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Creative Relay

  • Lesson Plan Creator: Lynne Larson
  • Grades: Grade 1, Grade 2
  • Subjects: Math
  • National/State Fine Arts Standards: Create, Perform/Present, Connect, Respond, Connect/Analyze
  • Tags: Creative Movement
  • Skills Addressed: Use of all dance elements

In this movement lesson, students will use the ideas of shape (symmetrical and asymmetrical), stillness vs. movement and levels in space (high, medium and low) to move across the room.

Learning Objectives/Goals

Students will work with space and shape in this lesson plan. Symmetrical and Asymmetrical shapes will be explored as well as different levels and the idea of moving vs. stillness. Students will also create their own patterns using all the ideas explored during the lesson.

Materials Needed

A large open space, objects to mark the middle of the floor and the spot to "jump over" an object. Set 4 rows of an object in the middle of the space or draw a line with tape along the floor. Then set another row of 4 objects a few feet in front of the middle tape or objects. Drum and some music.


State class expectations. Ask the students to look at the way the room is set up. What do they notice? Ask for 4 student volunteers. Place them at the furthest end of the space lined up with the objects, forming 4 rows. Ask the students to line up behind the line leaders in as even rows as possible. See if they can do this without help from you!


This is a relay idea, but NOT a race! The overall structure of the movement relay is: 1. Run as fast as you can to the center line. 2. Freeze on the Center Line (for 3-5 seconds) 3. Run as fast as you can to the object in front of you. 4. Jump over the object and either land on one foot or both and hold the freeze for 3-5 seconds. Line Leaders go first, once completed, have them sit down and wait for the rest of the lines to complete the relay. Look for frozen shapes when students freeze. Who is most frozen?


Adding to the relay each time...

1. Add to the frozen shape #1, must be a different level (high, medium or low), frozen shape #2 must be at a different level than shape #1

2. Add to the frozen shape #1, must be at a level and symmetrical; add to the frozen shape #2, must be at a different level and asymmetrical

3. Keep the above directions, but change the running to different verbs (skip, jump, hop,
gallop, crawl, etc.)


Put students in groups of 2. Have them create a movement sequence together that travels the relay pathway. Have them create a way to travel together to the middle tape, then freeze in a symmetrical shape together and then find a new way to travel to the object and find a way to jump over it together, then freeze in an asymmetrical shape. Put these with music and have them show to the group.


Ask students as they are watching what they notice about the choices each group made in their creative process. Did they see different levels? Frozen shapes? Symmetrical Shapes? Asymmetrical Shapes?

Extension to the Lesson

Have students take the pattern created with their partner and find a new pathway in the space. Maybe add a curving pathway or zig-zag pathway or a combination of all 3!

Follow-up Resources

Use ideas from other PE relays to add to this creative dance experience!


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What People are Saying

The diversity of the dancers really spoke to my students! It was great to see boys and girls dancing, and different races. The high level of engagement was so refreshing and got students excited about thecontent.
This activity was valuable because it helped students make connections between dance, rhythm, healthy lifestyles, and expression. The students were impressed by the talent of the dancers and it was motivating to them.
Opportunities for art and expression are so limited at school but so essential and valuable for all students, especially those who struggle to learn through traditional methods. My Kindergarteners have been dancing since you left!
This was so engaging. I looked around the auditorium and every student was watching. Not one person was talking or distracted
This activity is valuable to teachers and students because it gives them a creative outlet. We need movement in the classroom to engage, energize and deepen student learning.
I got great ideas on how to incorporate movement into math and science lessons.
I loved how you made movement and exercise relatable to the students. The dancers were full of energy and there was very little down time so students stayed engaged.
Our children were captivated by the performance. They listened to you and they were learning without knowing. They usually giggle when bodies are shown and talked about. But the way you presented it was so tastefully done, they now do poses and movement around the room and outside. You brokesome barriers and they took that permission and literally ran with it!