hsc341 Unitproject

Running head: UNIT PROJECT
Unit Project
Brooke Kofflin
Michael McKenney
Baker College of Jackson
Western School District

Health
Fifth Grade
Safety
Abstract
In this unit, students will learn about staying safe when they are home alone and also how to stay
safe in public. In the first lesson titled Staying Safe at Home Alone students will discuss safety
rules and what to do in case of an emergency when they are home alone. In the next lesson titled
Staying Safe in Public students will learn about tricky situations while in public and safety rules
that follow. During this unit students will be given worksheets that can be taken home and used
for a family reference.
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Subject: Health
Grade Level: 5th
Unit: Safety
Focus Questions:
1.) How can you be safe while youre home alone?
2.) How can you be safe when youre in public?
3.) Who do you call if you have an emergency?
Benchmarks:
Strand 3: Safety
Standard 3: Health Behaviors
3.6 Analyze situations to predict safety hazards when home alone and in public
places.
3.7 Apply strategies to avoid personally unsafe situations.
Standard 5: Goal Setting
3.9 Develop plans to stay safe when home alone and in public places.
Assessment Task:
Students will demonstrate that they have met all of the benchmarks by completing the
worksheets that follow the lesson and the assessment at the end of both lessons.
Key Concepts:
The key concepts of this unit are to call 911 if there is an emergency or call a trusted adult. If you
are in public and feel like you are in danger make sure to ask for help by an adult or by other
members of the community. For example, a librarian, adult with kids, police or a firefighter.
Connections:
Most of the information you will learn about in this unit are life lessons. You can relate them to
every subject because you want to make sure that you are safe wherever you are whether it be at
home alone, in public alone, or at school. For example, in a language class you could write about
a time you felt unsafe in public or at home. In math you could figure out how many times you do
feel unsafe. In science you can do a project on what things make you feel unsafe. Lastly, in
history you can do a research project on someone who reported an emergency or was hurt
because they were in danger when alone.
Recommended Resources: Take home worksheets
Emergency Information for Our Family

Our Familys Safety Rules
A Family Guide for Staying Safe in Public
Lesson Plan Title: Staying Safe at Home Alone

Teacher Name: Brooke Kofflin
Grade Level: 5th
Class/Course: Health - Safety
School: Warner Elementary Western School District
Strand:
Objective/s (student outcome) the students will be able to:
1.) Analyze situations to predict safety hazards when home alone.

2.) Develop strategies to stay safe when home alone.
Benchmark/Content Standards (state or district):

Strand 3: Safety
places.

Students Prior Knowledge: Students do not have to have any prior knowledge, but we want all
of our students to be safe regardless of where they are at.
Cross-curricular relationships: Everyday life situations.
Equipment/materials:
Poster: How to Make Emergency Phone Calls

