First Name Last Name Email Date

Julee Nishimura juleen@hawaii.edu

Semester Year Grade Level/Subject Lesson Duration

2 1 Grade 3/ Dance 1 hour

Title

Water Is Life!

Central Focus (Enduring Understandings)

A description of the important understandings(s) and concept(s)

Enduring Understanding:I can use my body and movements to communicate ideas from a story and from science.
Essential Question: How can we use our body, our energy, space, and time to create a simple dance about the water cycle?

Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that align with the central
focus and address essential understandings, concepts, and skills

F.A.3.4.1: Apply dance elements to create a simple movement sequence.

SC.3.8.2: Describe how the water cycle is related to weather and climate.

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment

Students will create a dance that has 48 counts and four sections to it-
Beginning- Two shapes (8 counts)
Middle- a) Moving in place using stretch, twist, bend (16 counts)
Ending- Two shapes (8 counts)

Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative (informal) assessments applied
throughout the lesson and a summative assessment (formal) of what students learned by the end of the lesson (include any
assessment tools)

v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
Formative Assessments:
A. Student observation of how they follow the four must controls body, mind, voice, and space, specifically:
1. Follow directions: obey cues and signals.
2. Respect the personal space of others.
3. Be responsible.
4. Participate with enthusiasm.
5.Concentrate- no talking during movement
B. Engagement and focus will be assessed throughout the class as a formative tool
C. Students will provide peer feedback to each other throughout the class

Summative Assessments: Teacher Checklist

Shapes Actions: Nonlocomotor Actions: Locomotor

__ Applies two body movements __ Applies two nonlocomotor __ Applies two locomotor
in shape. movements. movements.

__ Applies one body movement in __ Applies one nonlocomotor __ Applies one locomotor
shape. movement. movement.

Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and personal/cultural/community assets to draw upon to
support learning

Students completed a unit on energy and are aware that water is a form of energy. Since students live on an island, they are aware
of how the rain and ocean are important parts of their environment. Students have no prior knowledge about the elements of dance
(body, energy, space, time) and how to use it to create a simple movement sequence. Some students have performed a cultural
dance in previous years as part of their May Day Celebration, but have not been taught the elements of dance as part of the
performance. This lesson will build upon their prior academic knowledge by deepening their understanding of the importance of
water and how they can become more body literate. They will also combine problem-solving, responsibility, cooperation and focus-
skills essential for all learners. This process will help students in academics because problem-solving, cooperation, and focus is
required to be a complex thinker, community contributor, and problem-solver in any subject area and in life!

Academic Language and Language Supports

Oral and written language that the students need to learn and use to participate and engage in the content. The planned
instructional supports to help students understand, develop, and use academic language.

v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
Water Cycle / cascade / spiraling / plunging / overflow / palisades / white-silver veils / stormfront / gleaming / thunderhead /
B.E.S.T. (body, energy, space, time) / the 4 must controls / movement sequence=simple dance / personal space / high, middle, low /
fast and slow tempo / steady beat / rhythm
Instructional Supports include images in the book Water Dance, frontloading vocabulary words, paraphrasing, modeling must
controls using examples and nonexamples, poster of must controls: mind, body, voice and space with steps, modeling examples
of dance movements to describe the vocabulary words listed above, guided practice, repetition, peer support and collaboration.

Instructional Strategies and Learning Tasks A description of what the teacher will do and say and what the students will do during
the lesson that 1) uses clear steps that convey the use of multiple strategies, supports, and resources and 2) list opportunities
offered for multiple modes of participation

Prior to lesson, teacher will: *write Water Cycle and vocabulary words from the book on the whiteboard *write Standard for the
lesson F.A.3.4.1: Apply dance elements to create a simple movement sequence *post a poster with Component and examples of
each (e.g., Body=curved shapes, Energy = smooth, Space = pathways, Time = slow or fast). * post a poster of ground rules The
main idea is to include a variety of choices in terms of each one of these components - a variety of body shapes, energy, space and
time, depending on what you are trying to communicate.
Activity 1- Read Aloud
Teacher will invite students to join her on the carpet in front of whiteboard and ask them what they know about the water cycle.
Students will share what they know about the water cycle through turn and talk, then share whole group.
Teacher will acknowledge student sharing and incorporate their information, if applicable, in order to give a simple definition of the
water cycle as the process water takes in different stages such as in the clouds, as rain, to the earth, then when it evaporates and
returns to the clouds.
Teacher will do a book walk with Water Dance, then ask students to listen carefully about the different ways water is described
throughout water cycle. Imagine you are the water!
Teacher will preview vivid verbs and unfamiliar vocabulary listed on the whiteboard. Students will be able to increase their
comprehension and visualize the water as they listen to the story.
Teacher will read the story, referencing the words in the book and written on the whiteboard to reinforce meaning, and ask students
to think about the movement of the water and how they could show the movement through dance.
Closure to read-aloud: Students will take a scholarly stroll to share what they learned from the book, what they visualized, and their
favorite part of the story. Teacher will listen in on conversations during the stroll as formative assessment for reading comprehension
of the story. Teacher will invite students to return to the carpet to prepare for next portion of the lesson- dance!
Activity 2- Dance Introduction / Warm-Up:
Teacher will set the ground rules listed below and explain the four must controls body, mind, voice, and space. Teacher will use
Freeze Signal game format to practice. Tell students to find personal space. On signal, they can move around freely, but they are not
to touch anyone, even accidentally. They are to make no sounds, including no whispering or giggling. On signal, they must freeze.
Role-play non-examples, or the opposite, so there are no misunderstandings.
1. Follow directions: obey cues and signals.
2. Respect others personal space.
3. Be responsible.
4. Participate with enthusiasm.
5. Concentrate- no talking during movement

* Warm-up for learning how to use B.E.S.T. (I do, We do, You do approach)
Teacher: Stand where you can see me and begin to watch my movements. Notice that I am moving different parts, not just my
v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
arms. I am using my shoulders, hips, back, fingers, and legs too. Notice what kind of movements I am using: sometimes small
movements sometimes big sometimes my body is at middle level sometimes high sometimes low. What kind of level am I
using now? Right, tight now loose now sharp now smooth now light. Notice what kind of tempo I am using fast tempo
slow tempo with a steady beat.

In your personal space, using the 4 must controls- body, mind, voice, and space, watch and follow me and lets move together!
Teacher will say, Begin after I give the cue "5,6,7,8"...

Teacher will repeat the sequence and observe students using B.E.S.T. elements as they move together with the teacher. Teacher will
say:

We are moving different parts, not just our arms. We are using our shoulders, hips, back, fingers, and legs too. Lets create different
kinds of movements! Small movements Now big Lets move our body to be at the middle level Lets go high Lets go low.
We will also create our bodies to show tight now loose now sharp now smooth now light. Notice what kind of tempo we are
using fast tempo slow tempo with a steady beat.

Students will try their best to have fun, take a risk and follow cues, keeping to the steady rhythm of the music.

Teacher will reinforce expectations and give positive feedback with specific reference to elements and following the ground rules

Teacher will introduce the task- students will mirror their partner and create a simple dance that interprets a part of the water cycle.
Teacher will use the poster B=Body, E=Energy, S=Space, T=Time to teach students the dance elements. Teacher will share the task
cards to be distributed, one per partner. The students will create a simple dance that reflects the part from the book.

Teacher will guide the whole group of students through literal creative movements for a few of the scenarios, so students will
understand literal creative movement is making their bodies look and move just like what they are trying to describe.

Teacher will guide the whole group of students through abstract creative movements for a few of the scenarios, so students will
understand abstract creative movement is making their bodies look
and move with how the water makes them feel inside.

