulate the various levels in the new mountains. If time allows at the end, have all the plates move towards the center to create a new class mountain. Emily Crofford Intergrading Levels with 4th grade Science: Land Formations Falcon Academy Sept. 10th & 11th, 2012 5 Daily Grade Rubric Excellent Satisfactory Unsatisfactory Attitude -Shows constant enthusiasm -enthusiasm visible -lacks enthusiasm but wavers throughout from the very class beginning -respects teacher at all times -most of the time respects teacher -shows no respect for the teacher -at times respect for other students lacks -shows no respect for the other students -always open and accepting to new ideas -accepting to new ideas but fails to follow through with the process -does not allow for new ideas and shows no effort to learn -takes directions given by the teacher and applies them to the movement -follows a majority of the directions but still misses certain aspects of the directions -ignores the directions and refuse to follow any direction from the teacher -gives full attention to the activity -attention wavers during the activity -applies the key terms and lessons during the performance -comprehends most of the key terms and ideas of the lesson but still cannot fully apply them to the performance -attention is absent from the entire activity -respectful of other students and at all times Performance -can move body into different levels with no direction -can move body into -can move through the different levels with space while remaining little direction in the low level -can move through the space in the low level but occasionally moves out of the low level -shows no effort or understanding of key terms and lessons and shows no effort to attempt to apply them to the performance -cannot move body into different levels without direction -cannot move through the space while remaining in the low level Emily Crofford Intergrading Levels with 4th grade Science: Land Formations Falcon Academy Sept. 10th & 11th, 2012 6