SIMPLE MACHINE HEXATHLON CHALLENGE 2-3

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, Mazie’s Amazing Machines, by Sheryl Haft. Students will embody the 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 simple machines using their bodies.

 

Learning Targets

GRADE BAND: 2-3
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. 

  • I can explain the role of force and motion in 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 2

S2P2. Obtain, evaluate, and communicate information to explain the effect of a force (a push or a pull) in the movement of an object (changes in speed and direction).

 

Arts Standards

Grade 2TA2.PR.1 Act by communicating and sustaining roles in formal and informal environments. a. Use imagination and vocal elements (e.g. inflection, pitch, volume, articulation) to communicate c. Collaborate and perform with an ensemble to share theatre with an audience. d. 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 3

3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

 

3-PS2-2. Make observations and measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

 

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
  • Force - A push or pull that can cause an object to change its state of motion, accelerate, deform, or experience other effects

 

  • 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

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

  • Show the video – Coca-Cola Music Machine: "I'd Like to Buy the World a Coke".
  • Ask students to describe what they saw.
    • Ask students what the purpose of the machine was in the video. 
    • Discuss what a simple machine is.
  • Introduce Rube Goldberg to students.
    • Read the book Mazie’s Amazing Machines by Sheryl Haft, 
    • While reading the book, explore each simple machine with a body movement. 
    • After reading the book, ask students which Mazie machine was their favorite and how it made life simpler.
    • Ask students how motion and force played a role in the simple machines.

 

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.
  • Debrief the simple machines discussing the roles of motion and force.

 

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

  • In their groups, ask students to think of an example of their simple machine 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
  • Ask students to identify how force and motion make their machine work.
  • Provide time for groups to share with the class.

 

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 develop one task for their assigned simple machine (the same simple machine that they made a tableau of). 
  • Hand out the SIMPLE MACHINE HEXATHLON CHALLENGE TASKS -  WORKSHEET for students to identify a task for their simple machine. 
  • Next, have students develop a pantomime for their 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.
  • Discuss the role of force and motion in the simple machine.

 

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. 
  • Students can explain the role of force and motion in the function of simple machines.

 

DIFFERENTIATION 

Accelerated: 

  • Have students videotape their group, introducing and enacting their Hexathlon competition machines on Flip Grid or another recording application. 
  • Have students pantomime multiple simple machines (or all six), instead of just one. 

Remedial: Instead of individual groups developing their own simple machines, the class can develop six simple machine tasks together.

 

 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

 

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EARTH SYSTEMS, ENVIRONMENT & CONSERVATION THROUGH MOVEMENT 4-5

EARTH SYSTEMS, ENVIRONMENT & CONSERVATION THROUGH MOVEMENT

EARTH SYSTEMS, ENVIRONMENT & CONSERVATION THROUGH MOVEMENT

Learning Description

In this lesson, students will understand how choreographers use performance as a platform for communicating concepts. By creating their own choreography, students will learn and teach their classmates about the scientific concepts they are investigating in class.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use performance as a platform to inform audiences about important issues.

  • I can create a choreographic work about scientific concepts.

Essential Questions

  • How and why do choreographers create dances to inform audiences about important issues?

  • How can I demonstrate my understanding of scientific concepts through choreography and movement?

 

Georgia Standards

Curriculum Standards

Grade 4

S4E3. Obtain, evaluate, and communicate information to demonstrate the water cycle.

 

Grade 5

S5E1. Obtain, evaluate, and communicate information to identify surface features on the Earth caused by constructive and/or destructive processes.

 

Arts Standards

Grade 4

ESD4.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD4.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD4.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD4.RE.1 Demonstrate critical and creative thinking in dance.

 

Grade 5

ESD5.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD5.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD5.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD5.RE.1 Demonstrate critical and creative thinking in dance.

 

 

South Carolina Standards

Curriculum Standards

Grade 4

4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

 

4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and how their uses affect the environment.

