MOVEMENT AND MEASUREMENT 2-3

MOVEMENT AND MEASUREMENT

MOVEMENT AND MEASUREMENT

Learning Description

In this math and dance lesson, students will compare tall and short height through dance levels. With partners, they will participate in a mirror dance demonstrating their understanding of levels and measurements.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use levels to compare movements that are taller and shorter.

  • I can use my body to demonstrate changes in levels and size.

  • I can use instruments of measurement, such as a ruler or meter stick, to test my conclusions.

  • Grade 3: I can choreograph a dance and organize the data into a line plot.

Essential Questions

  • How can dancers use levels to compare movements that are taller and shorter?

  • How can you use your body to demonstrate changes in levels and size

  • What instruments can we use to determine height?

 

Georgia Standards

Curriculum Standards

Grade 2

2.MDR.5: Estimate and measure the lengths of objects and distance to solve problems found in real-life using standard units of measurement, including inches, feet, and yards.

 

2.MDR.5.2 Estimate and measure the length of an object or distance to the nearest whole unit using appropriate units and standard measuring tools.

 

2.MDR.5.3 Measure to determine how much longer one object is than another and express the length difference in terms of a standard-length unit.

Arts Standards

Grade 2

​​ESD2.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance. a. Apply dance terminology to describe and create movement (e.g. levels, pathways, directions, speed, rhythm, energy, qualities, shapes).

 

ESD2.CN.3 Identify connections between dance and other areas of knowledge.

 

South Carolina Standards

Curriculum Standards

Grade 2

2.MDA.3 Estimate and measure length/distance in customary units (i.e., inch, foot, yard) and metric units (i.e., centimeter, meter). 

 

2.MDA.4 Measure to determine how much longer one object is than another, using standard length units.

 

Grade 3

3.MDA.4 Generate data by measuring length to the nearest inch, half-inch and quarter-inch and organize the data in a line plot using a horizontal scale marked off in appropriate units.

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

  • Measurement - The size, amount, degree, or capacity of something; it is typically determined by using an instrument or device marked in standard units

  • Inches - A unit of length in the United States customary systems of measurement; twelve inches make a foot

  • Foot - A unit of length in the United States customary systems of measurement

  • Meter - The base unit of length in the International System of Units (SI)

  • Meter stick - A tool that measures meters
  • Ruler - A tool that measures inches

Arts Vocabulary

  • Movement - The various actions performed by the body to create and express motion, rhythm, and emotion

  • Mirror dance - A type of dance exercise or performance in which two dancers face each other and perform movements that mirror each other's actions, as if one dancer is the reflection of the other in a mirror

  • Shape - The positioning and form of the dancer's body

  • Levels - The use of different heights or vertical spaces through which dancers move and position their bodies (high, middle, low)

  • Choreography - The art of designing and arranging movements to create a structured and cohesive performance

 

Materials

  • Photos of dancers demonstrating different levels
  • Drum or music
  • Meter stick
  • Ruler

 

Instructional Design

Opening/Activating Strategy

Show students several photographs of dancers in various positions that show different heights. Ask students to compare the height of the different positions. Tell students that the height of a dancer’s movement is called a level (high, middle, low).

 

