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Sample Learning Experiences |
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SAMPLE ONE: Objective: The learner will perform the movements of several animals found in Africa. Learning Experience: By showing the students pictures of African animals, the teacher and students move around the gym in the movement of the given animal. Allow the student to be creative and require them to move at low, medium and high levels. Discuss with them how they would move if they were looking for food and trying to protect themselves from being eaten. This will create fast, medium and slow movements. Ask the students to show you what the animal would look like if he or she were sleeping. Some animals sleep standing up! Animal Ideas: Antelope, Baboons, Cheetahs, Crocodile, Elephant, Frog, Giraffe, Gazelles, Hippopotamus, Impala, Jackal, Lion, Monkey, Nyala, Ostrich, Porcupine, Quail, Rhinoceros, Tortoise, Vulture, Warthog, Zebra. Be sure to visit the animal gallery at this site. Assessment: The students will be assessed based on observation by the teacher and peers. Ask the students to move like partiuclar animals and allow for self-exploration and expression. References: Browne, P. (1995). African Animals ABC. San Francisco: Sierra Club Books for Children. Drescher, H., Ziefert, H. (1986). Run! Run! New York: Harper & Row Publishers. |
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SAMPLE TWO: Objective: The learner will create a social dance to African music. Learning Experience: African dancing can be a very spiritual and rewarding experience. African dances are usually spiritual in nature or take the shape of a specific animal. African dances usually involve singing, circling, shuffling, clapping and are preformed bare footed. Many dances like those found in other countries have a great deal of meaning and heritage. Play African music and ask the students to create a their own creative dance. They can work in-groups or individually based on the wishes of the particular student. Be sure the students give specific meaning to the dance, for example, "this dance is in celebration of family." Assessment: Create a rubrics form of assessment based on the following; originality, References: Harris, J., Pittman, A., Waller, M. (1994). Dance a While Handbook for Folk, Square, Contra, and Social Dances. New York: Macmillan Publishing Company.
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SAMPLE THREE Objective: The learner, along with parents, administrators, faculty and staff will run/walk the length of the Nile River. Learning Experience: Draw or ask the students to draw the Nile River. The river is approximently 3,470 miles. Remember, the nile flows south to north. Map a one-mile route inside and/or outside your school that is clearly marked and outlined. Challenge the members of your school community to walk or run the mile course as many times as they can. (Members of the community could do this before and after school, during recess, lunch breaks and on weekends). Once they have finished running or walking ask them to record their distance and give you the results. Chart their progress on the map. This is a community effort, try to get everyone involved. Alternative options: This can be done as part of a family night or field day event. A fund raiser could easily be created with proceeds going to endangered animals found in Africa. References: Microsoft Encarta Encyclopedia, 1998 Edition (CD version) |
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