Grade 5:
Cells Celebrate!

CELLS CELEBRATE!

Grade 5: Cells Celebrate!

Unit Description

Students will use theater, music, movement and the visual arts to explore plant and animal cells. The unit’s projects will lead students to making discoveries about the different cells they examine and the inner relationships of the organelles. Students will also strengthen their informational and opinion writing skills through the projects in this Cells Celebrate!

Unit Essential Question

How can analyzing the relationships of cell organelles help us to understand living things?

Real World Context

We study and analyze cells because they are the basis for life. We are all made up of cells and it is important that we understand the function of all of the organelles present in cells so we know how cells work. Scientists and doctors study cells to understand things like cancer and diseases. They work to detect when a cell looks abnormal and what may have caused it to be abnormal. Understanding the foundational knowledge of a cell leads us to understanding the inner workings of biology.

Cross-Cutting Interdisciplinary Concepts

Relationships
Comparison (Compare and Contrast)
Parts of a Whole

Projects

Project 1: Do You See What I See?
The purpose of this project is to introduce students to the tools used to observe cells. Students will investigate the appearance of various cells using a microscope. Students will explore how the parts of a small organism work together and compose the parts of a whole. This lesson suggests also collaborating with the art teacher to take a closer look at students’ microscope sketchings and creating a large work of art that amplifies the organelles that make up a cell.

Project 2: Music and Movement in the Plant Cell
This lesson introduces the various organelles in a plant cell (chloroplast, cytoplasm, cell wall, cell membrane, nucleus). Students create riddles for the various organelles. Students then explore applying rhythms and movements to the organelles that support the function.

Project 3: Using Tableau Become a Plant Cell
Students will integrate their knowledge of previously taught organelles in a plant cell with theater arts. Students will use the different organelles: chloroplast, cell wall, cell membrane, cytoplasm, and nucleus to construct tableaux of plant cells. They will then dramatize the organelles by understanding their function in the cell and their relationship with the other organelles.

Project 4: Cell Rap
This project integrates music and visual arts into students’ study of both plant and animal cells. In this project, students will compare and contrast the organelles in both an animal cell and plant cell. Students will create a rap that shows their understanding of how the individual organelles function in both types of cell.

Project 5: Cell Debate
Students will integrate theater and explore the roles of the organelles in both plant and animal cells. This project will require students to role-play in the various organelle roles and then write an informational opinion piece about why their organelle is the most crucial cell part. Students will rehearse and perform in a cell organelle debate where they will defend their arguments. Students will work as a team to debate a common goal together.

Project 6: 3D Cell Models
Students will create a three-dimensional sculpture of an animal or plant cell. They will use various objects and mixed media to work as a group and construct a model. Students will then explore what they notice when they examine a cell from a 3D lens.

Standards

Curriculum Standards

S5P1. Students will verify that an object is the sum of its parts

  1. Investigate how common items have parts that are too small to be seen without magnification

S5L3. Students will diagram and label parts of various cells

  1. Use magnifiers such as microscopes or hand lenses to observe cells and their structure
  2. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus) and determine the function of the parts

ELAGSE5W1. Write opinion pieces on topics or texts, supporting a point of view with reasons

  1. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose
  2. Provide logically ordered reasons that are supported by facts and details
  3. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically)
  4. Provide a concluding statement or section related to the opinion presented

ELAGSE5W2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly

  1. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic
  2. Use precise language and domain-specific vocabulary to inform about or explain the topic

Arts Standards

VA5PR.1 Creates artworks based on personal experience and selected themes

VA5PR.1.e Creates artworks from direct observation

VA5PR.2

  1. Creates artworks with a variety of media
  2. Draws images from careful observation

VA5PR.3 Understands and applies media, techniques, and processes of 3 dimensional works of art using tools and materials in a safe and appropriate manner to develop skills

VA5PR.4 Plans and participates in appropriate exhibitions of artworks.

D5FD.4 Understands and applies music concepts to dance

  1. Exhibits and creates variety in movement qualities in response to a variety of musical selections and instruments
  2. Demonstrates musicality while performing dance phrases

D5CO.4: Demonstrates an understanding of dance as it relates to other areas of knowledge

TAES5.2 Developing scripts through improvisation and other theatrical methods

TAES5.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments

TAES5.7 Integrating various art forms, other content areas, and life experiences, to create theater

M5GM.1 Singing, alone and with others, a varied repertoire of music

M5GM.4 Improvising melodies, variations, and accompaniments

M5GM.5 Composing and arranging music within specified guidelines

M5GM.8 Understanding relationships between music, the other arts, and disciplines outside the arts

Character Education

Components

In this unit there are many opportunities for the class to share an arts integrated project for another 5th grade class audience, particularly the 3D Cell Models and the Cell Debate projects. The 3D Cell Models could be set out with the students serving as tour guides. Another class could visit each exhibit and ask questions to the “cell experts.” The Cell Debate could easily be a performance where another class could video record and analyze the presentation. Character Education is truly integrated when opportunities are created for students to teach other students. Also character education opportunities are created when students step into the role not only as performers but also as audience/ critics who analyze closely what they see to provide peer feedback.

Attributes

Respect

  • For one another
  • For the environment

Parts of a Whole

  • Cooperate/ Working in groups
  • Compromise/ Negotiation skills
  • Interdependence

Summative Assessment Tools

  • Written Reflections (for each project)
  • Field of View Handout
  • Students are directed to select one of the one of the images they saw with the microscope and create a field of view drawing representing what they observed after viewing various cells.
  • Cell Function riddle- Students create and display their own riddle to be shared with the class
  • Informational Writing Piece:
  • Students will write a monologue from the viewpoint of their cell organelle “character”. Informational Cell Monologue Rubric is used to assess writing
  • Cell Rap Rubric- Completion and performance of musical rap
  • Word Art- students create word art that takes the science vocabulary and through design, illustrates the word meaning
  • Student Debate Self-Assessment:
  • Students will rate themselves on their recorded video debate after it is watched after the debate
  • Create different monologues for organelles in both plant and animal cells
  • 3D Cell Model Self-Assessment Checklist- Completion of a model of a cell with organelles correctly labeled

Partnering with Fine Arts Teachers

Music Specialist:

  • Additional support in Project 4: Cell Rap
  • Assist in incorporating music note counts with specific movements for various cell organelles

Visual Arts Specialist:

  • Additional support in Project 1: Do You See What I See
  • Assist with visual arts project magnifying cells in the form of mixed media
  • Assist with providing ideas for media
  • Additional support in Project 6: 3-D Cell Models
  • Assist with providing ideas for materials and differentiation in 3-D cell model presentation

Appendix (See Additional Resources)

  • PreTest

Credits

U.S. Department of Education
Arts in Education--Model Development and Dissemination Grants Program
Cherokee County (GA) School District and ArtsNow, Inc.
Ideas contributed and edited by:
Taylor Stewart, Danny Arnett, Jessica Espinoza, Richard Benjamin Ph.D., Michele McClelland, Mary Ellen Johnson, Jane Gill

Do You See What I See?

Science and Visual Arts

Description

The purpose of this project is to introduce students to the tools used to observe cells. Students will investigate the appearance of various cells using a microscope. Students will explore how the parts of a small organism work together and compose the parts of a whole. This lesson suggests also collaborating with the art teacher to take a closer look at students’ microscope sketchings and creating a large work of art that amplifies the organelles that make up a cell.

Learning Targets

“I Can…”

  • Use a microscope or hand lens to verify that organisms are made up of cells
  • Interpret what I see in the microscope by sketching

Essential Questions

  • How does the concept “Parts of a Whole” relate to understanding organisms?
  • What does it mean to magnify?
  • What do we see when we take a closer look?

Curriculum Standards

S5P1. Students will verify that an object is the sum of its parts

  1. Investigate how common items have parts that are too small to be seen without magnification

S5L3. Students will diagram and label parts of various cells

  1. Use magnifiers such as microscopes or hand lenses to observe cells and their structure
  2. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus) and determine the function of the parts

Arts Standards

VA5PR.1.e Creates artworks from direct observation

VA5PR.2

  1. Creates artworks with a variety of media
  2. Draws images from careful observation

Content Vocabulary

  • Animal
  • Chloroplasts
  • Cytoplasm
  • Magnifier
  • Membrane
  • Microscope
  • Multi-celled
  • Nucleus
  • Plant
  • Single-celled
  • Wall

Arts Vocabulary

  • Balance
  • Emphasis
  • Media
  • Perspective

Technology Integration

Computer, internet, projector, microscopes, viewers, and prepared slides of various cells: plant and animal parts

Formative Assessment

  • Student sketches created after rotating through the microscope stations and observing the various slides of different cells
  • Teacher-led questioning throughout the station rotation

Summative Assessment

  • Field of View Handout (see Downloads) Students are to select one of the images they saw with the microscope and create a field of view drawing representing what they observed after viewing various cells.
  • Written Reflection (see Downloads)

Materials

Microscopes, slide viewers, prepared slides of various cells, drawing paper with circular “Field of View,” colored pencils, crayons *Various types of cell slides can be purchased at: www.carolina.com, keyword “cell slides”

Activating Strategy (5-10 min)

Questions used to explore the cell image:

  • What media is used in the painting?
  • How is the artist able to create perspective?
  • What does the artist emphasize?
  • What kind of balance is apparent in the painting (symmetrical, asymmetrical, radial)?
  • Class will discuss the visual aspects of cell organelles, such as cell wall, cell membrane, nucleus, chloroplasts, shape, and relative size.

