*J.D Davis Elementary Year One*

*Goodwin/Reese/Griffin- Austin Sargent*

**Learning Objective/Exit Outcomes:**

Students will be able to tell time by looking at a clock face.

Students will be able to differentiate hours/minutes/seconds.

Students will translate their understanding of hours/minutes/seconds to their physicality.

Students will demonstrate body control by stopping at the correct time.

**Integration Area/Subject:**

Math/ Movement

**State Standards:**

MGSE3.MD.1 Tell and write time to the nearest minute and measure elapsed time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram, drawing a pictorial representation on a clock face, etc.

ESD3.CR.1 Demonstrate an understanding of the choreographic process.

- Collaborate with others to create and perform movement phrases.
- Respond to a variety of stimuli through movement (e.g. literature, visual art, props).
- Implement various approaches to creating choreography (e.g. improvisation, guided imagery).

ESD3.CR.2 Demonstrate an understanding of dance as a form of communication.

- Use personal experiences and choreographic tools (e.g. improvisation, guided imagery) to create a movement narrative.
- Recognize and describe how movement quality impacts meaning.
- Move expressively to music or other stimuli (e.g. sound, text)

**Materials/Playing Space:**

Entire classroom

**Description:**

Students were introduced to the concept of wiggling to a specific time:

“I’m going to let you wiggle for 10 seconds. Now for 8 seconds. Now for 30 seconds.”

Students were then asked to count out loud with the teacher for a decided number of seconds.

“Let’s all count to 17 together and then stop. Let’s wiggle for a whole minute!”

Then the teacher would grab the classroom clock model, and adjust the hands to a specific time. Students were then asked to wiggle the hour (1-12), and then wiggle the minute (1-60).

Students were asked to demonstrate understanding of time by using the classroom clock model, but also just aurally. Verbal commands (3:45/ 1:12/ 11:02) were given and students could work individually or in groups to create this movement sequence.

Students were also asked to remember that hours move slower than minutes which move slower than seconds. Students could interpret that direction in lots of ways:

Some students would wiggle hours in slow motion.

Some students would wiggle just their arms for the hours, wiggle their arms and legs for hours.

Some students would only wiggle one group member for hours, then all members for hours.

**Notes:**

It’s important that students continue to count the numbers out loud as they wiggle. Part of “understanding the choreographic process” is knowing when to start/stop as it pertains to length of time. You can also give students restrictions on what body parts they can wiggle for hour/minute (i.e wiggle your elbows for the hours, and your ankles for the minutes”.

You could even split the class and bring a small group of students up and show them only the clock face. As the observers watch and count, they can try to guess to the time given to the performing group.