Multiplication / Division Hula 2-3

MULTIPLICATION/DIVISION HULA

MULTIPLICATION/DIVISION HULA

Learning Description

In this lesson, students will be empowered by seeing their physical bodies solve multiplication and division problems. They will step into the world of “math stories” to enact and solve math problems. Allowing students to become part of the equation in real time enables them to better visualize problem solving methods.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can solve and write “math stories”/multiplication and division problems using hula hoop visualization.
  • I can create and perform my own “math story”/multiplication and division problems using acting.

Essential Questions

  • How can acting and movement help us understand multiplication and division?
  • How are multiplication and division related?

 

Georgia Standards

Curriculum Standards

Grade 2: 

2.NR.3: Work with equal groups to gain foundations for multiplication through real-life, mathematical problems.

 

Grade 3: 

3.PAR.3: Use part-whole strategies to solve real-life, mathematical problems involving multiplication and division with whole numbers within 100.

3.PAR.3.2 Represent single digit multiplication and division facts using a variety of strategies. Explain the relationship between multiplication and division.

3.PAR.3.4 Use the meaning of the equal sign to determine whether expressions involving addition, subtraction, and multiplication are equivalent.

3.PAR.3.6 Solve practical, relevant problems involving multiplication and division within 100 using part-whole strategies, visual representations, and/or concrete models.

Arts Standards

Grade 2:

TA2.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

Grade 3:

TA3.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

South Carolina Standards

Curriculum Standards

Grade 3: 

3.ATO.1 Use concrete objects, drawings and symbols to represent multiplication facts of two single-digit whole numbers and explain the relationship between the factors (i.e., 0 – 10) and the product.

3.ATO.2 Use concrete objects, drawings and symbols to represent division without remainders and explain the relationship among the whole number quotient (i.e., 0 – 10), divisor (i.e., 0 – 10), and dividend.

3.ATO.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is a missing factor, product, dividend, divisor, or quotient.

3.ATO.6 Understand division as a missing factor problem.

Arts Standards

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

Anchor Standard 8: I can relate theatre to other content areas, arts disciplines, and careers.

 

Key Vocabulary

Content Vocabulary

  • Multiplication - Creating or counting equal groups; a mathematical operation where a number is added to itself a number of times
  • Division - To break apart into equal parts or groups
  • Dividend - The number that is being divided
  • Divisor - The number you divide by
  • Quotient - The answer to a division problem

Arts Vocabulary

  • Theater - Dramatic literature or its performance; drama
  • Character - A person, an animal or other figure assuming human qualities, in a story
  • Body – An actor’s tool, which we shape and change to portray the way a character looks, walks, or moves
  • Dialogue – Conversation between characters
  • Scene – The dialogue and action between characters in one place for one continuous period of time
  • Ensemble - All the parts of a thing taken together, so that each part is considered

 

Materials

5-10 hula hoops

 

Instructional Design

Opening/Activating Strategy

  • Start with a general physical warm-up to get the students' bodies ready. Use exercises such as:
    • Stretching: Stretch all major muscle groups.
    • Shaking Out Limbs: Shake out arms, legs, and the whole body to release tension.
    • Energy Passes: Stand in a circle and pass a clap or a simple motion around to build group focus and energy.
  • Ask students what some of their favorite stories are–movies, TV shows, books, etc. Ask students to share what they like about them–the characters, story, etc.?
    • Tell students that today, they will be looking at math like a story with characters, a setting, a problem, and a solution.

 

