Unit Plan 29 (Grade 1 Music): Rhythm Games
Grade 1 music unit using fun rhythm games to practice steady beat and simple patterns, helping students improve accuracy with rehearsal strategies.
Focus: Apply rhythm and steady beat through simple, playful music games, using rehearsal strategies to improve accuracy.
Grade Level: 1
Subject Area: Music (Performing • Rehearsing • Rhythm & Beat)
Total Unit Duration: 2–4 sessions (2+ weeks), 20–30 minutes per session
I. Introduction
In this unit, students practice steady beat and simple rhythm patterns through high-engagement music games. Using clapping, movement, and classroom instruments, they play echo games, passing games, and circle games that highlight beat and rhythm. With gentle teacher guidance, students learn to use rehearsal strategies—such as slowing down, clapping first, or saying a pattern before playing—to improve accuracy and work together successfully.
Essential Questions
- How do we feel and show the steady beat in music games?
- What is the difference between beat (the steady pulse) and rhythm (the way the sounds go)?
- How can music games help us practice rhythm and beat in a fun way?
- What can we do when a rhythm pattern or game feels tricky?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Keep a steady beat using body percussion and instruments while playing simple music games.
- Echo and perform short rhythm patterns (e.g., ta, ti-ti, rest) in call-and-response games.
- With limited guidance, use rehearsal strategies (slow down, clap first, count in) to fix tricky rhythm spots.
- Demonstrate knowledge of beat and rhythmic patterns in songs and games from a variety of cultures.
- Work cooperatively in music games, showing focus, turn-taking, and respectful listening.
Standards Alignment — Grade 1 Music (NAfME-Aligned)
- MU:Pr4.2.1a — With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance.
- Example: Keeping a steady beat while singing a folk song from another culture.
- MU:Pr5.1.1b — With limited guidance, use suggested strategies in rehearsal to address interpretive challenges of music.
- Example: Slowing down a tricky section to improve accuracy.
Success Criteria — Student Language
- I can feel and keep the steady beat in music games.
- I can echo and play short rhythms with my hands, voice, or instruments.
- I can use fix-it strategies (slow down, clap first, try again) when a pattern is hard.
- I can follow the rules of rhythm games and work kindly with others.
- I can tell how a game helps me practice beat and rhythm.