Main Activity

Part 1:

  • Teacher will model how to use the microscope with various slides. The teacher will review the parts of a microscope and proper ways to use it, by showing how to adjust focus, place slides on the stage, and adjust slides.
  • Students rotate through 5 centers viewing slides of various cells or organism parts. Students will make a rough draft of the image seen including size, organelles, and hypothesize what type of cell they see in each.
  • Students will then choose one of the cells they viewed and create a detailed drawing of what they saw in their microscope field of view.

Part 2:

  • Teacher will collaborate with the visual arts teacher to direct students to use their cell drawings in groups to collaboratively create a large painting representation of the cell and all of its parts.

Materials: Circular pieces of canvas or thick paper, mixed media (suggestions on media include acrylic or tempera paint), paint brushes, cups, water and pallet for mixing colors

Reflection Strategies

Students will partner up with one another to reflect on what they saw. Students will swap drawings with their partner and hypothesize what the image represents. They will then take turns explaining to their partner what their drawing represents.

Teacher will allow students reflection time using the following prompts that students can either discuss or provide feedback using the Written Reflection Form (see Downloads).

Specific reflection questions for class discussion:

  • When you drew your sketch, how did the microscope help you?
  • Why is perspective important when turning your cell into a piece of art?
  • How is the artistic process of creating a piece of art similar to the scientific process of examining a specimen?
  • Tell me about your cell organelles. How did you know this was the cell wall? Cell membrane? Nucleus? Chloroplasts?
  • What do you notice about the shapes of these organelles?
  • Do you notice any similarities between the job of a scientist and the job of a visual artist?

Differentiation

Below Grade Level:

  • Students will view prepared slides online to accommodate individual differences as needed. Students will be in heterogeneous groups so peer tutoring will be available for students who need further assistance. Also, teacher will be available to assist students as needed.

Above Grade Level:

  • Students create detailed drawings of two different specimens and compare and contrast the two specimens. Students will write about their observations.

EL Students:

  • Throughout this lesson, pair EL students with high achieving students. They will work together instead of individually. The pair will continually converse with one another. This allows for reinforcement of the science vocabulary terms, as well as extended discussions to take place. Furthermore this partnership will assist in a deeper understanding of the concepts being taught.

Small Group Instruction

Students will rotate through 5 stations set up with microscopes or slide viewers to observe prepared slides of various cells. Students will choose one of the cells they viewed to illustrate on their “microscope field of view” sheets.

Appendix (See Downloads)

  • Field of View handout
  • Written Reflection Sheet Project 1

Credits

Music and Movement in the Plant Cell

Science and Visual Arts

Description

This lesson introduces the various organelles in a plant cell (chloroplast, cytoplasm, cell wall, cell membrane, nucleus). Students create riddles for the various organelles. Students then explore applying rhythms and movements to the organelles that support the function.

Learning Targets

“I Can…”

  • Identify and label the various parts of a plant cell
  • Interpret the function of the different organelles
  • Use movement and rhythm to help me learn the different functions of each organelle in a plant cell

Essential Questions

  • What are the functions of the various plant cell organelles?
  • How can I use movement and music to help me learn the different functions of each plant organelle?

Curriculum Standards

S5L3. Students will diagram and label parts of various cells

  1. Use magnifiers such as microscopes or hand lenses to observe cells and their structure
  2. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus) and determine the function of the parts

S5P1. Students will verify that an object is the sum of its parts

  1. Investigate how common items have parts that are too small to be seen without magnification

Arts Standards

M5GM.8 Understanding relationships between music, the other arts, and disciplines outside the arts

D5FD.4 Understands and applies music concepts to dance

  1. Exhibits and creates variety in movement qualities in response to a variety of musical selections and instruments
  2. Demonstrates musicality while performing dance phrases

D5CO.4: Demonstrates an understanding of dance as it relates to other areas of knowledge

Content Vocabulary

  • Cell membrane
  • Cell wall
  • Chloroplast
  • Cytoplasm
  • Nucleus

Arts Vocabulary

  • Non-locomotor movement
  • Note values (music class)
  • Tempo

Technology Integration

Song: Cells by They Might Be Giants (Click to watch video)

Formative Assessment

  • Teacher’s anecdotal notes during the Choral Movement/Rhythm Responses

Summative Assessment

  • Cell Function Riddle: Students create and display their own riddle to be shared with the class.
  • Written Reflection (see Downloads)

Materials

“Cell Function Riddles,” Rubric (see Downloads)

Activating Strategy (5-10 min)

  • Cell Diagram will be on board (labeled) and the song Cells by They Might Be Giants can be found here
  • Teacher will ask students to talk in small groups about what they think each part’s function is based on the labeled cell diagram.
  • Teacher will keep student-led list for each cell organelle.

Main Activity

Part 1:

  • Review the quarter note, eighth note, and half note. Demonstrate how quarter notes can be tapped or clapped to the syllables in each word. Go through all of the organelles and apply rhythms to them.
  • After the 5 plant cell organelles are taught, the teacher will lead the students in developing motions for each of the cell organelles. (Example: NUCLEUS = 3 quarter note pats (syllables) on the top of the head.) The dance movements should reflect the function of the cell to help with associating the function with the movement. For instance, the “Nucleus” is the boss of the cell. Encourage students to create a movement that they may see a boss character do.

Part 2:

  • After the students have developed a class list of motions, students will get into small groups and be given an organelle. Each small group is asked to create a riddle for the organelle assigned.

Part 3:

  • Lead the class in reviewing the choreography and rhythm assigned to each organelle.
  • Teacher demonstrates this by modeling 5 different teacher-made riddles as the class responds. (Refer to “Cell Function Riddles” in Downloads.)

Part 4:

  • Each small group is asked to go to the front of the class and read their riddle.
  • The class will then try to guess the organelle by using the motion assigned for that specific organelle.

Part 5:

  • Students will use a piece of colored construction paper to write their riddles on.
  • They will fold the sheet in half, write the riddle on the front cover, then write the answer under the flap.
  • Take the student-created riddles and showcase them somewhere specific in the classroom.
  • Create an interactive display where the students can go to read the riddles and then flip display to view the riddle’s answer and the organelle.

Reflection Strategies

Teacher will allow students reflection time using the following prompts that students can either discuss or provide feedback using the Written Reflection Form (see Downloads).

Specific reflection questions for class discussion:

  • What were the artistic choices I made? Why did I pick the specific movement and rhythm for my organelle?
  • Why is it important to know the function of each plant cell organelle?
  • Think back on the choreography created by you and your classmates. Describe the role of the below organelles:
    • nucleus
    • cell membrane
    • cell wall
    • cytoplasm
    • chloroplasts

Differentiation

Below Grade Level:

  • Students may be provided with a list of the names of individual organelles and randomized list of functions for visual matching ability.

Above Grade Level:

  • Individual subgroups of students can create different motions for the various functions of the organelles, instead of sharing in a classroom set of dance motions and musical beats.
  • Students write their own riddles for the specific functions of all of the organelles instead of just the one assigned to their group.

EL Students:

  • Consider going over the science vocabulary words ahead of time using colorful diagrams and small group discussions. Do this ahead of time so students grow more familiar with the words.

Small Group Instruction

Students will rotate through 5 stations set up with microscopes or slide viewers to observe prepared slides of various cells. Students will choose one of the cells they viewed to illustrate on their “microscope field of view” sheets.

Appendix (See Downloads)

  • Cell Function Riddles
  • Written Reflection Sheet Project 2

Credits

Using Tableau to Become a Plant Cell

Science and Theater

Description

Students will integrate their knowledge of previously taught organelles in a plant cell with theater arts. Students will use the different organelles: chloroplast, cell wall, cell membrane, cytoplasm, and nucleus to construct tableaux of plant cells. They will then dramatize the organelles by understanding their function in the cell and their relationship with the other organelles.

Learning Targets

“I Can…”

  • Identify the various parts and functions of a plant and animal cell
  • Use theatrical arts (tableaux) to demonstrate my understanding of the organelles, their function, and their relationship with one another

Essential Questions

  • What are the functions of the various plant cell organelles?
  • How can I use tableaux to analyze the functions of the organelles in a plant cell?

