GET UP AND DANCE

By: Tracy Appleget

KINDER-POLKA
Target Grade Level:
1st grade
Duration: 40 min

STANDARDS
National Physical Education
Standards

Indiana Physical
Education Standards

1. Students demonstrate
competency in motor skills
and movement patterns
needed to perform a
variety of physical
activities.

1. Motor Skills and movement

Patterns: Students demonstrate
competency in motor skills and
movement pattern needed to
perform a variety of physical
activities.

5. Students exhibit
responsible personal and
social behavior that respects
self and others in physical
activity settings

1.1.1 Perform locomotors skills

with developmentally
appropriate challenges to
reinforce learning of basic
movements.
1.1.4 Perform fundamental
rhythmic skills alone, with a
partner, or in a group.

INSTASC Standard
7. Planning for instruction
The teacher plans for
instruction that supports
every student in meeting
rigorous learning goals, by
drawing upon knowledge of
content areas, curriculum,
cross-disciplinary skills, and
pedagogy, as well as
knowledge of learners and
the community context.

STUDENT OBJECTIVES
Students will enjoy performing a rhythmic activity.
Students will be able to perform a dance (Kinder-Polka) in rhythm
with the music.
Students will listen carefully to the music (auditory training).
Students will be able to perform a movement sequence to music with
a partner

EQUIPMENT/ MATERIALS NEEDED

Music tape or CD and a player

PREPARATION
To prepare for this activity the teacher may want to set up the music cd or
mp3 player with the correct song. This will allow the teacher more time to
engage with the students.

INTRODUCTION ACTIVITY:
FAST SLOW HIGH LOW

HAVE THE STUDENTS MOVE AROUND THE GENERAL AREA WITHOUT

TOUCHING ONE ANOTHER
ASK STUDENTS:

move your entire body very fast while moving in around the room.

Move your entire body very fast while standing in one place.
Move your entire body very slow

Move your hand very fast. DO the same with the head, eyelashes, nose shoulders hips
and legs.
Move the same body parts very slow
Move (skip, or gallop) around the room. Change the speed at which they travel. (fast
and Slow)

LESSON ACTIVITY:
KINDER-POLKA

INVOLVES THE BASIC STEPS OF STEP-CLOSE, STAMPING, CLAPPING AND

TURNING.

Have students learn and practice each dance step individually.

Have students practice each sequence of consecutive dance steps individually.

Have each student practice each dance step with a partner

Have students practice sequence of consecutive dance steps with a partner.
Have students pair off and form a rolls of pairs facing.

DANCE STEPS:

Step-close, step close forward, stomp your foot 3 times

Step close, step close back, stomp your foot 3 times
Repeat
Slap knees, clap hands; clap partners hands 3 times
Repeat clapping sequence
Hop on one foot and point at partner (shake your finger)
Turn 2 times
Face your partner and stomp your foot three times
Repeat entire dance

CLOSING ACTIVITY:
CHALLENGE CHAT

Students will sit in a circle and discuss

1. Was the dance challenging? Why?
2. What parts were easy and which were hard to learn?

ASSESSMENT

While students are performing record weather each student can perform the first
dance pattern (step-close sequence) correctly with the music.

ACCOMMODATIONS

Not all students will learn the dance in one lesson. Break down the music into
parts. Teach the parts without music. As parts are perfected begin to combine
the parts into a sequence.

In a classroom: have the students stand facing their desks. Practice the dance
steps using the same teaching progressions as indicated in the physical
education lesson.

SUCCESS FOR ALL

During the lesson activity
Arrange students in circle
Instead of having students turn in circle during final steps of the dance have
students complete a turn using only 4 steps.

SAFETY CONCERNS

During the High low activity it is not recommended to allow the students to run as fast as they can
With younger students instead of allowing them to pick a direction to go in it would be better for
them to travel the length of the gym.

REFERENCE
Kovar, S., Combs, C., Campbell, K., Napper-Owen. (2012) Elementary
classroom teacher as movement educators (4ed.)p. 394-395. New York, Ny:
Mc Grall Hill