POLLUTION MATTERS: EXPLORING POLLUTION THROUGH DANCE 3-5

EXPLORING POLLUTION THROUGH DANCE

POLLUTION MATTERS: EXPLORING POLLUTION THROUGH DANCE

Learning Description

In this lesson, students will learn about air, water and land pollution around the world by responding to images and conducting research. Students will then express their understanding of pollution through movement using locomotor and non-locomotor movements and levels.

 

Learning Targets

GRADE BAND: 3,5
CONTENT FOCUS: VISUAL ARTS/DANCE & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify types of pollution around the world.
  • I can analyze the effects that pollution has on human life.
  • I can express my feelings about pollution using movement.

Essential Questions

  • How does pollution affect people from different cultures in different ways?
  • What are the effects of pollution on people and the environment?

 

Georgia Standards

Curriculum Standards

Grade 3:

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

a. Ask questions to collect information and create records of sources and effects of pollution on the plants and animals.

b. Explore, research, and communicate solutions, such as conservation of resources and recycling of materials, to protect plants and animals.

Arts Standards

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.

 

South Carolina Standards

Curriculum Standards

Grade 5:

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

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.

 

Key Vocabulary

Content Vocabulary

  • Pollution - The introduction of harmful or toxic substances, known as pollutants, into the environment
  • Reduce, reuse, recycle - A sustainability concept aimed at minimizing waste and conserving resources
  • Garbage - Waste materials that are no longer useful or wanted and are typically discarded
  • Litter - Waste, trash, or discarded material that is improperly disposed of in public spaces instead of in designated trash or recycling bins
  • Smog - A type of air pollution that results from the interaction of sunlight with pollutants like ground-level ozone and particulate matter
  • Smoke - A collection of gasses, particles, and other chemicals released when a substance undergoes combustion (burning)
  • Water vapor - The gaseous form of water
  • Acid rain - Precipitation (rain, snow, sleet, or fog) that has a lower pH than normal due to the presence of harmful chemicals, primarily sulfur dioxide (SO₂) and nitrogen oxides (NOₓ) in the atmosphere
  • Oil spills - The release of liquid petroleum (crude oil or refined oil) into the environment, typically into bodies of water like oceans, rivers, or lakes
  • Runoff - The flow of water, usually from rainfall or melting snow, that travels over the ground and eventually enters rivers, lakes, streams, or oceans
  • Pesticides - Chemicals or substances used to prevent, control, or eliminate pests, such as insects, weeds, fungi, rodents, and other organisms that can harm crops, livestock, or human health
  • Fertilizers - Substances or materials added to soil or plants to provide essential nutrients that promote healthy plant growth
  • Emissions (ex: car, airplane) - The release of substances (often gasses, liquids, or particles) into the environment

Arts Vocabulary

  • Mood - Emotion or feeling
  • Locomotor movement - A movement that travels through space
  • Non-locomotor movement - A movement that does not travel through space
  • Levels - One of the aspects of movement (there are three basic levels in dance: high, middle, and low)

 

Materials

 

Instructional Design

Opening/Activating Strategy

  • Lead students in a mirroring movement warm-up to introduce the following vocabulary:
    • Locomotor
    • Non-locomotor
    • Levels (high, middle, low)
    • Pathways
  • Begin by telling students that they will mirror your movements so they must be watching closely. Have students establish a space where they can move without interfering with other students.
    • Start by doing simple non-locomotor movements (i.e., bending, twisting, shaking, etc.)
    • Now incorporate high, middle, and low levels by making non-locomotor movements at different levels.
    • Begin to incorporate locomotor movements, such as stepping together from side to side, gliding as if skating, walking, etc.
    • Incorporate levels high, middle, and low by making locomotor movements at different levels.
  • Debrief with students explaining the dance vocabulary.
  • Now, tell students that you will call out vocabulary and they will make a movement that expresses the vocabulary.
    • Example: Create a locomotor movement at a low level.
  • After practicing using the vocabulary, have students return to their seats.
  • Show students images of pollution around the world and discuss the images as a class.
    • Engage students in the Step Inside Artful Thinking Routine.
      • Choose a person, object or element in an image or work of art, and step inside that point of view. Consider:
        • What can the person/thing perceive and feel? What might the person/thing know about or believe?
        • What might the person/thing care about?
        • How would you feel if you were in the same situation or you were in that environment?
      • Take on the character of the thing you’ve chosen and improvise a monologue. Speaking in the first person, talk about who/what you are and what you are experiencing.
      • What do you think caused the pollution in the environment?
    • After several of the images, discuss the feelings that students have. Ask students to show that feeling using a movement.
    • Then ask students to explain their rationale for choosing each movement.