Curriculum Standards

S5L3. Students will diagram and label parts of various cells

  1. Use magnifiers such as microscopes or hand lenses to observe cells and their structure
  2. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus) and determine the function of the parts

S5P1. Students will verify that an object is the sum of its parts

  1. Investigate how common items have parts that are too small to be seen without magnification

Arts Standards

TAES5.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments

TAES5.7 Integrating various art forms, other content areas, and life experiences, to create theater

Content Vocabulary

  • Cell membrane
  • Cell wall
  • Chloroplast
  • Cytoplasm
  • Function
  • Nucleus
  • Structure

Arts Vocabulary

  • Tableau
  • Principles of tableau:
    1. Levels
    2. Facial expression
    3. Relationships between characters
    4. Audience visibility

Formative Assessment

  • Teacher can monitor students through anecdotal notes for understanding of tableau elements, plant cell organelle concept understanding, and teamwork.

Questions to ask after tableaux are created:

  1. Why did you choose that body level for your organelle?
  2. Why did you choose that facial expression?
  3. What is the relationship that your organelle had with the other organelles?

Summative Assessment

  • Informational Writing Piece: Students will write a monologue from the viewpoint of their cell organelle “character.” Informational Cell Monologue Rubric (see Downloads)
  • Written Reflection (see Downloads)

Materials

Index cards with plant cell organelles listed individually (chloroplast, cell wall, cell membrane, cytoplasm, nucleus), Informational Cell Monologue Rubric (see Downloads)

Activating Strategy (5-10 min)

  • Begin this project by letting students know that “tableau” means “frozen picture.”
  • Explain to students that today we will use our bodies to create frozen pictures.
  • Begin by having students stand up and create the following tableaux:
  • 102 year old grandparent crossing the street
  • Baseball player focusing on hitting the ball
  • A chef that dropped a pizza

*Introduce the “principles of tableau” and discuss how creating a strong tableau requires a clear body level (low, mid, high) and big facial expressions.

  • Direct students to get into small groups (3-5 students) so we can now explore creating relationships.
  • Direct students to create a tableau of:
    1. A family portrait
    2. A teacher and students in class
    3. A castle (using just their bodies)

*Draw attention to how creating a strong tableau requires establishing clear relationships and making sure the audience can see our faces.

Classroom Tips: When cueing students to create a tableau as a group, give them a count down. Ex: “Okay class, get into your tableau on a 3, 2, 1, FREEZE!”

Teacher will describe to students that in today’s lesson, they will create a tableau. Teacher will then hand out individual index cards with the plant cell organelle names listed to students. (Teacher might differentiate lower level cards—easier organelles/functions—to lower level students).

Main Activity

Part 1:

  • Teacher will list each specific organelle on the board for students to make sure that it is in the tableau that they are going to create.

Part 2:

  • Teacher will review the tableau elements. (Reminder to students about level, audience awareness, facial expression, and relationships.)
  • Teacher will quickly review the functions of each organelle.
  • Students will have 1 minute to strike their organelle tableau. (Example: Nucleus could be shown by holding the head for the “brain.”)
  • Teacher will then walk around the classroom and tap individual students on the shoulder. The student that is tapped must then be able to reply with a 1 sentence statement regarding the function of their organelle.

Part 3:

  • After the tableau, students will then be directed in writing an informational narrative from the point of view of their cell organelle. The student must take what they know as the function of that organelle and produce an informational monologue, which will eventually be presented to the class.
  • Students must write from the viewpoint of that character and be sure to include all applicable content area vocabulary relevant to their organelle. Students will be graded using the Informational Writing Rubric (see Downloads).
  • Students will then share their cell organelle monologue with the class. Other classroom students may provide constructive feedback on theatrical delivery (diction, facial expression, tone, volume, pitch, etc.) using theater arts vocabulary.

Reflection Strategies

Writing Reflection (see Downloads)

  1. How did using tableau help me understand the plant cell and the roles of the organelles?
  2. My facial expression in the tableau was ________________. I made this choice because…

Differentiation

Option:

  • Group students for tableaux in heterogeneous groups, combining below level/EL/above grade level students together for better explanation/mastery of content.

Below Grade Level/EL Students:

  • Create a whole-class tableau to model the various elements of a tableau before having the students break into small groups and performing their own individual tableau.

Above Grade Level:

  • Have the students create a sketch of their tableau to show the relationship and connection/location between each cell organelle and explain its specific function. On the sketch, students must label the organelles and describe the function of each organelle in 4 words or less (for each organelle).

Appendix (See Downloads)

  • Informational Cell Monologue Rubric
  • Tableau Self Assessment
  • Written Reflection Sheet Project 3

Credits

Cell Rap

Science and Music

Description

This project integrates music and visual arts into students’ study of both plant and animal cells. In this project students will compare and contrast the organelles in both an animal cell and plant cell. Students will create a rap that shows their understanding of how the individual organelles function in both types of cell.

Learning Targets

“I Can…”

  • Identify the various organelles in an animal cell and plant cell
  • Compare and contrast animal and plant cells
  • Explain the function of the various organelles
  • Label the various organelles in cells
  • Create a musical rap that demonstrates my understanding of the science concept

Essential Questions

  • What are the functions of the various animal and plant cell organelles?
  • How can music be used to create connections between the two types of cells?

Curriculum Standards

S5P1. Students will verify that an object is the sum of its parts

S5L3. Students will diagram and label parts of various cells (plant, animal, single-celled, multi-celled)

Arts Standards

M5GM.1. Singing, alone and with others, a varied repertoire of music

M5GM.4. Improvising melodies, variations, and accompaniments

M5GM.5. Composing and arranging music within specified guidelines

M5GM.8. Understanding relationships between music, the other arts, and disciplines outside the arts

Content Vocabulary

  • Animal cell
  • Cell membrane
  • Chloroplasts
  • Cytoplasm
  • Nucleus
  • Plant cell
  • Structure

Arts Vocabulary

  • Articulation
  • Beat
  • Crescendo
  • Decrescendo
  • Form
  • Legato
  • Melody

Technology Integration

The various apps can be used when developing student raps:

  • “Metronome” App can be used to help students find a steady beat for the rap
  • “Rapchat” App can record and share freestyle raps over beats
  • “Music Maker Jam” App can be used to create, sing and record songs

Formative Assessment

  • Cell Rap Writing/Group Work: Teacher Observation of students working in collaborative groups on rap that compares and contrasts animal and plant cells

Summative Assessment

  • Cell Rap Rubric: Completion and performance of musical rap
  • Word Art: Students create word art that takes the science vocabulary and, through design, illustrates the word meaning
  • Written Reflection (see Downloads)

Materials

Construction paper/poster board, coloring/art materials, computer (if needed for differentiation)

Activating Strategy (5-10 min)

  • Teacher will lead students in a 4 corner review game to review the organelles of a cell.
  • Teacher will label 3 corners of the room with:
    *NUCLEUS *CYTOPLASM
    *CELL MEMBRANE *CELL WALL
  • Teacher will then call out the function of the various organelles and the students must move to the appropriate corner of the room to match the function and organelle.

Main Activity

Part 1:

  • Place students in small groups.
  • Assign half of the groups to create a 10-line rap about the function of each organelle (cytoplasm, nucleus, and cell membrane) in an animal cell.
  • Assign the other half of the groups to create a rap for a plant cell.
  • Option: Allow students time to work with the various apps listed above and try recording a version of their rap with background beats incorporated.
  • Small groups share their Cell Raps.

Part 2:

  • The teacher will ask the students to compare and contrast the two cells based on what we learned from our raps. (Why does the plant cell have organelles that the animal cell does not include?)
  • Together as a class, begin a 5-line rap together that compares and contrasts the 2 types of cells.
  • Students get back in groups and independently finish the last 5 lines of the compare/contrast rap.
  • Groups share their different endings.

Part 3:

  • Students work collaboratively in groups to create Word Art for all of the organelles in the cell they were exploring.
  • The students must use the properties of each organelle and the function to best illustrate the vocabulary word. (Example: Cytoplasm might be “oozing” and use thick shaped letters and have pieces inside—representative of it’s function and physical properties).

Reflection Strategies

Written Reflection Questions (see Downloads)

Reflection Questions:

  1. How would I rate myself on the understanding of the differences between plant and animal cells and their organelles?
  2. How does music and writing a song help me understand the concept of the differences between plant and animal cells?

Differentiation

Below Grade Level:

  • These groups of students can work with the entire class to create the 10-line rap song, and focus more on their performance and mastery of the content. Consider splitting the class into 2 groups and having a Rap Battle.

