Get Adobe Flash player
COPYRIGHTED MATERIAL 14 Introduction If you are creating your own lesson plans, it is best to begin by choosing an opener and closer for each lesson. You can then fill in the middle any way you like. If you are working with young students who are just being introduced to movement education, you should perhaps organize your lessons with one loco- motor activity, one nonlocomotor activity, and one activity exploring an ele- ment of movement. (Early elementary children will most likely move through these lessons more quickly than their younger counterparts.) When your stu- dents are ready to begin working collaboratively with partners and in groups, you can start including activities from the Cooperative Activities unit. The units, like the activities within them, are in a developmental order. Not only do students first need to explore movement on their own before cooperat- ing with others, but basic movement is also the foundation upon which educa- tional gymnastics and an introduction to dance are built. Although it is important to keep the developmental progression in mind as you go through the movement experiences, nobody knows your students better than you do. So don’t hesitate to adapt the activities, perhaps abbreviating them or changing their order, if you feel it is better for your children. If certain activities are too advanced for your students, feel free to pass them by and return to them later; they are offered here as possibilities only. The one suggestion I would strongly recommend is that you implement lots of repetition. As a teacher, you recognize how important repetition is to young children. Just because a movement activity appears only once in these lesson plans doesn’t mean it is intended to be experienced only once! You should repeat activities and whole lessons as often as necessary to ensure success. Scheduling Movement Experiences If you are a classroom teacher, you have some decisions to make regarding the frequency of your children’s movement experiences. How many will you sched- ule per week, and how will you use these lesson plans accordingly? The Moving & Learning program is generally most effective when you can plan for a daily movement period. If you do incorporate movement activi- ties on a daily basis, it is best to use no more than two lesson plans per week, repeating the activities from those plans throughout the week. Otherwise the COPYRIGHTED MATERIAL