Pencil or Pen
Resources:
Student Worksheet and Teacher Key: Staying Safe When Im Home Alone
Teacher Reference: Safety Strategies for Students
Teacher Master: Home Alone Situations
Student Worksheet and Teacher Key: My Safety Prescription
Teacher ReferenceAssessment: Assessment Rubric for Skill Development:
Emergency Phone Calls
Teacher ReferenceAssessment: Assessment Checklist for Skill Development:
Emergency Phone Calls
Student Self-Assessment Checklist: Emergency Phone Calls
Teacher ReferenceAssessment: Assessment Rubric for Skill Development: Safety
Prescription.
TOTAL Time for Lesson: 40 Minutes
PROCEDURES:
Minutes: 3
Introduction
What are some safety rules that you can think of? Some that maybe your parents would have
always taught you? Pause.
Today, were going to talk about recognizing potential hazards at home. Well also talk about
some strategies for staying safe in case a real problem happens when youre home alone.
Minutes: 15
Teacher Input
Our homes are usually safe places where we can relax and have fun with our families and
friends. However, some items in our homes can hurt us if were not careful around them. We
need to develop safe habits to deal with those things so we and other people we care about dont
get hurt.
Its especially important to know how to act safely around hazards when youre home alone.
Some families let children your age spend some time at home without an adult present. Maybe
some of you already do. Because families have different rules, you and your friends might be
different ages when youre first allowed to stay home alone.
The phrase home alone is often used to mean home without an adult. Someone might say
youre home alone even if other children are there with you. Whenever youre at home without
an adult, you have special responsibilities to follow safety rules and make healthy decisions.
Have students make lists of healthy things they can do when they feel bored while home
alone.
Here are some important rules to remember in order to stay safe when youre home alone.
Distribute the student worksheet, Staying Safe When Im Home Alone Review the
general rules for staying home alone. During the discussion students will fill out the
worksheet.
Always follow all your familys rules about staying home alone. Resist
temptations to break a rule, even if it seems like a fun idea to break it. You
could worry your family or get seriously hurt.
Use safe behaviors to prevent injuries to yourself and other children who
might be home with you.
Dont be tempted to follow other children in unsafe behavior. Be a safety
leader!
Make sure you know how to reach family members and other trusted adults on
the phone.
Dont let strangers or people you dont trust know youre home alone without
an adult.
Follow the rule about the three Ds for telling: If something is dangerous,
destructive, or disturbing, tell an adult.
If an emergency happens, call 911. Then call a parent or other trusted adult.
You also need to earn your familys trust that you can follow the rules they set about staying
home alone.
Part of staying safe involves learning to recognize hazards, which can be divided into two main
categories: hazardous things and dangerous people. I bet you have already learned a lot about
these hazards. Lets review them briefly in our lesson today.
Lets talk about hazardous things. What kinds of things do you think I mean by this term?
List your thoughts on your worksheet in the section titled Hazardous Things to Avoid.
Lets see what we know about staying safe around dangerous things.
Call on students to share dangerous items they wrote on their worksheet. As ideas are shared, ask
students to suggest a safety rule for preventing injuries or damage. Students may add to their lists
as ideas are mentioned.
Augment the discussion if there is a critical hazardous item students do not mention.
Emphasize: The dangers related to guns, knives and other weapons.
Reinforce: Schools rules and policies against bringing weapons of any kind to school.
Always use safe behaviors like ones we just listed, whether or not an adult is present and whether
youre at home or somewhere else.
Sometimes we can get hurt by dangerous people. Most people want to protect children, not hurt
them. However, some people may try to harm you, your family, or your home.
Hopefully you will never meet any of these dangerous people. Its unlikely that anyone will
come to your home to hurt you. But to be safe, its good to know how to prevent possible harm
from a dangerous person.
What rules do you know that will keep you safe from harm other people could do when youre
home alone?
As students suggest rule, have them record the rules on their worksheets in the section titled,
Rule to Stay Safe If Someone Seems Dangerous.
By following these rules and any others your family sets, you can do y our best to keep yourself
safe from harm.
Your family will tell you many of the things you need to know when you stay home alone, such
as phone numbers for parents, relatives, and trusted adults. Including the police and fire
departments. Ask your family to keep this information by the phone. At the end of this lesson, I
will give you a form your family can use to keep this information in one place.
What special numbers can you call to get help in an emergency?
911
To make an emergency call, dial 911. When someone answers, slowly and clearly say:
1.
2.
3.
4.
5.
This is an emergency,
My name is ___________.
My address is _____________.
My phone number is _____________.
The emergency is ______________.
Answer the helpers questions and follow any instructions. Wait on the phone until the helper
says you can hang up.
Did you know that you can phone 911 in any emergency using a cell phone and the minutes used
will not be charged?
Most of the time when youre at home alone, youll use the phone for non-emergency calls.
Make sure you understand your familys rules about when its okay to use the phone for nonemergency calls, including to your parents and friends. Also ask your family what they want you
to do about answering the phone.
Minutes: 20
Application or Skill Practice
Form pairs of students. Distribute situation slips from the teacher master, Home Alone
Situations, so that each pair receives two different situations.
Lets pretend were safety doctors who are experts in preventing harm. Well play two rounds of
this game so each person will have a chance to be the safety doctor. The other person will be the
patient who needs advice about a safety situation.
Distribute copies of the student worksheet, My Safety Prescription.
Decide who in your pair will be the patient first. He or she will read his or her situation slip out
loud. The doctor will fill out this worksheet while you talk together about the situation. After a
few minutes, youll switch roles and talk about the other situation. Then well discuss the safety
prescriptions you created.
Start talking about the first patients situation now.
Allow students a few minutes to complete the worksheet for the first situation,
Its time to switch roles and work on the other persons situation. If youre the doctor this time,
be sure to fill out all the items on your worksheet as you and your patient talk about the safety
situation.
Allow students a few minutes to complete the worksheet for the second situation.
Raise your hand if youd like to tell us about the safety prescription you created for one of your
situations.
Discuss students responses. Check for understanding of safety strategies and emergency
situations. After discussing one situation, ask other students who discussed that situation
if they have additional ideas. Review as many of the eight situations as time allows.
Give students who complete the activity Safety Doctor Diploma.
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The activity the students will be participating in will be: Safety Prescription
Minutes: 20
Class Activity
I will know if the students are learning the skill/ knowledge if:
They are coming up with the answers I had anticipated on the worksheet My Safety
Prescriptions when I am asking for their answers.
Teachable Moments & Potential Challenges:

