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Miniature Golf Lesson Plan

Author: Jana Shumway

Year: 2015

Artform: Dance

Subjects: Math

Grade: 2nd

Duration: 45 minutes

Overview: Second grade students will create a miniature golf course as they gain an understanding of geometric shapes and prepositions.

Standards and Objectives

DANCE STANDARD 2:
The student will identify and demonstrate movement elements (specifically shapes) in performing dance.

DANCE STANDARD 3:
The student will improvise, create, perform, and respond to movement solutions in the art form of dance.
2ND GRADE MATH STANDARD:
DOMAIN: GEOMETRY: 2.G.A
Reason with shapes and their attributes.
1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Second grade students will understand geometric shapes, specifically triangles, quadrilaterals (trapezoid, rhombus, parallelogram, rectangle, kite), pentagons, hexagons and cubes. They will also understand prepositions such as under, behind, through, on, around, down, besides, over and inside. And finally they will understand how to make creative shapes with their bodies in small groups.


TEACHING AND TIMELINE

INTRODUCTION

Have the children think of different miniature golf courses they have played. Ask them about some of their favorite holes. Some holes contain hills or bumps, ramps or bridges, windmills or castles. But whatever the obstacle, the hole will have a challenging way for the ball to get into the cup.

DEMONSTRATION

Have 9 holes set up on the course (place the numbers in order in a circle around the gym). Divide the children into groups of 2-3 but do not exceed 10 groups. Assign each group a number and send them to that hole. However, group #10 goes to the “tee-off” position. At each number they will have specific objectives to meet as they create their holes.

HOLEPREPOSITIONGEOMETRIC SHAPE
Hole #1UnderTrapezoid (Quadrilateral)
Hole #2BehindPentagon
Hole #3ThroughRhombus (Quadrilateral)
Hole #4OnParallelogram (Quadrilateral)
Hole #5AroundHexagon
Hole #6DownTriangle
Hole #7BesideRectangle (Quadrilateral)
Hole #8OverKite (Quadrilateral)
Hole #9InsideCube

Besides these objectives the students can imagine that they have created castles, dragons, caves, waterfalls, bridges, windmills, etc. See what objects they can come up with that relates to those geometric shapes.

Once they have created their first miniature golf course, the children at #10 are waiting to represent the “ball”. “Tee off” those children and watch them go under, behind, through, on, around, down, beside and over the entire course (in order from Hole #1 - Hole #9) until they get trapped inside the cube at hole #9. NOTE: The children do not need to get on top of another child on hole #4. Remind them with the word “on” that just one body part can go “on”.


WORK PERIOD

Have the children rotate to the higher number ready to create course #2. You can continue creating 10 different golf courses. The children do not get tired of this activity because there is always a new objective to meet. I find they actually get more creative as they continue.

CLOSURE/SUMMARY

Have the children reflect on which objects relate with which geometric shapes. Quiz them on the names of the geometric shapes. Ask them the meaning of a “preposition.”


This lesson not only integrates with math and language arts, but it also allows the students to develop creative thinking skills as they design their geometric shapes with their peers.
Adjust the movement and shape requirements as needed for individual student needs.

This lesson can be done with other grade levels. Just adjust the geometric shapes to that grade levels’ geometry core curriculum objectives.
  • Trapezoid: a quadrilateral (4 sides & 4 angles) with one pair of parallel sides.
  • Pentagon: a plane figure with five straight sides and five angles.
  • Rhombus: a parallelogram with four equal sides and equal opposite angles.
  • Parallelogram: a quadrilateral (4 sides & 4 angles) where opposites sides are parallel. (ie: rectangle, square, rhombus, & diamonds)
  • Hexagon: a plane figure with six straight sides and angles.
  • Triangle: a polygon with 3 sides and 3 angles.
  • Rectangle: a quadrilateral with 4 sides and 4 right angles. Opposite sides are parallel.
  • Kite (Diamond): a quadrilateral with two non-overlapping pairs of adjacent sides that are the same length.
  • Cube: a solid shape that has: 6 square faces all equal in size, 8 vertices (corners), and 12 equal edges.
  • Quadrilateral: a polygon with 4 sides and 4 angles.
  • Preposition: a word or phrase that connects a noun or pronoun to a verb or adjective in a sentence OR it is a word that shows the relationship between a noun or a pronoun and another word in the sentence.

Resource: https://quizlet.com/21210970/basic-geometry-vocabularydefinitions-flash-cards/
FORMATIVE ASSESSMENT:
While the kids are dancing watch to see if they are understanding the concepts. If not, sidecoach them to help them understand.

SUMMATIVE ASSESSMENT:
You can have a discussion or quiz at the end of the lesson; or have the students share what they learned with a partner and then report to another group of students or to you as to what they learned.

They can also demonstrate their understanding through choreographic assignments (but be sure the objectives are clear for the assignment and then make sure they meet those objectives).

SUPPLIES, EQUIPMENT AND RESOURCES

  • Signs indicating the hole number, the preposition and the geometric shape.


MUSIC RESOURCE: