PROJECT: PATTERNS USING DANCE

TEACHER: ERIN PITRE

SCHOOL: GOLDEN MEADOW LOWER ELEMENTARY

CONTENT: Math

GRADE LEVELS: 1st

OBJECTIVES:
The student should be able to:

• The learner will describe, and explain the patterns in repeating situations (adding the same number, e.g., 2, 5, 8, 11 or skip- counting) (P-1-E).  (Knowledge & Comprehension)

• The learner will explain patterns created with concrete objects, numbers, shapes, and colors (P-2-E). (Analysis)

TIME: 60 minutes

MATERIALS
“Math All Around Me” CD by Jack Hartmann & Friends
Power Point
Kid Pix

INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will put on the CD “Math All Around Me” by Jack Hartmann & Friends. The teacher will play track #17 which is Make A Pattern. The teacher will have the students name the different patterns from the CD. The teacher will say, “Today you will be describing and explaining patterns in repeating situations.” 

ACTIVITY:
Teach / Model: Through the use of a Power Point the teacher will describe and explain patterns in repeated situations.  Afterwards, she will demonstrate how to create patterns on Kid Pix. The teacher will describe and explain the patterns in repeated situations on Kid Pix. (pictures, numbers, etc.) The teacher will review the terms flocking, different height levels, space, time, and energy with the students. The teacher will demonstrate creating patterns using the flocking technique.

Guided Practice: The teacher will choose five students to help her create a pattern using the flocking technique. The class will join in with the group and create the pattern. Then the students will describe and explain the pattern in the repeated situation. The teacher will repeat this activity a few times using different students and reviewing the dance terms such as: space, time, energy, flocking, and different height levels.

Independent Practice: The teacher will break the students up into cooperative groups.  Each group will be able to create a pattern using the flocking technique.  The teacher will remind the students to use the dance terms in their patterns. The higher learners will create two steps, whereas, the struggling learners will only create one step in the pattern.  The boys will use high steps or high movements and the girls will use low steps or low movements for the pattern. Each group will present their pattern to the class and the students will have to repeat the pattern with the group using the flocking technique. Then the students will have to describe and explain the pattern created.

Closure: The teacher will create a pattern and the students will use the flocking technique to repeat the pattern. The teacher will ask the students, “Who can describe and explain the pattern I just created using the flocking technique?”  The teacher will review the information taught in the lesson today.  

EVALUATION/ASSESSMENT:
The learner will create, describe and explain the pattern of steps used in the repeated movement by answering questions.

Dance Standards K-4:
Students develop creative expression through the application of knowledge, ideas, communication skills, organizational abilities, and imagination.

Informally I will check students understanding through observation and questioning throughout the lesson.  I will give a verbal pretest on dance terms before I teach this lesson or even introduce any new dance concepts. I will verbally give a posttest on dance terms after this lesson.

ART CONTENT/CONCEPTS:
Standard Six: Patterns, Relations, and Functions

COMPREHENSIVE CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
P-1-E:  Recognizing, describing, extending, and creating a wide variety of numerical (e.g., skip counting of whole numbers), geometrical, and statistical patterns.
P-2-E:  Representing and describing mathematical relationships using tables, variables, open sentences, and graphs.  

Dance Standards K-4:
Students develop creative expression through the application of knowledge, ideas, communication skills, organizational abilities, and imagination.

Dance Benchmarks:
D-CE-E1: Use kinesthetic awareness, proper use of space and the ability to move safely.
D-CE-E2: Explore and demonstrate basic movements and the elements of dance (space, time, and energy)
D-CE-E3: Recognize and explore dance as a way to create and communicate ideas and feelings.

MODIFICATIONS | ACCOMODATIONS:
During my independent practice I will have students grouped in cooperative groups according to their levels. (high, medium, low)  For example, my higher learners will create two steps, whereas, my struggling learners will only create one step in the pattern.  I will also specify the different height levels to use. For example, the boys use high steps or high movements and the girls use low/ medium steps or low/ medium movements for the pattern.  I will touch on all levels of learning such as visual, kinesthetic, etc.  

TEACHER'S REFLECTION:
none listed

RESOURCES:
Lafourche Parish School District Curriculum Mapping
Comprehensive Curriculum
Math Work Plan

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