Water Dance:
the rain, gentle misty or stormy
the waterfall, plunging and cascading
the lake that is still then overflows slowly
the river joined by streams, creeks, getting wider and deeper
the moonlight that sparkles and dances on sea waves
the mist that rises into the air and disappears
the clouds that float, drift and appear in a thousand shapes
the storm front that grows heavier and darker over time
the raging storm, full of lightning and trembling thunder that drenches the mountainside
the rainbow, countless droplets of rain, floating in the silent air, reflecting all the colors of
sunlight

v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
Activity 3-Creating the Dance

Teacher: Today we will create a simple dance using B.E.S.T. Our dance has 48 counts and four sections to it-
Beginning- Two shapes (8 counts)
Middle- a) Moving in place using stretch, twist, bend (16 counts)
Ending- Two shapes (8 counts)

We will be using this music selection to accompany our dance. Lets listen to it. Can you find the beat? Show me the beat by
nodding your head tapping your fingers shrugging your shoulders. Lets count it.

Find a partner. Teacher will send partners to designated places in the classroom that have enough space for students to work
together. This will be their personal space to work and create their dance.

Lets work on the beginning of our dance! Together, create a sequence of two shapes. You have 8 counts to perform these two
shapes. Memorize the shapes. Lets practice! I will count and you and your partner perform the shapes. Ready, 1 , 2 , 3 , 4 , 5 , 6 ,
7 , 8 , Freeze. Relax your shapes.

Lets work on the middle part of our dance. It has two parts 16 counts moving in place, and 16 counts moving away from your
partner and back together again. Decide how you will move in place first. You can stretch, twist, or bend. The next 16 counts,
partners travel away from each other and back together. Remember B.E.S.T. Use different body parts, change tempos, try different
levels, and use different energies. This will show time and space in your dance. I will put on the music so that you can time your
movement to the music.

Teacher monitors the groups. Teacher does a practice rehearsal with all the groups to see where they are.

You end your dance with your two shapes. You have 8 counts for this. Give students time to decide on shapes.

Lets put all the parts of the dance together now. Start in neutral- just standing. When the music begins, I will give you an 8 count
lead, where you move from neutral and then begin. Everyone ready?! 1,2,3,4,5,6,7, and begin.

Teacher allows 2 3 practice runs.

9. How will you assess the students learning throughout the lesson (formative assessment)
I plan to assess the students learning throughout the lesson by observation and their responses to thumbs up/ thumbs down
questions.

10. How will you provide closure to your lesson that also lets your students demonstrate what they know, understand and are
able to do as dancers (summative assessment)?
Activity 4 The Performance

Teacher will invite students to perform their dance sequence in same space they practiced. The audience (the rest of the class)
watches quietly, then applauds. Each partner will perform and each student will have a chance to both participate and be a member
of the audience.

v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
Teachers Checklist:

Shapes Actions: Nonlocomotor Actions: Locomotor

__ Applies two body __ Applies two nonlocomotor __ Applies two locomotor

movements in shape. movements. movements.

__ Applies one body __ Applies one nonlocomotor __ Applies one locomotor

movement in shape. movement. movement.

Activity 5 The Reflection

Students move back to the carpet and complete a reflection, using following statements:
The dance elements my partner and I used in our dance were (student will check off elements)
My partner and I made the same shapes as each other even when we were not looking at each other (student checks
yes or no)
One good thing about working with my partner was.
One challenge I faced today was
The title I would give our short dance is

Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of students who
require further support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)

ELL/MLL: There are no ELL/MLL students in the class.

Struggling Learners: preferential seating, repeated directions, repeated readings as needed, peer partnering
Accelerated: There is one student that studies dance. She will be assist the teacher throughout the dance portion of the lesson.
501/IEP: One autistic student will have the option of working alone. Teacher will speak with student before the lesson so he
understands what will be happening and will have time to process and prepare for the lesson.

Instructional Resources and Materials

Books, texts, and other materials needed for the lesson

Water Dance by Thomas Locker

4 Must Dos poster

v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
 Dance cards
Rubric for student observation
Student reflection sheet

Names: _______________________________________________________________________ Date: ______________

Our Reflection

1. We made the same shapes as each other even when we were not looking at each other
yes no

2. One good thing about working with my partner was _____________________________________

________________________________________________________________________________

3. One challenge we faced today was __________________________________________________

________________________________________________________________________________

4. The title we would give our short dance is ____________________________________________

________________________________________________________________________________

v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa