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Day 16 · A smooth line can begin an ideaFoundation Dance · T1 W3–4 · Day 16 lesson

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Foundation / Dance / Term 1 / Weeks 03 04

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Optional practice · Check guide.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner choices

Goal: explore an original smooth paper flow and state a possible intention, without copying Science object motion; AC9ADAFD01 and AC9ADAFC01 partial. Prepare: Source D, smooth/change/pause.

  1. Welcome · 3 min. Say the ball test in integrated Science is a different source. Nobody needs to roll a body or move on the floor.
  2. Read · 4 min. Read Source D. Ask which mark comes first and whether a human has moved in the story.
  3. Model · 5 min. Adult traces a broad smooth line with a paper mover and states one intention. It is an adult paper example.
  4. Child choice · 7 min. Day 16 A/B/C create a new broad smooth line and a maker purpose. Offer safe small actual movement only after local checks.
  5. Notice · 4 min. Ask what makes the line look smooth on paper; separate the child's idea from any observed physical quality.
  6. Close · 2 min. Save source type: paper, actual child action or adult demo.

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