Work Session

  • Begin by creating a vocabulary movement for each mathematical symbol that students will use in the lesson. Change the pitch of your voice every time that you say the word.
    • Example vocabulary movements:
      • “=” equals to (forearms horizontal and parallel in front of body)
      • “+” to add to (forearms in a cross in front of body)
      • “-” to take away (right forearm in front of body and swipes down right)
      • “x” groups of (forearms in an ‘x’ in front of body)
      • “÷” to break apart (forearms together with balled fists on either side of middle, then fists separate to the side)
    • Show each movement and ask students to guess which part of the math story you are acting out. Once the students guess, draw the operation on the board.
    • Practice making the movements and saying their meanings with students.
  • Introducing “Math Lands”:
    • Tell students that there are different “lands” or settings in which the math stories take place.
    • First, there is Addition Land, where we add to and take away from/subtract. Only addition and subtraction take place in Addition Land.
      • Characters in Addition Land:
        • Sum – Answer to the addition problem
        • Difference – Answer to the subtraction problem
    • There is also Multiplication Land, where we count groups of numbers and also break numbers apart into groups/division.
      • Characters in Multiplication Land:
        • Quotient – Answer to the division problem
        • Product – Answer to the multiplication problem
        • Dividend – The number that is being divided first
        • Divisor – The number going into the dividend; it breaks up the number
    • Tell students that division does not live in Addition Land and subtraction does not live in Multiplication Land.
    • Now, introduce the other characters that can go to both Addition and Multiplication land, zero and one. Tell students that they will act differently depending on which land they go to.
      • ZERO:
        • Zero is the "nobody" of Addition Land because when it is added to or taken away from a number, the number doesn't even think anything happened. It just shrugs and walks away unchanged.
        • But, if zero goes to Multiplication Land, look out! It feels very powerful as it annihilates anybody it comes into contact with! Any number multiplied by “0” equals zero!
      • ONE:
        • On the other hand, one is the "nobody" of Multiplication Land. It doesn't have any effect on anyone in this land. It’s kind of like zero in Addition Land. 5 x 1 = 5 , 100 x 1 = 100,  5 ÷ 1 = 5
        • Yet, when one goes over to Addition Land, it can cause numbers to subtly change. 100 + 1 = 101, 5000 + 1 = 5001
  • Let’s live in Multiplication Land today and tell some stories from there. In this land we will talk about multiplication (groups of) and division (break apart into groups).
    • Tell students that division and multiplication are like distant relatives who live in the same land.
    • Division is the inverse or opposite of multiplication. We are breaking a number apart into groups when we divide, and we are grouping numbers when we multiply.
    • Let’s look at how they are related by looking at a math story (use the hula hoops to demo the story):
      • 5 x 2 = 10: If we have two hula hoops on the floor, and five students in each hula hoop, how many students do we have in total? Inversely, if we have ten students and two hula hoops, how many students will stand in each hula hoop? 10 ÷ 2 = 5
      • Place three hula hoops on the floor, ask six students to divide themselves equally into the three hula hoops. Write out the problem on the board: 6 ÷ 3 = 2. Ask students how it could be written as a multiplication problem: 3 x 2 = 6. Continue to model division using this method.
      • Increase the number of hula hoops and students; for example, instruct students to evenly place 20 students into five hula hoops.
      • Write out the equations as students act them out.
    • Add interest and energy to the problems by bringing them to life through word problems. Have students physically embody/act out the objects or people in the word problems.
      • Example multiplication problems to enact:
        • There are three houses. Each house has four people living in it. How many people live in the houses? 3 x 4 = 12
        • If you have two boxes and put five apples in each. How many apples do you have? 2 x 5 = 10
        • There are four spider webs and each spider web has two spiders in it. How many spiders are there in total? 4 x 2 = 8
        • A tree at the park has four branches. Each branch has five birds on it. How many birds are in the tree? 4 x 5 = 20
      • Example division problems to enact:
        • Jerry picks twelve flowers from her garden. She wants to put the same number of flowers in each of the three vases. How many flowers should she put in each vase? Lay out three hula hoops/vases and place four flowers/students in each hula hoop/vase. 12 ÷ 3 = 4
        • Barry has eight spiders to divide equally in four jars. How many spiders will be in each jar? 8 ÷ 4 = 2
  • Divide students into small groups. In their groups, students should write their own “math story” as both a multiplication and division problem. Students will need to determine what the hula hoops will represent and what object will be put into each hula hoop. Students should practice acting out their math story and using their bodies to become the characters in their stories.

 

Closing Reflection

  • Students will perform their “math stories” for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
  • After each performance, the audience should be able to determine what the “math story” is showing in terms of the mathematical equation.
  • The performing group should then read/show their “math story” to class.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to use their bodies to make mathematical symbols, engagement in class discussion, participation in acting out the “math stories”, and collaboration with their groups to create and perform a “math story”.

 

Summative

CHECKLIST

  • Students can accurately solve and write “math stories”/multiplication and division problems using hula hoop visualization.
  • Students can create and perform their own “math stories”/multiplication and division problems using acting.

 

DIFFERENTIATION 

Acceleration: 

  • Have students turn their “math stories” into full scenes. Challenge students to include at least three different equations in their story. Students should incorporate dialogue into their scenes that explains what is occurring mathematically.

Remediation: 

  • Focus on multiplication in one session and division in a separate session rather than discussing them together in this lesson.
  • Rather than having groups create their own equations to act out, assign equations to groups to act out.

*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: Susie Spear Purcell. Updated by Katy Betts.

Revised and copyright: July 2024 @ ArtsNOW

 

Back to Modules

Performing Perimeter 2-3

PERFORMING PERIMETER

PERFORMING PERIMETER

Learning Description

In this lesson, students will calculate the perimeter of various geometric figures and will represent the perimeter of these figures and their angles with a movement phrase. Students watching the perimeter performance will determine what shape was demonstrated.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: DANCE & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can correctly calculate the perimeter of geometric figures.
  • I can accurately represent the perimeter of a geometric figure with movement.
  • I can identify a geometric figure by watching a perimeter movement phrase performance.
  • I can use my body to represent different types of angles accurately.

Essential Questions

  • How can you show the perimeter of various geometric figures and angles using movement?

 

Georgia Standards

Curriculum Standards

Grade 3: 

3.GSR.8: Determine the perimeter of a polygon presented in real-life, mathematical problems.

Arts Standards

Grade 3:

ESD3.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD3.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD3.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD3.RE.1 Demonstrate critical and creative thinking in dance.

 

South Carolina Standards

Curriculum Standards

Grade 3: 

3.MDA.6 Solve real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

Anchor Standard 2: I can choreograph a dance.

Anchor Standard 3: I can perform movements using the dance elements.

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

 

Key Vocabulary

Content Vocabulary

  • Perimeter - Distance around a two-dimensional object
  • Polygon - A two-dimensional plane shape with straight sides
  • Angle - The degrees between two straight lines that have a common endpoint (the vertex)
  • Vertex - The point where two or more straight lines meet

Arts Vocabulary

  • Movement phrase - A series of movements linked together to make a distinctive pattern
  • Non-locomotor - This refers to a movement that does not travel through space
  • Locomotor - This refers to a movement that travels through space
  • Steady beat - An unchanging, continuous pulse
  • Space - An element of movement involving direction, level, size, focus, and pathway
  • Level - One of the aspects of the movement element space; in dance, there are three basic levels: high, middle, and low
  • Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers
  • Choreographer - A person who creates dances
  • Shape - This refers to an interesting and interrelated arrangement of body parts of one dance; the visual makeup or molding of the body parts of a single dancer; the overall visible appearance of a group of dancers

 

Materials

  • Sound source and music with a steady beat
  • Geometric shape cards
  • Pape and pencil

 

Instructional Design

Opening/Activating Strategy

  • Begin by engaging students in movement that introduces students to the Elements of Dance.
    • Have students arrange themselves in the classroom with enough personal space to move freely without touching a neighbor.
    • Turn on instrumental music with a steady beat.
    • Element of Body: First, have students bring awareness to their bodies by leading them through gentle stretches starting from the head and moving to the toes (e.g., head circles, shoulder shrugs, toe touches, etc.). Then, ask them to make different shapes with their bodies, such as circles, triangles, etc.
    • Element of Action - Locomotor/non-locomotor: Tell students that these movements they just performed were non-locomotor, meaning that they didn’t move to a new location. Direct students to perform a movement that requires moving from one place to another, such as step-together, step-together moving side to side.
    • Have students practice what they just learned by saying words such as “locomotor” and have students create a spontaneous locomotor movement.
    • Have students return to their seats.

 

Work Session

  • Review types of angles with students: Right, acute and obtuse.
    • Demonstrate how to make angles using different parts of your body, such as arms, legs, torso, etc.
    • Call out different types of angles, such as right, acute, and obtuse; ask students to explore different ways they can make the angles with their bodies.
  • View different geometric figures and model how to find the perimeter.
    • Display a polygon and illustrate the perimeter by doing a locomotor movement for the distance of each side, and a non-locomotor movement for each angle.
    • Model the perimeter of several figures and ask students to copy your movements.
  • Tell students that they will now create their own choreography to demonstrate the perimeter and angles of a polygon.
  • Divide students into small groups.
    • First, students will solve the perimeter of six basic geometric figures on the shape cards provided.
    • Assign one geometric figure to each group to represent using movement.
    • After calculating the perimeter of each figure, the groups will decide how to represent the perimeter of their assigned figure with movement.
      • Tell students that the distance should be shown through locomotor movement and the types of angle at the vertices should be shown through nonlocomotor movement.

 

Type of Angle Type of Movement
Acute angle Low angular
Right angle Middle angular
Obtuse angle High angular

 

  • Allow time for students to choreograph and practice. Circulate to work with students and check for understanding.

 

Closing Reflection

  • Students will perform their choreography for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
  • After each performance, the audience will determine which shape matches the performance. Students should refer to the movements and shapes the dancers made with their bodies when justifying their answers.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, review of types of angles and how to calculate perimeter, movement responses to types of angles, and collaboration with groupmates to choreograph their movement phrase.

