HABITATS & ANIMAL ADAPTATIONS: ANIMAL ADAPTATIONS DANCE 3

ANIMAL ADAPTATIONS DANCE

HABITATS & ANIMAL ADAPTATIONS: ANIMAL ADAPTATIONS DANCE

Learning Description

In this lesson, students will demonstrate their understanding of the ways that animals adapt to survive in their environments through choreography and dance performances. Students will evaluate each other’s performances and identify how the dancers/choreographers used levels and locomotor/non-locomotor movements to communicate animal adaptation.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create movements to demonstrate animal adaptations.
  • I can create choreography using different levels and locomotor and non-locomotor movements.
  • I can use dance to communicate meaning.

Essential Questions

  • How do choreographers use movement to communicate meaning?
  • How do animals adapt to survive in their environments?
  • What environmental factors might affect an animal’s survival?

 

Georgia Standards

Curriculum Standards

S3L1. Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.

a. Ask questions to differentiate between plants, animals, and habitats found within Georgia’s geographic regions.

b. Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.

c. Use evidence to construct an explanation of why some organisms can thrive in one habitat and not in another.

Arts Standards

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

a. Collaborate with others to create and perform movement phrases.

b. Create a sequence of three or more movements utilizing body, space, time, and energy

ESD3.CR2 Demonstrate an understanding of dance as a form of communication.

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

a. Apply and expand dance terminology to describe and create movement (e.g. levels, pathways, directions, speed, rhythm, energy, qualities, shapes).

b. Combine and execute a wide range of locomotor movements with appropriate energy and coordination (e.g. walk, run, hop, jump, gallop, skip).

 

South Carolina Standards

Curriculum Standards

3-LS4-2. Use evidence to construct an explanation for how the variations in traits among individuals of the same species may provide advantages in surviving and producing offspring.

3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can thrive, struggle to survive, or fail to survive.

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

 

Key Vocabulary

Content Vocabulary

  • Adaptation - A change by which an organism becomes better suited to its environment.
  • Mimicry - An adaptation by which an organism copies the physical or vocal characteristics of another.
  • Camouflage - An adaptation by which an organism visually blends into its surroundings by virtue of its shapes, patterns, and coloring.
  • Habitat - The natural home or environment of an animal, plant, or other organism.

Arts Vocabulary

  • Non-locomotor - This refers to a movement that does not travel through space
  • Locomotor - This refers to a movement that travels through space
  • Space - An element of movement involving direction, level, size, focus, and pathway
  • Level - One of the aspects of movement (there are three basic levels in dance: high, middle, and low)
  • Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers
  • 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

 

Instructional Design

Opening/Activating Strategy

  • Begin the lesson by playing the “mirror game”. Demonstrate various levels (high, medium, and low) and locomotor and non-locomotor movements (see vocabulary).
    • Students must copy the movements that the teacher makes without speaking.
  • After the game, ask students what they were doing. Explain that this demonstrates mimicry; show pictures to demonstrate mimicry in nature.
    • Discuss the levels that you used and share with students that levels are one of the ways that dancers show the element of space in dance.
    • Discuss how some movements stayed in one place and some movements required students to move from one place to another. Movements in dance in which the dancer does not move to a new location are called non-locomotor movements; movements in which the dancer moves from one location to another are called locomotor movements.

Work Session

  • Review or teach the following vocabulary words with students: Adaptations, mimicry, migration, camouflage, and hibernation.
  • Present the following task to students. Students must create a choreography that demonstrates mimicry, migration, camouflage, and hibernation.
    • Students will come up with a unique movement for each of their words.
    • Their dance must start with a beginning frozen shape, have a middle in which they demonstrate each vocabulary word, and finish in a frozen end shape.
    • Students must demonstrate use of levels and locomotor/non-locomotor movements in their choreography.

Students will have twenty minutes to develop their choreography and rehearse.