My biggest challenge with this activity is the groups who chose to talk rather than work. But
other challenges I could face are students not understanding the material I am giving them. Also
there may be students who are unwilling to cooperate the entire class period making them not
eligible for the activity.
Diagram of the Activity and/or Set-Up:
GROUPS: (Every box is one group)
Scenario:
1.
2.
3.
4.
5.
6.
7.
8.
Im hungry. Im not allowed to use the stove or microwave when Im home alone, but I really want some soup. What
should I do?
I scratched my finger with a pair of scissors, and Im bleeding a little. No one else is home yet. What should I do?
The phone rings, Im allowed to answer the phone when Im home alone, so I do. I dont recognize the persons voice.
He asks if my parents are home. What should I do?
MY family puts me in charge of keeping my younger brother safe at home until an adult arrives. I find my brother
playing with some plastic bags that fell off the counter. What should I do?
A stranger comes to the door but leaves when no one answers. What should I do?
Im allowed to have one friend over after school. My friend knows an adult in my family goes hunting. My friend has
never seen a gun and wants to look at one while no one else is home. What should I do?
A man in a uniform comes to the door. I opened it and he said, Im here to fix the phone. Your parents called this
morning. What should I do?
I smell smoke. I run out of the house, but then I remember that the cat is still inside. What should I do?
Review:
Students explain their answers for the scenario.
Closure:
Students who completed the activity get their Safety Doctor Diploma.

Minutes: 2
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Closure
You have done a wonderful job identifying possible hazards and rules that will keep you safe.
If a situation ever becomes an emergency, what should you do?
CALL 911
Review the steps for making an emergency phone call.
Distribute the family resource sheets, Emergency Information for Our Family, and
Our Familys Safety Rules.
Here are two sheets to take home. Ask your family to fill out the form for emergency information
and keep a copy at each telephone. Then everyone will have this information in case of an
emergency. Work with your families to list family safety rules on the other sheet so everyone will
know what to do to stay safe.
Minutes: 0
Put away materials
Lesson Plan Title: Staying Safe in Public

Grade Level: 5th
Class/Course: Health Safety
Strand:
1.) Analyze situations to predict safety hazards when in public places.
2.) Develop strategies to stay safe when in public places.
Strand 3: Safety
places.
Students Prior Knowledge:

Students have the knowledge we covered in the last lesson. This information includes how to
stay safe when home alone and how to avoid hazardous/dangerous situations.
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Cross-curricular relationships: Everyday life lessons.
CD-ROM: Sample PSAs from Courage First, the Courageous Persuaders Video
Scholarship Program.
Computer and LCD projector.
Slide
Pencils or Pens
Resources:
Student Worksheet 1: Tricky Situations: Things on Wheels