 

Summative

CHECKLIST

  • Students can correctly calculate the perimeter of each geometric figure.
  • Students can accurately represent the perimeter of a geometric figure using locomotor movements.
  • Students can identify a geometric figure by watching a perimeter movement phrase performance.
  • Students can use their bodies to represent different types of angles accurately.

 

DIFFERENTIATION 

Acceleration: 

  • Challenge students to create choreography that demonstrates the formula for calculating perimeter.
  • Challenge students to create a movement phrase showing the area of their geometric figure.

Remediation: 

  • Provide formulas for students to use to support mathematical equations.
  • Calculate perimeter of the figures together as a class; then assign individual groups a figure to create a movement phrase for.
  • Focus only on perimeter and omit angles from instruction.

*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: Whitney Jones. Updated by Katy Betts.

Revised and copyright:  July 2024 @ ArtsNOW

 

Back to Modules

Poetry in Motion 2-3

POETRY IN MOTION

POETRY IN MOTION

Learning Description

In this lesson, you and your students will have fun moving and dancing to create and understand sequence and patterns. Emphasizing multiple learning styles will allow students to explore concepts in the way they learn best.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify a rhyme sequence.
  • I can create choreography that matches my assigned sequence (or one I created).
  • I can identify a sequence or pattern when performed.
  • I can identify and use locomotor and non-locomotor movements.

Essential Questions

  • What are different ways we can represent sequence and patterns using movement?

 

Georgia Standards

Curriculum Standards

Grade 2:

ELAGSE2RL1 Ask and answer such questions as who, what, where, when,

 

ELAGSE2RL4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

 

Grade 3:

ELAGSE3RL4 Determine the meaning of words and phrases both literal and nonliteral language as they are used in the text.

 

ELAGSE3RL5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

Arts Standards

Grade 2: 

ESD2.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD2.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD2.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD2.RE.1 Demonstrate critical and creative thinking in dance.

 

Grade 3:

ESD3.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD3.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD3.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD3.RE.1 Demonstrate critical and creative thinking in dance.

 

South Carolina Standards

Curriculum Standards

Grade 2:

READING – Literary Text

Meaning and Context

Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

5.1 Ask and answer literal and inferential questions to demonstrate understanding of a text; use specific details to make inferences and draw conclusions in texts heard or read.

 

Language, Craft, and Structure

Standard 9: Interpret and analyze the author’s use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts.

9.1 Identify the literary devices of simile and metaphor and sound devices; explain how the author uses each.

9.2 Explain how words, phrases, conventions, and illustrations communicate feelings, appeal to the senses, influence the reader, and contribute to meaning.

 

Grade 3:

READING – Literary Text

Meaning and Context

Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

5.1 Ask and answer literal and inferential questions to determine meaning; refer explicitly to the text to support inferences and conclusions.

 

Language, Craft, and Structure

Standard 9: Interpret and analyze the author’s use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts.

9.2 Explain how the author’s choice of words, illustrations, and conventions combine to create mood, contribute to meaning, and emphasize aspects of a character or setting.

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

 

Anchor Standard 2: I can choreograph a dance.

 

Anchor Standard 3: I can perform movements using the dance elements.

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

 

Key Vocabulary

Content Vocabulary

  • Sequence - A series of movements or steps performed in a specific order
  • Pattern - A repeating sequence
  • AB - A two-part sequence, the second part different from the first
  • ABA - Two contrasting themes followed by a repeat of the first
  • Rondo - A form where a sequence of contrasting themes occurs with a return to the first (ABACADA)
  • Rhyme - A literary device used in poetry and songs, characterized by the repetition of similar sounds in the final syllables of two or more words

Arts Vocabulary

  • Movement phrase - A series of movements linked together to make a distinctive pattern
  • Non-locomotor - This refers to a movement that does not travel through space
  • Locomotor - This refers to a movement that travels through space
  • Steady beat - An unchanging, continuous pulse
  • Space - An element of movement involving direction, level, size, focus, and pathway
  • Level - One of the aspects of the movement element space; in dance, there are three basic levels: high, middle, and low
  • Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers
  • Choreographer - A person who creates dances
  • Shape - This refers to an interesting and interrelated arrangement of body parts of one dance; the visual makeup or molding of the body parts of a single dancer; the overall visible appearance of a group of dancers

 

Materials

  • Sound source and music with a steady beat
  • Magna-tiles (or make your own shapes using poster board/large paper and markers)
  • Poems

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: It is best to have an open space, so moving desks and tables is advised. Remind students about rules of movement. 

