Lesson 5 — Combining Movements

Summary

Learners move from single movements to sequences. They learn that a sequence is two or more movements joined in an order, then practice combining movements — hopping then turning, running then catching — with control, in their own body’s way.

Objectives

• Combine movements in a sequence, such as running and catching or hopping and turning. (D03.S2.02.01)

Connection

Think of the things your body already does in an order without you even planning it: you run, then catch a ball; you hop, then turn to go back; you climb, then slide. A sequence is just movements joined in order, like the steps of a dance. Today you will put two movements together on purpose.

Materials

• Cones, chalk, or rope to mark a path
• Soft scarves or beanbags
• A beat source (clapping or drum, optional)

Preparation

• Mark a clear space and a simple path with cones, chalk, or rope.
• Set out soft scarves or beanbags for the catch part.
• Clear enough room for everyone to move without bumping.

Facilitator note

This lesson is written to the learner (“you”) so it works in a classroom and for a self-directed learner. Prepare the space, then model each two-movement sequence slowly before learners try. This spirals up from Grade 1’s single movements (skip, gallop, hop, jump) — now two movements join into a sequence. This is movement, not a race: celebrate control and order, never speed or distance. Honor every body: a learner who uses a wheelchair can run with their wheels and catch with a lap tray; a learner who needs support can do the sequence seated or with a partner’s help. Model adapted versions as real choices, never second choices. Call the order out loud and keep a visual beat going (a bouncing hand) so learners who are deaf or hard of hearing can follow. Invite everyone to rest and go at their own pace.

Procedure

1. Warm up (5 min). March in place, then shake out your arms and legs. Your body is awake and ready.
2. Learn the first sequence: hop, then turn (10 min). Try each part alone first. Hop on one foot. Then stand and turn all the way around. Now put them in order: hop, then turn. Do it slowly at first, arms out for balance.
3. Learn the second sequence: run, then catch (10 min). Run a few steps in place or to a mark. Then catch a scarf or beanbag you toss to yourself. Now put them in order: run, then catch. Eyes on the scarf, hands ready.
4. Put it together (15 min). From the starting mark, do your first sequence — hop, then turn. Then your second — run, then catch. Say the order out loud as you move: “hop, turn. Run, catch.” Do every part in your own body’s way — with wheels or seated springs if that is you.
5. Close (5 min). Slow down and catch your breath. You just joined movements into a sequence — a movement story with a beginning and an end.

Differentiation

• Support: Practice each movement alone first, then join only two parts; clap or count the order slowly.
• Extension: Ask learners to reverse the order (turn, then hop) or add a third movement to the sequence.

Assessment

• Formative (observation): Can the learner combine two movements in an order with control, in their own body’s way?

Home connection

Show someone at home a two-movement sequence — hop then turn, or run then catch — and teach them the order.