Lesson:

Names: Ms. Contreras, Ms. Gonzalez, Ms. Castillo, Ms. Celestine, Ms. Garrow, Ms. Flores, Ms.
Ewing
Date: 03-22-2016 (One-day)
Subject: Dance
Topic: Math (geometry)
Grade Level: Fourth Grade
Standards: 1.1: Demonstrate increased movement skills, concentration, and physical control in
performing movement for artistic expression
1.2: Identify and use a variety of gestures, axial, and locomotor movement as a means of artistic
expression
Lesson:
The teacher will begin with a review. The teacher will show pictures of some geometrical
concepts, such as lines, rays, point, etc. The teacher will ask What does an obtuse angle look like?
Show me using your bodies The teacher will ask the same questions with several
concepts/pictures.

The teacher will say, Alright great job, now we are going to learn a dance incorporating each
of these concepts that we learned. The teacher will then begin with showing the students what a
line segment looks like using her feet (by starting at one point and moving to the right and then to
the left, 2x). The students and teacher will then do the action together. Then the teacher will say,
Now let me see you do it. The students will say what each concept is while they are dancing
such as line, line, line, for every movement.

Each dance movement demonstrated will be done two times (2x). The next step of the
geometry dance routine is the ray. The teacher will demonstrate with her feet what a ray looks like
with one foot pointing to the right and moving in that direction and then to left foot. We will do it
as a class and then the students will demonstrate on their own.

The next step in the dance is line segment, and intersecting lines. The teacher will
demonstrate what an intersecting line looks like with her feet by jumping and crossing her legs.
We will review the process together and then students will demonstrate.

The next step is to show a point is standing still. The teacher will continue with the: I do, we
do, and you do method with the rest of the geometry dance moves. The next step in the dance is
followed by acute angles shown by slightly opening each leg out. Followed by the obtuse angle by
raising their arms up and open them similar to an obtuse angle. Lastly, teacher will demonstrate
how to do a right angle using his/her arms.

The dance will end with a spin that is a 360 degree.

Once all the steps of the dance are taught everyone will do the entire dance with music two
times

STEM:

S- Components of geometry, such as lines, points, ray, and angles are taught by dance movements
which are being carried out by the human anatomy using muscles, joints, and ligaments(life
science/biology).
T- Pictures of geometric components (ray, intersecting lines, point, acute and obtuse angles), music,
bodies
E- Mathematics skills were taught by incorporating geometrical concepts by teacher showing the
geometrical concepts and then modeling the dance movements.
M- Geometrical concepts (line segment, ray, intersecting lines, acute and obtuse angles)
Props/Materials:

Pictures of geometric concepts (line segment, ray, intersecting lines, point, acute angle,
obtuse angle)

Music
Music: Happy by Pharrell Williams (Official Instrumental), I-pod or phone
Jobs (Teacher Duties):
Ms. Contreras-Student, typed out lesson and wrote down instructions
Ms. Gonzalez-Assistant Teacher, Technology-STEM
Ms. Castillo-Assisted Teacher -technology
Ms. Celestine-Assitant Teacher, Kept an eye on time-standards
Ms. Garrow-Assisted Teacher
Ms. Flores-Teacher-Assist with lesson intruction
Ms. Ewing-Assisted Teacher-Music