WE ARE THE PARTS 4-5

WE ARE THE PARTS

WE ARE THE PARTS

Learning Description

In this lesson, students will use their bodies and space, working together to create visual and corporal models to investigate and represent equivalent fractions.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: VISUAL ARTS, ELA, SOCIAL STUDIES
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use my body and work with others to create visual representations of equivalent fractions.
  • I can identify and articulate equivalent fractions.

Essential Questions

  • How can I demonstrate equivalent fractions using my body?

 

Georgia Standards

Curriculum Standards

Grade 4 

4.NR.4: Solve real-life problems involving addition, subtraction, equivalence, and comparison of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100

using part-whole strategies and visual models.

 

Grade 5

5.NR.3: Describe fractions and perform operations with fractions to solve relevant, mathematical problems using part-whole strategies and visual models.

 

Arts Standards

Grade 4  

TA4.PR.1 Act by communicating and sustaining roles in formal and informal environments.

  1. Use body and movement to communicate a character’s thoughts and emotions.
  2. Collaborate and perform with an ensemble to present theatre to an audience.

 

Grade 5

TA5.PR.1 Act by communicating and sustaining roles in formal and informal environments.

  1. Use body and movement to communicate thoughts, ideas, and emotions of a character.
  2. Collaborate and perform with an ensemble to present theatre to an audience.

 

 

 

South Carolina Standards

Curriculum Standards

Grade 4

4.NSF.1 Explain why a fraction (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100), / , is equivalent to a fraction, ×

× , by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

 

Grade 5

5.NSF.1 Add and subtract fractions with unlike denominators (including mixed numbers) using a variety of models, including an area model and number line.

 

 

Arts Standards

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

 

 

Key Vocabulary

Content Vocabulary

  • Denominator – The bottom number in a fraction, indicating how many total equal parts in the whole
  • Equivalent Fractions – Fractions that have the same value, though they have different numerators and denominators
  • Fraction – A numerical value that is part of a whole, indicating a certain number of parts of an equally divided whole
  • Numerator – The top number in a fraction, indicating how many of the total parts are present or included.

Arts Vocabulary

  • Collaborate/Collaboration – Teamwork, working together in a group
  • Pose – A positioning or shape of the body

 

Materials

    • Optional: Paper and pencils for drawing the extension activity

     

     

    Instructional Design

    Opening/Activating Strategy

    • Teach and lead the students in playing Countup, a listening game in which the group tries to count as high as possible, one number per person, randomly, without duplication.  
      • Leader (teacher) gives a cue (e.g., “Ready, Set, Go!”), then someone says “1,” then someone else says “2”, and so on.  If two people say a number at the same time, the round ends and the game reverts to the beginning, back to 1.  
      • If a pattern emerges (e.g., three players start alternating numbers), the round is stopped and a new one begins.  
      • After the game is established, give volunteers the opportunity to give the starting cue.
      • Once students understand the game, emphasize the listening aspect, and the fact that the class will not necessarily get farther by going faster.
      • After playing with cardinal numbers, explore variations through other sequences.  Move into odd/even numbers and multiples (of 3, 5, 10, 4, 6, etc.).  
      • Then move into fractions: Unit fractions (1/2, 1/3, 1/4, 1/5, etc.), the complements of unit fractions (1/2, 2/3, 3/4, 4/5, etc.), and equivalent fractions (1/2, 2/4, 3/6, 4/8, etc.; 1/3, 2/6, 3/9, 4/12, etc.).

     

    Work Session

      EQUIVALENT FRACTION POSES

      • Tell students that they will be using their bodies to create poses that represent equivalent fractions.
      • Review equivalent fractions with students.

      Creating Halves

      • Have two students come to the front or the center of the room, ideally where they can sit on the ground and be seen by all.  
      • Have them sit cross-legged facing each other.  Explain that together, their upper legs form a whole square, and their lower legs bisect the square, or cut it in half.  
        • Have each student say, “I am one half.”
      • Have the two students place one arm with the elbow at their navel and the arm extended out to the center.  Point out that each half has been cut in half, and the resulting parts are fourths of the whole.  
        • Have each student say, “I am two fourths.”  
        • Point out that by splitting the space in half, the students are effectively multiplying the number of parts by two – both the number of parts each student represents and the number of parts overall.  
          • This is the same as multiplying both the numerator and the denominator by the same number to get an equivalent fraction.
      • Have the students use both arms, with elbows on thighs and fingertips to the center, to trisect the shape defined by their legs.  Point out that each half has been cut in thirds, resulting in six parts all together.  Have each student say, “I am three sixths.”
      • Have all the students pair up and find a place in the room to repeat the sequence – “I am one half,” “I am two fourths,” “I am three sixths.”
      • Reflect and discuss how and why the fractions described by the parts created are equivalent.

       

      Creating Thirds

        • Have the students form groups of three.  Rather than sitting cross-legged, have them sit so that their bodies form a single triangle. 
        • Repeat the process with the further divisions of the parts, and the accompanying lines, “I am one third,” “I am two sixths”. Challenge students to see how many equivalent fractions they can make.
        • Have students describe fractions made by combining parts.  For example, “Giselle and I are two thirds,” “Giselle and I are four sixths,” “Mariah and I are six ninths.”
      • If the class does not divide evenly into threes, assign the extra student or two to other groups and have them ask prompting questions, e.g., “Terence, what part are you?”  “Abby and Lucas, what part are you?”

       

      Beyond Thirds

      • Continue the process with even larger groupings.  
      • Each time, have students seat themselves on the ground with their legs to the side and their feet together. (As the numbers grow larger, the angle formed by each child’s legs grows smaller, and the distance to stretch the arms toward the center grows greater.)  
      • Have students articulate their fractions; then, add an arm to bisect the part, and then two arms.  As the groups grow, the number of groups will get smaller but the number of extra students who can be assigned to ask questions will increase.

       

       

      Closing Reflection

      • Have the students reflect on how they used their bodies to create the fractions, and how they used their voices to name their values.
      • Ask students to reflect on the activity with the following questions: 
        • What are equivalent fractions?  
        • Who can give an example of equivalent fractions?  
        • When you were sitting on the floor, how did you use your bodies to show equivalent fractions?” (“We stretched out our arms to divide the parts.”)  
        • “With numbers in your minds or on paper, how do you find equivalent fractions?” (“We multiply the numerator and the denominator by the same number.”)

      Assessments

      Formative

      Teachers will assess students’ learning by observing students’ participation in creating equivalent fractions with their bodies and students’ responses to class discussion.

       

       

      Summative

      CHECKLIST

      • Students can accurately define, create, and identify equivalent fractions.
      • Students can form equivalent fractions by creating poses with their bodies.

       

       

       

      Differentiation

      Acceleration: 

      • Have students imagine and articulate fractions with greater numerators and denominators, beyond what is apparent in their positions.  E.g., when in groups of 3, call out a higher denominator, such as 12, or a higher numerator, such as 5, and have students identify the fractions they represent with those values.
      • Have students draw a picture of one of their groups as if looking down from the ceiling.  Label the classmates in the group.  Write sentences naming the fractions they represent (e.g., “Alberto is one fifth,” “Cameron is two tenths,” “Alberto, Cameron and Jade are nine fifteenths,” etc.).

       

      Remediation:

      • Build the Count-up game slowly.  Use a fishbowl process to have a smaller group play the game while others watch, and rotate students through the activity.
      • Limit the process to fractions involving halves and thirds.

       

      •  

       

      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: Mary Gagliardi and Barry Stewart Mann

      Revised and copyright:  May 2024 @ ArtsNOW

       

       
      Back to Modules

      Literary Characters Come to Life 4-5

      LITERARY CHARACTERS COME TO LIFE

      LITERARY CHARACTERS COME TO LIFE

      Learning Description

      Students will use their bodies, voices, facial expressions, and emotions to bring literary characters to life. They will take turns in the “Hot Seat” to speak from their character’s point of view, answering questions from their classmates.  Drawing- or Writing-in-Role will help students embody the character and the story as they delve into their written responses.

       

      Learning Targets

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

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can think and speak from someone else’s point of view.
      • I can use my whole self to create characters from stories.

      Essential Questions

      • How does acting help me to understand and communicate with others? 
      • How can becoming a character help me learn more about a story?

       

      Georgia Standards

      Curriculum Standards

      Grade 4:

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

       

      ELAGSE4W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

       

      Grade 5:

      ELAGSE5RL2 Determine a theme of a story, drama, or poem from details in thetext, including how characters in a story or drama respond to challenges orhow the speaker in a poem reflects upon a topic; summarize the text.

       

      ELAGSE5RL3 Compare and contrast two or more characters, settings, or eventsin a story or drama, drawing on specific details in the text (e.g., how charactersinteract).

       

      ELAGSE5W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

       

       

       

      Arts Standards

      Grade 4:

      TA4.PR.1 Act by communicating and sustaining roles in formal and informal environments.a. Use vocal elements (e.g. inflection, pitch, volume, articulation) to communicate acharacter’s thoughts, emotions, and actions.b. Use body and movement to communicate a character’s thoughts and emotions.

       

      Grade 5: 

      TA5.PR.1 Act by communicating and sustaining roles in formal and informal environments.a. Use vocal elements (e.g. inflection, pitch, volume, articulation) to communicate thoughts,ideas, and emotions of a character.b. Use body and movement to communicate thoughts, ideas, and emotions of a character.

       

       

       

       

      South Carolina Standards

      Curriculum Standards

      Grade 4:

      READING – Literary Text (RL)

      Meaning and Context (MC)

      Standard 8: Analyze characters, settings, events, and ideas as they develop and interact within a particular context.

      8.1 Use text evidence to: a. explain how conflicts cause the characters to change or revise plans while moving toward resolution;b. explain the influence of cultural, historical, and social context on characters, setting, and plot development. 

       

      WRITING (W) - Range and Complexity (RC) Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

       

      Grade 5: 

      READING – Literary Text (RL)

      Meaning and Context (MC)

      Standard 8: Analyze characters, settings, events, and ideas as they develop and interact within a particular context.

      8.1 Cite evidence within text to: a. analyze two or more characters, events, or settings in a text and explain the impact on the plot; and, b. explain the influence of cultural, historical, social and political context on characters, setting, and plot development.

      WRITING (W) - Range and Complexity (RC) Standard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

       

       

      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

      • Character – A person, or an animal or object that has human qualities, in a story.
      • Perspective –  The unique point of view from which a character experiences and interprets the events, settings, and other characters within a story

      Arts Vocabulary

      • Body – An actor’s tool, which we shape and change to portray the way a character looks, walks, or moves
      • Facial Expressions – The ways that the eyes, mouth, cheeks, forehead and other parts of the face convey feelings
      • Voice - An actor’s tool, which we shape and change to portray the way a character speaks or sounds
      • Pitch – How high or low a voice is
      • Pace – How fast or slow someone’s speech is
      • Volume – How loud or quiet a voice is
      • Articulation – The way sounds are shaped in speaking; how clear the speech is; also, any dialect or accent that reflects a particular place or culture
      • Emotions – Feelings

       

      Materials

      • A preselected book, story, poem, or literary excerpt (preferably with a variety of characters)
      • Paper & pencils
      • Box (any shape, size or color.)

         

         

        Instructional Design

        Opening/Activating Strategy

        THIS IS NOT A BOX 

        • Hold up a small box and offer an imagination challenge for the group. 
          • The object of the game is to transform the box into something it is not. 
          • For example, “This is not a box. This is a butterfly.” (making the box open and close to fly like a butterfly.) 
        • Ask students to describe what you did.
          • Reference the performance skills that actors use to transform an object including the voice, body, face, mind, descriptive language, etc. 
        • Explain that each person in the circle will take a turn. 
          • They will say: “This is not a box. It is a …”
          • They will use their gestures, bodies, facial expressions, and voices to transform the object into something new. 
        • Pass the box around the circle so that each participant can transform it. If students repeat the same actions as their peers, encourage them to act out new ideas.  Provide ideas as needed (be prepared with suggestions, in case students can’t think of new ideas.  For example, depending on the size of the box: a drum, a birthday present, a box of cereal, a frisbee, a box of popcorn at a movie, an old video camera, a hat, a hamster box, a shoe, etc.).
        • The pace of the game is dependent on the needs of the group, but the teacher should keep the goals of spontaneity and creativity in mind.

           

          Work Session

          READ ALOUD 

          • Discuss how the activity activated the entire class’s imagination: the actor conveyed an idea through their acting, and the rest of the class had to visualize or imagine that idea as they observed.  Explain that this lesson will use a similar process to explore characters in literature.
          • Read the selected text aloud.  Model expressive reading by using different voices for the characters, conveying emotion through facial expressions, and employing simple gestures.  Ask students to identify and visualize the characters as they listen.  As appropriate, bring students into the reading as much as possible, providing sound effects, repeating phrases or dialogue, and doing simple movements indicated in the text. 

           

          CHARACTER GROUNDING

          • Ask students to imagine that they are a character from the story. 
          • Model creating one of the characters.  Select a character, then use voice, body, facial expressions, and gesture to become the character, introducing him- or herself to the class.
          • Group Character Creation: Choose a character for the entire class to enact.  It can be the same one that the teacher enacted or a different one.  Guide the students through a step-by-step process to depict the character from the story.
            • Teacher says, “How do we stand, move, or walk as ______ (the character)?”. Use observational language to promote student choices (“I see Olivia is standing tall; Manuel has his shoulders pulled back,” etc.)  
            • Encourage a variety of possibilities – individual actors can interpret the character differently. 
            • Have students stay in their spots or allow them to move, as appropriate for the class and the space.
          • Teacher says, “Let’s add our faces.  How would _______’s face look?  How would he/she use his/her face to express his/her feelings?  Use your eyes, eyebrows, mouth, cheeks; use the angle of your head.”  Listen to students’ ideas, and validate various choices.
          • Teacher says, “How would _______’s voice sound?  Would it be high or low?  Loud or soft? Would he/she talk fast or slow?”  Listen to students’ ideas, and validate various choices.
          • Teacher says, “Characters feel emotions, and actors use their bodies, facial expressions, and voices to convey characters’ emotions.”  
            • Discuss different emotions (happy, sad, angry, frightened, nervous, excited, frustrated, brave, etc.).  
            • Discuss the feelings that the selected character experienced at different points of the story.  
            • Guide students to convey those emotions, modeling as needed.  
            • Solicit a line of dialogue for each, whether drawn directly or inferred from the story.  
            • Using body, facial expressions and voice, convey the emotion while speaking the line, either standing in place or taking a few steps, as appropriate.

           

          HOT SEAT

            • Explain that the class will use an activity called Hot Seat, in which an individual actor will play the character, and the class will have the opportunity to ask the character questions.
          • Generate questions: Give a sample question or two for the character, such as: 
          • How did they feel at different points in the story
          • Why did they do what they did in the story 
          • What did they learn from what happened
          • How they feel about other characters
          • What did they plan to do in the future based on the events of the story
          • Remind students that ‘how’ and ‘why’ questions, and other questions that require some sort of description or explanation, are preferable to ‘who’, ‘when’, and ‘where’ questions, and other questions that only require a brief answer, or a simple ‘yes’ or ‘no’. 
            • For example, “Why were you so angry?” or “How did you feel when . . .?” or “What do you like about . . .?” are stronger than “Were you excited when . . .?” or “How old are you?” or “Who is your best friend?”).
          • Model Hot Seat:  
            • Sit in a chair in front of the class and assume the character from the story in character (with body, facial expressions, and voice).  Speak in first person as the character (“Hello, everyone, I’m __________.  Who has a question for me?”).
            • Select students to ask questions from the group brainstorm, reminding or prompting as needed.  Model strong character choices, making sure to add details and emotional context while answering questions from the Hot Seat.
          • Student Hot Seat Warm Up:
            • Assign students to work in pairs.
            • Have them decide who will go first.  Instruct that student to go into the role as the character (with body, facial expressions, and voice) and introduce themselves to their partners in character. 
            • Instruct the partners to ask questions of the character.
            • Have partners switch and repeat the process.
          • Students in Hot Seat:
            • Draft one student to walk like their character to the front of the room and sit in a chair facing the audience.
            • Start the Hot Seat questioning by asking the student/character to introduce himself/herself (if needed, remind the actor to maintain their character choices). 
            • Ask a question of the character.
            • Give other students the chance to ask questions.

          Teacher note: Be prepared, if necessary, to interject or prompt students with probing questions that get to the heart of the character and the story.

           

            • Optional variations:
            • The above process can be conducted using the same character throughout, or students can be given the option to become other characters in the story.  If necessary, take time to develop questions for each different character.
            • After establishing the practice of Hot Seat, expand it into a panel, having several students sit in a row of chairs, assuming different characters from the story.

            WRITING-IN-ROLE

            • After participating in Hot Seat, ask all students to return to their seats and tell them that they will draw the character and, if appropriate, write something the character might think or say in a thought or speech bubble.  Invite students to have the character say something that a) they said in the story, b) they said in the Hot Seat activity, or c) the student could imagine the character might say or think.

             

            Closing Reflection

            Ask students to respond to one or more of the following reflection questions:

            • How did it feel to become the character?
            • What did you learn about the character from our activity?
            • How did we use our bodies, voices, and facial expressions to play the character(s) and convey their feelings?

            Assessments

            Formative

            Teacher will assess student understanding by:

            • Noting student observations and inferences about the characters.
            • Listening as pairs of students ask and answer questions.
            • Observing as students portray the character in pairs and in the Hot Seat.

             

             

             

            Summative

            CHECKLIST

            • Were students able to step into their role and talk, move, walk, and write from their character’s point of view? 
            • Were the students able to recall and retell a key point of the story from the character’s point of view?

             

             

             

            Differentiation

            Accelerated: 

            • Students in the audience take on another character from the book and speak from that character’s point of view while asking questions to the character in the Hot Seat. 
            • Students can also pick different characters and talk to each other from their seats. They can then improvise and write a scene with the two characters. 

             

            Remedial: Teacher in the Role - The teacher becomes the character and then asks a student to copy what they are doing, so that the teacher and student are playing the same character at the same time. The teacher then invites other students to ask questions, with prompting as needed.  Teacher and student answer questions together. Then, allow students, who are willing, to take turns in the Hot Seat as the same character.

             

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

            Ideas contributed by:  Barry Stewart Mann

            Revised and copyright:  April 2023 @ ArtsNOW

             
            Back to Modules

            MYTHICAL MICROORGANISMS 4-5

            MYTHICAL MICROORGANISMS

            MYTHICAL MICROORGANISMS

            Learning Description

            Microscopic superheroes and supervillains with strange names – sounds like science fiction, but it is the world of microorganisms.  In this lesson, students will learn about types of microorganisms and their benefits and harms. They will then apply that understanding to create and act out an original microorganism and the host that it hurts or helps.

             

            Learning Targets

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

            Download PDF of this Lesson

            "I Can" Statements

            “I Can…”

            • I can work with a partner to create an original microorganism.
            • I can use my voice and body to portray a character.
            • I can explain the relationship between a microorganism and its host.

            Essential Questions

            • What are microorganisms and how do they benefit or harm humans?
            • How can we use drama and imagination to explore microorganisms?
            • How does a microorganism impact a host?

             

            Georgia Standards

            Curriculum Standards

            Grade 5

            S5L4. Obtain, evaluate, and communicate information about how microorganisms benefit or harm larger organisms.

             

            Arts Standards

            Grade 5

            TA5.CR.1 Organize, design, and refine theatrical work.

            TA5.PR.1 Act by communicating and sustaining roles in formal and informal environments.

             

             

            South Carolina Standards

            Curriculum Standards

            Grade 5

            5.L.4B.3 Construct explanations for how organisms interact with each other in an ecosystem (including predators and prey, and parasites and hosts).

             

            Arts Standards

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

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

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

             

             

            Key Vocabulary

            Content Vocabulary

            • Organism – A living being; any living thing that has an organized structure, can react to stimuli, reproduce, grow, adapt, and maintain homeostasis (physical stability)
            • Microorganism – An organism that is invisible to the human eye, and can only be seen through a microscope; typically consisting of a single cell
            • Benefit - An advantage or profit gained from something; a positive effect
            • Harm/harmful effect – A disadvantage or loss suffered because of something; a negative effect
            • Virus - An infectious microorganism that typically consists of a nucleic acid molecule in a protein coat, and is able to multiply only within the living cells of a host
            • Bacteria - Unicellular microorganisms which have cell walls but lack organelles and an organized nucleus, including some that can cause disease
            • Protozoa - Single-celled microscopic animals
            • Fungi – Spore-producing organisms that feed on organic matter; including molds, yeast, mushrooms, and toadstools
            • Algae - Simple, nonflowering, and typically aquatic plants that include seaweeds and many single-celled forms

            Arts Vocabulary

            • Character - A person, an animal or other figure assuming human qualities, in a story
            • Voice – An actor’s tool, which we shape and change to portray the way a character speaks or sounds
            • Body – An actor’s tool, which we shape and change to portray the way a character looks, walks, or moves
            • Dialogue – Conversation between characters
            • Scene – The dialogue and action between characters in one place for one continuous period of time
            • Relationship – The connection between two characters, and the ways in which they regard and behave toward one another

             

            Materials

            • Pencils
            • Paper

               

               

              Instructional Design

              Opening/Activating Strategy

              • Begin with a “Character Walk”.
                • Have students walk around the classroom randomly. Establish a verbal or other cue (clap, drumbeat) for stopping.  
                • Direct students to stop, then have them lead with a certain part of the body (e.g., chin, left knee, chest, big toe, forehead, right shoulder, finger tips, etc.).  
                • Continue stopping the movement, providing another cue, and then starting again. Possibly add in organs and other internal parts (e.g., heart, brain, spine, biceps, lungs, etc.).
                • Use observational language to comment on interesting and effective individual choices (e.g., “I see when Marissa leads with her left knee, it makes her right arm swing out to the side,” or “Leading with his heart, Khalil has a very caring look on his face.”)
              • Have students return to their seats.
                • Discuss how bodies have many different parts that work together in different ways.  
                • Ask students how bodies are really like ecosystems. 
                • Tell students that bodies have multitudes of tiny organisms known as microorganisms.

                 

                Work Session

                • Introduce/review information on microorganisms. 
                  • Include types of microorganisms (as aligned with specific curriculum and standards):  algae, bacteria, fungi, protozoa, viruses.
                  • Include specific subcategories and specific microbes as relates to curriculum and standards, e.g., tardigrades, rotifers, probiotics, salmonella, e-coli, etc.
                • Explain that students will work in pairs to apply knowledge about real microorganisms to create their own original microorganisms.  
                  • Have students find a partner. Students will determine which partner will be the microorganism and which partner will be the host.
                  • Have partners determine the physical attributes of the microorganism: Size (in millimeters), shape, color, etc.  
                  • Have partners determine the effects that the microorganism has on its host, specifically articulating if the effects are beneficial or harmful (remind students that a microorganism can have multiple effects).  
                  • Have partners create an original name for their microorganism (remind students that most microorganism names come from Latin and sound scientific, but might be variations on known words or names).
                • Tell students that they will be writing a scene between the microorganism and the host. 
                  • The scene should have dialogue between the two characters. 
                  • Tell students that they will use their voice and bodies to become the two characters in their script. 
                    • Explain to students that actors use their voices as a tool to portray the way a character speaks or sounds. Actors use their bodies as a tool to portray the way a character looks and moves.
                  • Allow time for students to write and rehearse.
                • Have students partner with another pair. They will perform their scenes for each other. 
                  • Discuss audience etiquette with students prior to performances.
                • Ask for pairs to volunteer to share their scenes with the entire class.
                  • Facilitate a discussion around how each partner embodied the host and the microorganism. Reflect on the effect that the microorganism had on the host.