Work Session

    • Lead exploration of taller and shorter shapes and movements with “Move and Freeze”. 
    • Teacher will need a drum or music for accompaniment.  
      • Tell students that they are going to dance “Move and Freeze”. This means that when they hear the drum or music, they move, and when it stops, they freeze in a shape, like a statue. 
      • Remind students to make sure that they have a “space bubble” around them so that they don’t bump or touch anyone. 
      • Tell students that they will dance in “self-space”, which means that they will stay in one spot. 
      • Begin the exercise. When the teacher stops the drum or music, tell students to freeze in a shape at a high level. Then, to stretch their shape taller, and freeze again, then stretch taller, and then freeze again. Do the same with low levels to make a shape shorter. 
    • Reflect by asking students whether they were able to make their high level shapes taller and their low level shapes shorter. How do they know? 
    • Next, tell students that they will be creating a mirror dance with a partner to explore tall and short shapes and movements. 
      • Ask students to find a partner. One will start as the leader and one as the follower. 
      • Students will face each other; as the leader moves, the follower will mirror the leader’s movements.
      • Verbally cue leaders as they demonstrate tall and short movements for their partner to mirror. 
        • Tell leaders to start by making tall movements with high levels; then, to freeze in a tall shape. 
        • Tell leaders to use even taller movements; then, to freeze in a shape. 
        • Tell leaders to use shorter movements with a low level. Then, to freeze in a short shape. 
        • Tell leaders to use even shorter movements and freeze in a shape. 
        • Once students understand the concept, allow them to choreograph their own movements.
      • Allow the followers to participate in the leader role and the leaders to participate in the follower role.
      • Facilitate pair-share reflection.
        • Tell students to respond to the following questions: 
          • What types of movements and levels did you pick when you were the leader? Tall, short?
          • Partners, how did you know that was true (that they were tall or short)?
    • Tell students that “Dancing Mathematicians” wonder why things are true, so they will test their conclusions.
      • Review units of measurement with students: Inches, feet and meters.  
      • Review how to use a measuring device such as a meter stick and/or ruler.
      • Ask for two student volunteers. Volunteer 1 will make a short shape at a low level. Volunteer 2 will make a tall shape at a high level. 
      • The class should state which is taller and which is shorter. Ask students what instrument they could use to determine the difference between the heights and determine if their conclusions were correct.
      • Ask a third volunteer to measure the difference between the heights. Discuss findings as a class.

     

    Grade 3 extension: 

    • Tell students that they will be choreographing a dance using high, middle, and low levels. 
      • They can choose the movements and body shapes they would like to use in each level. 
      • They should have at least eight movements in their choreography and should have movements in each level. 
      • They can repeat levels, movements, and shapes however they would like.
    • After they have choreographed their dance, students should interpret their choreography into data and organize their data into a line plot.
    • Students will perform choreographed dances for the class and share their line plots.

    Closing Reflection

    • Ask students to explain how they used levels to make shapes and movements that were taller and shorter in height.
    • Ask students to explain how they determined which movements were taller and which were shorter. 
    • Ask students to explain how these strategies can help them estimate measurement in other scenarios.

     

    Assessments

    Formative

    Teachers will assess students’ understanding by observing students’ discussion of levels in dance photography, participation in “Move and Freeze”, and their participation in the mirror dance and choreography.

     

    Summative

    CHECKLIST

    • Students can use levels to compare movements that are taller and shorter.
    • Students can use their bodies to demonstrate changes in levels and size.
    • Students can use instruments of measurement, such as a ruler or meter stick, to test their conclusions.

          Grade 3 extension: 

    • Students can choreograph a dance with eight movements that show low, middle, and high levels.
    • Students can interpret choreography as data and organize data into a line plot.

     

    DIFFERENTIATION 

    Accelerated: 

    • Students can compare objects in the room by length (long/short) and create choreography with long and short locomotor movements (any movement that travels through space from one location to another).
    • Students can estimate the height of their movements and check them with a ruler or meter stick.
    • Students can choreograph a dance that uses low, middle, and high levels. 

    Remedial: 

    • For students who struggle with understanding space, this activity can be done outside to allow more space. 
    • Physically adapt this lesson so that students use only upper or lower body movement.

    *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: Jessica Wurst

    Revised and copyright:  May 2024 @ ArtsNOW

     

    DOL EMPATHY IN ART 2-3

    EMPATHY IN ART

    EMPATHY IN ART

    Learning Description

    In this lesson, students will be exposed to the work of three artists: Margaret Keane, Norman Rockwell and Fabio Napoleoni. Students will use artworks by these artists to practice using empathy.

     

    Learning Targets

    GRADE BAND: 2-3
    CONTENT FOCUS: VISUAL ARTS & SOCIAL EMOTIONAL LEARNING
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can express the meaning of empathy and can empathize with others.

    • I can identify the emotions portrayed in an artwork and use clues from the artwork to justify my answers.