Work Session

Part 1

  • Introduce to students the concept of “Ego vs. Eco” (human advancement at the expense of nature versus caring for the ecosystem). Use this website resource to explore/research this concept: https://recyclingsutainabiliy4a.weebly.com/ego-vs-eco.html.
  • Students will create journal entries on Padlet/sticky notes (teacher's choice) to explain possible causes of and solutions for pollution viewed in the images from the slideshow.

Part 2

Part 3:

  • Place students in small groups of three or four students.
  • Students will review the research and make a list of six adjectives used to describe pollution.
  • Direct students to work together to choreograph a movement for each adjective.
  • Students should then connect them together to form a dance.
  • Students’ dances must:
    • Have at least six movements
    • Use both locomotor and non-locomotor movements
    • Use all three levels–high, middle, and low
  • If time permits, direct students to select music that they connect to. Otherwise, provide students with two options of music to use for their dance (instrumental recommended).
  • Students should rehearse their dances.

Closing Reflection

  • Have students name the different types of pollution they saw and describe the effects it has on our world.
    • Have students discuss where they saw locomotor/non-locomotor movements and levels.
  • Ask students:
    • How does it make you feel seeing pollution around the world?
    • Where have you seen pollution in your own environment?
    • What could you do to help the environment?
    • How can we further reduce the amount of waste that we have?
    • What is something new you learned about pollution while participating in this project?

 

Assessments

Formative

  • Teachers will observe students’:
    • Responses during the activating strategy: Step Inside
    • Journal entries
    • Research and identification of relevant vocabulary terms from research
    • Students’ collaboration on choreography

Summative

  • Students’ choreography:
    • Has at least six movements
    • Uses both locomotor and non-locomotor movements
    • Uses all three levels–high, middle, and low
    • Includes a movement for six different relevant adjectives to describe pollution
    • Students can name the different types of pollution they saw and describe the effects it has on our world.

 

Differentiation 

Accelerated: 

Remedial:

  • Provide sentence starters for students’ journal entry writing.
  • Allow for peer tutor and pairings.
  • Include visuals to support the content vocabulary.
  • Allow students to copy their articles into Microsoft Word Online and use the “Immersive Reader” feature to hear their articles read aloud. (Office365 Student Account>Word Document Online>View>Immersive Reader)

 

Credits

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

Ideas contributed by: Jill McNally, Alisa Moore, Julie Palmieri, Edited by Dr. Carla Cohen, Edited by Jessica Espinoza and Katy Betts

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

Revised and copyright:  June 2025 @ ArtsNOW

 

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ARTFUL EARTH–EXPLORING ROCKS AND SOILS: THE ROCK CYCLE DANCE 3-4

THE ROCK CYCLE DANCE

ARTFUL EARTH–EXPLORING ROCKS AND SOILS: THE ROCK CYCLE DANCE

Learning Description

In this arts integrated lesson, students will model the rock cycle by composing small group dance compositions. Students will use the dance concepts: Body shapes and non-locomotor/locomotor movements to depict how rocks change their form based on physical and chemical changes that naturally occur over time. Groups will observe their peers and evaluate the dance pieces based on their understanding of how rocks are formed.