    • Have students form a circle.
  • Begin the lesson by engaging students in movement that introduces students to the locomotor and non-locomotor movement.
  • Have students arrange themselves in a circle with enough personal space to move freely without touching a neighbor.
    • Turn on instrumental music with a steady beat.
  • First, have students bring awareness to their bodies by leading them through gentle stretches starting from the head and moving to the toes (e.g., head circles, shoulder shrugs, toe touches, etc.).
  • Introduce non-locomotor movements to students by directing them in the following movements.
    • Bending and Stretching: Bend the knees and stretch up high.
    • Twisting: Twist the torso to the left and right.
    • Swinging: Swing the arms gently from side to side.
    • Swaying: Sway the body from side to side with feet planted.
    • Turning: Spin in place, both directions.
    • Invite students to create their own movement.
  • Introduce locomotor movements to students by directing them in the following movements.
    • Walking: Walk around the room with different styles (tiptoeing, heel walking, big steps, small steps).
    • Jumping: Jump in place, then move forward and backward.
    • Invite students to create their own movement.
  • Tell students that they will be playing the Name Game.
    • Demonstrate the Name Game by stating your name while making a movement or gesture to accompany your name.
    • The circle then collectively repeats your name and gesture. Continue with the next person stating his/her name and making a gesture. The circle repeats the new person's name and gesture. Then, starting with the person of origin, repeat all the names and gestures shared to that point. Continue until everyone in the circle is included.

 

Work Session

  • Divide students into partners or small groups.
  • Have each group select four Magna-tiles or shapes.
    • Using the tiles, have each group create a sequence. Have students create a movement sequence to match Magna-tiles (groups may use movements from the activator to assist in this creation) and perform it for the class or for a partner group if time is limited.
    • Have audience members identify the sequence using shapes, words (locomotor and nonlocomotor), and letters to describe the pattern (ABAB, ABBA, etc.).
  • Give each group a poem.
    • Provide time for students to determine the meaning or theme of the poem using text evidence.
    • Tell students to identify the rhyme sequence in the poem (AB, ABA, etc.).
    • Using Magna-tiles, have students create the same sequence.
    • Challenge students to create a movement sequence to match the Magna-tile sequence. Students should also consider how their movements could communicate the meaning of the poem.
    • Allow time for students to practice their choreography with music.
    • Once prepared, students will perform their choreography for the class.

 

Closing Reflection

  • Discuss appropriate audience participation and etiquette prior to performances.
  • Each group will perform their choreography twice.
    • First, groups perform only the movement phrase, and the audience will identify the sequence. This may need to be repeated to help audience members.
    • Second, groups will recite the poem while performing the dance. This activity will aid verbal learners. Have audience members identify the sequence with shapes, words (locomotor and nonlocomotor) and letters (ABAB, ABBA, etc.).
  • After performances, discuss the similarities and differences between groups’ dances, especially if groups had the same sequence. Discuss the difference between a sequence and a pattern. ABAB is a pattern, but ABBA is a sequence. How can ABBA become a pattern?

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to create a sequence, ability to identify a rhyme sequence in a poem, ability to interpret the meaning of a poem, ability to identify and use non-locomotor and locomotor movements, and ability to work collaboratively to create choreography that follows a sequence.

 

Summative

CHECKLIST

  • Students can identify a rhyme sequence.
  • Students can create choreography that matches the assigned sequence (or the one they created).
  • Students can identify a sequence or pattern when performed.
  • Students can identify and use locomotor and non-locomotor movements.

 

DIFFERENTIATION 

Acceleration: 

  • Discuss how creating dance is like writing a story in that both must contain a beginning, middle, and end. This extension would mean that students’ phrases would be more complex. Groups use the sequences from the poems to elaborate on the movement phrasing. Each part (A, B, etc.) must have a minimum of three parts.
  • Students can write their own poem using the rhyme scheme of their dance phrase.
  • Technology Extension - Record performances of the final dance or students while they are planning or preparing for the dance and combine them in a Thinglink (https://www.thinglink.com/) with an image that matches the theme. Other ideas to include in the Thinglink: Upload images of samples of the sequence students create using available drawing software to show work of choreography.

Remediation: 

  • Work together as a class to identify the rhyme sequence of the same poem. Then, allow students to create choreography for the pattern or sequence in their groups. Discuss how different groups used different movements to choreograph the same sequence.
  • Provide simpler poems with clear rhyme schemes.