Above Grade Level:

  • These groups of students can create the entire rap by themselves, instead of working with the entire class.

EL Students:

  • Instead of working in homogeneous groups to create the last 5 lines of the rap, the teacher would pair an EL student with a higher fluency/language student to work together in a one-on-one collaborative pair.

Small Group Instruction

Students will rotate through 5 stations set up with microscopes or slide viewers to observe prepared slides of various cells. Students will choose one of the cells they viewed to illustrate on their “microscope field of view” sheets.

Appendix (See Downloads)

  • Written Reflection Sheet Project 4
  • Cell Rap Rubric

Credits

Cell Debate

Science and English Language Arts and Theater

Description

Students will integrate theater and explore the roles of the organelles in both plant and animal cells. This project will require students to role-play in the various organelle roles and then write an informational opinion piece about why their organelle is the most crucial cell part. Students will rehearse and perform in a cell organelle debate where they will defend their arguments. Students will work as a team to debate a common goal together.

Learning Targets

“I Can…”

  • Use informational writing to share my knowledge of my scientific discoveries
  • Use opinion writing to express my viewpoint about a certain topic
  • Use theatrical techniques to show my overall learning process

Essential Questions

  • How can we use drama to compare and contrast animal and plant cell organelles?
  • How can we use informational and opinion writing to express our scientific discoveries?
  • What are the functions of the various plant and animal cell organelles?

Curriculum Standards

S5L3. Students will diagram and label parts of various cells

  1. Use magnifiers such as microscopes or hand lenses to observe cells and their structure
  2. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus) and determine the function of the parts

ELAGSE5W1. Write opinion pieces on topics or texts, supporting a point of view with reasons

  1. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose
  2. Provide logically ordered reasons that are supported by facts and details
  3. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically)
  4. Provide a concluding statement or section related to the opinion presented

ELAGSE5W2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly

  1. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic
  2. Use precise language and domain-specific vocabulary to inform about or explain the topic

Arts Standards

TAES5.2 Developing scripts through improvisation and other theatrical methods

TAES5.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments

TAES5.7 Integrating various art forms, other content areas, and life experiences, to create theater

Content Vocabulary

  • Cell membrane
  • Cell wall
  • Chloroplast
  • Cytoplasm
  • Function
  • Informational writing
  • Nucleus
  • Opinion
  • Persuasive/persuade
  • Structure

Arts Vocabulary

  • Character
  • Concentration
  • Diction
  • Face-out
  • Facial expression
  • Gesture
  • Monologue
  • Objective
  • Projection
]

Technology Integration

  • Song: Cells by Mr. Parr (Click to watch video)
  • Video Camera/Phone Camera (ability to immediately stream)

Formative Assessment

  • Informational Writing and Science content: (conversation/teacher observation)
  • Students will work collaboratively in groups to determine debate points about why their organelle is best.
  • Create different monologues for organelles in both plant and animal cells.

Summative Assessment

  • Cell Debate Video Self-Assessment (see Downloads): Students will rate themselves on their recorded video debate after it is watched after the debate.
  • Written Reflection (see Downloads)

Materials

Computer (to stream Student video and YouTube video clip), Video Camera/Phone Camera

Activating Strategy (5-10 min)

  • Have the song Cells by Mr. Parr playing when walking into the room.
  • Ask students to listen for familiar vocabulary words, and have students write down familiar vocabulary terms.
  • As a class, discuss the vocabulary identified and reinforce the meaning of the words.

Main Activity

Part 1:

  • Place students in small groups and give them each an index card in their group.
  • Each group should have an individual index card for each of the plant cell’s organelles.
  • Tell students that today they will be role-playing and stepping into the role of the particular organelle listed on their card.
  • Direct students to think about character traits that their organelle might possess if brought to life. (Example: the “nucleus” may be bossy and stern based on its function in a cell.)
  • Direct students to write down 3 character traits for their organelle on the backside of the index card.
  • Students introduce themselves and their traits to their peers in their small group applying vocal choices to their characters.
  • Model for students how to use pitch and tempo to change your regular speaking voice.

Suggested vocal exercise:

  • Try saying “Good Morning Class” using a gruff, low voice.
  • Try saying “Good Morning Class” using a high, timid, squeaky voice.
  • Try saying “Good Morning Class” using a smooth, sing-songy voice.
  • Direct students to think about their own organelle character voice and make a vocal choice.

Part 2:

  • Give students the following writing prompt: “Today we are going to pretend that the cell we all live and work in is awarding a promotion to only one organelle. The most important organelle will get the promotion! We will be conducting a debate that determines which organelle is most worthy of a promotion. Before we have the debate you will need to prepare your argument.”
  • The students will then be given a set amount of time to independently work on writing an informational monologue from the viewpoint of that specific organelle as to why they are the most important part of the cell. *An example of a Persuasive Monologue can be found in Downloads.

Part 3:

  • After students have completed their writing, the students will return into their small groups they were placed in during Part 1.
  • Students will come up with discussion points about why their cell part is the most important.
  • As a class, develop a list of questions that students could ask characters during the debate.
  • Direct the questions to stay open-ended enough to really allow students to improvise and express their responses with evidence from their notes.
  • Set up the room for a panel of guests to sit in front of the room in a line of chairs. This group should be one of the small groups that includes all of the different organelles in a cell.
  • Ask that the remaining students step in-role as reporters to ask questions during the debate.
  • The members of the group that was selected to participate in the debate perform their responses to each question in character as their organelles.
  • During the debate, the teacher will use the Assessment (see Downloads) to assess students during the activity.
  • On various days, you can allow for different groups to participate as guests in the debate, sitting in the front of the room.
  • The teacher should be in role as the “moderator” to help facilitate the discussion and the time given to each character to respond to the given question.

Reflection Strategies

Potential Reflection Questions:

  • What acting choices did you make for your organelle? Why?
  • What was the most persuasive point you made during the debate?
  • What would happen if your organelle was not present in the cell?
  • Next time you prepare for a debate, what things do you think are most important for you to think about?
  • Written Reflection Sheet (see Downloads)

Differentiation

Below Grade Level/EL Students:

  • Cue cards for children who have trouble remembering their talking points
  • Sentence Frames for scaffolding the opinion writing

Above Grade Level:

  • Encourage these students to research further in order to add to the debate question: Why is their organelle the most powerful/important in regards to the respiration/photosynthesis cycle that happens in plants? They could also teach and explain their theory to other students.

http://www.vtaide.com/png/photosynthesis.htm

Optional Resources

Song: Cells by Mr. Parr

Great example of debate using cell organelles: Click Here

Appendix (See Downloads)

  • Written Reflection Sheet Project 5
  • Persuasive Monologue example
  • Cell Debate Video Self Assessment

Credits

3D Cell Models

Science and Visual Arts

Description

Students will create a three-dimensional sculpture of an animal or plant cell. They will use various objects and mixed media to work as a group and construct a model. Students will then explore what they notice when they examine a cell from a 3D lens.

Learning Targets

“I Can…”

  • Create a model of a plant/animal cell and label the organelles
  • Explain the function of each organelle within the cell

Essential Questions

  • What is the relationship between each organelle?
  • How do the 3-D sculptures of the animal cells compare and contrast to the 3-D sculptures of the plant cells?
  • What new discoveries have you made about the composition of a cell when constructing a three-dimensional sculpture?

Curriculum Standards

S5P1. Students will verify that an object is the sum of its parts

S5L3. Students will diagram and label parts of various cells

  1. Use magnifiers such as microscopes or hand lenses to observe cells and their structure
  2. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus) and determine the function of the parts

Arts Standards

VA5PR.1 Creates artworks based on personal experience and selected themes

VA5PR.3 Understands and applies media, techniques, and processes of 3 dimensional works of art using tools and materials in a safe and appropriate manner to develop skills

VA5PR.4 Plans and participates in appropriate exhibitions of artworks.

Content Vocabulary

  • Cell
  • Cell wall
  • Cell membrane
  • Chloroplast
  • Cytoplasm
  • Nucleus
  • Organelle

Arts Vocabulary

  • Media
  • Model
  • Sculpture
  • Techniques
  • Three-dimensional
  • Title

Technology Integration

Formative Assessment

  • Teacher observations and questioning while students are working on constructing their cell sculptures

Summative Assessment

  • Completion of a model of a cell with organelles correctly labeled
  • 3D Cell Model Self-Assessment Checklist (see Downloads)

Suggested Materials

Colored modeling clay or play dough, cotton balls, various size beads, dry beans, dry pasta (various types, colors, sizes), aluminum foil, string, yarn, various sized ribbons, paper clips, markers, pipe cleaners, various size colored pom-poms, toothpicks, toothpick flags with cell organelle names (both plant and animal cells)

Activating Strategy (5-10 min)

Review student knowledge of plant and animal cells and their organelles using diagrams:

Main Activity

Part 1:

  • Students begin the artistic process of creating their sculpture/3-D model by first sketching and labeling their plant cell on drawing paper.
  • Students are placed in groups, and students share their sketches with their group members.
  • Students discuss the sketches and together collaborate and create a plan for their group’s sculpture/3-D model.