    Essential Questions

    • What does empathy mean?

    • How do artists express emotions in their work?

     

    Georgia Standards

    Curriculum Standards

    ASCA: Behavior Standards

    School counselors provide culturally sustaining instruction, appraisal and advisement, and counseling to help all students demonstrate: Social Skills.

    B-SS 4. Empathy

    B-SS 6. Effective collaboration and cooperation skills

    Arts Standards

    Grade 2

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

     

    VA2.CN.2 Integrate information from other disciplines to engage in the understanding and production of works of art. a. Explore universal concepts (e.g. self, family, community, world) inspired by other subject areas.

     

    Grade 3

    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.2 Integrate information from other disciplines to enhance the understanding and production of works of art. a. Apply art skills and knowledge to improve understanding in other disciplines. 

     

    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

    ASCA: Behavior Standards

    School counselors provide culturally sustaining instruction, appraisal and advisement, and counseling to help all students demonstrate: Social Skills.

    B-SS 4. Empathy

    B-SS 6. Effective collaboration and cooperation skills

    Arts Standards

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

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

     

    Key Vocabulary

    Content Vocabulary

    • Empathy - The ability to understand and share the feelings of another person

    • Perspective - The lens through which individuals interpret information, experiences, and interactions
    • Emotion - A combination of feelings, bodily responses, and behaviors that occur in response to situations or events

    Arts Vocabulary

    • Painting - A two-dimensional artwork made using wet media such as tempera, oil, or watercolor

    • Color - One of the seven Elements of Art; reflected or absorbed light; color can be used to express emotion or mood in an artwork
    • Value - One of the seven Elements of Art; the lightness or darkness of something; artists can use value to create mood

     

    Materials

     

    Instructional Design

    Opening/Activating Strategy

    • Project an image of the artwork Girl at a Mirror by Norman Rockwell. 
    • Ask students to “step inside” the image.
      • Ask students to consider what the girl might be thinking about? Feeling? Why is she looking at herself in the mirror?
      • Have students share their thoughts with a partner.
      • Facilitate a class discussion around student responses. Emphasize that students can have different interpretations because of their individual perspectives and that no perspective is “wrong”. 
    • Discuss the concept of empathy and perspective with students.

     

    Work Session

    • Introduce students to the three artists they will be looking at: Margaret Keane, Norman Rockwell and Fabio Napoleoni.
    • Show students images of these artists' paintings through the presentation.
    • Break students into small groups. Ask each group to select one of the artworks from the presentation.
      • Ask students to consider what the character in the image might be thinking about? Feeling? What in the image tells them that?
        • Ask students to pay attention to physical elements in the paintings, the facial expressions of the characters, the colors and the value the artists use. 
      • Allow students to present their analysis to the class. 
    • Students should select one artwork to analyze individually. Students will create a description of their selected painting, reflecting on who the character is and what their life might be like using the Step In. Step Out. Step Back. graphic organizer. Project page two of the graphic organizer while students complete page one.

    Remind students to pay attention to physical elements in the paintings, the facial expressions of the characters, the colors and the value the artists use.

     

    Closing Reflection

    • Allow students to share their analysis in small groups providing visual evidence from the painting for their analysis.
    • Facilitate a class discussion about how students can use the same skills that they practiced to analyze art to empathize with others.

     

    Assessments

    Formative

    Teachers will assess student understanding of empathy by observing students’ answers during class and small group discussion and students’ individual artwork analysis.

     

    Summative

    CHECKLIST

    • Students can express the meaning of empathy and can empathize with others.
    • Students can identify the emotions portrayed in an artwork and use clues from the artwork to justify their answers.

     

    DIFFERENTIATION 

    Accelerated: Students can expand their graphic organizer into a journal entry from the perspective of the character in their painting.

    Remedial: Allow students to complete the analysis and graphic organizer with a partner.

