MIDTERM: MOVEMENT BASED LESSON PLAN

Movement Based Lesson Plan

Madison Clark
Southern Oregon University

MIDTERM: MOVEMENT BASED LESSON PLAN

1) OBJECTIVE: National PE Standard 1 The physically literate individual

demonstrates competency in a variety of motor skill and movement patterns.
2) FOCUS: 2nd Grade
3) ACTIVITIES: Simple DanceSpecific Tempo, Musical Hoops, and Hoop, Groove,
and Move (optional)
4) LESSON PLAN:
Warm Up:

Students dance however they want for one minute to Timber by KIDZ BOP
o To get the body moving and warmed up
Students get into a circle to take a breather and stretch while remaining standing,
and discuss positive and negative social interactions such as sharing and being
polite, or making fun of others and tattling
o Ask students if it is more fun to play with others who are being positive or
negative and why
Allow enough time for everyone to share

Activity #1: Simple DanceSpecific Tempo

Play music with two different tempos, fast and slow

o Slow song: At Last by Etta James
o Fast song: Twist and Shout by The Beatles
For one minute play the slow tempo song and have students move around with

simple dance steps that are slow like the music

Next play the fast tempo song for one minute and have students move with simple

dance steps that are fast like the music

Reduce the time to 30 seconds each and repeat the songs

Activity #2: Musical Hoops

Scatter hula hoops around the gym, two less than the number of students

MIDTERM: MOVEMENT BASED LESSON PLAN

While the music is playing (Happy by Pharrell Williams), students move around
while doing a designated locomotor movement while clapping to the beat of the

song
o Skip, hop, jump, leap, run, walk, slide, or gallop
While the music is playing, no one is allowed in the hoops
When the music stops, everyone goes to a hoop
The two students who are left without a hoop get together and pick the next
locomotor movement everyone does the next time around

Activity #3 (optional): Hoop, Groove, and Move

Students get into pairs with whomever they want

Each pair of students gets a hoop and they place it randomly around the gym
One student stands inside the hoop and the other stands on the outside facing each

other
Between the both of them, they come up with a fun movement
o Can be a silly dance move, jumping up and down, bending and stretching,

or anything they want

o This movement now belongs to that hoop
When the music starts for the first time (Shake It Off by Taylor Swift), students

begin doing their movement

When the music stops, the partner who is not in the hoop runs to a new player

who is in a hoop
When the music starts again, the person inside the hoops starts doing the

movement they had previously decided on and the new partner mirrors that move
When the music stops, the player on the outside of the hoop jumps into the hoop

and their partner finds a new hoop partner as quickly as possible

The movement belongs to the hoop so the player inside of the hoop does the one
he/she was just shown

Cool Down:

MIDTERM: MOVEMENT BASED LESSON PLAN

Before beginning the cool-down, have students find their pulse on their neck and

feel how fast their heart is beating

Play One Time by Enya and have students slowly move to the tempo and walk

around the gym for 1-2 minutes

Have students sit down and lead them through stretches
As you stretch and the body cools down, ask students if they feel changes in their
heart rate and ask them why they think their pulse is slowing down

5) Theory, Rationale Descriptions and Explanations

The lesson plan I created incorporates several components of physical education.
A variety of movements are included through various locomotor and axial movements
that are performed in time to music accompaniment. Students are to walk, run, gallop,
slide, jump, hop, skip, or leap as well as bend, stretch, twist, sway or spin while moving
to a different hoop in the Musical Hoops activity, and dancing in both the Simple
DanceSpecific Tempo activity and the Hoop, Groove, and Move. By watching the
movement of their partner and mirroring their movement in the Hoop, Groove, and
Move activity, students are coordinating their muscles and sensory systems through
integration. The qualities of movement, including the time or speed of movements are
incorporated into my lesson plan. Students use quick-sudden and slow-sustained
movements when moving slow or fast to the tempo during the Simple DanceSpecific
Tempo activity, and use a basic beat movement when clapping to the beat of the song
during the Musical Hoops activity.
Several training components are included such as a warm-up and cool-down,
flexibility, and heart rate. For the warm-up, students are using their large muscles to
dance, which increases their heart rate, therefore preparing the body for the activity. For
the cool-down, the intensity of the exercise gradually decreases through the slow

MIDTERM: MOVEMENT BASED LESSON PLAN

movements and walking they are doing around the gym. Flexibility is mainly included
through stretches that are done in the cool-down, as well as heart rate when students are
feeling their pulse during the cool-down. Lastly, two of the multiple intelligences are
integrated in my lesson plan. Dancing and clapping to the beat of the song during the
activities encompass the bodily-kinesthetic intelligence and the musical intelligence.

Works Cite
Grades PreK-2 Rhythm and Dance (2013). In Tandalay. Retrieved February 7, 2015.
Kovar, S. S., Combs, C. A., Campbell, K., Napper-Owen, G., & Worrell, V. J.
(2012). Elementary Classroom Teachers as Movement Educators (4th ed., p.
231). New York, NY: McGraw-Hill.