Part 2:

  • The students will work in groups using the materials provided to create their model of a cell and label the organelle’s parts.
  • Students will use the Self-Assessment Checklist (see Downloads) individually.
  • Students will take a picture of their cell using a class camera or iPad to upload to the class website and email to teacher.

Reflection Strategies

“3-D Cell Model” Self-Assessment Checklist (see Downloads):

  • Students will be required to reflect on their own process of learning and justifying decisions for both science content/artistic decisions.

Differentiation

Option:

  • Teacher will group students accordingly and will also assist groups as needed to ensure models are correct.

Below Grade Level/EL Students:

Above Grade Level:

  • Students will have to make a 3-D model for both the plant and animal cell and label them.

Small Group Instruction

Students will work in small groups to create and label a model of a cell. (Groups can be homogeneous OR heterogeneous according to teacher discretion based on student population.)

Appendix (See Downloads)

  • Written Reflection Sheet Project 5
  • “3-D Cell Model” Self-Assessment Checklist

Credits

Grade 5: Cells Celebrate!

Additional Resources

Prepare: Setting the Stage for Arts Integration (grades 3-5)
Prepare: Arts Integration Written Reflection
Home Activity Questions
Quarter Image
Pre&Post-Test
Jabbawockeez Video

Books

  • Powerful Plants Cells by Rebecca L. Johnson
  • Cells Up Close by Maria Nelson
  • Photosynthesis by Christine Zuchora-Walske

Websites

Grade 5:
Challenging Changes

CHALLENGING CHANGES

Grade 5: Challenging Changes!

Unit Description

Students will use theatre, music, movement, and the visual arts to observe, analyze and create physical and chemical changes. The unit’s projects will lead students to making comparisons between physical and chemical changes and their various components. This unit and its projects will also focus on the cause and effect of the process of physical and chemical changes. Students will also strengthen their descriptive and opinion writing skills throughout the projects in this “Challenging Changes” unit. Roll up your sleeves and get ready to immerse in some engaging hands-on arts projects that will lead students to mastery of key science concepts and writing skills!

Unit Essential Question

How can comparing and understanding physical and chemical changes help us to understand cause and effect in the world around us?

Real World Context

We study physical and chemical changes because they are in the world around us on a daily basis. We experience changes in matter in many aspects of our life, from the classroom to cooking dinner. Understanding these changes can help us develop day-to-day life skills, and inform ourselves of timely topics such as change and sustainability within our environment.

Cross-Cutting Interdisciplinary Concepts

Cause/Effect
Comparison (Compare and Contrast)
Change

Projects

Project 1: Dance with Atoms
In this project, students will be up on their feet moving and dancing with atoms! They will apply their previously taught knowledge of how molecules move in the three states of matter to represent the movement of the molecules in each state of water. Students should also be able to determine that these changes in matter are physical changes. This particular project goes deeper into analyzing how molecules move using dance integration strategies.

Project 2: Thiebaud’s Tasty Pastries
Students will use visual arts and drama to explore the differences between physical and chemical changes. After learning about the visual art techniques of artist Wayne Thiebaud, students will create a polymer clay pastry. When the pastry art is complete, students will use prior knowledge learned about physical and chemical changes to write a narrative from the point of view of the pastry explaining the physical and chemical changes that are involved in the pastry art-making process.

Project 3: Rap Battles of Changes
In this project, students will use music to explore physical and chemical changes in matter. The project will lead students in comparing and contrasting physical and chemical changes. Students will also strengthen their social skills by working together in groups and developing interpersonal relationship skills by cooperating to work collaboratively on a rap that demonstrates mastery of the science concept.

Project 4: Cooking Show with Mr. & Mrs. Changes
Students will use elements of drama to create a cooking show to dramatize the process of preparing and making foods in the kitchen. This drama will include highlighting the process of foods going through both physical and chemical transformations as they are prepared for an audience to taste. Each student will write their own script for the part they play in the production of the cooking show. Another class will be invited to partner with the class to participate as the audience.

Standards

Curriculum Standards

S5P2. Students will explain the difference between a physical change and a chemical change.

  1. Investigate physical changes by separating mixtures and manipulating cutting, tearing, folding) paper to demonstrate examples of physical change.
  2. Recognize that the changes in states of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change.
  3. Investigate the properties of a substance before, during, and after chemical reaction to find evidence of change.

CCSS-ELAW.5.2.a Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

ELACC5W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

  1. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

ELACC5W4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

ELACC5W5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

ELACC5W6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

ELACC5SL4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Arts Standards

DSCO.4 Demonstrates an understanding of dance as it relates to other areas of knowledge.

D5FD.1 Identifies and demonstrates movement elements, skills, and terminology in dance.

  1. Demonstrates accuracy, focus, control, and coordination in performing and creating a spectrum of locomotor sequences performed to music that includes a range of tempos, rhythms, and qualities.
  2. Performs smooth transitions when connecting movements.

M5GM.4 Improvising melodies, variations, and accompaniments.

  1. Improvise rhythmic patterns using a variety of sound sources and answers to given rhythmic questions

M5GM.9 Understanding music in relation to history and culture.

  1. Perform, listen, move, and/or distinguish between music from various historical periods and cultures from the Civil War to present (different genres).

VA5PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (e.g., ceramics, sculpture, crafts, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.

  1. Creates ceramic objects demonstrating refinement of the additive or subtractive method. (e.g., pinch method, coil method, relief) and techniques (e.g., score and slip, wedging, slab method, surface texture).

TAES5.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments.

  1. Uses vocal elements such as inflection, pitch, and volume, to communicate the thoughts, emotions, and actions of a character.
  2. Dramatizes literature and original scripts through various dramatic forms such as pantomime, process drama, puppetry, improvisation, plays, and readers’ theatre.

TAES5.2 Developing scripts through improvisation and other theatrical methods.

  1. Uses a playwriting process (e.g., pre-write/pre-play; prepare to write/plan dramatization; write; dramatize; reflect and edit; re-write/play; publish/perform).
  2. Creates an organizing structure appropriate for purpose, audience and context.

TAES5.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments.

  1. Uses vocal elements such as inflection, pitch, and volume, to communicate the thoughts, emotions, and actions of a character.
  2. Uses body and stage movement to communicate the thoughts, emotions, and actions of a character.
  3. Uses imagination to make artistic choices in portraying characters.
  4. Collaborates with an ensemble to create theatre.
  5. Dramatizes literature and original scripts through various dramatic forms such as pantomime, process drama, puppetry, improvisation, plays, and reader’s theatre.

Character Education

Components

In “Cooking with P&C Changes,” the students will present their cooking show to a lower grade-level class. You could pair up your 5th grade class with a 2nd grade class learning “how-to” writing. The 5th grade students could perform their cooking show dramatizing the differences between physical and chemical changes. Then the 5th graders could be directed to assist the 2nd grade students with creating a “how-to” writing piece explaining how to make one of the recipes made on the “show.”

Also, in “Rap Battle,” the topic of respect is brought up throughout the lesson. It is addressed because even though we are “battling,” we still need to be respectful of each other and each other’s ideas.

Attributes

Respect

  • Learning with others
  • Being good listeners
  • Kindness

Summative Assessment Tools

  • Pre/Post Test
  • Compare/Contrast Writing Rubric
  • Narrative Writing Point of View Rubric
  • Physical and Chemical Change Rap Battle Rubric
  • Cooking Show Script and Performance Rubric

Partnering with Fine Arts Teachers

Music Teacher:

  • Providing musical instruments for “Rap Battle” project
  • Providing examples of Found Sounds prior to students doing “Dancing with Atoms” project
  • Differentiation
  • Rhyme scheme and pattern (ex. ABAB) in music in “Rap Battle” project

Visual Arts Teacher:

  • Offer prints/lesson of Wayne Thiebaud Pastry Art (mini-lesson, or extension)

Dance Teacher:

  • Mini-lesson prior to “Dancing with Atoms” project to teach locomotor, non-locomotor, vibratory, etc. (or reinforce if already taught in the classroom)

Appendix (See Additional Resources)

  • Pre-test/Post-test

Credits

U.S. Department of Education
Arts in Education--Model Development and Dissemination Grants Program
Cherokee County (GA) School District and ArtsNow, Inc.
Ideas contributed and edited by:
Carol Steele, Taylor Stewart, Melissa Joy, Shannon Green, Dr. Maribeth Yoder-White, Jessica Espinoza

Dance With Atoms

Science, English Language Arts, Music, and Dance

Description

In this project, students will be up on their feet moving and dancing with atoms! They will apply their previously taught knowledge of how molecules move in the three states of matter to represent the movement of the molecules in each state of water. Students should also be able to determine that these changes in matter are physical changes. This particular project goes deeper into analyzing how molecules move using dance integration strategies.

Learning Targets

“I Can…”

  • Analyze how the molecules move inside of the three states of matter (solid, liquid, and gas)
  • Use locomotor and non-locomotor movement to display how the molecules move in a solid, liquid, and gas
  • Write a compare and contrast paragraph for the movement of molecules in each state of matter

Essential Questions

  • How do the molecules move in the three states of matter?
  • How do the processes of melting, freezing, condensation/evaporation, and boiling change how the molecules move in matter?
  • How can I write a comparison paragraph comparing the movement of molecules in solids, liquids, and gases?
  • How can I use locomotor and non-locomotor movement to demonstrate how the molecules move in a solid, liquid, and gas?

Curriculum Standards

S8P5. Students will recognize characteristics of gravity, electricity, and magnetism as major kinds of forces acting in nature.

  1. Demonstrate the advantages and disadvantages of series and parallel circuits and how they transfer energy.

S5P2 Students will explain the difference between a physical change and a chemical change.

  1. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change.

ELAW.5.2.

  1. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Arts Standards

DSCO.4 Demonstrates an understanding of dance as it relates to other areas of knowledge.

D5FD.1 Identifies and demonstrates movement elements, skills, and terminology in dance.

  1. Demonstrates accuracy, focus, control, and coordination in performing and creating a spectrum of locomotor sequences performed to music that includes a range of tempos, rhythms, and qualities.
  2. Performs smooth transitions when connecting movements.

M5GM.4 Improvising melodies, variations, and accompaniment.

  1. Improvise rhythmic patterns using a variety of sound sources and answers to given rhythmic questions.

Content Vocabulary

  • Molecules
  • Solids
  • Liquids
  • Gases
  • Melting
  • Freezing
  • Condensation
  • Boiling
  • Evaporation
  • Comparison
  • Physical change

Arts Vocabulary

  • Locomotor: movement that travels through space
  • Non-locomotor: movement that does not travel through space
  • Pathway: designs traced on the floor as a dancer travels across space; the designs traced in the air as a dancer moves various body parts
  • Shape: an interesting and interrelated arrangement of body parts of one dancer; the visual makeup or molding of the body parts of a single dancer; the overall visible appearance of a group of dancers
  • Vibratory: a quality of movement characterized by rapidly repeated bursts of percussive movements, like a jitter
  • Legato: smooth, connected sounds (articulation)
  • Marcato: stressed or accented sounds
  • Ostinato: a repeated pattern
  • Pitch: refers to the highness or lowness of sound
  • Staccato: short, detached sounds
  • Tempo: speed of the beat
  • Unison: single melody; all instruments or voices sing/play the same notes

Formative Assessment

  • Teacher Observation of Student activity: Teachers will observe students throughout the molecule movement activity to check for understanding
  • Quick Write Compare and Contrast of how the molecules move in a solid, liquid, and gas

Summative Assessment

  • Compare and Contrast Writing Rubric (see Downloads)

Materials

  • Paper, pencil (for activating strategy and compare/contrast quick write), Fictional Water Stories (See Downloads)

Activating Strategy

  • Students will work individually to complete a 3-minute Brainstorming Session competition. Students will be given one minute to list as many solids as they can. This can be done in small groups of 3-5 students and on one large piece of chart paper given out to each individual group.
  • Once completed, the students will then share with the class. The group who has the most solids listed correctly will win the competition! The class will then repeat this process with liquids and later gases. (You could also split the classroom into 3 groups and give each group a different state of matter to speed up this activity, if needed).
  • Remind students throughout that they will need to listen for accuracy of their classmates lists.

Main Activity

Part 1:

  • Review the dance vocabulary that will be used in this particular project.

Part 2:

  • The students will be split into various heterogeneous leveled teams where they will demonstrate the movement of molecules in solids, liquids, and gases.
  • The teacher will then instruct the students that they are to use movement to express molecules within a solid. The solid molecules will be close together and demonstrate vibratory, non-locomotor movement.
  • The teacher should be consistently reminding the students throughout of the definitions of locomotive, non-locomotive, vibratory, and other dance vocabulary.
  • The teacher will then instruct the students to act like the molecules in a liquid. The liquid molecules will move slightly farther apart using locomotive, fluid movement. Be sure to remind students to use whole body movements during the liquid and gas phases.
  • The teacher will then instruct the class to become the molecules in a gas. The gas molecules will move quickly, bouncing off of each other and the walls, moving very far apart.
  • After the students have mastered the movement of the molecules in each of the states of matter, the teacher will then instruct the students to begin moving between the states of matter as they are called out. For example, as the teacher yells “Melting!” the students must transition from the solid to the liquid.
  • Once this is demonstrated by multiple student groups, the students will then add a sound to their transitional movement. The students may use body percussion (i.e. using mouth, claps, pats, clicks, stomp) to demonstrate the transitions between phases and the tempo, as related to the molecule movement. (allegro = fast tempo = gas; moderato = medium tempo = liquid; adagio = slow = solid)

Part 3:

  • The students will be instructed to write a compare and contrast quick-write, comparing how the molecules move inside of a solid, liquid, and gas, and their transitionary states.
  • Also, students will compare and contrast the different movements used to act out the atoms in a molecule and include these in their writing.
  • Students will be assessed through a Compare and Contrast Writing Rubric (see Downloads).

Classroom Tips:

  • Teachers should make sure that there is enough wide open space in the classroom where students can form groups and move around as needed.

Reflection Questions

  • How did my body movements help me to display the way that molecules move inside of a solid, liquid, and gas?
  • How did the sounds that I made help me to understand how molecules move inside of a solid, liquid, and gas?

Differentiation

Accelerated:

  • These students could write their own story to demonstrate a drop of water transitioning through the three states of matter from the point of view of the water droplet. The student can write from the point of view of the water droplet and incorporate fine arts movement vocabulary in their story (such as locomotor, non-locomotor, tempo, etc.). See Downloads for examples of Fictional Water Stories.

Remedial/EL Students:

  • In the Activating Strategy of this project the teacher could use the technique of “Inspiration of Ideas” by using smaller groups, table groups, or pairs for remedial/EL to brainstorm together without the pressure of being timed. Perhaps you do this a day prior to the relay race.
  • During the Reflection part of this project the following modifications could be made: place students in small groups, assist with Guided writing, provide sentence starters, provide graphic organizers, a word bank based on content vocabulary, a paragraph frame, or modify the length/writing assignment based on student needs.

Additional Resources

Books

  • What Are Atoms? by Lisa Trumbauer
  • Atoms and Molecules by Molly Alaian

Online Book

Appendix (See Downloads)

  • Compare and Contrast Writing Rubric
  • Fictional Water Stories (Accelerated Extension)

Credits

Thiebaud’s Tasty Pastries

Science, English Language Arts, Visual Arts, and Theater

Description

Students will use visual arts and drama to explore the differences between physical and chemical changes. After learning about the visual art techniques of artist Wayne Thiebaud, students will create a polymer clay pastry. When the pastry art is complete, students will use prior knowledge learned about physical and chemical changes to write a narrative from the point of view of the pastry explaining the physical and chemical changes that are involved in the pastry art-making process.

Learning Targets

“I Can…”

  • Identify the differences between physical and chemical changes
  • Use the visual arts to create a 3D polymer clay pastry to demonstrate my understanding of the differences between physical and chemical changes
  • Write a narrative from the point of view of an object to explain the physical and chemical changes in the art process

Essential Questions

  • What is the difference between physical and chemical changes?
  • How do I utilize visual arts to investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change?

Curriculum Standards

S5P2 Students will explain the difference between a Physical change and a chemical change.

  1. Investigate the properties of a substance before, during, and after chemical reaction to find evidence of change

ELACC5W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

  1. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

ELACC5W4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

ELACC5W5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

ELACC5W6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

Arts Standards

VA5PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (e.g., ceramics, sculpture, crafts, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.

  1. Creates ceramic objects demonstrating refinement of the additive or subtractive method (e.g., pinch method, coil method, relief) and techniques (e.g., score and slip, wedging, slab method, surface texture).

TAES5.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments.

  1. Uses vocal elements such as inflection, pitch, and volume, to communicate the thoughts, emotions, and actions of a character.
  2. Dramatizes literature and original scripts through various dramatic forms such as pantomime, process drama, puppetry, improvisation, plays, and Reader's’ Theatre.

Content Vocabulary

  • Physical change
  • Chemical change
  • Reaction
  • Substance
  • Evidence

Arts Vocabulary

  • Polymer clay: type of clay that is manufactured and contains plastic rather than coming from the earth
  • Form: an element of art that is three-dimensional and encloses volume, i.e. cubes, spheres, and cylinders are examples of various forms
  • Coil: a curling of material in a circular fashion
  • Surface texture: the surface quality or “feel” of an object, such as roughness, smoothness, or softness. Actual texture can be felt while simulated textures are implied by the way the artist renders areas of the picture.
  • Additive: sculptural process of manipulating space by adding material to reveal a given form
  • Form: objects that are three-dimensional having length, width and height. They can be viewed from many sides. Forms take up space and volume.
  • Subtractive: a sculptural process of manipulating a solid mass by taking away material to reveal a given form
  • Monologue: a long speech by a given character
  • Diction: using a “crisp & clear” actor voice that can be understood by everyone watching and listening
  • Inflection: the modulation of intonation or pitch
  • Pitch: highness or lowness of sound
  • Volume: loudness or softness of sound

Technology Integration

  • Students utilize technology to research a Wayne Thiebaud painting as a basis for their pastry art
  • Students utilize technology to type the narrative writing piece
  • Chatterpix

Formative Assessment

  • Teacher can monitor students through observation for understanding the physical and chemical changes through the art process
  • Question to ask during the art process:
    • What piece of Wayne Thiebaud’s art influenced you most when creating your own pastry?
    • Why did you choose that particular piece of Wayne Thiebaud’s art?
    • What part of creating an art piece out of clay is a physical/chemical change?
    • What is the difference between a physical and chemical change?
    • How does a physical change and chemical change occur?

Summative Assessment

  • Narrative Writing Piece: Students will write a monologue from the point of view of the clay explaining the physical and chemical changes the clay goes through in the art process
  • Narrative Clay Monologue Rubric (see Downloads)
  • Written Reflection (see Downloads)

Materials

  • Polymer clay, toaster oven, Wayne Thiebaud’s Paintings PowerPoint (see Downloads) with information about the artist and examples of his paintings, Narrative Clay Monologue Rubric (see Downloads)

Activating Strategy (5-10 min)

  • Teacher will introduce the artist Wayne Thiebaud and his paintings with a PowerPoint encouraging students to look at the Geometric forms represented in Thiebaud’s work.
  • Teacher will also ask students to notice the details in the pastries he depicted.
  • Teacher will lead a discussion with students about how physical and chemical changes occur through cooking and baking and creating clay art.

Main Activity

Part 1:

  • The teacher will begin with a mini-lesson introducing the artist Wayne Thiebaud and his visual arts depicting pastries and various desserts.
  • The students will research a Wayne Thiebaud painting to influence their own clay model.

Part 2:

  • Students will be given polymer clay and will create a mini-visual depiction of one of Wayne Thiebaud’s art pieces.
  • The teacher will explain to the students that working with polymer clay is different than working with clay that comes from the earth. Polymer clay contains plastic and is a different consistency.
  • The teacher will demonstrate how to create forms out of the clay to create pastries.
  • Then students will mold and mend their clay until they arrive at a completed piece of pastry art The teacher will discuss with the students throughout the artistic process of how each step of the project is a physical or chemical change.
  • To complete the process, the pastry art will be placed in a toaster oven to go through a chemical change (cooking the clay), becoming a new substance.

Part 3:

  • Students will write a narrative from the viewpoint of the clay using sensory details. Included in the narrative will be a description and identification of the physical and chemical changes that occurred during the making and baking of the pastry art. Student writing will be evaluated using the Narrative Clay Monologue Rubric. (see Downloads)

Part 4:

  • Students will present their clay monologue using vocal elements--inflection, pitch, and volume--to communicate the thoughts, emotions, and actions of the character (clay).
  • Other classroom students may provide constructive feedback on theatrical delivery (diction, facial expression, tone, volume, pitch, etc.) using theatre arts vocabulary.

Classroom Tips:

  • Teachers should monitor students during cooking times of clay pastries. Students who are waiting for clay to be baked may begin working on their monologue writing to accompany the clay pastries artwork.

Reflection Questions

  • How did the art process help me understand the difference between physical and chemical changes?
  • The vocal element I used during the monologue was ______________________. I made this choice because...

Differentiation

Accelerated:

  • These students could design a menu depicting their pastries in a café based on the art of Wayne Thiebaud. The students could use clipart or other visual arts mediums.
  • These students could also write a song to accompany their narrative story. The tempo of the song/sounds included in the song should accurately reflect the tempo changes that the molecules would go through during the process.

Additional Resources

Books

  • Changing Matter: Understanding Physical and Chemical Changes by Tracy Nelson Maurer
  • Make It Change! by Anna Claybourne

Websites

Appendix (See Downloads)

  • Narrative Clay Monologue Rubric
  • Wayne Thiebaud’s Paintings PowerPoint

Credits

Rap Battle of Changes

Science, English Language Arts, and Music

Description

In this project, students will use music to explore physical and chemical changes in matter. The project will lead students in comparing and contrasting physical and chemical changes. Students will also strengthen their social skills by working together in groups and developing interpersonal relationship skills by cooperating to work collaboratively on a rap that demonstrates mastery of the science concept.

Learning Targets

“I Can…”

  • Explain that a physical change is a change that is reversible and does not result in a new substance
  • Explain that a chemical change is a change that cannot be reversed and results in the creation of a new substance
  • Use music to demonstrate my understanding of physical and chemical changes

Essential Questions

  • How can I use music to show the differences between a physical and chemical change?
  • How can I analyze the differences between a physical and chemical change?

Curriculum Standards

S5P2 Students will explain the difference between a physical change and a chemical change

  1. Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of physical change.
  2. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change.
  3. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change.

ELAW.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Arts Standards

M5GM.9 Understanding music in relation to history and culture.

  1. Perform, listen, move, and/or distinguish between music from various historical periods and cultures from the Civil War to present (different genres).

Content Vocabulary

  • Physical change
  • Chemical change
  • Reaction
  • Molecules
  • Atoms
  • Matter
  • States of matter

Arts Vocabulary

  • Beat: the pulse felt underlying the music
  • Body percussion: sounds produced by striking or scraping parts of the body; typically includes snapping, clapping, patting, or stamping
  • Rhythm: combinations of long and short, or even or uneven sounds that establish a musical continuum and convey a sense of movement
  • Tempo: the speed at which a music piece is performed

Technology Integration

  • Possible differentiation: Quaver to make the beats for accelerated students (composition)

Formative Assessment

  • Teacher Observation of students during process of writing and performing

Summative Assessment

  • Physical and Chemical Change Rap Battle Rubric (see Downloads)

Materials

Whiteboard/SmartBoard/ActivBoard (for whole group T-Chart), poster board/white paper (one for each group to use when students create the T-Chart in their small groups before putting ideas together as a class), notebook paper, pencil/pen

Activating Strategy (5-10 min)

The teacher will split the students into groups and have the students work collaboratively to create a T-Chart comparing and contrasting physical and chemical changes. Students will need at least 3 comparisons on each side of the T-Chart. Once some time has passed, the teacher will lead the students in compiling their ideas into a large whole group T-Chart. This activating strategy serves the purpose of reminding the students what they have learned from this unit, all in one culminating chart, making it easier for the students to process and see visually. Some examples of differences that students might compare are burning wood (chemical change), or tearing paper (physical change).

Main Activity

Part 1:

  • The teacher will ask all the students to get into groups of 3-5 students.
  • The teacher will then ask the students to come up with 2 different body movements, or sounds. (At this time, the teacher can remind students of the definition of locomotor, non-locomotor, and body percussion.)
  • Once the students have their two movements as a group, the teacher will instruct the students to put these movements into some kind of pattern: AB, AB, AA, BB, etc... For example, if students snap and stomp as their two movements, their pattern can be “snap, stomp, snap, stomp” or “snap, snap, stomp, stomp,” etc.
  • The teacher will then instruct the students about the rhyme scheme in which they have created. For example, the students could have created an “ABAB” pattern, or a “AABB” pattern, etc. (Teachers can reference poetry unit if it has been previously taught). Remind students that these types of patterns are seen throughout music.
  • The teacher will then explain that each group of students will either be writing a rap referring to physical changes or chemical changes and that, once completed, the students will battle with their created songs. The teacher will instruct that all students are to use an “AABB” pattern within their rap.

Part 2:

  • Students will then get together in their groups and analyze the T-Chart from the previous part of the lesson. Each group must come up with 2-4 different points that they feel are the most important about their change (1/2 class is physical and 1/2 class is chemical). For example, the physical change group of students might feel like they need to focus on an example, the fact that a physical change can be reversed, and shape change as some of their points of importance.

