Running head: PASS THE MOVEMENT

Domain Assignment
Kelsey Burton
Fall 2015
FS 3663.01
Dr. Snider
Texas Womans University

Running head: PASS THE MOVEMENT

Domain Activity

Title of Lesson

PasstheMovement

Grade Level

1stgrade

Topic/Main Idea

Passingmovementsinacircleandcreatinga
danceonceeveryonehascontributeda
movement.
Studentswillbeabletoeffectivelycreate
andperformmovementsasaclassbyadding
theirownindividualitytothedance.

Objectives

Concepts

CreativeMovement/Dance

Developmental
Domains

Thedevelopmentaldomainsforthislesson
arephysical,cognitive,
social/emotional.Thespecificdomain
thatIwouldbefocusingonisthe
physicaldomain.Thephysicaldomain
wouldbethedevelopmentoffineand
grossmotorskillsbyusingavarietyof
differentmovements.

Materials

EarthdancebyJoanneRyder
Music(ageappropriate)
Addotherobjectssuchasscarvesor
flags(expandedactivity)

Running head: PASS THE MOVEMENT

Activity Instructions

1. Introduction:Iwouldstarttheclassby
tryingtoinspirethestudents
imaginationbyreadingEarthdanceby
JoanneRyder.
2. Next,asthestudentsareinacircleon
therug,Iwouldsaytothem:Does
anyoneknowhowtoplaythegame
telephone?Ifnot,explainthatyouplay
itwithwords,bywhisperingawordinto
yourneighbor'sear,andthatperson
passesitalongbywhisperingthesame
wordinthenextperson'sear.Thisgame
islikethat,exceptwewillbepassing
movementsinsteadofwords!
3. Theteachershouldstartthegameoffby
contributingthefirstmovement.
4. Afterthemovementhastraveledallthe
wayaroundthecircle,thenextperson
willthinkofamovementandpassit
around.
5. Themovementshouldgoaroundtheentire
circleandcontinuetodothemin
sequence.
6. Onceeveryonehascontributedamovement,
trytorememberallofthemovementswith
thechildren,andthendothemin
sequence.
7. Now,turnonamusicalchoiceandtryall
themovementsinorder.Themovement
sequencebecomesadance.
8.

Adjustments/
Modifications

Provideunhurriedtimeforstudentsto
contributetheircreativemovementand
followalong.
Provideteacherassistancewhenneeded
Buddysystemplacingthestudentnextto
anotherstudenttohelpthem.
Expandingtheactivityaddinscarvesor
flagstodancewithdifferentmaterials.
Trythesamesequence,thistimeallowing

Running head: PASS THE MOVEMENT

thechildrentomovethroughoutthe
sharedspace,ratherthanstandingina
circle.

Assessment

Thisactivitywouldprovideavisual
evidenceofeachstudentsinvolvementin
thegroupactivityofcreativemovement.
Studentswilllearntoworktogetherand
appreciatetheworkoftheirpeers.
Assessmentforthisactivitywouldbe
observationandachecklist.

Summary or Description of Activity:

1. Introduction: I would start the class by trying to inspire the students
imagination by reading Earthdance by Joanne Ryder.
2. Next, as the students are in a circle on the rug, I would say to them:
Does anyone know how to play the game telephone? If not, explain
that you play it with words, by whispering a word into your neighbor's
ear, and that person passes it along by whispering the same word in
the next person's ear. This game is like that, except we will be passing
movements instead of words!
3. The teacher should start the game off by contributing the first
movement.
4. After the movement has traveled all the way around the circle, the
next person will think of a movement and pass it around.
5. The movement should go around the entire circle and continue to do
them in sequence.
6. Once everyone has contributed a movement, try to remember all of
the movements with the children, and then do them in sequence.
7. Now, turn on a musical choice and try all the movements in order. The
movement sequence becomes a dance.
Age of Child/Type of Group Activity:

1st grade
Whole group activity/Small group

Running head: PASS THE MOVEMENT

Connection to a Developmental Benchmark or Standard:

The developmental domains for this lesson are physical, cognitive,

social/emotional. The specific domain that I would be focusing on is the
physical domain. The physical domain would be the development of
fine and gross motor skills by using a variety of different movements.
Children do not spend extended time sitting; they are able to move
around at frequent intervals. (DAP)
Physical activities integrated into various learning experiences
whenever possible. (DAP)

(1) Movement. The student demonstrates competency in fundamental

movement patterns and proficiency in a few specialized movement forms.
The student is expected to:
(A) demonstrate an awareness of personal and general space while
moving at different
directions and levels such as high, medium, and low;
(B) demonstrate proper foot patterns in hopping, jumping, skipping,
leaping, galloping,
and sliding;
(D) demonstrate the ability to work with a partner such as leading and
following;
(F) create and imitate movement in response to selected rhythms;
What I learned and what questions I still have:

I learned in the Developmentally Appropriate Practice textbook that

children at this age have already established gross motor skills but
they learning to be more purposeful and controlled. It is like they are
improving their skills, independence, and abilities.
It is essential to have children refining their skills and keeping them
active.
The question I have is, why are schools trying to limit recess or free
time if DAP gives so many reasons as to why physical skill/movement is
so important to growth and development of a child.
References:

Copple, C., & Bredekamp, S. (2012). Developmentally Appropriate Practice in

Early Childhood Programs Serving Children from Birth through Age 8 (3.
ed.). Washington: National
Association for the Education of Young
Children.

Running head: PASS THE MOVEMENT

19 TAC Chapter 116. Subchapter A. (n.d.). Retrieved September 29, 2015.