 

 ADDITIONAL RESOURCES

  • Honey, I Love and Other Love Poems, Greenfield
  • Sing a Song of Popcorn, DeRegniers, Moore, White and Carr (Eds.)
  • Where the Sidewalk Ends, Shel Silverstein
  • Brown Honey and Broomwheat Tea, Thomas

 

*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: Melissa Dittmar-Joy. Technology by Ramsey Ray. Updated by Katy Betts.

Revised and copyright: June 2024 @ ArtsNOW

 

Back to Modules

Problem Solving with Movement 2-3

PROBLEM SOLVING WITH MOVEMENT

PROBLEM SOLVING WITH MOVEMENT

Learning Description

In this lesson, students will explore problem solving through creating dances and discover why problem solving skills are so important for choreographers.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: DANCE & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify and perform the Elements of Dance.

  • I can decipher a given word problem.

  • I can solve a given word problem.

  • I can create and perform choreography that demonstrates the solution to a given word problem.

Essential Questions

  • How can math be used to inspire choreography?

 

Georgia Standards

Curriculum Standards

*This lesson can be used with any math standard that lends itself to being expressed as a word problem.

Arts Standards

Grade 2: 

ESD2.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD2.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD2.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD2.RE.1 Demonstrate critical and creative thinking in dance.

 

Grade 3:

ESD3.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD3.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD3.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD3.RE.1 Demonstrate critical and creative thinking in dance.

 

South Carolina Standards

Curriculum Standards

*This lesson can be used with any math standard that lends itself to being expressed as a word problem.

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

 

Anchor Standard 2: I can choreograph a dance.

 

Anchor Standard 3: I can perform movements using the dance elements.

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

 

Key Vocabulary

Content Vocabulary

*Specific content vocabulary will depend on the math concept students are learning.

Arts Vocabulary

  • Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers

  • Choreographer - A person who creates dances
  • Non-locomotor - This refers to a movement that does not travel through space
  • Locomotor - This refers to a movement that travels through space
  • Steady beat - An unchanging, continuous pulse
  • Elements of Dance - Body, action, space, time and energy

 

Materials

  • Sound source and music with a steady beat
  • Paper and pencils
  • Written word problems on cards

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: Allow for some open space to create and perform. Review audience etiquette expectations before students perform for their peers.

 

  • Tell students that they will be playing the Name Game.
    • Have students stand in a circle. 
    • Demonstrate the Name Game by stating your name while making a movement or gesture to accompany your name. 
    • The circle then collectively repeats your name and gesture. Continue with the next person stating his/her name and making a gesture. The circle repeats the new person's name and gesture. Then, starting with the person of origin, repeat all the names and gestures shared to that point. Continue until everyone in the circle is included.

 

Work Session

    • Tell students that they will be using the Elements of Dance to enact the solution to a word problem.
  • Begin by engaging students in movement that introduces students to the Elements of Dance: Body, action, space, time and energy.
    • Have students arrange themselves in the classroom with enough personal space to move freely without touching a neighbor.
    • Turn on instrumental music with a steady beat.
    • Element of Body: First, have students bring awareness to their bodies by leading them through gentle stretches starting from the head and moving to the toes (e.g., head circles, shoulder shrugs, toe touches, etc.). Then, ask them to make different shapes with their bodies.
    • Element of Time: Next, bring students’ awareness to the rhythm of the music by having them march in place to the beat, gently swinging their arms by their sides. 
    • Element of Energy: Now, direct students to explore energy variations with different movement qualities such as sharp movements–quick, precise actions like punches or snaps, and smooth movements–slow, flowing actions like waves or circles with arms.
    • Element of Space - Levels: Bring students’ attention to levels (high, middle, low) with movements such as stretching up high and moving on tiptoes, crouching in a small ball close to the floor, and bouncing in place at a middle level.
    • Element of Action - Locomotor/non-locomotor: Tell students that these movements they just performed were non-locomotor, meaning that they didn’t move to a new location. Direct students to perform a movement that requires moving from one place to another, such as step-together, step-together moving side to side.
    • Have students practice what they just learned by saying words such as “locomotor” and have students create a spontaneous locomotor movement.
    • Have students return to their seats.
  • Next, divide the class into small groups. Assign each group a word problem (it can be the same word problem or different word problems depending on students’ levels).
    • For example, “You must choreograph a dance combination that is 4 counts of 8 in length. The dance must have an equal number of locomotor and non-locomotor movements.”
    • Students should solve the word problem mathematically. For example, “What is the total number of counts in the dance (32)? How many locomotor movements will you have (16)? How many non-locomotor movements will you have (16)?”
    • Next, students will create choreography to answer the word problems. Students can arrange their choreography as they would like as long as it meets the criteria of the word problem.
      • Example 1: First 4 counts - locomotor movement, second 4 counts - non-locomotor, third 4 counts - locomotor, fourth 4 counts - non-locomotor, fifth 4 counts - locomotor movement, sixth 4 counts - non-locomotor, seventh 4 counts - locomotor, eighth 4 counts - non-locomotor.
      • Example 2: First 4 counts - non-locomotor, second 4 counts - locomotor, third 4 counts - locomotor, fourth 4 counts - non-locomotor, fifth 4 counts - locomotor, sixth 4 counts - locomotor, seventh 4 counts - non-locomotor, eighth 4 counts - non-locomotor.
      • Both dances have 32 counts total, 16 of which are locomotor and 16 of which are non-locomotor.