Part 3:

  • Students will then work collaboratively to create various stanzas into a rap, using an AABB pattern in each stanza about their specific type of change.
  • Each group must have 4 lines in each stanza using the AABB pattern, and must have 4 stanzas in their entire rap.
  • The students will work on completing these together in their group.
  • The teacher will explain that on the day of performance, that one group will perform one stanza, then the next group, and back to the original group, etc.—until both groups have completed their entire rap composition. (EX. chemical change stanza, physical change stanza, chemical change stanza, physical change stanza, etc.)

Part 4:

  • Students will share their raps about physical, or chemical changes, and will “battle” back and forth, with each group sharing a stanza at a time, as mentioned above.
  • As a writing activity, the students will be required to write a quick 2-minute-write informational paragraph containing at least 3 facts about the other type of change that was presented. For example, if I was writing for physical change, I would have to write a quick-write presenting three facts about chemical changes from the other team’s rap.

Classroom Tips:

  • A character education component could be addressed around the concept of being an ensemble when performing in a large group. This includes listening to one another, taking turns listening and speaking, and most importantly respecting your peer’s ideas and abilities. These ensemble skills take us far inside and outside the classroom.

Reflection Questions

The teacher will give each group of students the following questions and ask them to discuss their answers orally as a group, before sharing orally with the whole class.

  1. How did writing a rap help me process and better understand the information about my type of change (physical or chemical)?
  2. How did listening to the other groups rap help me better understand either a physical, or chemical change?
  3. What would I change about my rap to make the other group better understand physical, or chemical, changes?

Differentiation

Accelerated:

  • These students could come up with a rap that demonstrates a substance that first goes through a physical change and then a chemical change. For example, first ripping a piece of paper and then burning it. The students would have to identify which change was physical and which was chemical and what attribute would characterize it as such.
  • These students could add music through found sounds, instruments, or Quaver (an online music production source) along with movements to accompany their rap.
  • These students could also write a persuasive essay about why either a chemical or physical change is “better.” They would have to identify criteria on what makes the change better and evaluate each change on how it fits the criteria.

Remedial/EL Students:

  • Some of the stanzas of the rap, such as the chorus could be written by the teacher. Students still need to learn and perform the verses (integrating their science vocabulary). By having some already pre-written may help make the task at hand feel manageable and support students reaching success.

Appendix (See Downloads)

  • Physical and Chemical Changes Rap Battle Rubric

Credits

Cooking Show with Mr. & Mrs. Change

Science, English Language Arts, and Theater

Description

Students will use elements of drama to create a cooking show to dramatize the process of preparing and making foods in the kitchen. This drama will include highlighting the process of foods going through both physical and chemical transformations as they are prepared for an audience to taste. Each student will write their own script for the part they play in the production of the cooking show. Another class will be invited to partner with the class to participate as the audience.

Learning Targets

“I Can…”

  • Identify the difference between a physical change and a chemical change
  • Use theatrical arts to demonstrate my understanding of the properties of a substance before, during, and after chemical reaction to find evidence of change

Essential Questions

  • What is the difference between a physical change and a chemical change?
  • How can I utilize the theater to analyze a substance before, during, and after chemical reaction to find evidence of change?

Curriculum Standards

S5P2 Students will explain the difference between a physical change and a chemical change.

  1. Investigate physical changes by separating mixtures and manipulating cutting, tearing, folding) paper to demonstrate examples of physical change.
  2. Investigate the properties of a substance before, during, and after chemical reaction to find evidence of change.

ELACC5W4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

ELACC5W5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

ELACC5SL4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Arts Standards

TAES5.2 Developing scripts through improvisation and other theatrical methods.

  1. Uses a playwriting process (e.g., pre-write/pre-play; prepare to write/plan dramatization; write; dramatize; reflect and edit; rewrite/play; publish/perform).
  2. Creates an organizing structure appropriate for purpose, audience and context.

TAES5.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments.

  1. Uses vocal elements such as inflection, pitch, and volume, to communicate the thoughts, emotions, and actions of a character.
  2. Uses body and stage movement to communicate the thoughts, emotions, and actions of a character.
  3. Uses imagination to make artistic choices in portraying characters.
  4. Collaborates with an ensemble to create theatre.
  5. Dramatizes literature and original scripts through various dramatic forms such as pantomime, process drama, puppetry, improvisation, plays, and Reader's Theatre.

Content Vocabulary

  • Physical change
  • Chemical change
  • Mixture
  • Evidence
  • Reaction
  • Molecules
  • Atoms
  • Matter

Arts Vocabulary

  • Script: the piece of writing that shows direction to the cast within a theater piece
  • Character: the actor or actress in a specified role
  • Props: items that actors use in a performance to depict real-life objects. Props can also be used to help students brainstorm for their writing or character study
  • Dialogue: a conversation between two or more persons
  • Inflection: the modulation of intonation, or pitch in the voice
  • Volume: the loudness or softness of sound
  • Diction: using a “crisp & clear” actor voice that can be understood by everyone watching and listening

Technology Integration

  • Technology will be used to record and edit the cooking show for students to view.

Formative Assessment

  • Teacher can monitor students through anecdotal notes for understanding of theater elements, the differences between physical and chemical changes, and teamwork.
  • Prompts for after the cooking show has been performed:
    1. Compare and contrast making a fruit salad and waffles discussing the physical and chemical changes that occur in both.
    2. Analyze the importance of teamwork in the production of a cooking show.

Summative Assessment

  • Cooking Show Script and Performance Rubric (see Downloads)

Materials

Student scripts, various types of fruits cut into pieces, 2 bowls, 2 spoons, waffle ingredients, waffle iron, small bowl and spoons for samples

Activating Strategy (5-10 min)

The teacher will lead a discussion about cooking shows. During this discussing use large chart paper to capture notes on what is discussed. If desired, the teacher can show a short clip of a cooking show and discuss the various elements seen. For example, the students might notice that they are having conversation and explaining what they are doing throughout the cooking process. The teacher might also have students note that the cooking show has different parts such as a host, a chef, an assistant, camera crew, etc...The teacher also should highlight how the performers are using pitch, volume, diction, and other theater strategies within the cooking show.

Main Activity

Part 1:

  • Cooking Show Brainstorming Activating Strategy (see above for directions)
  • The students will write a script using various theater techniques to work on a cooking show that they will present to another grade level. The students will explain the physical and chemical changes that occur in the cooking process (ex: fruit salad—physical; cooking waffles—chemical change). Direct students to think of a meal and its courses that include some physically changed courses and some courses that underwent chemical changes.
  • The students will be placed into jigsaw groups based on their tasks in the cooking show. For example: The groups could be waffle makers, fruit salad makers, Coffee makers, and scrambled egg makers.
  • In those groups, the students will write their scripts including how they plan to prepare their part of the breakfast for their portion of the show.
  • Once the scripts are completed, the students will jigsaw into their filming groups, which will consist of the different courses within the meal being dramatized.

Part 2:

  • The students will then pair with a 2nd grade class to share their cooking shows.
  • There will be multiple cooking shows happening at the same time within the classroom (this will be more time effective). The students will use their written scripts to present using inflection, pitch, and volume. Partnering with a 2nd grade class would allow them to incorporate one of their standards by having them create a how-to writing explaining the process for making the food that they observed being created.

Classroom Tips:

  • If classroom space with multiple presentations is an issue, consider finding common space, such as the cafeteria, gym, or library for multiple groups to present.
  • The 2nd grade class should also be split into multiple groups to watch and preview the cooking shows.

Reflection Questions

  • How did using theater elements to create a cooking show help me understand the differences between physical and chemical changes?
  • My role in the cooking show was ________________________. My role was important to the production of the cooking show because…

Differentiation

Accelerated:

  • These students could design a menu for a restaurant and have foods in categories such as physical changes and chemical changes. Students should have at least 3 foods in each category. In order to tie in to a previous lesson, the menu art could mimic that of Wayne Thiebaud. If possible, a third category of foods could include those that go through both a physical and chemical change.
  • These students could also create a theme song for their cooking show. The theme song should include statements about the different foods that will be used in the show (fruit salad and waffles) and how the preparation of these foods will demonstrate physical and chemical changes.

Remedial/EL Students:

  • These students could use drawings and gestures to express their own ideas.
  • These students could also use picture examples with words on the back for reading support.

Additional Resources

Books

  • The Solid Truth About Matter by Mark Weakland
  • Pancakes, Pancakes! by Eric Carle

Websites

Appendix (See Downloads)

  • Cooking Show Script and Performance Rubric

Credits

Grade 5: Challenging Changes

Additional Resources

Books

  • Changing Matter: Understanding Physical and Chemical Changes by Tracy Nelson Maurer
  • Make It change! by Anna Claybourne
  • The Solid Truth about Matter by Mark Weakland
  • Pancakes, Pancakes! by Eric Carle

Websites