 

4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

 

Grade 5

5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

 

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

  • Geosphere - The solid parts of the Earth, encompassing all the layers that make up the planet's structure

  • Biosphere - The global sum of all ecosystems, including all living organisms and their relationships with the environment, encompassing both land and water areas

  • Hydrosphere - All of the water found on, under, and over the surface of the Earth

  • Atmosphere - The layer of gasses surrounding the Earth, held in place by gravity

 

  • Constructive forces - The natural processes that contribute to the building up or formation of Earth's surface features or geological structures

  • Destructive forces - The natural processes or phenomena that cause the breaking down, wearing away, or erosion of Earth's surface features or geological structures

  • Weathering - The natural process by which rocks, soils, and minerals are broken down into smaller particles through exposure to the Earth's atmosphere, water, and biological organisms

 

  • Erosion - The process by which soil, rock, and other surface materials are worn away and transported from one location to another by natural forces such as wind, water, ice, and gravity

  • Water cycle - The continuous movement and exchange of water between the Earth's surface, atmosphere, and hydrosphere (which includes oceans, rivers, lakes, groundwater, and ice caps)

Arts Vocabulary

  • Choreographer/Choreography - The art of designing and arranging sequences of movements, steps, and gestures to create a dance piece

  • Levels - The vertical positioning of the dancer's body in relation to the floor (high, mid, low)

  • Shape - The visual configuration or arrangement of the dancer's body or limbs in space

  • Tempo - The speed or pace of the music to which dancers perform

  • Energy - The quality, intensity, and dynamic force behind movement

  • Pathway - The route that a dancer's movement takes through space; it can encompass the direction, shape, and pattern of movement as the dancer moves across the performance space

 

Materials

  • Dance/piece of choreography to watch (see examples in “Additional Resources”)
  • Music

 

 

Instructional Design

Opening/Activating Strategy

  • Using vocabulary from the current unit of study in science, ask students to show a movement to represent a vocabulary word or idea.  Ask students to explain why they chose their movement and how/why that movement would represent the definition/idea to an audience.
  • Tell students that choreographers are like authors except they don't use words and pictures to help the audience understand what they are communicating.  
    • Instead, they use their bodies and movement to teach the audience about the concept.  
    • Creating choreography about science is just like an author writing an informational text; our dance must inform the audience through movement.

 

Work Session

  • Watch a piece of choreography about an earth system or the environment/conservation (see “Additional Resources”).
  • Discuss choreographic choices/movements used to express thoughts and ideas to the audience.
    • Lead students in a movement exercise to introduce them to the following dance terms: Levels, shape, tempo, energy, and pathways. 
      • Begin by playing music. Help students find the beat by tapping their toes or patting their legs.
      • Prompt students to make shapes with their bodies to express the words that they hear, such as curved, straight, angular, twisted etc.
      • Next, have students explore pathways. Tell students that pathways are the route that a dancer's movement takes through space. Ask students to begin traveling through the room, moving from place to place, as you prompt them with different body shapes. Encourage students to think about how they can link their movements together fluidly.
      • Ask students to freeze in place. Bring students’ attention to levels (high, mid, 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. Provide prompts, such as, “Create a curved low-level shape”, to allow students to explore combining levels and shapes.
      • 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. Prompt students with directions such as, “Crouch in a low-level curved shape and quickly burst into a high level straight shape”. Ask students what type of energy this shows. Then, ask them to slowly transition from a high-level straight shape to a low-level curved shape; ask students to identify what type of energy this shows.
    • Look at the dance performance again. Ask students where they see examples of these elements in the choreography. Ask students what the choreographer communicated by using the concept. 
  • Tell students that they will be using what they just learned about dance to communicate scientific concepts. Choose one concept from the unit to choreograph as a class, such as erosion. 
    • As a group, explore movement ideas to represent concepts (remember to cue students to use the elements of dance such as levels, shape, etc. to communicate ideas).
  • Arrange students into small groups. Assign each group a topic related to the current unit of study in science.
  • Tell students that they will be creating choreography about their assigned topic. Remind students that as choreographers, it is their job to communicate a concept through movement. 
    • Remind students that choreographers use levels, shape, tempo, energy, and pathways intentionally to communicate with the audience. Tell students to select three elements that they will use to choreograph their dance. Each element must be used intentionally to communicate the concept.
    • Tell students that their choreography must have a beginning, middle, and end that includes a starting pose, at least three movements, and an ending pose.
  • Circulate the room to work with students as they create their choreography.
  • Have students share their choreography with the class. 
    • The audience members should describe what they observed in the group’s choreography using both science and dance vocabulary.
    • Ask students to explain how the choreography choices contributed to the meaning of the dance.

 

Closing Reflection

  • Using the elements of dance as a guide, ask students how their choreographic choices helped the audience understand the content. This can be a written or oral reflection.

 

 

Assessments

Formative

Teacher will assess students by asking students about their choreographic choices and how they aid in the audience's understanding of the scientific concept.

 

Summative

CHECKLIST

  • Choreography:
    • Students can create choreography that has a beginning, middle, and end. 
    • Students can create choreography that correctly demonstrates scientific concepts and vocabulary.
    • Students can intentionally use three of the elements of dance to communicate a concept.
  • Audience: 
    • Students can discuss the performances of the other groups and identify how movements demonstrate scientific concepts and vocabulary.

 

*This assessment can be done as a class discussion or a written assignment.

DIFFERENTIATION 

Accelerated: Increase the expectations of the full choreographic work. Each part (beginning/middle/end) contains more than one movement idea.

Remedial: Have students create choreography for just one vocabulary word/concept.

 

 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 Joy

Revised and copyright:  July 2024 @ ArtsNOW

 

 

Back to Modules

EARTH SYSTEMS, ENVIRONMENT & CONSERVATION THROUGH MOVEMENT 2-3

EARTH SYSTEMS, ENVIRONMENT & CONSERVATION THROUGH MOVEMENT

EARTH SYSTEMS, ENVIRONMENT & CONSERVATION THROUGH MOVEMENT

Learning Description

In this lesson, students will understand how choreographers use performance as a platform for communicating concepts. By creating their own choreography, students will learn and teach their classmates about the scientific concepts they are investigating in class.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use performance as a platform to inform audiences about important issues.

  • I can create a choreographic work about scientific concepts.

Essential Questions

  • How and why do choreographers create dances to inform audiences about important issues?

  • How can I demonstrate my understanding of scientific concepts through choreography and movement?

 

Georgia Standards

Curriculum Standards

Grade 2

S2E3. Obtain, evaluate, and communicate information about how weather, plants, animals, and humans cause changes to the environment. 

 

Grade 3

S3L2. Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the environment.

 

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

2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur rapidly or slowly.

 

2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

 

Grade 3

3-ESS2-2. Obtain and combine information to describe climate patterns in different regions of the world.

 

3-ESS3-1. Make a claim about the effectiveness of a design solution that reduces the impacts of a weather related hazard.

 

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

  • Weather - The atmospheric conditions present in a particular place at a specific time

  • Climate - The long-term patterns and averages of weather conditions in a particular region over a significant period

  • Environment - The surroundings or conditions in which an organism, species, or ecosystem exists and interacts

  • Pollution - The introduction of harmful substances or contaminants into the environment, causing adverse effects on living organisms, natural resources, and ecosystems

Arts Vocabulary

  • Choreographer/Choreography - The art of designing and arranging sequences of movements, steps, and gestures to create a dance piece

  • Levels - The vertical positioning of the dancer's body in relation to the floor (high, mid, low)

  • Shape - The visual configuration or arrangement of the dancer's body or limbs in space

  • Tempo - The speed or pace of the music to which dancers perform

  • Energy - The quality, intensity, and dynamic force behind movement

  • Pathway - The route that a dancer's movement takes through space; it can encompass the direction, shape, and pattern of movement as the dancer moves across the performance space

 

Materials

  • Dance/piece of choreography to watch (see examples in “Additional Resources”)
  • Music
  • Poetry/text (optional)

 

 

Instructional Design

Opening/Activating Strategy

  • Using vocabulary from the current unit of study in science, ask students to show a movement to represent a vocabulary word or idea.  Ask students to explain why they chose their movement and how/why that movement would represent the definition/idea to an audience.
  • Tell students that choreographers are like authors except they don't use words and pictures to help the audience understand what they are communicating.  
    • Instead, they use their bodies and movement to teach the audience about the concept.  
    • Creating choreography about science is just like an author writing an informational text; our dance must inform the audience through movement.

 

Work Session

  • Watch a piece of choreography about an earth system or the environment/conservation (see “Additional Resources”).
  • Discuss choreographic choices/movements used to express thoughts and ideas to the audience.
    • Prompt students to make shapes with their bodies to express the words that they hear, such as tree, rock, circle, etc.
    • Next, have students explore pathways. Tell students that pathways are the route that a dancer's movement takes through space. Ask students to begin traveling through the room, moving from place to place, as you prompt them with different body shapes. Encourage students to think about how they can link their movements together fluidly.
    • Ask students to freeze in place. Bring students’ attention to levels (high, mid, 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. Say words such as river, mountain, and valley. Ask students to explore body shapes at the level that they think best expresses that idea.
    • 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. Prompt students with weather-related words like hail, ice, sunshine, etc.
    • Lead students in a movement exercise to introduce them to the following dance terms: Levels, shape, tempo, energy, and pathways. 
    • Look at the dance performance again. Ask students where they see examples of these elements in the choreography. Ask students what the choreographer communicated by using the concept. 
  • Tell students that they now will explore movement ideas to represent scientific concepts.
    • As a class, choreograph a movement phrase to show a concept, such as water pollution. Ask students to think about what shapes they should make with their bodies? What pathways? What type of energy? Levels?
    • Allow time for students to brainstorm. Create and perform the movement phrase as a class.
    • Ask students to share a term from the unit, such as water pollution. 
  • Arrange students into small groups. Assign each group a topic related to the current unit of study in science.
  • Tell students that they will be creating choreography about their assigned topic. Remind students that as choreographers, it is their job to communicate a concept through movement. 
    • Remind students that choreographers use levels, shape, tempo, energy, and pathways intentionally to communicate with the audience. Ask students to select one or two that they will use in their choreography. 
    • Tell students that their choreography must have at least three movements showing a beginning, middle, and end.
    • Circulate the room to work with students as they create their choreography.
  • Have students share their choreography with the class. 
    • The audience members should describe what they observed in the group’s choreography using both science and dance vocabulary.
    • Ask students to explain how the choreography choices contributed to the meaning of the dance.

 

Closing Reflection

  • Using the elements of dance as a guide, ask students how their choreographic choices helped the audience understand the content. This can be a written or oral reflection.

 

 

Assessments

Formative

Teacher will assess students by asking students about their choreographic choices and how they aid in the audience's understanding of the scientific concept.

 

Summative

CHECKLIST

  • Choreography:
    • Students can create choreography that has a beginning, middle, and end. 
    • Students can create choreography that correctly demonstrates scientific concepts and vocabulary.
    • Students can intentionally use one or two of the elements of dance to communicate their scientific concept.
  • Audience: 
    • Students can discuss the performances of the other groups and identify how movements demonstrate scientific concepts and vocabulary.

 

*This assessment can be done as a class discussion or a written assignment.

 

DIFFERENTIATION 

Accelerated: 

  • Increase the expectations of the full choreographic work. Each part (beginning/middle/end) contains more than one movement idea.
  • Have students research an environmental concern and create a choreographic work to demonstrate its causes and effects.

Remedial: Have students create choreography for just one vocabulary word from the unit of study.

 

 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 Joy

Revised and copyright:  July 2024 @ ArtsNOW

 

 

Back to Modules

STORYTELLING THROUGH SHADOW PUPPETS 4-5

STORYTELLING THROUGH SHADOW PUPPETS

STORYTELLING THROUGH SHADOW PUPPETS

Learning Description

Students will engage in a hands-on project to explore the art of storytelling through shadow puppets. They will learn about elements of a story and how to translate them into visual representations using cardstock and other materials. The project will encourage creativity, problem-solving, and collaboration.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify and explain the basic elements of a story
  • I can use the design process to plan and create shadow puppets.
  • I can collaborate with classmates to develop a shadow puppet story
  • I can present my shadow puppet story to an audience.

Essential Questions

  • What are the key elements that make up a story?
  • How can we use visual representations like shadow puppets to tell a story
  • How can we work together to create a cohesive shadow puppet performance?

 

Georgia Standards

Curriculum Standards

Grade 4: 

ELAGSE4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 

  1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

 

Grade 5: 

ELAGSE5W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 

  1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

 

Arts Standards

Grade 4: 

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

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

VA4.CR.4 Understand and apply media, techniques, and processes of three-dimensional art.

VA4.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of 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.2 Create works of art based on selected themes.

VA5.CR.4 Understand and apply media, techniques, and processes of three-dimensional art.

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

 

 

South Carolina Standards

Curriculum Standards

Grade 4: 

ELA.4.C.3.1 Write narratives developing real or imagined experiences. When writing: 

  1. establish a situation and setting; b. introduce a narrator and/or characters; c. organize a plot structure; d. use narrative techniques such as dialogue, descriptive language, and sensory details to develop events, setting, and characters; e. use a variety of transitional words and phrases to sequence events; and f. provide an ending that follows from the narrated experiences or events.