     

     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: Shiela Garth

    Revised and copyright:  May 2024 @ ArtsNOW

     

    EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS 4-5

    EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS

    EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS

    Learning Description

    In this lesson, students will learn about the properties of light by creating shadow puppets. Students will observe how light interacts differently with translucent, transparent, and opaque materials. They will use the design process to plan, experiment, and refine their shadow puppet designs, culminating in a shadow puppet performance that demonstrates a life science concept they are learning.

     

    Learning Targets

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

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can demonstrate a life science concept I am learning about through puppetry

    • I can create a shadow puppet using the materials and design I planned.

    • I can explain how light interacts with different materials to create shadows.

    Essential Questions

    • How can shadow puppetry be used to demonstrate concepts in life science?

    • How does light interact with different materials?

     

    Georgia Standards

    Curriculum Standards

    Grade 4

    S4P1. Obtain, evaluate, and communicate information about the nature of light and how light interacts with objects. a. Plan and carry out investigations to observe and record how light interacts with various materials to classify them as opaque, transparent, or translucent.

     

    S4L1. Obtain, evaluate, and communicate information about the roles of organisms and the flow of energy within an ecosystem. 

     

    Grade 5

    S5L1. Obtain, evaluate, and communicate information to group organisms using scientific classification procedures.

     

     

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

     

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

     

     

     

    South Carolina Standards

    Curriculum Standards

    Grade 4

    4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

     

    4-LS1-1. Construct an argument that plants and animals have internal and external structures that function together in a system to support survival, growth, behavior, and reproduction.

     

    Grade 5

    5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

     

     

    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

    • Shadow - A dark area that forms when an object blocks light

    • Light - A form of energy that travels in waves and can be seen by our eyes
    • Design process - A process of revising work
    • Organism - Any individual living entity that can carry out life processes independently
    • Ecosystem - A community of living organisms (plants, animals, and microorganisms) interacting with each other and their non-living environment (such as air, water, and mineral soil)
    • Adaptations - Special characteristics or behaviors that help organisms survive and thrive in their environment
    • Producers - Organisms in an ecosystem that are capable of photosynthesis or chemosynthesis, enabling them to produce their own food
    • Consumers - Organisms in an ecosystem that obtain energy by consuming other organisms
    • Decomposers - Organisms in an ecosystem that break down dead organic matter into simpler substances, such as minerals and nutrients

    Arts Vocabulary

    • Shadow puppet - A shadow puppet is a form of storytelling where cut-out figures are manipulated behind a screen to create shadowy images visible to the audience
    • Shape - One of the seven Elements of Art; a two-dimensional figure

     

    • Silhouette - The outline or shape of an object or person that appears dark against a lighter background
    • Contrast - One of the Principles of Design; the difference between two visual elements put side by side

     

    Materials

    • Overhead projector or flashlight
    • White sheets or large sheet of white paper
    • Cardstock or stiff paper
    • Scissors
    • Tape or glue
    • Variety of translucent, transparent, and opaque materials (e.g., tissue paper, cellophane, cardboard, plastic sheets)
    • Brads
    • Hole punch or awl
    • Bamboo skewers/popsicle sticks
    • Masking tape

     

    Instructional Design

    Opening/Activating Strategy

    • Discuss the properties of light and the difference between translucent, transparent, and opaque materials.
    • Introduce the concept of shadow puppetry and its history by watching a short video or demonstration of shadow puppet storytelling (Video: Introduction to Shadow Puppetry; Video: The Legend of the Chinese Zodiac (Alternative: The Three Little Pigs).
    • Ask students to make observations on how the puppets looked and how that differs from other puppets they may have seen.
      • Discuss silhouettes and contrast.
    • Explore light and materials with students.
      • Divide the students into small groups.
      • Provide students with different materials such as translucent paper, transparent plastic, opaque cardstock and a light source such as a flashlight.
      • Tell students to experiment with the materials to see how they affect the transmission of light and shadows by shining a light on them.
      • Discuss the findings as a class.
      • Have students sort materials into transparent, translucent, and opaque.

     

     

    Work Session

    • Tell students that they will be using transparent, translucent, and opaque materials to create shadow puppets that demonstrate one of the life science concepts they are learning about, such as the interdependence of organisms in an ecosystem.
    • Introduce the design process by showing students the image below.
      • Explain to students that artists use this process to revise and improve their artwork; students will use this process in planning, designing and creating their puppets.
      • Divide students into small groups. Assign each group a life science concept.
      • Remind students that in a shadow puppet performance, there are characters that tell a story. Ask students to identify who the “characters” will be in their life science concept. 
      • Allow students time to brainstorm and sketch out their plans for their shadow puppet characters. Circulate and assist students with their designs.
      • Introduce the materials students will use to create shadow puppets (cardstock, scissors, tape, brads, colored theater gels, bamboo skewers) and demonstrate how to use them safely to create their shadow puppets. Teacher tip: Pre-cut shapes out of cardstock so that students can simply assemble pieces together to create their shadow puppets. 
      • As students begin creating their puppets, remind them of the design process. They may need to revise their designs as they translate their sketch to their puppet.
    • After creating their shadow puppets, students will collaborate with their groups to plan their performances.
      • Remind students that in a shadow puppet performance, there will be a beginning, middle, and an end. Ask students to consider what the beginning, middle, and end should be in their life science concept.
      • Have students write out narration (can include dialogue if desired) for their shadow puppet performance using the vocabulary from the science unit. Students’ narration should explain the scientific process that they show through their performance.
    • Provide time for groups to practice and refine their performances before presenting to the class.

     

    Closing Reflection

    • Groups will present their shadow puppets to the class. Model how to celebrate students' creativity and teamwork in presenting.
    • Facilitate a discussion that focuses on how students demonstrated the life science concept through their shadow puppet performance.
    • At the end of the lesson, have students complete a written 3-2-1 ticket out the door–three things they learned, two things they found interesting, and one question that they have. Provide time for students to share with a partner, small group, or the class.

     

    Assessments

    Formative

    Teacher will assess student learning by:

    • Observing students' engagement and participation during the exploration and experimentation phase.
    • Checking students’ understanding of life science concepts through questioning and discussions.
    • Providing feedback on students' initial puppet designs to guide them in the revision process.
    • Reviewing students’ 3-2-1 tickets out the door.

     

     

     

    Summative

    CHECKLIST: 

    • Students can demonstrate a concept in life science through a shadow puppet performance.
    • Students can use creativity to design and create shadow puppets that demonstrate a concept in life science.
    • Students can explain the properties of light and shadow.

     

    DIFFERENTIATION 

    Accelerated: 

    • Students can create a backdrop for their shadow puppet show to enhance their storytelling. 
    • Allow students to explore the history and significance of shadow puppetry in different cultures around the world.

    Remedial: 

    • Provide a sequencing guide or graphic organizer for students to organize their ideas for their performances. This can be used as a substitute for written narration.

     

     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: Shannon Green. Updated by Katy Betts.

    Revised and copyright:  July 2024 @ ArtsNOW

     

    EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS 2-3

    EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS

    EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS

    Learning Description

    In this lesson, students will use the design process to plan, experiment, refine, and create shadow puppets that illustrate a life science concept. The lesson will conclude with a shadow puppet performance that showcases their concept.

     

    Learning Targets

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

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can demonstrate a life science concept I am learning about through puppetry

    • I can create a shadow puppet using the materials and design I planned.

    Essential Questions

    • How can shadow puppetry be used to demonstrate concepts in life science?

     

    Georgia Standards

    Curriculum Standards

    Grade 2

    S2L1. Obtain, evaluate, and communicate information about the life cycles of different living organisms. 

     

    Grade 3

    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.

     

    Arts Standards

    Grade 2

    VA2.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

     

    VA2.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art. 

     

    Grade 3

    VA3.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

     

    VA3.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art.

     

     

    South Carolina Standards

    Curriculum Standards

    Grade 2

    2-LS2-1. Plan and conduct an investigation to determine what plants need to grow.

     

    2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

     

    Grade 3

    3-LS1-1. Develop and use models to describe how organisms change in predictable patterns during their unique and diverse life cycles.

     

    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

    • Shadow - A dark area that forms when an object blocks light

    • Light - A form of energy that travels in waves and can be seen by our eyes
    • Design process - A process of revising work
    • Life cycles - The series of stages that an organism goes through during its lifetime, from birth or germination to death or decay
    • Habitats - Specific places where organisms live and find the resources they need to survive, such as food, water, shelter, and space
    • Pollination - The process by which pollen is transferred from the male part (anther) of a flower to the female part (stigma) of the same or another flower

    Arts Vocabulary

    • Shadow puppet - A shadow puppet is a form of storytelling where cut-out figures are manipulated behind a screen to create shadowy images visible to the audience

    • Shape - One of the seven Elements of Art; a two-dimensional figure

     

    • Silhouette - The outline or shape of an object or person that appears dark against a lighter background

    • Contrast - One of the Principles of Design; the difference between two visual elements put side by side

     

    Materials

    • Overhead projector or flashlight
    • White sheets or large sheet of white paper
    • Cardstock or stiff paper
    • Scissors
    • Tape or glue
    • Variety of translucent, transparent, and opaque materials (e.g., tissue paper, cellophane, cardboard, plastic sheets)
    • Brads
    • Hole punch or awl
    • Bamboo skewers/popsicle sticks
    • Masking tape

     

    Instructional Design

    Opening/Activating Strategy

    • Introduce the concept of shadow puppetry and its history by watching a short video or demonstration of shadow puppet storytelling (Video: Introduction to Shadow Puppetry; Video: The Three Little Pigs).
    • Ask students to make observations on how the puppets looked and how that differs from other puppets they may have seen.
      • Discuss silhouettes and contrast.

     

     

    Work Session

    • Tell students that they will be creating shadow puppets that demonstrate one of the life science concepts they are learning about, such as life cycles.
    • Introduce the design process by showing students the image below.
      • Explain to students that artists use this process to revise and improve their artwork; students will use this process in planning, designing and creating their puppets.
      • Divide students into small groups. Assign each group a life science concept.
      • Remind students that in a shadow puppet performance, there are characters that tell a story. Ask students to identify who the “characters” will be in their life science concept. 
      • Allow students time to brainstorm and sketch out their plans for their shadow puppet characters. Circulate and assist students with their designs.
      • Introduce the materials students will use to create shadow puppets (cardstock, scissors, tape, brads, colored theater gels, bamboo skewers) and demonstrate how to use them safely to create their shadow puppets. 
      • As students begin creating their puppets, remind them of the design process. They may need to revise their designs as they translate their sketch to their puppet.
    • After creating their shadow puppets, students will collaborate with their groups to plan their performances.
      • Remind students that in a shadow puppet performance, there will be a beginning, middle, and an end. Ask students to consider what the beginning, middle, and end should be in their life science concept.
    • Provide time for groups to practice and refine their performances before presenting to the class.

     

    Closing Reflection

    • Groups will present their shadow puppets to the class. Model how to celebrate students' creativity and teamwork in presenting.
    • Facilitate a discussion that focuses on how students demonstrated the life science concept through their shadow puppet performance.
    • At the end of the lesson, have students complete a 3-2-1 ticket out the door–three things they learned, two things they found interesting, and one question that they have. Provide time for students to share with a partner, small group, or the class.

     

    Assessments

    Formative

    Teacher will assess student learning by:

    • Observing students' engagement and participation in the activator.
    • Checking students’ understanding of life science concepts through questioning and discussions.
    • Providing feedback on students' initial puppet designs to guide them in the revision process.
    • Reviewing students’ 3-2-1 tickets out the door.

     

     

    Summative

    CHECKLIST: 

    • Students can demonstrate a concept in life science through a shadow puppet performance.
    • Students can use creativity to design and create shadow puppets that demonstrate a concept in life science.

    DIFFERENTIATION 

    Accelerated: 

    • Students can create a backdrop for their shadow puppet show to enhance their storytelling. 
    • Allow students to explore the history and significance of shadow puppetry in different cultures around the world.
    • Students can write a sequence of events to explain/narrate their performances.

    Remedial: 

    • Provide students with pre-cut materials for students to assemble to create their shadow puppets. 
    • Provide a sequencing guide or graphic organizer for students to plan their performances. 

     

     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: Shannon Green. Updated by Katy Betts.

    Revised and copyright:  July 2024 @ ArtsNOW

     

    SIMPLE MACHINE HEXATHLON CHALLENGE 4-5

    SIMPLE MACHINE HEXATHLON CHALLENGE

    SIMPLE MACHINE HEXATHLON CHALLENGE

    Learning Description

    In this lesson, students will read how Mazie engineers simple machines in her house when students read the book, Mazie’s Amazing Machines, by Sheryl Haft. Students will embody six simple machines in their groups by creating tableaux and playing the 3-Second Machine Game. They will then be challenged to create a hexathlon (six-event) competition using pantomime by designing six simple machines using their bodies.

     

    Learning Targets

    GRADE BAND: 4-5
    CONTENT FOCUS: THEATRE & SCIENCE
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can bring simple machines to life using my body.

    • I can work as a team to design simple machines. 

    • I can work as a team to pantomime everyday tasks using simple machines. 

    Essential Questions

    • How do simple machines help make tasks in our everyday lives easier?

    • How do the parts of something help make the whole?

     

    Georgia Standards

    Curriculum Standards

    Grade 4

    S4P3. Obtain, evaluate, and communicate information about the relationship between

    balanced and unbalanced forces.

    1. Ask questions to identify and explain the uses of simple machines (lever, pulley, wedge, inclined plane, wheel & axle, and screw) and how forces are changed when simple machines are used to complete tasks.

     

     

    Arts Standards

    Grades 4TA4.PR.1  Act by communicating and sustaining roles in formal and informal environments. c. Collaborate and perform with an ensemble to present theatre to an audience. d. Create and perform characters based on imagination. e. Identify and explore character choices and relationships in a variety of dramatic forms (e.g. narrated story, pantomime, puppetry, dramatic play).

     

    South Carolina Standards

    Curriculum Standards

    Grade 4

    4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object.

     

    4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide.

     

     

    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

    • Simple machines - Basic mechanical devices that are used to make work easier by altering the magnitude or direction of a force

    • Motion - The change in position or orientation of an object with respect to a reference point or frame of reference
    • Lever - A simple machine consisting of a rigid beam or bar that is free to pivot around a fixed point called a fulcrum
    • Pulley - A simple machine consisting of a grooved wheel (often called a sheave) that is mounted on a fixed or movable axle
    • Wedge - A simple machine consisting of a triangular-shaped object with a sharp edge or inclined plane on one or both of its sides
    • Inclined plane - A simple machine consisting of a sloping surface or ramp that reduces the amount of force required to lift or move objects vertically
    • Wheel and axle - A simple machine consisting of a wheel (a circular object with a central hole) mounted on an axle (a cylindrical shaft)
    • Screw - A simple machine and a type of fastener that consists of a cylindrical shaft with a helical (spiral) ridge or thread wrapped around it
    • Fulcrum - A fixed point or pivot around which a lever or other mechanical device rotates or moves
    • Load - The force or weight that is applied to a structure, device, or system
    • Force - A push or pull that can cause an object to change its state of motion, accelerate, deform, or experience other effects

    Arts Vocabulary

    • Body - The physical presence, movements, and expressions of an actor

    • Gestures - The movements and actions of the body, particularly the hands, arms, and face, that are used by actors to convey emotions, thoughts, intentions, and messages to the audience
    • Tableau - A static and silent scene or picture created by actors who freeze in specific poses or positions to represent a moment or concept
    • Pantomime - A form of performance where actors use gestures, facial expressions, and body movements to convey a story or narrative without speaking

     

    Materials

    Instructional Design

    Opening/Activating Strategy

     

    Work Session

    SIMPLE MACHINE TABLEAU GAME

    • Explain to students that they will be making a tableau demonstrating a simple machine that they learned about in the book.
      • Explain to students that a tableau is a static and silent scene or picture created by actors who freeze in specific poses or positions to represent a moment or concept
    • Give each student a lanyard with the name of a simple machine. 
    • Have students get in groups of three with students who have the same simple machine. 
    • Have each group create a tableau of their machine using each group member. Then ask students to “bring it life” and demonstrate how the simple machine works with movement.

