PROBLEM SOLVING WITH MOVEMENT 6-8

PROBLEM SOLVING WITH MOVEMENT

PROBLEM SOLVING WITH MOVEMENT

Learning Description

In this lesson, students will grasp and apply the order of operations to solve equations by developing choreography that illustrates each step of an equation.

 

Learning Targets

GRADE BAND: 6-8
CONTENT FOCUS: DANCE & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can represent the order of operations through movement.

  • I can create choreography that represents each step of an equation using the order of operations. 

  • I can accurately use the order of operations to solve an equation.

Essential Questions

  • How can movement aid in the comprehension of order of operations and solving equations?

 

Georgia Standards

Curriculum Standards

Grade 6:

6.PAR.6: Identify, write, evaluate, and interpret numerical and algebraic expressions as mathematical models to explain authentic situations.

6.PAR.6.4 Evaluate expressions when given values for the variables, including expressions that arise in everyday situations.

Arts Standards

Grade 6:

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

 

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

 

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

 

MSD.CN.3 Demonstrate an understanding of dance as it relates to other area of knowledge.

 

South Carolina Standards

Curriculum Standards

Grade 6:

6.EEI.1 Write and evaluate numerical expressions involving whole-number exponents and positive rational number bases using the Order of Operations.

 

6.EEI.2 Extend the concepts of numerical expressions to algebraic expressions involving positive rational numbers. 

  1. Evaluate real-world and algebraic expressions for specific values using the Order of Operations. Grouping symbols should be limited to parentheses, braces, and brackets. Exponents should be limited to whole-numbers.

 

Grade 7:

7.EEI.3 Extend previous understanding of Order of Operations to solve multi-step real-world and mathematical problems involving rational numbers. Include fraction bars as a grouping symbol.

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

  • Order of operations -  A set of rules that dictates the sequence in which operations should be performed to ensure consistent and correct results; it is essential when an expression involves multiple operations like addition, subtraction, multiplication, division, exponents, and parentheses

Arts Vocabulary

  • Movement phrase - A series of movements linked together to make a distinctive pattern

  • Non-locomotor - This refers to a movement that does not travel through space

  • Locomotor - This refers to a movement that travels through space

  • Steady beat - An unchanging, continuous pulse

  • Space - An element of movement involving direction, level, size, focus, and pathway

  • Level - One of the aspects of the movement element space; in dance, there are three basic levels: high, middle, and low

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

  • Choreographer - A person who creates dances

  • Shape - This refers to an interesting and interrelated arrangement of body parts of one dance; the visual makeup or molding of the body parts of a single dancer; the overall visible appearance of a group of dancers

 

Materials

  • Sound source and music with a steady beat
  • Equations on cards that require students to use the order of operations

 

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: Set up chairs and tables in a circular format to maximize students’ engagement and ability to see their peers during the activity and performance. Also establish parameters for acceptable movement choices and discuss audience behavior/etiquette with students.


  • Begin the lesson by engaging students in movement that introduces students to the Elements of Dance: Body, action, space, time and energy.
    • Have students arrange themselves in the classroom with enough personal space to move freely without touching a neighbor.
    • Turn on instrumental music with a steady beat.
    • First, have students bring awareness to their bodies by leading them through gentle stretches starting from the head and moving to the toes (e.g., head circles, shoulder shrugs, toe touches, etc.).
    • Next, bring students’ awareness to the rhythm of the music by having them march in place to the beat with high knees, swinging their arms side to side. 
    • 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.
    • Finally, bring students’ attention to levels (high, middle, low) and directions (forward, backward, sideways) with movements such as stretching up high and moving on tiptoes, moving low to the ground and crawling forwards and backwards, and bouncing in place at a medium level.
    • Have students return to their seats.

 

Work Session

  • Review order of operations with students. 
  • Break the class into groups. 
  • Assign each group one of the following: Parenthesis, exponents, multiplication, division, addition, or subtraction.
    • Each group should create a movement that demonstrates their operation.
    • Remind students to think about the movements from the warm-ups and how their levels and body shapes can communicate their concept.
    • Each group will teach their movement to the class.
    • Then, the whole class will perform the choreography together in the correct order of operations. 
  • Assign each group an equation that requires students to use the order of operations in order to be solved.  
  • Ask students to begin by solving their equation mathematically.
    • Next, ask students to create choreography in the order that is needed to solve an equation with the order of operations.
    • For example, if the equation is 19 + 40 ÷ 5 - (8 + 5 ) = X, students would create a movement to represent (8 + 5); 40 ÷ 5; 19 + 8; and finally 27 - 13.
      • Encourage students to incorporate the movements from the order of operations choreography in their equation choreography.

 

Closing Reflection

  • The students will perform their movement phrases for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
  • Turn up the volume of the music and help students find the steady beat again by tapping their toe on the floor.
  • After each performance, students will share and post their equation with ordered sections in how they solved the problem and related it to the sections of choreography they created.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to express the order of operations through movement, and ability to use the order of operations to solve an equation.

