• 1.1 Build the range and capacity to move in a variety of ways.
• 1.2 Perform basic locomotor skills (e.g., walk, run, gallop, jump, hop, and balance).
• 1.3 Understand and respond to a wide variety of opposites (e.g., high/low, forward/backward, wiggle, freeze).
• 1.4 Perform simple movements in response to oral instructions (e.g., walk, turn, reach).

• Students will demonstrate understanding of space through levels and size.
• Students will learn how to move safely within defined space alone and with others.
• Students will demonstrate axial and locomotor body movement as they make different body shapes.
• Students will accurately follow verbal directions.

• CD’s “Any upbeat music without lyrics”

• space: An element of dance that refers to the immediate spherical space surrounding the body in all directions. Use of space includes shape, direction, path, range, and level of movement. Space is also the location of a performed dance.
• level: high, medium and low
• size: large and small, big and little, huge and tiny or any combination of size opposites
• axial movement: movement anchored to one spot by a body part. Only the available space in any direction is used while the initial body contact is being maintained. Movement is organized around the axis of the body and is not designed for travel from one location to another. Also known
• nonlocomotor movement: Examples include stretching, bending, turning in place, gesturing.
• locomotor movement: movement progressing through space from one spot to another. Basic locomotor movements include walking, running, galloping, jumping, hopping, skipping, sliding, leaping.

• Talk about how parts of the body can move and can touch each other. (e.g., head, eyebrows, mouth, nose, shoulders, arms, elbows, wrists, hands, fingers, torso or ribs, hips, back, legs, knees, ankles, feet, toes, etc.).
• Prompt students to connect one body part to another by touching knee to nose, elbows to knees, hand to elbow, etc. Music: “Touch”

• Introduce the concept of level (high and low) and size (big and small).
• Have students explore these concepts with different body parts.
• Ask the following questions:
• “Can you tell me what kinds of things you find high in the air?”
• “Can you show me what being high in the air looks like?”
• “What kinds of things do you find low on the floor or ground?”
• “Can you show me how to make your body low on the ground?”
• “How large and high can you make your body?”
• “How small and low can you make your body?”
• Create more movement prompts by combining size and level using the whole body or parts of the body.

• Show students picture examples of large, small, high and low objects, animals, etc.
• Ask students to identify the level and size of each.
• Ask students to make their body as high, low and/or as large and small as possible in relationship to the pictures you show (e.g., “See this picture of an elephant? Can you make yourself as large as an elephant? Can you show me how your level changes from low to high to how as you climb a tree or a ladder? Can you change your level by going down a ladder or tree?”) Music: Any musical selection without words. Option: you may play a drum or other percussion instrument in lieu of music.
• As students are moving, call out specific sizes, levels and movements you see being performed. (e.g., “I saw Susie moving at a high level…using her arms and legs.…. “.)
• Make mention of the types of locomotor movements you see around the room (e.g., hopping, jumping, walking, rolling, etc.).
• Reinforce vocabulary constantly: high, low, big, small, personal and general space, and specific axial (bend, reach, twist, etc.) and locomotor movement (run, leap, skip, glide, etc.).
• Extend learning to include the “medium” or “middle” concept (if you feel students are ready) by exploring movement on all three levels: low, middle and high.
• Remember to have students practice balancing: on one foot, on one knee and one hand, on elbows, on their bottoms while rolled up in a tight ball, etc.
• Remind students of the two safety rules: Students will not run, fall down or bump into another student or object. Consequences: Student will sit down until the activity is over.
• Ask the following questions:
• “Which sizes and levels were easiest to make and why?”
• “Which were difficult or more challenging to make and why?”
• “Which ones did you like to make and why?”
• “Did you notice anyone else making interesting movements? Describe what you saw.” Music: Any upbeat selection without words.

• Ask the following questions:
• “What does safe movement look like?"
• “How do you know something is large, small, high and low?”
• “Which sizes and levels are easier to move around the room?”
• “Which levels and sizes did you like to move in best? Why?”
• “Show me your favorite shape (size and level of body).”
• Draw a picture(s) of your body moving in high, medium, or low levels in different sizes (big and small). Share with class.

• Students identify high, low, big and small objects as they move from activity to activity during the school day or at home.

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May 17, 2012