WATER CYCLE ACTIVATION 6

WATER CYCLE ACTIVATION

 

WATER CYCLE ACTIVATION

Learning Description

Students will examine the parts of the water cycle through theatre. After a group of students demonstrates a tableau of the water cycle, the class will break up into groups to enact each part of the cycle and attach vocabulary inherent to each section. The room will be flowing with the water cycle coming to life!

 

Learning Targets

GRADE BAND: 6
CONTENT FOCUS: THEATRE & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can work with others to enact the parts of the water cycle.
  • I can demonstrate my understanding of water conservation methods using pantomime.

Essential Questions

  • How can acting deepen understanding of the water cycle?
  • How can I demonstrate my understanding of water conservation practices using pantomime?

 

Georgia Standards

Curriculum Standards

Grade 6

S6E3. Obtain, evaluate, and communicate information to recognize the significant role of water in Earth processes.

  1. Plan and carry out an investigation to illustrate the role of the sun’s energy in atmospheric conditions that lead to the cycling of water. (Clarification statement: The water cycle should include evaporation, condensation, precipitation, transpiration, infiltration, groundwater, and runoff.)

S6E6. Obtain, evaluate, and communicate information about the uses and conservation of various natural resources and how they impact the Earth.

  1. Design and evaluate solutions for sustaining the quality and supply of natural resources such as water, soil, and air.

 

 

 

Arts Standards

TA6.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

 

 

 

South Carolina Standards

Curriculum Standards

6-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

 

Arts Standards

Anchor Standard 3: I can act in improvised scenes and written scripts.

 

 

Key Vocabulary

Content Vocabulary

    • Clouds – Accumulations of particles of water or ice suspended in the air that are visible above the earth’s surface 

     

    • Collection – The process by which water that returns to the earth’s surface as precipitation gathers in bodies of water; collection happens in oceans, lakes, rivers, and in accumulations of groundwater.

     

    • Condensation – The process by which a gas turns into a liquid; when vapor in the atmosphere gets cold it changes from gas back into liquid in clouds.

     

    • Conservation – Responsible and judicious use of a resource in a way that avoids waste.

     

    • Cycle – Something that happens over and over again in the same way
    • Evaporation – The process by which a liquid becomes a gas; in the water cycle, liquid water evaporates and turns into water vapor. 

     

    • Gas – A substance that is able to expand freely to fill the whole of a container, having no fixed shape and no fixed volume; water in gas form is water vapor.

     

    • Groundwater – Water held underground in the soil or in pores and crevices in rock.

     

    • Liquid – A substance that flows freely without a firm or consistent shape, but of constant volume: water in liquid form is water.
    • Precipitation – The process by which water returns to the surface of the earth in liquid or solid form; precipitation takes the form of rain, snow, sleet or hail.

     

    • Solid – A substance that is firm and stable in shape; not liquid or fluid; water in solid form is ice.
    • States of Matter – The forms in which matter can exist: solid, liquid, and gas 

     

    • Transpiration – The passage of water vapor from a living body into the atmosphere; plants transpire through their leaves; people transpire through sweat.

 

Arts Vocabulary

    • Act – To pretend; to play a role

     

    • Collaboration – Working together, teamwork

     

    • Pantomime – Pretending to hold, use or touch something that you are not really holding, using, or touching; a form of silent theatre

    Tableau – A frozen picture created by actors (plural: Tableaux)

 

 

Materials

  • 10 sets of photos of the four stages in the water cycle (Condensation, Evaporation, Precipitation, Collection). These should each have two holes punched in top corners and a string through them so that students can wear each photo around their neck to allow their hands and body to move freely.  The photos should have Velcro to attach the words below.
  • 10 sets of paper strips with the following words: Condensation, Evaporation, Precipitation, Rain, Snow, Sleet, Hail, Groundwater, Transpiration, Vapor, Clouds. Each strip should have Velcro on the back so that they can be attached to the pictures above.

Index cards with the conservation methods written on them. One method for each card.

 

Instructional Design

Opening/Activating Strategy

WATER CYCLE MOVEMENTS

  • Have students stand up in place.  Teach and lead them through movement sequences for four stages of the water cycle, coordinated with articulating the words.  Describe what each movement signifies:
    • Evaporation – 

“E” – arms out like a body of water circled in front of belly (water)

“vap” – fingers intertwined and rolling like a body of water (liquid)

“or” – palms flat out like the sun’s rays (sun)

“a” - fingers wiggles up in front of face (vapors) 

“tion” – fingers wiggle up above head to disappear (gas)

  • Condensation  – 

“Con” – wiggly fingers above head (gas)

“den” – shiver and hands above heads shake (cold)

“sa” – hands wave fluidly above head (water)

“tion” – hands grasp together above head (cloud) 

  • Precipitation –

“Pre” – arms circled above head like a cloud

“ci” – wiggles fingers down like rain in front of face (rain)

“pi” – hands blink open, closed like snowflakes (snow)

“ta” – punch right fist down (sleet)

“tion” – punch left fist down then left fist (hail) 

  • Collection – 

“Col” – arms rounded out in front (lake)

“lec” – hands out like waves (ocean)

“tion” – hands moving down low (groundwater)

 

 

Work Session

      • ACTIVATING THE WATER CYCLE
        • Introduce the concept of tableau – a frozen picture created by actors.  Explain that the class will be creating tableaux of the water cycle.
        • Invite four students to the front of the class.  Work with the students, with suggestions from the rest of the class, to create a tableau that portrays the water cycle.  
          • Remind the class that the water cycle is not linear, so the students should not be standing in a line. 
          • Remind them that there is no proper beginning or end – it’s a continuous cycle.
          • Encourage the students to be creative in determining how they can use their bodies to convey the cyclical nature of the processes.  As appropriate to the class rules and culture, allow students to take positions up on chairs or down on the floor.
        • Have students wear the photo that correlates with their part of the cycle.
        • Ask other students to come up and velcro the appropriate vocabulary word to the appropriate part of the cycle where it belongs.
        • Activate the cycle by having students adopt movements – heads, hands, arms, legs, full bodies – that convey what is happening in their part of the water cycle, and add in any appropriate sounds. Remind students of the motions they used at the beginning of class.

         

        GROUP TABLEAUX

        • Divide the class into groups of four.  Have each group create and then activate their own tableau of the water cycle.  Encourage them to find different ways, from what was modeled for the class, to position themselves and move for their parts of the water cycle, and to interact with others in their group as well.
        • Give each group the photo visuals and ask each person to wear one part of the cycle.  Then have them attach the appropriate vocabulary to their part.
        • Have groups show their cycles to the rest of the class.
        • Reflect on the different interpretations of the different groups, and how each conveyed concepts about the water cycle.

         

        WATER CONSERVATION

        • Ask the class: “Do you think that we will have water forever?”  Explain: “Water does keep cycling but we can misuse and overuse water and some places are in danger of drought.”
        • Remind students that, “Water is one of our most important resources.”  Ask students: 
          • “Why is it so important?  What do we use water for?  Is it important to other organisms as well?”  
          • Be sure to discuss that we use water to produce and prepare food, clean our bodies, wash our dishes and clothes, process our waste, and manufacture and transport goods; we use it for recreation, and to produce hydroelectric power.  
          • As individuals, we use large amounts of water:  it is estimated that the average American uses around 180 gallons of water a day.
        • Discuss Conservation – the responsible and judicious use of a resource in a way that avoids waste.
        • Introduce and discuss the following list of water conservation practices: 
        1. Avoid watering the lawn or garden between 10 am and 6 pm.
        2. Take shorter showers.
        3. Wash the car over the lawn instead of the driveway.
        4. Turn off the water when brushing teeth. 
        5. Use wastewater from cooking to water plants.
        6. Run the dishwasher and clothes washer only when full.
        7. Keep water in the refrigerator for cold water.
        8. Fix leaky faucets and hoses.
        9. Do not use the toilet as a garbage can.

        Brainstorm other ideas that the students might have.  Put those on additional cards.

         

        WATER CONSERVATION PANTOMIMES

        • Introduce Pantomime - pretending to hold, use or touch something that you are not really holding, using, or touching; a form of silent theatre.
        • Model and practice a simple pantomime activity (e.g., sweeping the floor, eating a sandwich, swinging a baseball bat, etc.).  
          • Encourage students to think about the size, weight and shape of the objects in their pantomimes; to be specific with their movements; and to include facial expressions.
        • Have students come up one at a time, or in small groups, and pick a card with a water conservation practice on it.  
          • Have the individual or small group pantomime the action on their card. They should not speak during the pantomimes.
        • Have other students guess which water conservation practice they are showing.  After guessing, have the class describe the specific aspects of the pantomime that conveyed the water conservation practice.

       

       

      Closing Reflection

      • Review the words and movements for the parts of the water cycle.
      • Review the drama strategies used – Movement, Tableau, and Pantomime.
      • Ask students to reflect on how their thinking about water and the water cycle has changed through the lesson.
      • Ask students to discuss steps they might take in their lives to use water responsibly.

       

       

      Assessments

      Formative

      Teacher will assess understanding of the water cycle and methods of water conservation through the opening activity, class discussion, and observation.

         

        Summative

        • CHECKLIST: 
          • Students can accurately identify the key components of the water cycle and match vocabulary words with steps of the water cycle.
          • Students can work together cooperatively to create tableaux.
          • Students can use their bodies expressively, and create tableaus with a variety of angles, shapes, levels, and facial expressions.
          • Students can pantomime water conservation practices silently and with detailed movements and facial expressions

           

          • Have students draw a diagram of the water cycle, with each part labeled accurately.
          • Have students draw a picture, using stick figures in particular poses, to portray their group’s water cycle tableau.
          • Have students write a paragraph about their own water use and how they plan to incorporate water conservation practices into their daily lives.

         

        Differentiation

         

        Acceleration: 

        • Rather than using predetermined movements for the activator, have students collectively come up with the movements for each syllable.
        • When adding movement to the tableaux, have students speak a sentence as their part of the water cycle (e.g., “I am precipitation – I love raining down on the mountains and plains, and on cities and towns and making everyone have indoor recess!”)

         

        Remediation: 

        • Encourage groups to come up with alternate ideas for the water cycle tableaux, but allow them to replicate what was done in the model tableau.
        • Rather than have students guess each other’s pantomimes, work together as a class to develop a short pantomime sequence for each water conservation practice card.

         

         ADDITIONAL RESOURCES

         

        *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

         

        Ideas contributed by:  Barry Stewart Mann and Susie Spear Purcell

         

        Revised and copyright:  January 2024 @ ArtsNOW
        Back to Modules

        Storytelling through Mosaics 4-5

        STORYTELLING THROUGH MOSAICS

        STORYTELLING THROUGH MOSAICS

        Learning Description

        In this lesson, students will use literacy strategies to interpret works of art and to create a mosaic using watercolor that illustrates a key detail from a literary passage. Students will use their finished mosaics to create a retelling of the passage.

         

        Learning Targets

        GRADE BAND: 4-5
        CONTENT FOCUS: VISUAL ARTS& ELA
        LESSON DOWNLOADS:

        Download PDF of this Lesson

        "I Can" Statements

        “I Can…”

        • I can use shape and color to create a mosaic that demonstrates a key detail of a passage.

        • I can describe the process I used to create my mosaic

        • I can draw conclusions about images and use visual evidence to support my reasoning.

        Essential Questions

        • How can I use the elements of shape and color to create a mosaic that demonstrates a key detail of a passage?

        • How can I describe the process I used to create my artwork?

        • How can I use visual evidence to explain my reasoning?

         

        Georgia Standards

        Curriculum Standards

        Grade 4:

        ELAGSE4RL1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

         

        ELAGSE4RL3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

         

        ELAGSE4RL7 Make connections between the text of a story or drama and a visual or oral presentation of the text identifying similarities and differences.

         

        ELAGSE4RI1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 

         

        ELAGSE4SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

         

        Grade 5:

        ELAGSE5RI1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 

         

        ELAGSE5RI2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

         

        ELAGSE5SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

         

        ELAGSE5SL2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

         

         

        Arts Standards

        Grade 4:

        VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

         

        VA4.CR.2 Create works of art based on selected themes. 

         

        VA4.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art. 

         

        VA4.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.

         

        VA4.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

         

        VA4.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

         

        Grade 5:

        VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

         

        VA5.CR.2 Create works of art based on selected themes. 

         

        VA5.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art.

         

        VA5.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.

         

        VA5.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

         

        VA5.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

         

         

         

         

        South Carolina Standards

        Curriculum Standards

        Grade 4:

        4.RL.MC.5.1 Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions. 

         

        4.RL.MC.7.1 Explore similarities and differences among textual, dramatic, visual, or oral presentations. 

         

        4.C.MC.1.2 Participate in discussions; ask and respond to questions to acquire information concerning a topic, text, or issue.  

         

        4.C.MC.2.1 Articulate ideas, perspectives and information with details and supporting evidence in a logical sequence with a clear introduction, body, and conclusion. 

         

        4.C.MC.3.2 Create presentations using videos, photos, and other multimedia elements to support communication and clarify ideas, thoughts, and feelings. 

         

        Grade 5:

        5.RL.MC.7.1 Compare and contrast textual, dramatic, visual, or oral presentations to identify similarities and differences.  

         

        5.C.MC.1.2 Participate in discussions; ask and respond to probing questions to acquire and confirm information concerning a topic, text, or issue. 

        5.C.MC.3.2 Create presentations that integrate visual displays and other multimedia to enrich the presentation. 

         

         

         

        Arts Standards

        Anchor Standard 1: I can use the elements and principles of art to create artwork.

         

        Anchor Standard 2: I can use different materials, techniques, and processes to make art.

         

        Anchor Standard 3: I can improve and complete artistic work using elements and principles.

        Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media.

         

         

         

         

        Key Vocabulary

        Content Vocabulary

        • Detail - Information from the passage that supports the main idea.

        • Setting - When and where a story takes place.

        • Character - A person, figure, or animal depicted in literature.

        • Summary - A brief description of a passage that captures the main idea.

         

        Arts Vocabulary

        • Shape - One of the seven Elements of Art; it is a flat, enclosed area that has two dimensions, length and width. Artists use both geometric and organic shapes.

        • Watercolor wash - A layer of watercolor that completely covers a surface and is translucent.

        • Mosaic - An art form that is a picture or pattern produced by arranging small colored pieces of hard material, such as stone, tile, or glass.

        • Composition - The way the elements of art are arranged in an artwork.

        • Warm colors - Red, orange, yellow.

        • Cool colors - Green, blue, violet.

        • Complementary colors - Colors across from each other on the color wheel (Example: Orange and blue).

        • Analogous colors - Colors next to each other on the color wheel (Example: red, orange, yellow).

         

         

        Materials

        • 9x12-inch black construction paper
        • 9x12-inch white multi-media or watercolor paper
        • Watercolor set
        • Paintbrushes (preferably flat brush)
        • Water cups with water
        • Pencil
        • Scissors
        • Liquid glue or glue sticks

         

        Instructional Design

        Opening/Activating Strategy

        Settings

        • Show students an image of an ancient Roman mosaic.
        • Ask students to go through the “See, Think, Wonder” strategy.
        • Have students compare their findings with a partner. Have groups share their findings. 
        • Students should be able to use visual evidence to support any “think” statements.
        • Explain that mosaics are made up of tiny pieces of material to create an image or design. Mosaics use the element of art, shape.

         

        Work Session

            • Explain that students will be focusing on shape, space, and color in their mosaic. Go over the different types of shapes (organic, free-form, and geometric - see link in Resources).
            • Read a descriptive passage to students such as an excerpt from the book, Tiger, Tiger by Dee Lillegard. Ask students to close their eyes as they listen to the passage and listen for details that tell about the characters and the setting.
            • Discuss the setting and the characters after reading the passage.
            • Ask students to do a “quick draw” of one of the things that stood out to them from the passage. Students’ quick draw should demonstrate a key detail from a character or setting. 
            • Students should share their quick draw with a partner and explain why they chose that detail from the passage.
            • Explain that students will be making the tiles for their mosaic out of watercolor paper. 
            • Show students a color wheel. Discuss the different ways we can organize colors into color schemes: warm, cool, complementary, and analogous.
            • Students will paint their paper the colors that they need for their mosaic.
            • Once the watercolor wash is mostly dry, students should cut out shapes for their mosaic.
            • Students should draw their “quick draw” on their black paper and then glue their shapes down onto the black paper. Tell students that it is alright if their composition changes from their quick draw to their mosaic. This is part of the design thinking process!

             

             

            Closing Reflection

            • Students should respond to the following prompts in written form - How did you make your artwork (procedural writing)? What details from the text did you show and why? What are you most proud of in your artwork?
            • Students should then organize themselves in the order of the story that their mosaic shows (beginning, middle, end) to retell the story.

             

             

            Assessments

            Formative

            • Student discussion around ancient Roman mosaic - See, Think, Wonder strategy using visual evidence to support reasoning
            • Students’ quick draw and pair share to demonstrate whether students comprehend the text

               

              Summative

              • Mosaic should demonstrate students’ understanding of text.
              • Writing responses should demonstrate that students can explain the process that they used to create their artwork.
              • Students should be able to arrange their mosaics in the order of story to demonstrate comprehension.

               

              Differentiation

               

              Acceleration: 

              • Read the passage until a “cliff-hanger”. Have students who have finished mosaic write and illustrate what they think will happen at the end of the story.

              Remediation: 

              • Point out key details in the text that students could illustrate. Facilitate discussion around why these are key details. Write the detail on the board along with an image that students could illustrate. 
              • Instead of having students write the process they used to create their art, ask students to write a sentence stating what detail they showed from the text and why they chose that detail.

               

               ADDITIONAL RESOURCES

              Color wheel

              Examples of ancient Roman mosaics

              Mosaics and Literacy presentation

              *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

               Ideas contributed by: Katy Betts 

              Revised and copyright:  September 2023 @ ArtsNOW
              Back to Modules

              DRAMATIC WRITING WITH ANSEL ADAMS 2-3

              DRAMATIC WRITING WITH ANSEL ADAMS

              DRAMATIC WRITING WITH ANSEL ADAMS

              Learning Description

              Using Ansel Adams photographs for inspiration, students will explore creative writing, directing, and acting.

               

              Learning Targets

              GRADE BAND: 2-3
              CONTENT FOCUS: THEATRE & ELA
              LESSON DOWNLOADS:

              Download PDF of this Lesson

              "I Can" Statements

              “I Can…”

              • I can use a photograph as inspiration for creative writing and acting based in a particular setting.
              • I can work with a group to bring to life a scene inspired by a photograph.

              Essential Questions

              • How can visual art be a catalyst for writing and acting? 

               

              Georgia Standards

              Curriculum Standards

              Grade 2:

              ELACC2W3  Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. 

               

              ELACC2SL4  Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.  

               

              Grade 3:

              ELAGSE3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

               

              ELAGSE3SL4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details,

              speaking clearly at an understandable pace.

               

              Arts Standards

              Grade 2: 

              TAES2.2 Developing scripts through improvisation and other theatrical methods.

                

              TAES2.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments.

               

              VA2.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy.

               

              VA2.CN.1 Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art.

               

              Grade 3:

              TAES3.2 Developing scripts through improvisation and other theatrical methods.

                

              TAES3.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments.

               

              VA3.RE.1 Use a variety of approaches for art criticism and to critique personal works of

              art and the artwork of others to enhance visual literacy.

               

              VA3.CN.1 Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art.

               

               

               

              South Carolina Standards

              Curriculum Standards

              Grade 2:

              ELA.2.C.3.1 Write narratives to develop real or imagined experiences. When writing: 

              1. establish and describe character(s) and setting; 
              2. sequence events and use temporal words to signal event order (e.g., before, after).

               

              Grade 3:

              ELA.3.C.3.1 Write narratives to develop real or imagined experiences. When writing: 

              1. establish a setting and introduce a narrator or characters; 
              2. use temporal words and phrases to sequence a plot structure; 
              3. use descriptions of actions, thoughts, and feelings to develop characters.

               

               

              Arts Standards

              THEATRE

              Anchor Standard 3: I can act in improvised scenes and written scripts.

               

              VISUAL ARTS

              Anchor Standard 5: I can interpret and evaluate the meaning of an artwork.

               

               

               

              Key Vocabulary

              Content Vocabulary

              • Character - Actor or actress in a specified role.
              • Setting - Environment or place of action. 
              • Plot - List, timetable, or scheme dealing with any of the various arrangements of a story or play.

               

              Arts Vocabulary

              • Theater - Dramatic literature or its performance; drama.
              • Photography - the process of capturing an image – a photograph – with a camera, either on paper or through a digital medium.

               

               

              Materials

              • Index cards and lined paper 
              • Pencils 
              • Copies of Ansel Adams photographs (old calendars are great sources for these)

               

              Instructional Design

              Opening/Activating Strategy

              Settings

              • Have students stand by their desks, or in open space.
              • Call out a setting (e.g., desert, baseball stadium, birthday party, or under the ocean), and have students enact a person or thing in the environment.  As appropriate, allow students to use voices and make sounds, or instruct them to be in the setting in silence.
              • Use observational language to comment on student choices (e.g., “I see Sara has her arms to be a cactus” or “Dylan is wiggling his body as a snake on the rug.”)
              • Continue to call out a variety of settings.  Alternate between natural settings and human settings.  Allow students to be objects or natural forces in the settings, or people interacting with the settings.

               

              Work Session

                  Process 

                  • Pass out Ansel Adams photos to the students. Explain that Ansel Adams was a famous American photographer known for his photos of American outdoor landscapes including Yosemite, Big Sur, the Sierras.  
                  • Ask the students to study their photo and examine the visual details:  “What is the first thing your eye is drawn to?  What lines and shapes do you see in the photo?  Did Adams take it from near or far?  How do the light and dark areas work together?  Where is the light source in the image, and which areas are in shadow?  Why do you think Adams chose to take this photograph?”
                  • Have students imagine/visualize details about the setting in the photo, saying:  “Where is this place?  You can make it up. It can be anywhere in the world. What season is it--winter, early spring, etc.?  What time of day is it - early morning, high noon, sunset? What sounds and smells are there? Is the wind blowing? Are birds chirping or other animals making sounds even though you can’t see them? Can you smell pine trees, flowers, or the ocean? If you could place yourself in this picture, where would you be?” 
                  • Tell the students:  “Place the picture in front of you and stand or sit as you imagine you would be in the picture. Now, close your eyes and take a deep breath of the clean air in this place. Listen to the sounds in your environment. Take another deep breath and smell the beautiful aromas.”
                  • One at a time, ask each student to make a sound that they hear in their environment. 
                  • Ask students to think of 3 descriptive phrases about their environment. For example, instead of saying, “the wind,” describe “the loud blowing wind”, “the fierce cry of an eagle,” or the “steep, snowy mountainside.”   Even though the pictures are black and white, encourage students to feel free to use color in their descriptive phrases.  Have the students write down their phrases on a card or piece of paper.  Ask them how they can expand or add to their phrases to make them more descriptive – suggest including texture, color, size, shape, temperature, or other qualities or details.
                  • Have students practice using their descriptive phrases in sentences to describe their settings.  Instruct them to speak as if they are in the setting (e.g., “I am standing with my feet on the edge of the babbling stream.  The water is as cold as ice and shiny like a mirror.  I see silvery fish swimming by with lightning speed.”)  Coach and assist students as needed.
                  • Ask student volunteers to come up and present, imagining themselves in the setting in the photograph.  They should use their voices and bodies to express the feelings and elements in their writing.

                   

                  Bringing the Photograph to Life 

                  • Select a student and guide them to cast three classmates as elements in their setting. The student should announce the element and then choose a classmate to portray it. (E.g., “Someone will be the grass blowing in the wind.”)  Once chosen, the classmate should come to the front and view the photograph.  
                  • Guide the student to direct the elements, telling each classmate where they will be in the live picture, how they will stand or move, and what sounds they will make.  
                  • Once the setting is established, have the student walk/hike/swim into their environment, take their place, use their body and voice to inhabit the setting (e.g., shivering for a cold setting, speaking loud for a distant setting, walking carefully over sharp stones, using a hand to block out the bright sun) and then describe their setting using their descriptive phrases.  
                  • Show the photograph around the room, and solicit comments from the class on how the students brought the setting to life.
                  • Have additional students volunteer to cast, enter, and describe.

                  Possibly:  once the process is established, allow the students to work in groups in different areas of the room, taking turns to use their group-mates to create their settings.

                   

                  Closing Reflection

                  Ask:  “How did we get ideas of what to act from the photos?  How did we use our voices and bodies to become elements of the different settings in the photos?  Also:  How would you describe Ansel Adams’s photos to someone who hasn’t seen any of them?”

                   

                  Assessments

                  Formative

                  • Students created and used three descriptive phrases.. 
                  • Students effectively communicated their ideas.
                  • Students responded appropriately to the Adams images.

                     

                    Summative

                    • Students cast and directed their scenes effectively
                    • Students enacted their roles in the scenes effectively.
                    • Students’ written phrases show awareness of the senses and evocative details.

                     

                    Differentiation

                    Acceleration:

                    • Have students write out their ideas in full paragraph format.
                    • Allow students who are playing elements of the setting to speak from the viewpoints of those elements:  “How does the tree feel?  What is the lake thinking?”

                     

                    Remediation:

                    Use a single photograph with the entire class, and model the process all together.  Cast a small group as elements in the setting, and then model being the person entering and inhabiting the setting.  Repeat the process with a second photo, drafting a student to be the person entering the setting.  You may want to use a photo and have the entire class become elements in the photo, allowing multiple students to be the same thing:  mountains, rocks, trees, clouds.

                     

                     ADDITIONAL RESOURCES

                    • http://www.anseladams.com 
                    • http://www.archives.gov/research/anseladams/ 
                    • “Ansel Adams Original Photograph - Black & White Photography.” The Ansel Adams Gallery, shop.anseladams.com/collections/original-photographs-by-ansel-adams. Accessed 28 June 2023. 

                    *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

                    Ideas contributed and updated by: Susie Spear Purcell and Barry Stewart Mann

                    Revised and copyright:  June 2023 @ ArtsNOW
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                    APOSTROPHE TABLEAU 2-3

                    APOSTROPHE TABLEAU

                    APOSTROPHE TABLEAU

                    Learning Description

                    Apostrophes are so much fun – let’s learn about the apostrophe’s uses!  Students will collaborate in word tableaux, creating sentences of their own, to differentiate between the plural and possessive uses of apostrophes.

                     

                    Learning Targets

                    GRADE BAND: 2-3
                    CONTENT FOCUS: THEATRE & ELA
                    LESSON DOWNLOADS:

                    Download PDF of this Lesson

                    "I Can" Statements

                    “I Can…”

                    • I can tell the difference between plural and possessive nouns and know when to use an apostrophe.

                    Essential Questions

                    • How and when do we use apostrophes in plural and possessive nouns?

                     

                    Georgia Standards

                    Curriculum Standards

                    Grade 2:  

                    ELAGSE2L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.     c. Use an apostrophe to form contractions and frequently occurring possessives.

                     

                    Grade 3:  

                    ELAGSE3L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.   d. Form and use possessives.

                     

                     

                     

                    Arts Standards

                    Grades 2 & 3: 

                    TA.PR.1 Act by communicating and sustaining roles in formal and informal environments.

                     

                     

                    South Carolina Standards

                    Curriculum Standards

                    Grade 2:  

                    ELA.L.5.2 Use apostrophes to form contractions and singular possessive nouns. 

                     

                    Grade 3:  

                    ELA.L. 5.2 Use apostrophes to form contractions and singular and plural possessives.

                     

                    Arts Standards

                    Anchor Standard 1: I can create scenes and write scripts using story elements and structure. 

                    Anchor Standard 3: I can act in improvised scenes and written scripts.

                     

                     

                    Key Vocabulary

                    Content Vocabulary

                    • Punctuation – Marks used in writing to separate sentences or to clarify meaning.

                    • Apostrophe – A punctuation mark used to indicate either possession or the omission of letters or numbers (as in contractions).

                    • Contraction – A combination of words in which omitted letters are replaced by an apostrophe.

                    • Possessive – Indicating possession or ownership.

                    • Plural – Indicating more than one item.

                    • Singular – Indicating only one item.

                     

                    Arts Vocabulary

                    • Tableau – A frozen picture created by actors.

                    • Line – Words or sentences spoken by an actor.

                    • Vocal expression – Conveyance of meaning using the elements of voice.

                     

                     

                    Materials

                    • Apostrophes-on-a-stick (made with the attached enlarged apostrophe. Other options include an apostrophe printed or by hand, on cardstock. Simply glue onto the handle (a stick, ruler, straw, pencil, or other similar item).  Have enough of these for each group of 4-5 students.

                     

                    Instructional Design

                    Opening/Activating Strategy

                    • Teach and sing (to the tune of “Twinkle, Twinkle, Little Star”):

                           I see an s at the end of a noun.

                           Apostrophe in or leave it out?

                           If it has something to possess

                           Then it should be ‘s.

                           But if it’s a plural – more than one,

                           No apostrophe – that’s how it’s done!

                    Collectively develop gestures to go along with the song (e.g., draw an S in the air, arms embracing to convey “possess”, thumbs up for “that’s how it’s done,” etc.).

                     

                    Work Session

                      • Introduce/review what an apostrophe is, and its various uses: possessives, contractions, omitted letters.  Focus on possessives.  Discuss how a possessive is formed in general by putting ‘s at the end of a word; a plural is formed by putting an s at the end of the word; and these two formations are often confused with one another, so people put in an apostrophe into a plural where it doesn’t belong, and people often leave it out of a possessive where it does belong. 

                                  Optional:  Do an online image search for ‘misused apostrophes’ or “signs with incorrect       

                                  plurals’ for real world examples showing this common confusion.

                       

                      Drama Instruction: 

                      • Introduce the Drama strategy of Tableau – a frozen picture created by actors.  Model tableau with a small group – create a tableau of a playground.  Encourage different shapes within the tableau, allow actors to be both living and non-living elements in the tableau, and be clear that all must be in the same picture.
                      • Introduce the idea of making a tableau of a word – choose a simple 3- or 4- letter word.  Draft students to use their bodies to create a tableau of the word, e.g., L-I-O-N (one student shapes herself into an “L”, one into an “I”, etc.).  
                      • Remind them that they can use their full bodies, or certain parts, and that there are many ways to create each letter. Possibly, have all students stand to make the shapes of the letters, to give the actors a variety of ideas. 

                       

                      • Then add another actor to be an “S” at the end – L-I-O-N-S.  Solicit a suggestion of a sentence with the word as a plural, e.g., “The lions are all asleep.”  Have the group say the sentence together, inserting the spelling (spoken individually by each letter) after the word, e.g., “The lions - L-I-O-N-S - are all asleep.”  This is their line of text.  
                      • Discuss elements of vocal expression:  tone of voice, volume, articulation. Have students, or the entire class, explore how to say the line with vocal expression.
                      • Next, develop a sentence with the word as a possessive, e.g., “The lion’s mane is very shaggy.”  Have one of the actors – either the actor who is the last letter of the word or the “S” actor – hold up the stick apostrophe in the correct location in the word tableau.  Have the group say the new sentence together, inserting the spelling again, spoken individually by the actors, after the word, e.g., “The lion’s – L-I-O-N-apostrophe-S – mane is very shaggy.”  Have students say this line also with appropriate expression.
                      • If deemed necessary, repeat the modeling process with another example, perhaps with another type of noun, e.g.,  “I have a hundred rocks – R-O-C-K-S – in my collection,” and “Look at this rock’s – R-O-C-K-apostrophe-S – weird shape,” or “Great minds – M-I-N-D-S – think alike,” and “I see it in my mind’s – M-I-N-D-apostrophe-S - eye.”
                      • Brainstorm a variety of 3- or 4-letter nouns – write them on the board or on a screen.  They can be animals, objects, even abstract concepts, e.g., dog, book, sun, love, tree, plum, cup, wind.  Avoid nouns ending in “S” (e.g., boss, mess) or with irregular or more complicated plurals (e.g., wolf, man, box, fish).  Use nouns that pluralize with -s.
                      • Divide the class into working groups of four or five students.  Instruct them to replicate the modeled process with one of the brainstormed words (or an appropriate noun of their own choosing):  
                        • Create a word tableau with an s at the end, using their bodies creatively to make the shapes of the letters.
                        • Create a sentence with the word as a plural. 
                        • Speak the sentence with the spelled-out word, using their voices expressively.
                        • Create a sentence with the word as a possessive
                        • Insert the apostrophe in the appropriate place. 
                        • Speak the sentence with the spelled out word, including the apostrophe.
                      • Have each group present their two tableaux to the class.  After each, examine the choices the group made and determine if they included or left out the apostrophe correctly.

                       

                      Closing Reflection

                      • Reflect on the process of creating the groups’ tableaux. “How did you work together to create it, and then to say your lines?  How did you use your bodies to represent the letters?  What are the two forms that we focused on?  What is the difference between them, and which one generally uses an apostrophe?”
                      • Return to the song and sing it again, using the gestures developed by the class at the beginning of the lesson.

                       

                      Assessments

                      Formative

                      • Assess understanding of the difference between the possessive and the plural, based on prior knowledge and/or after learning and singing the song.
                      • Observe how students use their bodies to create the letters, and how they use their voices to express their lines.
                      • Observe and listen in on group processes for creating their tableaux and lines, looking for respectful collaboration, sharing of ideas, and inclusion of all group members.

                         

                        Summative

                        Have students choose three words from the word bank on the board and write two sentences for each, one with the word as a plural, and the other with the word as a possessive. Stipulate that they cannot use the word that their group used, and they cannot repeat sentences that any of the groups used.

                         

                         

                         

                         

                        Differentiation

                        Acceleration: 

                        • Challenge the students to make their sentences connect in meaning and context.  (e.g., “All of the pigs – P-I-G-S - were snorting.  We heard one pig’s – P-I-G-apostrophe-S – squeals above the chorus of snorts.”
                        • Add in plural possessives, to clarify the use of apostrophes there, so that the modeling offers three lines, and each group must come up with three lines (e.g., “There were so many toys – T-O-Y-S – in the playroom.  One toy’s – T-O-Y-apostrophe-S – speaker was playing some very irritating music.  The toys’ – T-O-Y-S-apostrophe many colors were like a kaleidoscope.”
                        • Add in contractions for “is” to further differentiate.  E.g., “That pig’s about to run away” or “the noisy toy’s getting on my last nerve.”
                        • Focus on pronoun exceptions – possessives without apostrophes (its, not it’s; whose, not who’s; hers, not her’s; ours, not our’s; yours, not your’s; theirs, not their’s).
                        • Practice with words that end with s – “Here come the buses/the bus’s wheel is flat”; the Davises are coming to visit/Mr. Davis’s mother is with them.”

                        Remediation: 

                        • Cycle all students through groups in front of the class, rather than having groups work independently.
                        • Have the whole class decide on and practice a shape for each letter.
                        • Do fewer examples and use longer words so more students can be in each (if guided by the teacher in front of the class).
                        • Use words for items visible in the classroom, and make the sentences correspond to visible phenomena, (e.g., “There are lamps L-A-M-P-S – in our classroom,” and “The tall lamp’s – L-A-M-P-apostrophe-S shade is white.”)

                        *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

                         Ideas contributed by:  Barry Stewart Mann

                         Revised and copyright:  August 2022 @ ArtsNOW
                        Back to Modules

                        SNOW AND ONE “COOL” ANIMAL K-1

                        SNOW AND ONE “COOL” ANIMAL

                        SNOW AND ONE “COOL” ANIMAL

                        Learning Description

                        In this lesson, students will use what they learn about polar bears and the Elements of Art, Shape, Line, and Texture, to create an artistic representation of a polar bear.

                         

                        Learning Targets

                        GRADE BAND: K-1
                        CONTENT FOCUS: VISUAL ARTS, SCIENCE & ELA
                        LESSON DOWNLOADS:

                        Download PDF of this Lesson

                        "I Can" Statements

                        “I Can…”

                        • I can use what I learned about polar bears to create an artistic representation of a polar bear using the Elements of Art, Line, Shape, and Texture.

                        Essential Questions

                        • How can I use what I learned about polar bears to create an artistic representation using the Elements of Art, Line, Shape, and Texture?

                         

                        Georgia Standards

                        Curriculum Standards

                        Kindergarten

                        ELA

                        ELAGSEKRL10 Actively engage in group reading activities with purpose and understanding.

                        ELAGSEKRI1 With prompting and support, ask and answer questions about key details in a text.

                        Science

                        SKL1. Obtain, evaluate, and communicate information about how organisms (alive and not alive) and non-living objects are grouped.

                         

                        Grade 1

                        ELA

                        ELAGSE1RI1 Ask and answer questions about key details in a text.

                        ELAGSE1RI2 Identify the main topic and retell key details of a text.

                        Science

                        S1L1. Obtain, evaluate, and communicate information about the basic needs of plants and animals.

                         

                         

                        Arts Standards

                        Kindergarten

                        VAK.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

                        VAK.CR.2 Create works of art based on selected themes.

                        VAK.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

                        VAK.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art. 

                         

                        Grade 1

                        VA1.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

                        VA1.CR.2 Create works of art based on selected themes. 

                        VA1.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

                        VA1.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

                         

                         

                         

                         

                        South Carolina Standards

                        Curriculum Standards

                        Kindergarten

                        ELA

                        INQUIRY-BASED LITERARY STANDARDS 

                        Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.

                        2.1 With guidance and support, engage in daily explorations of texts to make connections to personal experiences, other texts, or the environment.

                         

                        RANGE AND COMPLEXITY 

                        Standard 13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.

                        13.1 Engage in whole and small group reading with purpose and understanding.

                         

                        Science

                        K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

                         

                        Grade 1

                        INQUIRY-BASED LITERARY STANDARDS 

                        Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.

                        2.1 Engage in daily explorations of texts to make connections to personal experiences, other texts, or the environment.

                         

                        RANGE AND COMPLEXITY 

                        Standard 13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.

                        13.1 Engage in whole and small group reading with purpose and understanding.

                         

                        Science

                        1-LS1-2. Obtain information from multiple sources to determine patterns in parent and offspring behavior that help offspring survive.

                         

                         

                        Arts Standards

                        Artistic Processes: Creating- I can make artwork using a variety of materials, techniques, and processes.

                        Anchor Standard 1: I can use the elements and principles of art to create artwork.

                        Anchor Standard 2: I can use different materials, techniques, and processes to make art.

