Grades 1 - 3 Sample Lesson: Moving to the Beat

• A student with a motor coordination disability (cerebral palsy) and cognitive disability (global developmental delay), impacting both upper and lower body movements, gross and fine motor skills, and ability to acquire and retain new skills.
  • Consideration: Incorporate strategies to ensure the full participation and integration of the student with cerebral palsy and global developmental delay. 

• Several students from lower income families, experiencing food and housing insecurity.
  • Considerations:
    • Include trauma-informed elements for students facing housing and food insecurity.
    • Consider the challenges of students experiencing food and housing insecurity and how these challenges may affect their participation in physical activity. 

• A student of Six Nations heritage, one of few Indigenous students in the school.
  • Consideration: Consider the cultural heritage and life experiences of the Indigenous student. 

• 1 chair per student 

• Appendix: Stretches  

• Music (with a strong, clear beat is recommended)  

• Teacher Resource: Recordable Anecdotal Recording Chart  

• Students sit in a familiar position in their chairs with feet flat on the floor.  

• Use the following teacher prompt to encourage students to sit up tall and take slow, deep breaths to relax their body and mind:
  • "Let's take a moment to focus on our breathing. Inhale deeply through your nose, feeling your belly expand. Now, exhale slowly through your mouth, feeling any tension leaving your body.” 

• Lead students through a series of stretches.
  • Neck Stretch: Students gently tilt their heads to one side, holding for a few seconds, and then repeat on the other side.
  • Shoulder Rolls: Students roll their shoulders forward and backward in smooth, circular motions.
  • Arm Stretches: Students reach one arm overhead, gently stretching to the side, and then switch to the other arm.
  • Leg Stretches: Students extend one leg forward, flexing the foot, and then switch to the other leg.  

• Play music with a strong beat. Have students move in different ways to the beat, encouraging them to explore various movements.  

• Count eight beats of music with the students, guiding them to clap or tap along.  

• Use alternative counting methods to help students if they have difficulty following your counting to eight or following the beat of the music (e.g., visual cues such as flashing a light or hand signals to indicate when to change movements).  

• Encourage students to continue moving, and explore changing their speed, direction, or pathways every eight beats. 

• Reminds students to be mindful of their personal space and of others and classroom objects (e.g., desks, chairs) as they move about the classroom to help keep themselves and others safe. 

Teacher Prompt: “Think of a beat like the heartbeat of a story or song. In many cultures, when people tell stories or celebrate important events, they use a beat, like the rhythm of a drum or the sound of clapping, to add excitement and joy to storytelling and celebrations. This beat also helps some people feel connected to nature or their ancestors, making them feel a part of something bigger. So, a beat is like a special tool that helps people tell stories and feel connected to the world around them in many different ways!” 

• Divide students into pairs. Have pairs create a movement pattern that changes every eight beats. 

• Have half of the class present their movement patterns, followed by the other half highlighting theirs.  

• Give pairs additional time to practise, allowing them to change their size, direction, or type of movement after observing other pairs. 

• Have pairs create a dance sequence that imitates an animal of their choice (e.g., lion, dolphin, eagle). Provide various options for pairs to represent their animal movements (e.g., using hand gestures, facial expressions, or vocalizations), allowing for a diverse range of expression and creativity.   

• Prompt pairs to use different movement sizes, directions, and pathways as they dance their animal sequence, reflecting the way their chosen animal moves (e.g., flapping wings like an eagle, swooping down for food, gliding in the wind).  

• Remind pairs to show definite movement changes on the beat and that movements in the sequence should change every eight beats. 

• Recall the mindful breathing students engaged in during the warm-up.  

• Have students lie on the floor or sit in their chair and tighten and relax different body parts one at a time, encouraging them to breathe deeply as they relax.  

• Have student repeat the stretches from the warm-up or lead them through alternative stretches. 

Teacher Prompt: “How does dancing or moving to a beat make you feel?”  

• Chair stretches are used to accommodate the student, allowing them to engage in stretching exercises while seated in a familiar position.   

• Options to explore the movements in a variety of ways (e.g., different tempos and alternative beat counting options are incorporated to accommodate the student's motor coordination and cognitive abilities. 

• Choice in animals and how to demonstrate the movements (e.g., gestures, facial expressions) are provided, allowing the student to choose movements that they are comfortable with and suit their needs.   

• Cool-down activities focus on relaxation and gentle movements to accommodate the student's motor coordination disability and cognitive delay, providing a different pace to explore movement.  

• Predictable structures with clear transitions between activities are incorporated, providing a sense of stability and security for students by establishing a familiar framework for learning and engagement.  

• Students are offered choices within the activities, such as selecting different movement patterns or animal representations, empowering them to exercise agency and control over their learning experiences, which they might not have in other aspects of their lives.  

• Mindfulness and relaxation techniques, such as deep breathing exercises and muscle relaxation, are included to provide an opportunity for students to process their emotions without distraction or judgment.  

• Activities were chosen considering the impact of student’s inconsistent access to nutritious food and housing, which may result in fatigue, weakness, or decreased energy levels during physical activities.   

• This lesson is designed to accommodate students' varying energy levels, physical abilities, and emotional needs through flexible activities like gentle stretching, mindful movement, and relaxation strategies. Also considered was that students experiencing food and housing insecurity may also face increased stress, anxiety, or feelings of instability, which can affect their emotional well-being and motivation to participate. 

• Opportunities are provided for the Indigenous student to share their cultural traditions and experiences with their peers, fostering a sense of pride and connection to their heritage.  

• Elements of Indigenous culture, such as storytelling, music, and dance are incorporated into the learning to reflect and honour the student's Six Nations heritage.  

• Educators are also encouraged to collaborate with Indigenous members in their community to share their music, dance, and storytelling traditions.