Student Worksheet 2: Tricky Situations: Dangerous Objects
Student Worksheet 3: Tricky Situations: Trouble Makers
Student Worksheet 4: Tricky Situations: Strangers
Student Worksheet 5: Tricky Situations: Isolated or Unfamiliar Areas
Student Worksheet: Safety Rules for Tricky Situations
Slide Master: Finding Help When You Need It
Student Worksheet and Teacher Key: My Plan for Staying Safe in Public Places
Teacher ReferenceAssessment: Assessment Rubric for Skill Development: Staying
Safe in Public Places
TOTAL Time for Lesson: 40 minutes
PROCEDURES:
Minutes: 3
Introduction
In our last health lesson, we talked about ways to stay safe when youre home without an adult.
Raise your hand if you remember at least three of the safety rules we discussed.
Give me a thumbs-up sign if you have ever been home alone and followed your familys rules.
For every public place I name, clap your hands once if you have ever gone there with another
person. Clap your hands twice if you have gone their alone.
Friends or relatives house

Neighbors house
Around the neighborhood
Library
Store, mall, downtown
Restaurant
Movie theater
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Video arcade
Sporting event
Park
Playground
Beach
Campground
Amusement park
Club meeting
Doctor or dentist appointment
Bus station
Airport
Every family has different rules about where children are allowed to go and what age, whether
alone or with others. Its fun and exciting to go different places and have new experiences. But
just like at home, some hazards could cause harm if you dont pay attention and act safely. As
you get older and show you can follow safety rules, you will be allowed to go more places on
your own.
Today were going to discuss how to stay safe in public.
Minutes: 27
Teacher Input
You have already learned several home safety rules that help keep you from getting hurt. You can
use the same ideas for avoiding dangerous objects, situations, and people so youkan keep
yourself safe in public, too.
Today you are going to create what we call public service announcements or PSAs. You may
have seen or heard these on television or the radio. They are similar to commercials, but instead
of selling a product, PSAs educate people about important ideas such as health and safety.
Show examples of PSAs
Briefly discuss the messages of the PSAs. However, the purpose of showing them is to
clarify what a PSA is so that students have a model to use as they create their own.
Form groupsAssign group leader and recorder.

Distribute the five different student worksheets, Tricky Situations so that each group
has a different tricky situation.
Each of our five teams will give a presentation about a particular type of tricky situation that can
happen in public. These worksheets describe some safety strategies for avoiding hazards.
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Read your worksheet, and talk in your group about how you will present some of the safety
information in a one-minute PSA. Write other safety rules you think of for your situation under
the heading Other safety tips.
Group leaders will keep the planning on track and make sure everyone in the group gets to
participate. Group recorders will write ideas and the final plan on the back of his or her
worksheet.
There are many creative things you can do for your PSA. You could tell a short story, stage a skit
about safety, do a song and dance, or whatever you think will get peoples attention so they will
listen to your safety message. You have about ten minutes to plan and rehearse your presentation.
Allow students about ten minutes to prepare their PSAs.
Its time to share your safety messages with the class. Use this worksheet to take notes about
safety rules as you listen to each groups presentation.
What group would like to go first? Tell us the name of your tricky situation, and then begin your
message.
Praise the members of each group for their efforts. Reinforce safety concepts, and
clarify or correct ideas as needed after each presentation.
S After the Tricky Situation: Dangerous Objects, reinforce your schools policy
against bringing weapons of any kind to school and explain the consequences for
students who do bring weapons to school.
Display the slide master, Finding Help When You Need It.
S
Most of the time you will be able to stay safe by following the rules described on the worksheets.
But sometimes accidents or other scary things happen, maybe even an emergency. Then you need
help from an adult right away.
When youre going to be in public without a trusted adult, carry some change with you so you
can make calls from a payphone. If your family has given you a cell phone to keep in touch with
them, be sure its kept charge. Take it with you whenever your family rules say you should.
Memorize your home phone number and another number where you can reach a parent. You
should also carry a list of other numbers to call.
Remember to always follow the three Ds for telling: If something is dangerous, destructive, or
disturbing, tell an adult about it. Call 911 if theres an emergency like a serious injury or fire.
You will not need money for this call at a pay phone and minutes will not be charged to your cell
phone.
Sometimes you cant find a phone in public, or you cant reach a parent on the phone. Who else
could you trust to help you when youre in public?
Police officers, security guards, firefighters, librarians, teachers, store
workers, restaurant workers, parents with children, etc.
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Before going someplace alone for the first time, ask your parent or a trusted adult to help you
decide how youll get help if you feel you are in danger. For example, if youre going to a park
next to a library, you could plan on to ask the librarian for help if you need it.
If no one is nearby that you trust, and you think are in danger, yell for help as loudly as you can.
This will alert other adults in the area so they can help or find someone who can.
If something dangerous, destructive, or disturbing happens while youre out in public, be sure to
tell your family about it later even if another adult helped you at the time. Your family cares
about you and wants to know about everything that affects your safety.
Minutes: 8
Application or Skill Practice
Distribute copies of the student worksheet, My Plan for Staying Safe in Public Places.
Because every family has different rules and every student might go different places, this
worksheet is designed just for you. It can help you remember and use safety strategies for the
places you go in public.
In the first column, write down three places where your family allows you to go without an adult.
If your family rules dont allow three places yet, write down places you would like to be allowed
to go with a friend or alone when your family says youre ready.
In the second column, write down the potential hazards for each of those places.
In the third column, write down the safety strategies you will use to stay safe. Use your groups
worksheet or the notes you took during the presentation for ideas.
Near the bottom of your worksheet, write three kinds of people you will ask for if you ever feel
you are in danger in a public place.
At the bottom of your worksheet, write down one new place you would like to go. You can talk
to your family about this place later.
You have a few minutes to fill out your worksheets. Raise your hand if you need help. Then we
will talk about your ideas.
Allow students a few minutes. Help them as needed.
Raise your hand if youd like to share your ideas for staying safe in one of the places you wrote
about on your worksheet.
Discuss students ideas as time allows. Correct and clarify strategies as needed.
The activity the students will be participating in will be: My Plan for Staying Safe in Public
Places

