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N.C. Standards-Based Elementary PE

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Here’s a game developed to satisfy 4th grade State PE Standards in North Carolina.



Editor’s Note: Over the next decade, it is the goal of Great Activities Publishing Company to work with interested elementary physical education teachers to develop state-by-state curriculum guides aligned to State PE Standards. The basic idea is to have specific lessons for each grade level, K-5. Here’s an example of a 4th grade lesson:

Do the “Doo Da”

Background: Here’s a challenging dance lesson combining locomotor, non-locomotor, and sequencing skills using a creative and fun approach!


- Music selection for “Camptown Ladies” or any upbeat/lively 4/4 count song.
- CD player

Set-Up: Students start in 2-3 line formation (as in a line dance) to allow for plenty of movement forward.

Recipe For Success
(A few suggestions for making this lesson more successful and fun for your students)

(1) Encourage students to be lively and animated when performing this dance.
(2) Once students learn the steps, encourage them to sing the song when performing.
(3) When cueing the dance to the students, say the next step or movement ahead of the music.
(4) This dance has some advanced movements (i.e., full turn-jump) that may need extra time to teach. Effective demonstration will be necessary for student success of the dance.

Part 1: Learning the Dance

“Camptown ladies sing this song” (Skip forward for four beats).
“Doo-da, Doo-da” (jump, hop, jump, hop to four counts).
“Camptown race track five miles long” (Skip backward for four beats).
“Oh, doo da day” (Jump, hop, jump, full turn-jump for four beats).
(Repeat above for another 16 counts)
“Going to run all night” (Side-slide four times to the left).
“Going to run all day” (Side-slide four times to the right).
“I bet my money on the bobtail nag…”
(Shimmy shoulders to the left two counts and wave, shimmy shoulders two counts to the right and wave).
“Somebody bet on the bay!”
(Jump, hop, full turn-jump for four beats).

Part II: Variations of the Dance

After the students feel more comfortable with the movements, you may want to position students in different formations (i.e., circle or lines facing each other which would require students to concentrate on their own set of steps as the line facing them will be moving in opposite direction). You may also want to use different music other than the suggested piece.

Part III: Creative Student Session

Allow students the opportunity to create their own steps to the music. Encourage students to use locomotor/non-locomotor movements that were not used in the original dance.


Closure: Allow students to share their creative dances with the group. Discuss the importance of sequencing in traditional dance routines as well as group cooperation in the success of creating new dance routines.

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