                         

                        Artistic Processes: Responding- I can evaluate and communicate about the meaning in my artwork and the artwork of others.

                        Anchor Standard 5: I can interpret (read) and evaluate the meaning of an artwork.

                         

                        Artistic Processes: Connecting- I can relate artistic ideas and work with personal meaning and external context.

                        Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

                         

                         

                         

                        Key Vocabulary

                        Content Vocabulary

                        • Arctic – The northernmost region of the Earth
                        • Aquatic – Water
                        • Mammal – Animals that have fur, drink their mother’s milk, and are warm-blooded
                        • Shore – The land by the edge of the water
                        • Seals – Web-footed aquatic mammals that live chiefly in cold seas and whose body shape, round at the middle and tapered at the ends, is adapted to swift and graceful swimming

                         

                        Arts Vocabulary

                        • Line – A short or long narrow mark
                        • Texture – The way something feels or looks like it feels (soft, fuzzy, rough, etc.)
                        • Shape – A two-dimensional or flat object. In art, it can be organic or geometric.

                         

                         

                        Materials

                        • Blue paper plates for each student
                        • Construction cut outs of ears and mouth
                        • 1 set of googly eyes per student
                        • Clothespin paintbrush (clothespin with cotton ball on top)
                        • White paint
                        • Plastic fork for each student
                        • Plastic cup for fake snow
                        • Fake snow: 
                        • Wet wipes to clean hands

                         

                        Instructional Design

                        Opening/Activating Strategy

                        • Show pictures of snowflakes floating. Ask students what they notice about the snowflakes. Direct students towards noticing shapes and lines. Ask students how they imagine they might feel (warm, cold) and what they might smell. 
                        • Tell the students they will be learning about using art materials such as white paint and fake snow to create their own “cool” animal, the Polar Bear.

                         

                        Work Session

                        • Show students where they live on a globe or map for reference. Next, show students where the Arctic is located. Ask students what they think it would feel like to be in this place. What colors would they see? What textures would they feel? Would it be warm or cool?
                        • Read an informational book such as Polar Bear (Read and Learn: A Day in the Life: Polar Animals) by Katie Marsico. Ask students to connect the information in the book to the photos. Ask students to identify how the photos explain the text.
                        • Show the students an image of a polar bear and define mammals, arctic, aquatic, and shore. Briefly identify each word so they are familiar with the vocabulary. 
                        • As a whole group, go over what polar bears do, how the different parts of their bodies help them survive, and where they live. Show students photos and briefly provide information.
                        • Ask students to identify characteristics of the polar bear such as color, size in relation to other animals, and texture.
                          • Explain that next, they will use their art materials to create their own polar bear. 
                          • Tell students that artists use color, size, and texture to express their ideas in their art.
                        • Show the exemplar of the polar bear art. Ask students to describe the texture, lines, and shapes that they see that make the artwork. 
                        • Demonstrate how to make fake snow (see “materials”). 
                          • Help students notice what happens when baking soda is mixed with conditioner. 
                          • Put some of the fake snow in their plastic cups for them to touch and feel. 
                          • Ask them to describe the texture. 
                          • (Teacher note: Remind them that the snow is not real, and we never put anything in our mouths.)
                        • Go over the directions of how to make the polar bear using a fork to create texture.
                          • Place about a tablespoon of white acrylic paint on a paper plate. 
                          • Pass out the following materials to each student: plastic fork, blue paper plate (navy works best), two pre-cut/pre-glued shapes for ears and nose/mouth, one set of “googly” eyes. (Give students the choice of what eyes they want to use to personalize their polar bear.)
                          • When they have all their materials, explain to students that they will start creating the element of art, texture, by dipping the fork in the white paint and pressing down in the center of the navy-blue plate. When you see their forks in the center, explain that they have to gently press and pull to create the texture look of a polar bear’s fur. They can re-dip when necessary.
                          • Explain to the students to keep pressing and pulling until their blue plate is filled up. This will represent the face of the polar bear. 
                          • When the students have finished the painting, have them take their nose/mouth and ears and place them where they think a nose/mouth and ears would be on a polar bear. 
                          • After the teacher has checked, give students a glue stick to glue the nose/mouth and ears down. 
                          • Tell students that next they will “glue” on their googly eyes. Explain that the wet paint will serve as glue for holding down the eyes, nose/mouth.

                         

                        Closing Reflection

                        • Have each student create and write a name for their polar bear. Remind students that proper nouns start with a capital letter.
                        • Allow students to verbally introduce their polar bears to their classmates. Have the students say, “Hi, my polar bear’s name is….” The other students will say,

                        “Hi, (name of polar bear)”. This reinforces their speaking/communication skills.

                         

                        Assessments

                        Formative

                        Observation of:

                        • Collaboration
                        • Communication
                        • Creativity
                        • CompletioN

                           

                          Summative

                          CHECKLIST

                          • Students can explain what polar bears do, how the different parts of their bodies help them survive in the Arctic, and where they live. 
                          • Students can use texture, line, and shape to create a polar bear.

                           

                           

                           

                          Differentiation

                          Acceleration: 

                          • Students can use their completed polar bear to write their bear’s name and a complete sentence about their polar bear.

                          Remediation: 

                          • The teacher should work with identified children to assist with painting.
                          • Allow students to work in pairs; pair students who are higher achieving with students who may struggle.

                           

                           ADDITIONAL RESOURCES

                          • Optional: An informational text such as Polar Bear (Read and Learn: A Day in the Life: Polar Animals) by Katie Marsico

                           

                          *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

                          Ideas contributed by:  Kim Spivey 

                          Revised and copyright:  2024 @ ArtsNOW

                          Back to Modules