Closing Reflection

  • Students will present their choreographies to the audience. Discuss appropriate audience participation and etiquette prior to performances.
  • The audience will guess which movement represented which content vocabulary words based on their body movements throughout the choreography. Encourage students to use the terms “levels” and “locomotor/non-locomotor movements” as they describe the dances.
  • In their STEAM journals, students should explain their process and how they used dance concepts to demonstrate animal adaptations.

 

Assessments

Formative

  • Teacher observation of students’ ability to mirror teacher’s movements in activator
  • Responses to discussion of ways that animals adapt to their environments
  • Demonstration of understanding of levels and locomotor/non-locomotor movements
  • Collaboration with group members to create movements to represent the different ways that animals adapt to their environments

Summative

CHECKLIST for students and teacher:

  • Do I have a beginning, middle, and end to my choreography?
  • Do I have a movement for each vocabulary word (that describes it)?
  • Did I use different levels in my choreography?
  • Did I use locomotor and non-locomotor movements in my choreography?
  • Did everyone participate in the process?

 

Differentiation

Accelerated: 

  • Students will research an animal native to one of the habitats being studied. Students will discover how that animal adapts to its environment and then will choreograph a dance that demonstrates this animal’s adaptation(s).

Remedial:

  • Students will be given a list of the vocabulary words and some movements that may correlate to their definition.
  • Scaffold the lesson by choreographing one vocabulary work together as a class before groups work on their own.
  • Reduce the number of vocabulary words that students will create movements for.

 

 

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: SAIL Grant Teacher Leaders

*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.

Revised and copyright:  June 2025 @ ArtsNOW

 

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HABITATS & ANIMAL ADAPTATIONS: CREEPY CREATIVE CREATURE HABITATS 3

CREEPY CREATIVE CREATURE HABITATS

HABITATS & ANIMAL ADAPTATIONS: CREEPY CREATIVE CREATURE HABITATS

Learning Description

In this lesson, students will build on prior knowledge of animal adaptations by creating a habitat for an imaginary creature using found objects from nature.

 

Learning Targets

GRADE BAND: 3
CONTENT FOCUS: VISUAL ARTS & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify the inherited traits of my creature and explain how it adapted to survive and thrive in its habitat.
  • I can use found objects as my materials to make art.
  • I can use elements of art to construct an artwork.

Essential Questions

  • What traits do organisms inherit from their parents?
  • How have animals adapted to survive and thrive in their habitats?
  • What environmental factors might affect an animal’s survival?

 

Georgia Standards

Curriculum Standards

S3L1. Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.
a. Ask questions to differentiate between plants, animals, and habitats found within Georgia’s geographic regions.
b. Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.
c. Use evidence to construct an explanation of why some organisms can thrive in one habitat and not in another.

Arts Standards

VA3.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.
VA3.CR.2 Create works of art based on selected themes.
VA3.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

South Carolina Standards

Curriculum Standards

3-LS4-2. Use evidence to construct an explanation for how the variations in traits among individuals of the same species may provide advantages in surviving and producing offspring.
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can thrive, struggle to survive, or fail to survive.

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

 

Key Vocabulary

Content Vocabulary

  • Habitat - A specialized ecological niche or environment in which a particular species or community of organisms resides
  • Organism - A living thing, like an animal, plant, fungus, bacterium, or protist
  • Adaptation - How organisms change or adjust to new conditions
  • Terrestrial - Related to land
  • Aquatic - Related to water
  • Offspring - The young of a living thing
  • Traits - The specific features that make each living thing unique
  • Environment - All external conditions, influences, and factors that affect and interact with living organisms

Arts Vocabulary

  • Assemblage - A three-dimensional art form that involves creating a piece of art by assembling and arranging a variety of objects and materials, often nontraditional or found items, into one piece
  • Texture - One of the elements of art; how something feels or looks like it feels
  • Line - One of the elements of art; the path of a moving point
  • Shape - One of the elements of art; a two-dimensional object
  • Form - One of the elements of art; a three-dimensional object
  • Color - One of the elements of art; color is reflected or absorbed light; color can be organized into different categories such as primary, secondary, and neutral


