Travel (e.g., hop, skip, run) in time to a variety of rhythms (e.g., tambourine beat, drum beat, music, clapping).

Create and perform rhythmic patterns (e.g., three movements performed in a sequence that is repeated) of traveling and non-traveling movements, while incorporating objects (e.g., balls, scarves, hoops) and listening to a beat (e.g., music, drum, clapping).

Replicate, smoothly, a series of four to six movements in a sequence led by others.

Vary body shapes and level of movement, with smooth transitions from one movement to the next, in time to a rhythm (e.g., reach high and then squat low).

Move cooperatively in time to a rhythm while manipulating objects (e.g., circling with all class members holding a parachute, marching while passing a ball between classmates).

Vary the intensity (e.g., lightly, strongly, forcefully) of the movement, incorporating smooth transitions from one movement to the next.

Explore and create rhythmical movement sequences (locomotor, non-locomotor, and manipulative) with and without music.

Move rhythmically to established counted rhythms as used in various dances such as the round dance from various cultures, the Bird Dance from the Swiss culture, the Owl Dance from First Nations culture, and the Duck Dance from the Métis culture. (Note: Physical participation in First Nations and Métis dances should occur after the spirit and intent of these dances have been taught in Arts Education through Outcome CH2.2.)