 

Grade 5: 

ELA.5.C.3.1 Write narratives to develop real or imagined experiences. When writing: 

  1. establish a situation and setting; b. introduce a narrator and characters; c. establish a plot structure; d. use narrative techniques such as dialogue, precise words, descriptive language, and sensory details to develop events, setting, and characters; e. use a variety of transitional words and phrases to sequence the events; and f. provide an ending that follows logically from the narrated experiences or events.

 

Arts Standards

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

VA.CR NM.1.2 I can combine several elements of art to construct 2D or 3D artwork.

 

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

VA.CR NH.2 I can use and combine materials, techniques, and processes to make art.

 

 

Key Vocabulary

Content Vocabulary

  • Design process - A process of revising work
  • Story elements - Characters, setting, plot, conflict, resolution, etc.
  • Narrative - a story or account of events, experiences, or interactions that are usually arranged in a chronological sequence to convey a particular message, theme, or idea
  • Sequence - The chronological order in which events occur within a plot
  • Mood - The overall emotional atmosphere or tone that a piece of writing evokes in the reader

  • Sensory language - Descriptive language that engages the five senses: sight, sound, touch, taste, and smell

  • Transitional words - Terms that help to guide readers through a piece of writing, ensuring that ideas flow smoothly from one to the next

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
  • 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 or 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 legend of the Chinese Zodiac).
  • Ask students to make observations on how the puppets looked and how that differs from other puppets they may have seen.
  • Ask students to identify the elements of a story that they noticed in the video.
  • Ask students: 
    • How did the puppets help to tell the story?
    • What is the job of the puppeteer?

 

Work Session

    • Arrange students in collaborative groups. 
    • Explain to students that they will be writing a story together. Tell students that their narratives must:
      • Have a setting, characters, rising action, climax, falling action, and conclusion.
      • Use descriptive language and sensory details to develop the characters and setting.
      • Use transitional words and phrases to move the reader smoothly through the story.
    • Allow time for students to brainstorm ideas and develop their stories.
      • Provide time for students to engage in a peer-editing process.
    • Explain to students that they will be creating puppets that represent the characters in their story. 
    • Introduce the design process by showing them the image below. 
      • Explain to students that artists use this process to revise and improve their artwork; students will use this process in planning their puppets.
      • Students will design and revise their puppets using the design process before creating them.
      • Allow students time to sketch out their plans for their shadow puppets.
      • 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. 
      • Optional: Show students a video of how to make shadow puppets (see “Additional Resources”).
        • Students will collaborate with their group to create their shadow puppets based on their story.
        • Provide time for students to rehearse their shadow puppet stories, focusing on storytelling, timing and puppet movement.
        • Groups will present their shadow puppet stories to the class, followed by a whole group reflection on how groups demonstrated the elements of a story in their puppet presentations.
          • Teacher can model how to celebrate students' creativity and teamwork in presenting their stories.

         

        Closing Reflection

        Facilitate a whole group reflection. Have students write or discuss what they learned from the project about storytelling and creating their puppets and how they would approach it differently the next time.

         

        Assessments

        Formative

        Teachers will assess student understanding by observing students' engagement, collaboration, and understanding during planning and creation sessions.

         

        Summative

        CHECKLIST

        • Students can incorporate elements of a story into their shadow puppet performances.
        • Students can use their creativity in puppet design.
        • Students can design their puppets to demonstrate the characters in their stories.
        • Students can use teamwork skills to work collaboratively.

         

         

        DIFFERENTIATION 

        Accelerated: 

        • Encourage students to experiment with complex puppet designs. 
        • Challenge students to incorporate dialogue or narration into their performances.

        Remedial: 

        • Simplify the storytelling process by focusing on fewer story elements and providing more guidance during planning and creation. 
        • Provide a graphic organizer to assist students in organizing their ideas.
        • Provide pre-cut shapes for students to assemble to create their shadow puppets.

         

        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

         

        Back to Modules

        STORYTELLING THROUGH SHADOW PUPPETS 2-3

        STORYTELLING THROUGH SHADOW PUPPETS

        STORYTELLING THROUGH SHADOW PUPPETS

        Learning Description

        Students will engage in a hands-on project to explore the art of storytelling through shadow puppets. They will learn about elements of a story and how to translate them into visual representations using cardstock and other materials. The project will encourage creativity, problem-solving, and collaboration.