 

Closing Reflection

  • The students will perform their movement phrases for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
  • After students perform, groups will read their word problem to the class, show their solution and how it went with their performed choreography.
  • If all groups used the same word problem, discuss how different groups created different choreography based on the same criteria.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to make different types of movements using the Elements of Dance, ability to understand and correctly solve the word problem, and collaboration in group choreography.

 

Summative

CHECKLIST

  • Students can identify and perform the Elements of Dance.
  • Students can decipher the given word problem.
  • Students can solve the given word problem.
  • Students can create and perform choreography that correctly demonstrates the solution to the given word problem.

 

DIFFERENTIATION 

Acceleration: Raise the challenge of the word problem by including more steps, such as a minimum of four different types of movements that students will select and perform. 

Remediation: 

  • Scaffold the lesson by solving a word problem as a class and creating choreography as a class before individual group choreography.
  • Differentiate the level of word problems depending on student ability.

 

*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: Melissa Dittmar-Joy. Updated by Katy Betts.

Revised and copyright: June 2024 @ ArtsNOW

 

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States of Matter 2-3

STATES OF MATTER

STATES OF MATTER

Learning Description

In this lesson, you and your students will have fun moving and generating choreography to understand different states of matter. Emphasizing multiple learning styles will allow students to explore concepts in the way they learn most effectively.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: DANCE & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can choreograph a movement phrase that uses movement qualities, body shapes, and locomotor/non-locomotor movements to communicate the characteristics of atoms in the different states of matter.
  • I can describe the three states of matter.
  • I can explain the correlation between heat and states of matter.

Essential Questions

  • How can movement enhance comprehension of various states of matter?

 

Georgia Standards

Curriculum Standards

Grade 2:

S2P1. Obtain, evaluate, and communicate information about the properties of matter and changes that occur in objects.

Arts Standards

Grade 2: 

ESD2.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD2.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD2.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD2.RE.1 Demonstrate critical and creative thinking in dance.

 

South Carolina Standards

Curriculum Standards

Grade 2:

2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

Anchor Standard 2: I can choreograph a dance.

Anchor Standard 3: I can perform movements using the dance elements.

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

 

Key Vocabulary

Content Vocabulary

  • States of matter - The distinct forms that different phases of matter take on
  • Liquid - Particles are close together but can move past one another, allowing liquids to flow and take the shape of their container while maintaining a constant volume
  • Solid - Particles are closely packed together in a fixed arrangement; solids have a definite shape and volume
  • Gas - Particles are far apart and move freely; gasses have no definite shape or volume and will expand to fill their container
  • Heat energy - Also known as thermal energy, is the energy that comes from the movement of particles within a substance; it is a form of kinetic energy due to the vibration and movement of atoms and molecules; the more these particles move, the higher the temperature and the more heat energy is present

Arts Vocabulary

  • Movement phrase - A series of movements linked together to make a distinctive pattern
  • Non-locomotor - This refers to a movement that does not travel through space
  • Locomotor - This refers to a movement that travels through space
  • Sustained - A quality of movement that is smooth and unaccented; there is no apparent start or stop, only a continuity of energy
  • Percussive - A quality of movement characterized by sharp starts and stops; staccato jabs of energy
  • Vibratory - A quality of movement characterized by rapidly repeated bursts of percussive movements; like a jitter
  • Swinging - A quality of movement established by a fall with gravity, a gain in momentum, a loss of momentum, and the repeated cycle of fall and recovery, like that of a pendulum
  • Suspended - A quality of movement that occurs in a moment of resistance to gravity, such as the instant in which a dancer hangs in space at the top of a leap
  • Tempo - The pace or speed of movement
  • Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers
  • Choreographer - A person who creates dances
  • Shape - This refers to an interesting and interrelated arrangement of body parts of one dance; the visual makeup or molding of the body parts of a single dancer; the overall visible appearance of a group of dancers

 

Materials

  • Sound source and music with a steady beat
  • States of matter written on cards

 

Instructional Design

Opening/Activating Strategy

Classroom Tips - You will need open space, so push desks/chairs to the side or go outside if that is an option. 

 

    • Have students form a circle.
  • Begin the lesson by engaging students in movement that introduces students to the locomotor and non-locomotor movement.
  • Have students arrange themselves in a circle with enough personal space to move freely without touching a neighbor.
    • Turn on instrumental music with a steady beat.
  • First, have students bring awareness to their bodies by leading them through gentle stretches starting from the head and moving to the toes (e.g., head circles, shoulder shrugs, toe touches, etc.).
  • Introduce non-locomotor movements to students by directing them in the following movements.
    • Bending and Stretching: Bend the knees and stretch up high.
    • Twisting: Twist the torso to the left and right.
    • Swinging: Swing the arms gently from side to side.
    • Swaying: Sway the body from side to side with feet planted.
    • Turning: Spin in place, both directions.
    • Invite students to create their own movement.
  • Introduce non-locomotor movements to students by directing them in the following movements.
    • Walking: Walk around the room with different styles (tiptoeing, heel walking, big steps, small steps).
    • Jumping: Jump in place, then move forward and backward.
    • Invite students to create their own movement.
  • Tell students that they will be playing the Name Game.
    • Demonstrate the Name Game by stating your name while making a movement or gesture to accompany your name.
    • The circle then collectively repeats your name and gesture. Continue with the next person stating his/her name and making a gesture. The circle repeats the new person's name and gesture. Then, starting with the person of origin, repeat all the names and gestures shared to that point. Continue until everyone in the circle is included.
    • Debrief by asking students to identify examples of movements from the name game that were locomotor and non-locomotor.
    • Discuss movements in terms of movement qualities such as sustained, percussive, vibratory, swinging, and suspended.

 

Work Session

  • Divide students into small groups, assigning locomotor or non-locomotor movements to each group.
  • Tell students to create a movement phrase using two movements. Students will perform for a partner group.
    • Ask students to identify the movement type (locomotor/non-locomotor) of their partner group.
  • Discuss the three states of matter (solid, liquid and gas) and the effect that heat energy has on them.
    • Identify the speed (tempo) of atoms in each state and how the atoms move (locomotor/non-locomotor) in each state.
    • As you discuss each state of matter, ask students for ideas for how they could use movement to represent the atoms in each state.
  • Assign each group two different states of matter (solid, liquid or gas).
  • Tell students that they will create a brief movement phrase that will represent how atoms move in one state and then to the other state demonstrating understanding of both states of matter. Students should use tempo (fast, medium or slow) and locomotor/non-locomotor movements to demonstrate how atoms move.

 

Closing Reflection

  • Students will perform their movement phrases for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
  • After each performance, have audience members identify the group’s two states, offering rationale for their identification.
  • Discuss the correlation between heat and states of matter.
    • Discuss with students whether these changes can be reversed. Why or why not?

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to identify the characteristics of the states of matter, and ability to work collaboratively to use movement to accurately and meaningfully represent the states of matter.

 

Summative

CHECKLIST

  • Students can choreograph a movement phrase that uses movement qualities, body shapes, and locomotor/non-locomotor movements to communicate the characteristics of atoms in the different states of matter.
  • Students can describe the three states of matter.
  • Students can explain the correlation between heat and states of matter.

 

DIFFERENTIATION 

Acceleration: 

  • Provide more guidelines for choreography (i.e., must have eight movements, must have multiple level and spatial pattern changes, must select a particular dance style for choreography, etc.).
  • Have students choose one of the five movement qualities of dance to explore in greater depth: Sustained, swinging, suspended, vibratory, or percussive. Explore how these qualities aid in expression of the changes in states of matter.
  • Create a Thinglink (via app or website) on the states of matter as individuals or in groups.

Remediation: Provide a graphic organizer with each state of matter in the first column, a section to write or draw characteristics of atoms in a second column, and a section to write or draw types of movements that could be used to represent the state in the third column. Students can use the graphic organizer to assist them in their choreography.

 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: Melissa Dittmar-Joy. Technology by Ramsey Ray. Updated by Katy Betts.

Revised and copyright: June 2024 @ ArtsNOW

 

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