 

Learning Targets

GRADE BAND: 3,4
CONTENT FOCUS: DANCE & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify the three types of rocks: Igneous, sedimentary, and metamorphic.
  • I can use movement to represent the rock cycle.
  • I can identify how the changes in nature result in a new type of rock forming.
  • I can identify all of the steps in the rock cycle.

Essential Questions

  • How are the three types of rocks formed?
  • How can I use movement to represent the rock cycle?
  • What is the difference between the three types of rocks?

 

Georgia Standards

Curriculum Standards

Grade 3:

S3E1 Obtain, evaluate, and communicate information about the physical attributes of rocks and soils.

S3E1.a Ask questions and analyze data to classify rocks by their physical attributes (color, texture, luster, and hardness) using simple tests.

S3E1.b Plan and carry out investigations to describe properties (color, texture, capacity to retain water, and ability to support growth of plants) of soils and soil types (sand, clay, loam).

S3E1.c Make observations of the local environment to construct an explanation of how water and/or wind have made changes to soil and/or rocks over time.

Arts Standards

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.

 

South Carolina Standards

Curriculum Standards

Grade 4:

4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape 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.

 

Key Vocabulary

Content Vocabulary

  • Rock - A naturally occurring solid substance composed of one or more minerals, mineraloids, or organic materials
  • Sedimentary rocks - A type of rock that forms from the accumulation, compaction, and cementation of sediments over time
  • Metamorphic rocks - A type of rock that forms when existing rocks—either igneous, sedimentary, or other metamorphic rocks—are subjected to high heat, pressure, and/or chemically active fluids over long periods of time
  • Igneous rocks - A type of rock that is formed from the cooling and solidification of molten rock (magma or lava)
  • Magma - Molten rock that is found beneath the Earth's surface
  • Weathering - The process by which rocks and minerals break down into smaller pieces or change chemically due to exposure to environmental conditions such as wind, water, temperature changes, and biological activity
  • Sediments - Small particles of rock, minerals, organic materials, or other substances that have been broken down or weathered from larger rocks over time

Arts Vocabulary

  • Body shapes - Refers to an interesting and interrelated arrangement of body parts of one dancer; the visual makeup or molding of the body parts of a singular dancer; the overall visible appearance of a group of dancers (they may be curved/angular, symmetrical/asymmetrical, positive/negative)
  • Levels - One of the aspects of movement (there are three basic levels in dance: high, middle, and low)
  • Locomotor movement - A movement that travels through space
  • Non-locomotor movement - A movement that does not travel through space
  • Choreography - The art of designing and arranging sequences of movements, steps, and gestures to create a dance piece

 

Materials

 

Instructional Design

Opening/Activating Strategy

Dance Warm-Up

  • Students will move freely through the space of the classroom while the teacher plays instrumental music.
  • When the music stops, have students make a body shape. It may help to give them some directions, such as to make a curved or angular shape. Encourage students to use their whole bodies when making shapes.
  • Direct students to make shapes at high (standing fully erect), middle, and low levels (low to the ground).
  • Next, tell students that locomotor movements in dance are movements that travel from one place to another. Create a class list of examples of locomotor movements with students (ie. zig-zag, skip, slither, jump).

Next, call out a few of the locomotor movements from the created list, and have the students move freely through the room demonstrating the movements.

Work Session

  • Place students in small groups and go over the expectations for the dance composition they will create together.
  • Stress that each group must have three group body shapes that depict the three types of rocks and three locomotor movements that depict the chemical/physical changes that occur during the rock cycles that transform the rock into the next type (ie. weathering, heat and pressure).
  • Go over the Choreography Planning Document with students.
  • You may need to scaffold the planning of student dances by first having them create three body shapes for their three different rocks.
  • Then, have students create the locomotor movements that transform them into each new rock.
  • Allow time for the small groups to create and rehearse their choreography.