                 

                 

                Closing Reflection

                • Facilitate a class discussion using the following questions as a guide: 
                  • How did you incorporate understanding of real microorganisms into your creation of an imaginary microorganism?  
                  • To what extent do you think the microorganism you created could be possible? Why?

                 

                Assessments

                Formative

                Teachers will assess students’ understanding throughout the lesson by observing student engagement with the microorganisms content and how pairs collaborate to create their microorganisms and the host relationships.

                 

                 

                 

                 

                Summative

                CHECKLIST

                • Students can work with a partner to create an original microorganism.
                • Students can use their voice and body to portray a harmful or beneficial relationship between a microorganism and host.
                • Students can explain the relationship between a microorganism and its host.

                 

                 

                 

                 

                Differentiation

                Acceleration:

                • Have students determine both benefits and harms for their microorganism, and have them enact the effects in several stages from mild to intense.
                • Have students draw illustrations of their organism and its host under its effects.

                 

                Remediation:

                • After initial modeling, brainstorm with the entire class and have pairs enact the same set of organisms and effects.
                • Provide a template for students to write a script.
                • Have banks of ideas visibly available for microorganisms names, benefits, and harmful effects. These can be prepared ahead of time, or brainstormed with the entire class prior to partner work.

                 

                ADDITIONAL RESOURCES

                Links to possible sources for graphics and videos to use for this lesson:

                MICROORGANISMS CHART

                 

                Microorganism Type Effects on humans
                Tardigrades protozoa

                can help human DNA withstand radiation,

                genes could help preserve food
                Lactobacillus bacteria

                helps break down food, absorb nutrients,

                resist infection, treat skin problems,

                some harmful side effects
                Probiotics bacteria fight illness and infection, treating allergies and asthma, but can trigger allergies
                Rotifers protozoa can help heal coral reefs, a food source for many animals, can help fight parasitic disease
                Salmonella bacteria

                can make people and animals sick,

                can lead to arthritis and digestive problems
                Rabies virus can damage the brain and nerves, and without treatment leads to death
                Clostridium botulinum (Botox) bacteria can cause paralysis or nausea, blurred vision, drooping eyelids, breathing trouble
                E-coli bacteria can cause cramps and diarrhea, fever and nausea
                Algae algae bottom of ocean food chain, blooms can kill fish and damage the environment
                Coronavirus virus can cause multiple symptoms, including difficulty with breathing, body pain, and fatigue, and can lead to death

                Microorganisms Partners Script

                Host: I’m a ------- (name), a ---- (number) foot tall --------- (mammal, reptile, bird, amphibian, fish). 

                Microorganism: I’m a ------ (made-up name), a ---- (number or fraction) millimeter ----------- (algae, bacteria, fungi, protozoa, virus). Here’s what I do . . . . 

                Host: Oh no! Leave me alone! Don’t -------------------------- (restatement of harmful effects) 

                (or) 

                Oh yes! Thank you very much for ----------------------- (restatement of benefits)

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

                Ideas contributed by: Barry Stewart Mann 

                Revised and copyright:  May 2024 @ ArtsNOW

                 

                 
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                MOSAICS AND MATH 3-5

                MOSAICS AND MATH

                MOSAICS AND MATH

                Learning Description

                In this lesson, students will use multiplication and division to create a mosaic using a watercolor crayon resist.

                 

                Learning Targets

                GRADE BAND: 3-5
                CONTENT FOCUS: VISUAL ARTS & MATH
                LESSON DOWNLOADS:

                Download PDF of this Lesson

                "I Can" Statements

                “I Can…”

                • I can use multiplication and division to create a mosaic.
                • I can use crayon and watercolor to create a crayon watercolor resist painting.
                • I can create an array using a ruler and pencil.
                • I can determine factors of 54.

                Essential Questions

                • How can you utilize multiplication and division to create a mosaic?
                • How can you use an array to determine factors of 54?

                 

                Georgia Standards

                Curriculum Standards

                Math

                Grade 3: 3.GSR.7: Identify area as a measurable attribute of rectangles and determine the area of a rectangle presented in real-life, mathematical problems. 

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

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

                Grade 4

                4.PAR.3: Generate and analyze patterns, including those involving shapes, input/output diagrams, factors, multiples, prime numbers, and composite numbers.

                4.GSR.8: Identify and draw geometric objects, classify polygons based on properties, and solve problems involving area and perimeter of rectangular figures.

                 

                Grade 55.NR.2: Multiply and divide multi-digit whole numbers to solve relevant, mathematical problems. 

                Science Grade 4:S4E3. Obtain, evaluate, and communicate information to demonstrate the water cycle.a.Plan and carry out investigations to observe the flow of energy in water as it changes states from solid (ice) to liquid (water) to gas (water vapor) and changes from gas to liquid to solid.b.Develop models to illustrate multiple pathways water may take during the water cycle (evaporation, condensation, and precipitation).

                Grade 5: S5P1. Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change.a.Plan and carry out investigations of physical changes by manipulating, separating and mixing dry and liquid materials.

                 

                 

                Arts Standards

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

                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.

                Grade 4: 

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

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

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

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

                Grade 5: 

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

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

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

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

                 

                 

                South Carolina Standards

                Curriculum Standards

                3rd Grade

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

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

                3.ATO.3 Solve real-world problems involving equal groups, area/array, and number line models using basic multiplication and related division facts. Represent the problem situation using an equation with a symbol for the unknown

                 

                4th Grade

                4.ATO.1 Interpret a multiplication equation as a comparison (e.g. interpret 35 = 5x7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5.) Represent verbal statements of multiplicative comparisons as multiplication equations. 

                4.ATO.2 Solve real-world problems using multiplication (product unknown) and division (group size unknown, number of groups unknown).

                 

                 

                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 5: I can interpret (read) 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

                • Array - A way of arranging objects or images in rows and columns
                • Multiplication - Repeated addition of numbers of the same size
                • Division - Repeated subtraction of numbers of the same size
                • Factor - A number that can be used to evenly divide into another number

                Arts Vocabulary

                • 7 Elements of Art - Line, shape, form, texture, color, value, space
                • Line - One of the seven Elements of Art; it is a mark made by a pointed tool such as a brush, pen or stick; a moving point.
                • Shape - One of the seven Elements of Art; it is a flat, enclosed area that has two dimensions, length and width. Artists use both geometric and organic shapes.
                • Space - How the Elements of Art are organized in an artwork. It is used to create the illusion of depth. Space can be two-dimensional, three-dimensional, negative and/or positive.
                • Watercolor wash - A layer of watercolor that completely covers a surface and is translucent
                • Variegated watercolor wash - A watercolor wash that transitions from one color to another color
                • Crayon watercolor resist - The process of using crayon or oil pastel (oil based) to draw on a surface and then covering it with a watercolor wash.
                • Mosaic - An artform that is a picture or pattern produced by arranging together small colored pieces of hard material, such as stone, tile, or glass. (Oxford Languages)
                • Composition - The way the Elements of Art are arranged in an artwork
                • Warm colors - Red, orange, yellow
                • Cool colors - Green, blue, violet
                • Analogous colors - Colors next to each other on the color wheel (Example: red, orange, yellow)
                • Complementary colors - Colors across from each other on the color wheel (Example: Orange and blue)
                • Contrast - An arrangement of opposite elements in a composition to create visual interest

                 

                 

                Materials

                  • 12x18-inch black construction paper
                  • 9x6-inch white mixed-media paper
                  • Crayons or oil pastels in warm and cool colors
                  • Watercolor set
                  • Paintbrushes
                  • Water cups with water
                  • Ruler
                  • Pencil
                  • Scissors
                  • Glue sticks

                   

                   

                  Instructional Design

                  Opening/Activating Strategy

                  • Show students an image of an ancient Roman mosaic on a board (Examples of ancient Roman mosaics).
                  • Ask students to identify as many geometric shapes as they can in the image. 
                  • Have students compare their findings with a partner. 
                  • Then, ask students to take turns outlining the shapes on the board.
                  • Explain that Shape is one of the seven elements of art that they will be using to create their own mosaic. 
                  • Show students where the ancient Roman Empire was in relationship to where students live. 
                  • Define for students what a mosaic is.
                  • Briefly go over the 7 Elements of Art. Ask students to identify as many as they can in the image of the ancient Roman mosaic.

                   

                  Work Session

                  • Explain that students will be focusing on Line, Shape, Space, and Color in their mosaic.
                  • Demonstrate to students how to create a 6x9-in array using pencil and ruler. 

                  Teacher tip: Have students mark their paper at each one inch interval around the entire paper. Then, have students connect the marks to create an array.

