Wesley Heights, Year One
Partain/Jolivette/Bridges – Austin Sargent
Learning Objective/Exit Outcomes:
Students will demonstrate understanding of Motion vocabulary.
Students will represent forces of motion with their bodies.
Students will brainstorm their own scenarios in which forces of motion can be seen.
State Standards:
S2P2. Obtain, evaluate, and communicate information to explain the effect of a force (a push or a pull) in the movement of an object (changes in speed and direction).
D2CR.1 Demonstrates an understanding of creative and choreographic principles, processes, and structures a. Works collaboratively with others b. Utilizes basic partnering skills
D2CR.2 Demonstrates an understanding dance as a way to communicate meaning a. Improvises and creates movement based on own ideas, feelings, concepts, and kinesthetic awareness b. Recognizes and accurately describes movement and dance elements
Integration Area/Subject:
Science/ Dance
Materials/Playing Space:
An open space in the classroom.
Description:
PAIR Specialist started the activity by demonstrating Ensemble Squash. An object was named and students were encouraged to brainstorm, thinking about parts of the whole. (i.e a refrigerator needs a handle/door/light/etc.) As students were called, they were brought to the front of the class and asked to show that part with their bodies. (“How does a door handle look?” What does a lightbulb do?”) After a few rounds of practice, the teacher would take over.
Now, the teacher would select a small group of students to come to the front of the class. The teacher would name an object that had a very strong connection to Forces of Motion (a door being opened/ a basket being lifted) Students would have a limited amount of time to create the picture and FREEZE.
The teacher would then interact with the frozen picture, and after demonstrating how it was used, would ask the seated students if this was a push or a pull. Seated students could also mimic the motion of their teacher to help them more deeply connect the term to the motion.
Students could then all sit back in their groups and brainstorm their own ideas about how motion is shown. The most important thing to remember is if a group names an example, to have a different group accept that challenge and demonstrate it.
Notes:
For an added challenge, you could have students think of a process of motion. Something like a rollercoaster! You could have a different group of students demonstrate each part of the process. (Being pulled up the hill, Gravity taking the coaster down, the lap belt being pulled down towards your body.)