Minutes: 8
17
Class Activity
Students are completing the worksheet and responded with the anticipated answers when I ask
for them to share. I had encouraged them to ask if they are unsure of how to be safe in public
places alone.

My biggest challenge here would be to get students to raise their hands if they dont understand.
Some students feel embarrassed and I want them to know they dont have to be embarrassed
about asking questions. Their safety is one of the most important things to me.

All students will remain in their seats with the worksheet My Plan for Staying Safe in Public
Places.
I would walk around the classroom answering questions as needed.

Review worksheet:
Ask students to share their answers.
Closure:

Minutes: 2
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Closure
Take your worksheets home today and show them to your family. Ask if they have any other
safety rules they want you to follow when youre in public without an adult. Report these back to
us tomorrow. Remember to always follow your familys safety rules, whether youre home or
away from home.
Talk to your family about new places you would like to visit with friends or on your own.
Discuss safety strategies that will help your family trust you and stay safe.
Distribute the family resource sheet, A Family Guide for Staying Safe in Public.
Here is some other information to take home to your family. Ask to have a family meeting where
everyone can talk about ways to stay safe in public.
Minutes: 0
Put away materials
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Assessments:
The assessments that will graded for this unit are the worksheets that the students were provided
throughout the entire unit. This worksheets will be included behind this page.
Formal Assessment:
I would like all students to create a project of their choice and summarize everything that they
learned in this unit. This formal assessment will be worth 100 points. Make sure that you include
a summary on both lessons, Staying Safe at Home Alone, and Staying Safe in Public. Also
include what your family had to say when you discussed with them about safety and safety rules.
You will give a short presentation to the class after this is complete.
Options:
S
S
S
S
Powerpoint
Prezi
Pamphlet
Paper
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Physical Education
Fifth Grade
Dance
Abstract
In this unit, students will learn how to apply the different patterns of line dance to different music
tempos. The next lesson in this unit students will learn how to do some basic cardio dance
moves. This unit can be turned into a warm-up activity after students learn how to do the basics.
As a teacher you must know basic dance moves.
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Subject: Physical Education
Grade Level: 5th
Unit: Dance
Focus Questions:
1.) How many counts are in line dancing?
2.) How do you do a cardio dance?
3.) How do you line dance?
Benchmarks:
M.MC.05.09 demonstrates all relationship movement concepts of body parts
M.MS.05.06 perform a three-movement sequence
M.RA.05.01 demonstrate a sequence of rhythmic patterns traveling along pathways
Assessment Task:
Students will demonstrate that they have met all of these benchmarks by performing the two
different dances in front of the teacher for a final grade.
Key Concepts:
The key concepts of this unit are line dancing and cardio dancing. Students will learn how to
dance to different tempos and modern day music throughout this unit.
Connections:
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This unit could connect with math because you have to count your steps and understand different
counts. It could also relate with Language and History because you could research a dancer or
the history of line dancing or cardio dancing then write a paper.
Recommended Resources:
The recommended resources for this lesson is Hella Good by the No Doubt Band and
country/western music.
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Lesson Plan Title: Line Dancing

Grade Level: 5th
Class/Course: Physical Education
Strand:
1.) Students will learn to demonstrate a variety of skills in sports and game activities
a. Students will know a pattern for a line dance that can be performed to a variety of
4/4 music tempo.
M.MC.05.09 demonstrates all relationship movement concepts of body parts

Students do not need to have any prior knowledge for this lesson. They will be taught everything
that they need to know before they perform their final dance.
Cross-curricular relationships:
You could use line dancing in Language and History. You could have students look up a famous
line dancer, then write a paper from the research that they found.
A type or CD player
Gym or Large Open Area
Country western CD/tape or songs with 4/4 tempo
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Resources:
The only resources in this lesson would be the new song that the students chose to perform.
TOTAL Time for Lesson: 53 minutes (Performances may bleed into two days)
PROCEDURES:
Minutes: 3
Warm-Up &/or Stretch
Students will do jumping jacks, push-ups, crunches and running in place. Students will do each
for 45 seconds then switch to the next warm-up.
Minutes: 20
Lesson Introduction
Have students find a personal space on the gym floor. Play the music and review the 4/4 clap and
4/4 stomp. Have all students follow this pattern Introduce the pattern for a line dance. Tell
students it will ALWAYS be a 4/4 count for this exercise. Leader counts 1-2-3-4
Right foot- heel, toe, heel, toe
Left foot- heel, toe, heel, toe Grapevine to right 1-2-3-4 (step right foot out, bring left foot
behind, step right foot out, and bring left foot together with right foot).
Repeat Grapevine to the left 1-2-3-4 step left foot out, bring right foot behind, step left foot out,
and bring right foot together with left foot).
Now repeat the two different patterns using a slower 4/4 beat. 1-2-3-4 step right foot back, bring
left foot to right foot (together) step right foot back, bring left foot to right foot (together).
Now repeat all the pattern in the correct sequence to the 4/4 beat. 1-2-3-4 step left foot forward,
bend over and touch floor with right hand (right foot goes up), touch right foot down to floor,
bring left foot to right foot (together), 1-2-3-4 slap floor with right foot, turn 1/4 turn to the right
(scoop with right foot), stomp with the left foot, clap . This is the end of the pattern.
Do all the patterns using a 4/4 tempo. Have students practice the pattern of steps with a
partner. Then form lines of six or more and practice the pattern of steps. Now practice the
pattern to a faster 4/4 beat.
Encourage students to have fun with the pattern and think about another 4/4 pattern that
could build upon the dance pattern.
Minutes: 25
INSTRUCTION - Explanation of the activity/s to the students:
Students will form a line and count off 1-6 in a class full of 24. If the class is larger make sure
students are in groups of four for the activity.
In their groups they will first practice a song we have practiced in class. Then they will be given
an opportunity to look up a song that have a 4/4 tempo. This should only take about five minutes.
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Students will create a new dance that has at least four different 4/4 patterns.
When students completely this they will have to teach the class their dance.
With a bigger class, the presentations may have to go onto the next class period.
All students must be moving during the performance and the classmates must repeat after the
group.
The activity the students will be participating in will be: Create Your OwnLine Dance
Minutes: 25
Class Activity
Students successfully teach the other students their song in four different 4/4 tempos.