                  • Ask students to use mathematical concepts that they have learned to determine how many 1-inch squares they have. 
                  • Ask students to identify the area and perimeter using mathematical strategies.
                  • Tell students that in the next step, they will be creating a watercolor-resist painting. They will draw with crayon and paint over the crayon with watercolor. The wax in the crayon will “resist” the water in the watercolor. 
                  • Show students a color wheel. 
                    • Discuss the different ways we can organize colors into color schemes: Warm, cool, complementary, and analogous (see color wheel)
                    • Tell students that they will be drawing lines and shapes over the entire surface of their paper using either warm OR cool colored crayons. 
                  • Tell students that next they will be painting over the entire surface of the paper in watercolor. Show students how to create a variegated watercolor wash using the video.
                    • Students should create a variegated watercolor wash in warm colors if students used cool colored crayons; students should use cool colors if they used warm colored crayons. This will create contrast. 
                    • Direct students to make observations about the water cycle as they watch the water in the watercolor evaporate and the paper dry. Ask students if this is a chemical or physical change.
                  • Once the watercolor wash is mostly dry, students should cut out each square and divide them into equal groups using factors of 54.
                  • Explain that students are going to arrange their groups (factors of 54) in a composition on their black paper. Once they have arranged them, they will glue them down.
                    • Composition is how an artist arranges the elements of art, like line, shape, and color, in their artwork.

                  Teacher tip: Have students place all of their pieces on their paper BEFORE beginning to glue them down.

                   

                  Closing Reflection

                  • Have students explain to a partner how they grouped their pieces of the watercolor-resist into factors of 54 in their mosaic.
                  • Ask students to explain how they determined the size of their groupings.
                  • Ask students to identify which elements of art they used in their mosaic.

                  Assessments

                  Formative

                  Teachers will assess understanding through the:

                  • Shapes students identified in Roman mosaic
                  • Students’ ability to group pieces of mosaic into factors of 54
                  • Students’ color choices (checking for understanding of warm and cool colors)

                   

                  Summative

                  CHECKLIST

                  • Students will demonstrate what they learned by creating a watercolor crayon resist mosaic that utilizes contrasting warm and cool colors and demonstrates that they can arrange watercolor pieces in factors of 54 in a compositionally interesting way on their paper.

                   

                   

                  Differentiation

                   

                  Acceleration: Instead of using 1x1-inch squares, have students determine other ways to divide their paper into equal sections (example).

                   

                  Remediation: 

                  • Rather than creating a watercolor resist, have students use construction paper in contrasting colors to create their mosaic. 
                  • Students can also fold paper into equal sections instead of using a ruler to measure equal sections before cutting.
                  • Provide an array for students rather than having students create their own with rulers.

                   

                   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:  Katy Betts

                  Revised and copyright:  2024 @ ArtsNOW

                   
                  Back to Modules

                  WATER CYCLE ACTIVATION 4-5

                  WATER CYCLE ACTIVATION

                   

                  WATER CYCLE ACTIVATION

                  Learning Description

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

                   

                  Learning Targets

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

                  Download PDF of this Lesson

                  "I Can" Statements

                  “I Can…”

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

                  Essential Questions

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

                   

                  Georgia Standards

                  Curriculum Standards

                  Grade 4

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

                  1. b. Develop models to illustrate multiple pathways water may take during thewater cycle (evaporation, condensation, and precipitation)

                     

                     

                    Arts Standards

                    Grade 4

                    TAES4.3: Acting by developing, communicating, and sustaining roles within a variety of situationsand environments.

                     

                     

                     

                     

                    South Carolina Standards

                    Curriculum Standards

                    EARTH AND HUMAN ACTIVITY (ESS3)

                    5-ESS3-1. Evaluate potential solutions to problems that individual communities face in protecting the Earth’s resources and environment.

                     

                    Arts Standards

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

                     

                     

                    Key Vocabulary

                    Content Vocabulary

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

                       

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

                       

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

                       

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

                       

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

                       

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

                       

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

                       

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

                       

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

                       

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

                     

                    Arts Vocabulary

                      • Act – To pretend; to play a role

                       

                      • Collaboration – Working together, teamwork

                       

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

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

                     

                     

                    Materials

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

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

                     

                    Instructional Design

                    Opening/Activating Strategy

                    WATER CYCLE MOVEMENTS

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

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

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

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

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

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

                    • Condensation  – 

                    “Con” – wiggly fingers above head (gas)

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

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

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

                    • Precipitation –

                    “Pre” – arms circled above head like a cloud

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

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

                    “ta” – punch right fist down (sleet)

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

                    • Collection – 

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

                    “lec” – hands out like waves (ocean)

                    “tion” – hands moving down low (groundwater)

                     

                     

                    Work Session

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

                           

                          GROUP TABLEAUX

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

                           

                          WATER CONSERVATION

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

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

                           

                          WATER CONSERVATION PANTOMIMES

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

                         

                         

                        Closing Reflection

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

                         

                         

                        Assessments

                        Formative

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

                           

                          Summative

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

                             

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

                           

                          Differentiation

                           

                          Acceleration: 

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

                           

                          Remediation: 

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

                           

                           ADDITIONAL RESOURCES

                           

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

                           

                          Ideas contributed by:  Barry Stewart Mann and Susie Spear Purcell

                           

                          Revised and copyright:  January 2024 @ ArtsNOW
                          Back to Modules