Materials

  • Liquid glue
  • Small and large paint brushes
  • Found objects from nature (can be collected on the nature walk) and/or various collage materials, such as yarn, paper, foil, cardboard, etc.
  • Cardstock or cardboard for the artwork
  • Rubric/checklist
  • Planning sheet
  • Examples of artwork by Andy Goldsworthy


Instructional Design

Opening/Activating Strategy

  • The teacher will share images of found art and nature art. Example artist is Andy Goldsworthy.
    • As a group, students will identify things that they recognize in the artwork and try to infer how the artist made the artwork.
    • Help students identify the Elements of Art such as lines, textures, shapes, and forms in the artwork.
    • Help students see how the artist used things from nature to create something new.
    • Explain to students that they are looking at examples of an “Assemblage”. An assemblage is a three-dimensional art form that involves creating a piece of art by assembling and arranging a variety of objects and materials, often nontraditional or found items, into one piece.

Work Session

Teacher note: Prior to this lesson, students should have completed their creatures using the planning sheet for their habitat.

  • In small groups, students will share their creature’s physical traits and will explain how these allow the creature to adapt within an environment.
    • Students should brainstorm ideas for habitats of their “creatures”.
  • Explain to students that they will be going on a nature walk to collect materials to make their creatures and their habitats.
  • Have students create a planning sketch of their creature in its habitat in their STEAM journals or on blank paper.
  • Take students on a nature walk to collect items for their habitat assemblage artwork (alternative: use collage materials).
  • After the nature walk, students will review their planning sheet to help with their habitat assemblages. They will use the rubric/checklist as a guide.
  • Show students techniques with applying liquid glue using a paint brush or sponge and assembling their found items together.
  • Allow students time to create their creatures and habitats using their materials.
  • Finally, students should write an informational paragraph to display with their artwork. Their paragraphs should include:
    • How they made their creature and habitat art
    • How their creature would thrive in their habitat art
    • At least two science content terms and explanation of how they showed them in their artwork
    • At least two art terms and explanation of how they showed them in their artwork

Once completed, students will take a “gallery walk” to see the habitat assemblages.

Closing Reflection

  • In small groups, students will share their assemblages. They will explain how they depicted their creature’s needs, such as water, shelter, and food, in their habitat. Further, they will share why their creature would thrive in this habitat.
  • Have a whole-class discussion asking the following question:
    • Where did you see evidence of the elements of art during your gallery walk (line, shape, form, color, and texture)? Relate this to science content. For example, “Genesis used small pebbles in a curved line to show a stream in her habitat”.

Finally, have students reflect on how their creatures and habitats changed from the planning phase to the creation phase of the project.


Assessments

Formative

The teacher will assess students’ understanding through: students’ planning sheets and conferring with students as they work on the project. For example, the teacher will provide feedback on the understanding shown on the planning sheet prior to students moving to the next step (creating habitats, for example).

Summative

The rubric/checklist will be used by the student and teacher to assess each portion of the project.


Differentiation

Accelerated: 

  • Students can create a three-dimensional sculpture of their creatures and habitats instead of a two-dimensional assemblage.
  • Students can create a soundscape for their habitat using body percussion, found sound, or technology.

Remedial:

Allow students to use differentiated planning sheet - page 2.

 

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Angela Stringer

*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.

Revised and copyright:  June 2025 @ ArtsNOW

 

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CREATIVE EXPRESSIONS IN MULTIPLICATION: MULTIPLY YOUR MOVES 3

MULTIPLY YOUR MOVES

CREATIVE EXPRESSIONS IN MULTIPLICATION: MULTIPLY YOUR MOVES

Learning Description

In this lesson, students engage in movement-based exercises to solve multiplication equations by incorporating non-locomotor movements using specific body parts. Students will use movements such as stretching, bending, twisting, and balancing to represent multiplication problems. For example, they might stretch both arms to represent the number two and twist their torso three times to illustrate 2 × 3. By combining these non-locomotor movements with body parts (e.g., arms, legs, or hands), students will create and solve multiplication problems in a dynamic and interactive way, reinforcing both mathematical concepts and physical coordination.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can solve and express a multiplication equation using different body parts and non-locomotor movements.

Essential Questions

  • What connections can we make between mathematical operations like multiplication and the movements we create with our bodies?
  • What strategies can we use to break down a multiplication problem?

 

Georgia Standards

Curriculum Standards

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

ESD3.CR.1.d Respond to a variety of stimuli through movement (e.g. literature, visual art, props).

ESD3.PR.1.c Execute a range of axial movements comprised of space, force, body shapes, and qualities (e.g. levels, sharp/smooth, curved/straight, heavy/light, swing/float planes).

 

ESD3.CN.3 Identify connections between dance and other areas of knowledge.

 

South Carolina Standards

Curriculum Standards

3.NSBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10 – 90, using knowledge of place value and properties of operations.

Arts Standards

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

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

  • Multiplication - A mathematical operation used to calculate the total of one number added repeatedly a specific number of times
  • Equation - A mathematical sentence that has two equal sides separated by an equal sign
  • Factor - The numbers that are multiplied
  • Product - The answer to a multiplication problem
  • Multiplier - The number of groups
  • Multiplicand - The number of items in each group
  • Array - A way of organizing objects, numbers, or symbols in rows and columns to visually represent mathematical concepts, especially multiplication and division

Arts Vocabulary

  • Non-locomotor movement - A movement that does not travel through space (e.g. shaking, bending, stretching, twisting, turning & more)
  • Levels - One of the aspects of movement (there are three basic levels in dance: high, middle, and low)
  • Body shape - Refers to an interesting and interrelated arrangement of body parts of one dancer; the visual makeup or molding of the body parts of a singular dancer; the overall visible appearance of a group of dancers (they may be curved/angular, symmetrical/asymmetrical, positive/negative)
  • Repetition - When you do the same movement or pattern more than once
  • Movement exploration - Trying out different ways of moving your body to discover new things

 

Materials

  • Upbeat instrumental music
  • Speaker or other device with the ability to play music
  • Index cards with multiplication equations written on them

 

Instructional Design

Opening/Activating Strategy

Move It! Shape It!

  • Choose one word from each list below for students to interpret through movement (e.g., Shake your elbows at a high level).
  • When music plays, students move, in their personal space, to express vocabulary given.
    • Suggestion: Upbeat instrumental music is best.
  • When the music stops, students should freeze in a body shape.
  • Repeat as needed.

Vocabulary to utilize:

  • Body Parts: Head, shoulders, arm, elbow, hand, finger, hips, leg, knee, foot
  • Non-Locomotor Movement: Bend, wiggle, shake, flick, turn, twist, dab, reach, grow, melt
  • Levels: Low, middle, high

Work Session

  • Review multiplication, parts of a multiplication equation, and solving a multiplication equation.
  • As a class, explore how to express a multiplication equation in movement.
    • Factor 1:
      • Factor 1 is the number of body parts to be “moved”.
      • Identify the body parts to be used (can use the body parts list above in the activating strategy or have students identify other suitable body parts).
    • Factor 2:
      • Factor 2 identifies the number of times a non-locomotor movement is performed at each identified body part.
      • Identify a non-locomotor movement to bring each body part to action.
    • Product:
      • Students count the non-locomotor movements as they perform.
    • Example: 2 x 3 = ?
      • Two body parts: Head and elbow
      • Three times of a specific non-locomotor movement
        • Three shakes of head
        • Three shakes of elbow
      • Product: How many total shakes?
    • Group students as pairs or trios.
      • Give each group one or two multiplication equations.
      • Each group goes through the above process of solving their equation(s).
      • Students should write their equation(s) with the product included.

Closing Reflection

  • Invite groups to share their movement phrases with the class.
  • After sharing, the rest of the class will write the multiplication equation with the product.

 

Assessments

Formative

  • Teacher observation of students during “Move It! Shape It!” to check for understanding of vocabulary
  • Individual group check-ins during group work time and class sharing of phrases looking for body parts and non-locomotor movement

Summative

  • Written equations with product
  • Evidence that students understand the difference between locomotor and non-locomotor movements

 

Differentiation 

Accelerated: 

Group students according to the multiplication fact set they are ready to master.

Remedial:

Adjust multiplication equations to the fact set that they are currently mastering.

 

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Christopher Crabb

*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.

Revised and copyright:  June 2025 @ ArtsNOW

 

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CREATIVE EXPRESSIONS IN MULTIPLICATION: MULTIPLICATION WITH MEDIEVAL TIMES 3

MULTIPLICATION WITH MEDIEVAL TIMES

CREATIVE EXPRESSIONS IN MULTIPLICATION: MULTIPLICATION WITH MEDIEVAL TIMES

Learning Description

Students will engage in the sport of fencing working in tandem to embody the process for multiplying a one digit number by a multiple of ten.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use strategies to break down multi-digit numbers for multiplication.
  • I can play a role within a group to enact a math process.

Essential Questions

  • What strategies can we use to break down a multiplication problem?
  • How can we dramatize the process of multiplying numbers together?

 

Georgia Standards

Curriculum Standards

3.PAR.3.5 Use place value reasoning and properties of operations to multiply one-digit whole numbers by multiples of 10, in the range 10-90.

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

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

 

South Carolina Standards

Curriculum Standards

3.NSBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10 – 90, using knowledge of place value and properties of operations.

Arts Standards

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

 

Key Vocabulary

Content Vocabulary

  • Multiplication - A mathematical operation used to calculate the total of one number added repeatedly a specific number of times
  • Equation - A mathematical sentence that has two equal sides separated by an equal sign
  • Factor - The numbers that are multiplied
  • Product - The answer to a multiplication problem
  • Multiplier - The number of groups
  • Multiplicand - The number of items in each group

Arts Vocabulary

  • Role – A part or character in a scene, play, or movie
  • Stage combat –The process of creating the illusion of fighting through safe, choreographed performance
  • Props – Items that actors use in a performance to depict real-life objects. Props can also be used to help students brainstorm for their writing or character study.
  • Fencing - A sport that involves two competitors using fencing swords to score points by making contact with their opponent in specific target areas

 

Materials

  • Class set of fencing props made of paper towel rolls, rolled-up newspaper, or rolled-up craft paper
  • Name tags, stickers, or another method of assigning a single digit (1-9) to each student
  • Dry erase boards or paper and utensils

 

Instructional Design

Opening/Activating Strategy

Word Passing

  • Have the class stand in a circle. Have one actor turn to their right and say the word “multiply” to the next person.  Have each person then turn and say it to the person to their right in sequence.
  • Once the class is comfortable smoothly passing the word, add a gesture – perhaps the forearms crossed to make an "X". Now, have students pass the word with the gesture.
  • Repeat the process for the words “fence” and “fencing match” coming up with a gesture for each.
  • Option: Try to pass two or all three of the words at once, starting them at equally-distanced points in the circle. Work as a class to try and keep all the words moving.
  • Explain to the students that these words are part of the day’s drama-integrated activity.

Work Session

Multiplication review

  • Review multiplication in general, and the process for multiplying a one digit number by a multiple of 10 (10-90). Model the process on the board or screen, showing how each digit is used as a factor in a series of products that are added to arrive at the final product.

Medieval Times

  • Ask the students what they know about medieval times. Gather prior knowledge, which might come from literature, movies, or even eponymously named dinner theatre experiences.
  • Discuss knights, who were warriors that served kings, and squires, who were younger men who served or were in training with knights.
  • Knights and squires were called by the honorifics "Sir" and "Master" respectively.
  • Tell students that there were female knights who were called dames.
    • Tell students that there is no set word for a younger woman who served or was in training with a dame, so for the purposes of the lesson such a person will be called a lady.
  • Explain that the class will be enacting multiplication problems taking on the roles of knights, squires, dames, and ladies through fencing matches.
  • Establish the wordplay between multiplication and the word “times” in “medieval times”.
  • Explain that in each two-digit number, the digit in the tens place will be the knight or dame, and the digit in the ones place will be the squire or lady.
    • They will be called by the honorific and the digit they bear and the value it represents, E.g., Sir 7, Squire 3, Dame 4, Lady 6. Note that because students are multiplying a whole single digit number by multiple of 10, the person representing the tens place will be the Knight or Dame and the person representing the ones place will be the Master or Lady.
  • Invite three volunteers to the front. Assign them each a role with a numerical name tag.  (For the example here, 20 and 4). In each pair, the actors to the left (as viewed by the audience) will be the knight or dame to represent the tens place (2) and a squire or lady to represent the ones place (0), and the actor to the right is the squire or lady representing the single digit whole number (4).
    • The two students representing the multiple of 10 should stand facing the single digit number.
  • Have each team state their identities/values, encouraging them to speak in the style of medieval characters. g.: “We are Dame 2 and Lady 0.” “I am Squire 4.”
  • Distribute fencing props to the actors, who represent factors.
    • Explain to students that they are props, to be used to enact the scenes. Explain that this activity is a form of stage combat, in which actors work together to simulate a scene of physical conflict.  Remind them about safety rules in the classroom.
  • Direct the actors/factors to enact the duels that comprise the "Multiplication with Medieval Times":
    • Two says, “Four, I challenge you.” Four says “Two, I challenge you.”
    • All say, “We shall battle to the bitter end – the product!  Let us multiply with the Medieval Times!”
    • Both say, “En garde!” and bring their fencing props together to form an X.
    • Then they alternate sword taps to count out the groupings represented in their multiplication: Two groups of four feints, equaling eight! Write eight on a dry erase board in the tens place.
    • Then, zero says, “Four, I challenge you.” Four says, “Zero, I challenge you.” Ask students how many groups of feints they will perform. Students should say “Zero”. Write zero in the ones place on the board.
  • Model with several groups with different numbers.
  • Variations: Depending on class behavior and teacher comfort, restrict the lesson to a series of iterations until every student has had a chance to participate; or, after ample modeling, distribute name tags and fencing props and have student work in groups of four.  If the groups are uneven, assign a fifth student to record the products and help guide the duels.

Closing Reflection

  • Ask students:
    • What did you like or learn in this lesson? What was interesting or fun?
    • How did the medieval-style stage combat help to reinforce the process for multiplying?
    • How did you use your voices and bodies to become medieval characters?

 

Assessments

Formative

  • Teacher will observe whether:
    • Students are able to work their way through the sequence of four multiplication "duels" to arrive at a product.
    • Students enact their roles with energy and clarity.
    • Students work together with their partners and teams safely and efficiently.

Summative

  • Students arrive at accurate products for their assigned numbers.
  • Students explain the process for multiplying a single digit number by a multiple of ten.
  • Students use their voices to embody medieval characters

 

Differentiation 

Accelerated: 

Give students the opportunity to multiply other combinations numbers.

Remedial:

  • Rather than having groups do independent practice, limit the lesson to guided practice with groups in front of the class.
  • Start with problems that multiply a single-digit number by a single-digit number.

 

Additional Resources

 

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Barry Stewart Mann, MFA. Revised by: Katy Betts

*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.

Revised and copyright:  June 2025 @ ArtsNOW

 

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CREATIVE EXPRESSIONS IN MULTIPLICATION: ARRAY SCULPTURES 3

ARRAY SCULPTURES

CREATIVE EXPRESSIONS IN MULTIPLICATION: ARRAY SCULPTURES

Learning Description

This lesson combines creativity with math, reinforcing students' multiplication skills while engaging them in hands-on art creation inspired by Ugo Rondinone's sculpture "Seven Magic Mountains".

 

Learning Targets

GRADE BAND: 3
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create an array to represent a multiplication problem.
  • I can explain how arrays show the relationship between multiplication and repeated addition.
  • I can design a sculpture using arrays as the foundation of my structure.
  • I can apply creativity to build a balanced and colorful sculpture inspired by "Seven Magic Mountains."

Essential Questions

  • How do we multiply two two-digit numbers together?
  • How can creating arrays help us understand multiplication?
  • In what ways can art be used to show math concepts?
  • How can I apply color and design to build a visually appealing sculpture?

 

Georgia Standards

Curriculum Standards

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

VA3.CR.2 Create works of art based on selected themes.
VA3.CR.4 Understand and apply media, techniques, processes, and concepts of three-dimensional art.
VA3.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

 

South Carolina Standards

Curriculum Standards

3.NSBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10 – 90, using knowledge of place value and properties of operations.

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. 

 

Key Vocabulary

Content Vocabulary

  • Multiplication - A mathematical operation used to calculate the total of one number added repeatedly a specific number of times
  • Equation - A mathematical sentence that has two equal sides separated by an equal sign
  • Factor - The numbers that are multiplied
  • Product - The answer to a multiplication problem
  • Multiplier - The number of groups
  • Multiplicand - The number of items in each group
  • Array - A way of organizing objects, numbers, or symbols in rows and columns to visually represent mathematical concepts, especially multiplication and division

Arts Vocabulary

  • Sculpture - A three-dimensional work of art that can be made from a variety of materials, such as wood, clay, metal, or stone.
  • Form - An object that is three-dimensional and encloses volume (cubes, spheres, and cylinders are examples of various forms)
  • Color - An element of art with three properties: 1) Hue: the name of the color, e.g. red, yellow, etc., 2) Intensity: the purity and strength of the color (brightness or dullness), 3) Value: the lightness or darkness of the color (shades and tints)
  • Pattern - Repetition of specific visual elements such as a unit of shape or form


Materials


Instructional Design

Opening/Activating Strategy

  • Introduction to arrays:
    • Begin with a mini-lesson on arrays, explaining that arrays are arrangements of objects in rows and columns that help us understand multiplication. Use visual examples and work through simple multiplication problems (e.g., three rows of four equals twelve).
  • Introduction to "Seven Magic Mountains":
    • Show images of Ugo Rondinone's sculpture "Seven Magic Mountains" using See, Think, Wonder Artful Thinking Routine.
      • Instruct students to look at the artwork or object for a moment. Ask them:
        • What do you see?
        • What do you think about what you see?
        • What do you wonder about?
      • Show the following video to students: The Making of Seven Magic Mountains.
      • Discuss the process of creating a sculpture. Ask students: How does Rondinone use color and form in his sculpture?

Work Session

  • Explain that students will use a similar idea of stacking to build their own sculptures with packing peanuts, but they will arrange their pieces into arrays to represent multiplication facts.
  • Tell students that first they will design their sculptures.
    • Have students choose a multiplication fact (e.g., 2 x 4 or 3 x 5).
    • Then, students will sketch out a simple array (e.g., two rows of four peanuts) on paper.
    • Encourage them to think about how they will stack and connect their peanuts to form their sculpture.
    • Encourage students to experiment with color and pattern.
  • Once designs are complete, students will begin building their sculptures.
    • Pass out materials to students.
    • Students will press their corn packing peanuts onto the damp sponge and stack them to match the array they designed.

As they work, circulate the room to ask questions like, "How does your array represent multiplication?" and "How many total pieces are in your sculpture?".

Closing Reflection

  • Gallery Walk and Reflection:
    • After sculptures are built, conduct a gallery walk where students can see each other's creations and solve each array.
    • Ask students to reflect in their math journals by writing about the multiplication fact their sculpture represents and how arrays helped them understand multiplication.


Assessments

Formative

Monitor students' understanding during the building phase by asking them to explain their arrays and multiplication facts.

Summative

Students will complete a written reflection in their math journals, explaining their array and the multiplication fact it represents.


Differentiation

Accelerated: 

  • Allow students to create more complex arrays or explore multiplication with larger numbers.


Remedial:

  • Allow students to work in smaller groups or provide additional support with simpler multiplication facts.


Additional Resources

https://sevenmagicmountains.com


Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Shannon Green

*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.

Revised and copyright:  June 2025 @ ArtsNOW

 

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