     

    INTRODUCE PANTOMIME

    • Explain to students that pantomime is a form of performance where actors use exaggerated gestures, facial expressions, and body movements to convey a story or narrative without speaking. Actors use acting and reacting in pantomime. 
    • Show students a video of pantomime such as Le Mime Marceau or Punch & Mimi- Brushing Teeth.

     

    EVERYDAY SIMPLE MACHINE TASKS

    • Ask students if they can think of examples of simple machines being used in everyday activities. Some examples are:
      • Inclined plane: Wheelchair ramp, skateboard ramp, slide
      • Wedge: Knife, axle, plow, prop to keep a door open
      • Screw: Lid to a jar, bottle opener, corkscrew
      • Wheel and axle: Steering wheel of a car, bicycle pedal
      • Pulley: Flagpole with flag, raising and lowering blinds
      • Lever: Scissor handle, paperclip, clothespin

     

    CLASS HEXATHLON PHYSICAL CHALLENGE

    • Introduce hexathlon events to students. These are Olympic-like events that have six different sports or competitions that athletes must perform.
    • Tell students that they will create a Pantomimed Hexathlon Class Competition, with each of the six competitions representing an everyday task for each of the six simple machines.
      • Examples:
        • Prop a door open (wedge)
        • Untwist ten jar lids (screw)
        • Push a box up a ramp (inclined plane)
        • Complete a lap by scooter (wheel and axle)
        • Lift the most weight with a pulley
        • Sweep a ball into a goal using a broom (lever) 
    • Have each group develop a team name. 

     

    DEVELOP GAMES

    • Each group will identify one everyday task for each of the six simple machines. 
    • Hand out the SIMPLE MACHINE HEXATHLON CHALLENGE TASKS -  WORKSHEET for students to identify a task for each simple machine. 
    • Next, have students develop a pantomime for each task.
      • Tell students that it should have a beginning, middle, and end movement. This will help clarify and slow down the movements to avoid an overall general movement that does not show distinct parts. 

     

    LET THE GAMES BEGIN

    • Set the stage by playing Olympic music.
    • Invite each group to perform their tasks and time them. 
    • Have students in the audience identify which simple machine each task used.

     

    Closing Reflection

    • Facilitate a class discussion that reflects on the following questions:
      • How can you use simple machines in your life to make everyday tasks easier? 
      • Can you design a machine in your house or community to help someone in need? Which simple machines would it use? 
    • Have students draw a diagram of the beginning, middle, and end of each task pantomime with labels of simple machine names as well as any related vocabulary.
    • Students should reflect and write about their machines and their process in designing them in their STEAM journal.

     

    Assessments

    Formative

    Teacher will assess students by:

    • Circulating the room assessing students’ understanding of the simple machine movements. *Adjust and correct students as you encounter movements that do not reflect the simple machine. 
    • Asking questions to determine if students’ bodies match the simple machine movements. 
    • Asking specific questions about the fulcrum, load, and force.

     

     

    Summative

    CHECKLIST

    • Students can accurately bring simple machines to life with their bodies using pantomime and tableau.
    • Students can write about their machines and their processes in their STEAM journal. 
    • Students can draw a diagram of the beginning, middle, and end of each task pantomime with labels of simple machine names as well as any related vocabulary.

     

     

    DIFFERENTIATION 

    Accelerated: Have students videotape their group, introducing and enacting their Hexathlon competition machines on Flip Grid or another recording application. 

    Remedial: Have students explain one simple machine competition activity using a beginning, middle, and end. 

     

     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:  Susie Spear Purcell. Updated by: Katy Betts.

    Revised and copyright:  August 2024 @ ArtsNOW