Closing Reflection

  • Groups will perform their dance pieces for the class. Review audience etiquette and expectations prior to performances.
  • The students in the audience will observe and determine which body shapes represent which types of rock. They will also look for the locomotor movements that represent the changes in nature.
  • Ask students to reflect on the following after the performances:
    • How did you know which body shape represented which rock?
    • Did the movement choices that the group selected accurately depict the rock cycle?
    • Are there any changes we might suggest these dancers make to their choreography to more effectively show the rock cycle?

 

Assessments

Formative

  • Teachers will observe student discussion, reflection questions, and the choreographic process and planning guide.

Summative

  • Students’ dances demonstrate that they understand the attributes of each type of rock and the process each rock undergoes in its formation through their use of body shapes and locomotor movements.
  • Students demonstrate that they can use body shapes and locomotor movements as tools of communication.

 

Differentiation 

Accelerated: 

  • Have students add a beginning and ending frozen shape to their choreography.
  • Have students draw a simple diagram of the rock cycle and annotate it with the movements and body shapes they used for each rock.
  • Have students add narration or spoken word in between the dances to explain what’s happening in the rock cycle (weathering, melting, cooling, etc.).

Remedial:

  • Have students choreograph a dance composition for one type of rock instead of three.

 

Additional Resources

  • The Rock Cycle By Base 12 Innovations, Open iTunes to buy and download apps. Free Category: Education Updated: Apr 03, 2013 Version: 1.3 Size: 28.0 MB Language: English Seller: Sivaraman Sivaswami © 2011 Base 12 Innovations
  • Rock Cycle - BrainPOP

 

Credits

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

U.S. Department of Education Arts in Education--Model Development and Dissemination Grants Program Cherokee County (GA) School District and ArtsNOW, Inc.

Ideas contributed and edited by: Diane McMullen, Edith Alexander, Liz Pendlington, Jessica Espinoza, Richard Benjamin Ph.D., Michele McClelland, Mary Ellen Johnson, Jane Gill

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

Revised and copyright:  June 2025 @ ArtsNOW

 

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GEOMETRY: GEOMETRY IN MOTION 4

GEOMETRY IN MOTION

GEOMETRY: GEOMETRY IN MOTION

Learning Description

In this math and dance lesson, students will create a dance phrase that expresses geometry vocabulary through movement. They will close the lesson by reflecting on their work and learning through a journal response. This lesson should occur after the geometry vocabulary has been introduced.

 

Learning Targets

GRADE BAND: 4
CONTENT FOCUS: DANCE& MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can work with a group to create a dance phrase that illustrates angles, lines. line segments, rays and points.

Essential Questions

  • How can we use our bodies to represent different geometric concepts like angles, lines, line segments, rays and points?
  • How can we collaborate effectively to ensure our dance phrase accurately represents each geometric concept?

 

Georgia Standards

Curriculum Standards

4.GSR.7.1 Recognize angles as geometric shapes formed when two rays share a common endpoint. Draw right, acute, and obtuse angles based on the relationship of the angle measure to 90 degrees.

4.GSR.8.1 Explore, investigate, and draw points, lines, line segments, rays, angles (right, acute, obtuse), perpendicular lines, parallel lines, and lines of symmetry. Identify these in two-dimensional figures.

4.GSR.8.2 Classify, compare, and contrast polygons based on lines of symmetry, the presence or absence of parallel or perpendicular line segments, or the presence or absence of angles of a specified size and based on side lengths.

Arts Standards

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

ESD4.PR.2 Understand and model dance etiquette as a classroom participant, performer, and observer.

a. Demonstrate attentiveness, full participation, and cooperation with others in the dance learning and performing environment.

ESD4.RE.1 Demonstrate critical and creative thinking in dance. a. Critique a dance performance using elements of dance (e.g. body, space, time, energy) and appropriate dance terminology.

ESD4.CN.3 Integrate dance into other areas of knowledge.

 

South Carolina Standards

Curriculum Standards

4.G.1 Draw points, lines, line segments, rays, angles (i.e., right, acute, obtuse), and parallel and perpendicular lines. Identify these in two-dimensional figures.