 

Summative

CHECKLIST

  • Students can represent the order of operations through movement.
  • Students can create choreography that represents each step of their equation using the order of operations. 
  • Students can accurately use order of operations to solve their equation.

 

 

DIFFERENTIATION 

Acceleration: Challenge students to create their own equation and create choreography to represent it using the order of operations.

Remediation: Assign each group a section of the equation to choreograph. Then, have students put their equation together to solve it using the order of operations.

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

Ideas contributed by: Melissa Dittmar-Joy. Updated by Katy Betts.

Revised and copyright: June 2024 @ ArtsNOW

 

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MOVEMENT AND MEASUREMENT 2-3

MOVEMENT AND MEASUREMENT

MOVEMENT AND MEASUREMENT

Learning Description

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

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

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

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

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

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

Essential Questions

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

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

  • What instruments can we use to determine height?

 

Georgia Standards

Curriculum Standards

Grade 2

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

 

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

 

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

Arts Standards

Grade 2

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

 

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

 

South Carolina Standards

Curriculum Standards

Grade 2

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

 

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

 

Grade 3

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

Arts Standards

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

 

Anchor Standard 2: I can choreograph a dance.

 

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

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

 

Key Vocabulary

Content Vocabulary

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

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

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

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

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

Arts Vocabulary

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

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

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

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

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

 

Materials

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

 

Instructional Design

Opening/Activating Strategy

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

 

Work Session

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

     

    Grade 3 extension: 

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

    Closing Reflection

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

     

    Assessments

    Formative

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

     

    Summative

    CHECKLIST

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

          Grade 3 extension: 

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

     

    DIFFERENTIATION 

    Accelerated: 

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

    Remedial: 

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

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

    Ideas contributed by: Jessica Wurst

    Revised and copyright:  May 2024 @ ArtsNOW

     

    Back to Modules

    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

     

     

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    EARTH SYSTEMS, ENVIRONMENT & CONSERVATION THROUGH MOVEMENT K-1

    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: K-1
    CONTENT FOCUS: DANCE & SCIENCE
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can use dance as a form of communication.

    • I can create a choreographic work about scientific concepts.

    Essential Questions

    • How do choreographers use dance as a form of communication?

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

     

    Georgia Standards

    Curriculum Standards

    Grade 1

    S1E1. Obtain, evaluate, and communicate weather data to identify weather patterns.

    Arts Standards

    Grade 1

    ESD1.CR.1 Demonstrate an understanding of the choreographic process.

     

    ESD1.CR.2 Demonstrate an understanding of dance as a form of communication.

     

    ESD1.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

     

    ESD1.RE.1 Demonstrate critical and creative thinking in dance.

     

    South Carolina Standards

    Curriculum Standards

    Kindergarten: 

    K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.

    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

    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

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

     

    Materials

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

     

     

    Instructional Design

    Opening/Activating Strategy

    • Ask students to show a movement to represent a weather-related word such as rain or sunshine. Ask students to explain why they chose their movement.
    • 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 'Weather' (2012, Lucy Guerin).
    • Ask students to describe how the dancers moved their bodies. 
    • Now, list several types of weather that are demonstrated through the dancers in the piece. Tell students that they will watch the dance again and see if they can identify where the dancers showed the type of weather.
    • Next, tell students that dancers have vocabulary that they use to describe types of movements. The words that they will learn about today are levels and energy. 
      • Tell students that they will explore weather using levels and energy. 
        • Say a weather word, such as, “rain” and demonstrate wiggling your fingers quickly while moving from a standing position to a crouching position. Ask students to copy your movements. Next, ask them how you used your body to show the concept of rain. 
        • Tell students that standing up is a “high level” and crouching down is a “low level” movement. 
        • Next, ask them to repeat the rain movement. Tell students that this time, the rain is barely falling, just a light sprinkle. 
        • Have them repeat the movement again. Tell them that this time, the rain is a thunderstorm, pouring down. 
        • Ask students how their finger movements changed depending on the type of rain. This is energy in dance. 
    • Arrange students into groups of two or three. Assign each group a weather-related concept.
    • 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. 
      • Ask students to either choose to show their concept by using levels or energy (or both).
      • Ask students to have a starting pose, a movement to show their concept, and an ending pose.
    • Circulate the room to work with students as they create their choreography.

     

    Closing Reflection

    • 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.

     

     

    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 correctly demonstrates scientific concepts and vocabulary.
      • Students can intentionally use energy or levels to communicate a concept.
    • Audience: 
      • Students can discuss the performances of the other groups and identify how movements demonstrate scientific concepts and vocabulary.

    DIFFERENTIATION 

    Accelerated: 

    • Students can create choreography that has a beginning, middle, and end.
    • Students can describe their dance using writing and drawing.

    Remedial: Create weather-related choreography as a class. Create one movement for each type of weather. Then, assign groups their concept. Groups will build upon the original movement that the class created together to create their choreography.

     ADDITIONAL RESOURCES

     

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

    Ideas contributed by: Melissa Joy

    Revised and copyright:  July 2024 @ ArtsNOW

     

    Back to Modules