The biggest challenge I face as a teacher is those students who are afraid to preform or those who
are completely unwilling to do the activity. I think some students will have a lot of fun with the
activity, but will be nervous that they have to perform and teach the class.

Each square represents a group of four.
From this, students will pick a song once in their groups.

Students will continue to practice until they have mastered this.
Next, students will perform and teach these dance moves to the rest of the class.
Closure.
Minutes: 5
Wrap Up/Points to Review with Students:

Students will give feedback on the different dances that were performed today.
Minutes: 0
Put away materials
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Lesson Plan Title: Cardio Dance

Grade Level: 5th
Class/Course: Physical Education
Strand:
1.) Participate in a variety of moderate to vigorous physical activities.
a. Students will have the opportunity to experience a movement form that is aerobic
and high energy.
M.MS.05.06 perform a three-movement sequence
M.RA.05.01 demonstrate a sequence of rhythmic patterns traveling along pathways

Basic Dance Steps and the ability to follow directions.
Cross-curricular relationships:
Students could relate this to math courses because they must know how to count the beats.
Students also could relate this class to history and language by researching different cardio
dances then write a paper about it.
CD player
"Hella Good" by the band No Doubt
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Resources:
The only resources in this lesson would be the new song that the students chose to perform.
TOTAL Time for Lesson: 53 Minutes (Performances may bleed into two days)
PROCEDURES:
Minutes: 3
Warm-Up &/or Stretch
Students will grapevine, push-ups, running in place, and crunches. Students will continue this for
the complete three minutes switching activities every 45 seconds.
Minutes: 20
Lesson Introduction
When the words to this song start, this is when the dance begins.
Counts 1-16: Grapevine right, grapevine left and repeat

For a Grapevine Right: Step to your right with your right foot (putting your weight on your right
foot). Step behind your right foot with your left foot (putting your weight on your left foot). Step
again to the right with your right foot (weight on right) and touch your left foot next to your right
(with your weight staying on the right foot).
For a Grapevine Left: repeat the above going left but switching to the other foot.
Counts 1-16: Shuffle right, shuffle left and repeat.
The Shuffle is three steps to two beats of music:
Step forward with your right foot and quickly bring your left foot next to your right foot and step
down. Quickly step forward with your right foot
Counts 1-16: Jump right, jump left and repeat.
Counts 1-16: Perform Tae-Bo arm rolls to the right side of your body, to the left and repeat.
Tae-Bo: looks like a traveling call in basketball.
Counts 1-16: 4 punches with the right arm, 4 punches with the left arm and repeat both sides.
Repeat until end of song...
As I speak, we will be practicing these dance moves.
Minutes: 25
INSTRUCTION - Explanation of the activity/s to the students:
Students will be in groups of six. They may pick their groups for this activity.
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Students will pick a modern day song of their choice and create dance moves to perform to the
class. Picking a song should not take more than five minutes.
Once students have a song they will beginning practicing for their performance.
Students will then perform in front of the class and teach us the dance moves.
All students must be moving during the performance and the classmates must repeat after the
group.
Students will have to write down their dance moves and turn them in.
The activity the students will be participating in will be: Create Your OwnModern Dance
Minutes: 25
Class Activity
Students successfully teach the other students their songs and dance moves. This is made to be a
fun activity that we can use as a warm up activity in the future.

The biggest challenge I face as a teacher is those students who are afraid to preform or those who
are completely unwilling to do the activity. I think some students will have a lot of fun with the
activity, but will be nervous that they have to perform and teach the class.

Each block represents a groups of six.
From this, students will pick a song of their choice.

Then students will beginning practicing.
Students will perform in front of the class, teaching us their dance moves.
Turn in their dance moves.

Closure.

Minutes: 5
Wrap Up/Points to Review with Students:
Students will give feedback on the different dances that were performed today.
Minutes: 0
Put away materials
30
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Assessments:
The assessments that will graded for this unit are the performances that the students present and
teach to the class.
Formal Assessment:
I would like all students to pick one of the line dances we had practiced or create a modern
cardio dance and perform it to me individually. This formal assessment will be worth 100 points.
Students must include all notes and if they chose their own song they must provide it before the
assessment.

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Western School District

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