         

        Learning Targets

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

        Download PDF of this Lesson

        "I Can" Statements

        “I Can…”

        • I can identify and explain the basic elements of a story

        • I can use the design process to plan and create shadow puppets.

        • I can collaborate with classmates to develop a shadow puppet story

        • I can present my shadow puppet story to an audience.

        Essential Questions

        • What are the key elements that make up a story?

        • How can we use visual representations like shadow puppets to tell a story

        • How can we work together to create a cohesive shadow puppet performance?

         

        Georgia Standards

        Curriculum Standards

        Grade 2: 

        ELAGSE2W3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

         

        Grade 3: 

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

        1. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.

        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.2 Create works of art based on selected themes.

        VA2.CR.4 Understand and apply media, techniques, and processes of three-dimensional art.

        VA2.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of 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.2 Create works of art based on selected themes.

        VA3.CR.4 Understand and apply media, techniques, and processes of three-dimensional art.

        VA3.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

         

        South Carolina Standards

        Curriculum Standards

        Grade 2: 

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

        1. establish and describe character(s) and setting; b. sequence events and use temporal words to signal event order (e.g., before, after); and c. provide a sense of ending.

         

        Grade 3: 

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

        1. establish a setting and introduce a narrator or characters; b. use temporal words and phrases to sequence a plot structure; c. use descriptions of actions, thoughts, and feelings to develop characters; and d. provide an ending.

        Arts Standards

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

        VA.CR NM.1.2 I can combine several elements of art to construct 2D or 3D artwork.

         

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

        VA.CR NH.2 I can use and combine materials, techniques, and processes to make art.

         

        Key Vocabulary

        Content Vocabulary

        • Design process - A process of revising work

        • Story elements - Characters, setting, plot, conflict, resolution, etc.
        • Narrative - a story or account of events, experiences, or interactions that are usually arranged in a chronological sequence to convey a particular message, theme, or idea
        • Sequence - The chronological order in which events occur within a plot

        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
        • 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 or 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.
        • Ask students to identify the elements of a story that they noticed in the video.
        • Ask students:
          • How did the puppets help to tell the story?
          • What is the job of the puppeteer?

         

        Work Session

        • Arrange students in collaborative groups. 
        • Explain to students that they will be writing a story together.
          • Remind students that narratives have a setting, characters, rising action, climax, falling action, and conclusion.
          • Encourage students to use descriptions of actions, thoughts and feelings to develop the characters.
        • Allow time for students to brainstorm ideas and develop their stories.
        • Explain to students that they will be creating puppets that represent the characters in their story. 
        • Introduce the design process by showing them the image below.
          • Explain to students that artists use this process to revise and improve their artwork; students will use this process in planning their puppets.
          • Students will design and revise their puppets using the design process before creating them.
          • Allow students time to sketch out their plans for their shadow puppets.
          • 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. 
        • Optional: Show students a video of how to make shadow puppets (see “Additional Resources”).
        • Students will collaborate with their group to create their shadow puppets based on their story.
        • Provide time for students to rehearse their shadow puppet stories, focusing on storytelling, timing and puppet movement.
        • Groups will present their shadow puppet stories to the class, followed by a whole group reflection on how groups demonstrated the elements of a story in their puppet presentations.
          • Teacher can model how to celebrate students' creativity and teamwork in presenting their stories.

         

        Closing Reflection

        Facilitate a whole group reflection. Have students write or discuss what they learned from the project about storytelling and creating their puppets and how they would approach it differently the next time.

         

        Assessments

        Formative

        Teachers will assess student understanding by observing students' engagement, collaboration, and understanding during planning and creation sessions.

         

        Summative

        CHECKLIST

        • Students can incorporate elements of a story into their shadow puppet performances.
        • Students can use their creativity in puppet design.
        • Students can design their puppets to demonstrate the characters in their stories.
        • Students can use teamwork skills to work collaboratively.

         

        DIFFERENTIATION 

        Accelerated: 

        • Encourage students to experiment with complex puppet designs. 
        • Challenge students to incorporate dialogue or narration into their performances.

        Remedial: 

        • Simplify the storytelling process by focusing on fewer story elements and providing more guidance during planning and creation. 
        • Provide a graphic organizer to assist students in organizing their ideas.
        • Provide pre-cut shapes for students to assemble to create their shadow puppets.
        • Instead of having students write their own stories, have students retell a story that they read in class.

         

        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

         

        Back to Modules