Download Emily Crofford: Movement Integration: How to use movement in a

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