4.G.2 Classify quadrilaterals based on the presence or absence of parallel or perpendicular lines.

4.G.3 Recognize right triangles as a category, and identify right triangles.

4.G.4 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line symmetric figures and draw lines of symmetry.

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

  • Right angle - An angle whose measure is exactly 90°
  • Acute angle - An angle whose measure is between 0° and 90°
  • Obtuse angle - An angle whose measure is between 91° and 180°
  • Line - A straight path that goes on forever in both directions
  • Line segment - A part of a line that has two endpoints
  • Ray - A part of a line that starts at one point and goes on forever in one direction
  • Point - A tiny spot that shows a specific place
  • Equilateral triangle - A three-sided figure with sides of equal length
  • Isosceles triangle - A three-sided figure with two sides of equal length
  • Scalene triangle - A three-sided figure with no sides equal in length
  • Parallelogram - A quadrilateral with both pairs of opposite sides being parallel to one another
  • Pentagon - A five-sided polygon
  • Rectangle - A parallelogram with four right angles
  • Rhombus - A parallelogram with four sides of equal length
  • Square - A plane figure with four equal straight sides, opposite sides being parallel, and four right angles
  • Trapezoid - A quadrilateral with at least one pair of parallel sides

Arts Vocabulary

  • Body shape - Refers to an interesting and interrelated arrangement of body parts of one dancer; the visual makeup or molding of the body parts of a singular dancer; the overall visible appearance of a group of dancers (they may be curved/angular, symmetrical/asymmetrical, positive/negative)
  • Movement - How you use your body to do a dance or action
  • Choreographer - The person who creates the dance
  • Choreography - The art of designing and arranging sequences of movements, steps, and gestures to create a dance piece
  • Dance phrase - Short sequence of movements
  • Energy - The quality and intensity of movement; how a dancer uses their body to convey emotions, mood, or intention through variations in force, flow, and dynamics
    • Percussive - Refers to the quality of movement characterized by sharp starts and stops; staccato jabs of energy
    • Sustained - Smooth and unaccented; there is not apparent start or stop, only a continuity of energy
    • Swinging - Established by a fall of gravity, a gain in momentum, a loss of momentum, and the repeated cycle of fall and recovery, like that of a pendulum
    • Vibratory - A quality of movement characterized by rapidly repeated bursts of percussive movements like “a jitter”

 

Materials

 

Instructional Design

Opening/Activating Strategy

  • Play “Shape it, Move It”.
    • When the music plays, students move, staying in their personal space.
    • Stop the music to prompt students to freeze in a body shape that expresses the vocabulary word that you call out.
      • Repeat the process for acute, right, and obtuse angles, line, ray, line segment, and point.
      • Display an image of each word after students have frozen for them to check.
    • Debrief the exercise discussing how students used their bodies in different ways to communicate ideas.

Explain to students that dancers and choreographers also use their bodies to communicate ideas.

Work Session

  • Show students images of dancers from the PowerPoint. Ask students to identify the lines, angles, and shapes that the dancers make with their bodies.
  • Arrange students in groups of three to four. Assign each group their own space in the room.
  • Tell students that they will be making a dance phrase to demonstrate their understanding of the geometric concepts. Go over the requirements for dance phrase.
    • Provide time for students to brainstorm ideas for how to represent geometric concepts through movement.
    • Ask students to consider how they will transition from one movement to another. What type of energy will they use? Sustained, percussive, etc.
  • After work time, all groups have a ‘dress rehearsal’ where students will simultaneously perform their dances.
  • Invite groups that would like to perform, perform their dance for the whole class.
  • As students perform, ask the audience to identify angles, lines, line segments, rays, and points that they saw in the dance phrase.

Closing Reflection

  • Geometry exit ticket: Students write a journal entry that addresses one or more of the following prompts:
    • How did our group decide on the movements to represent angles, lines, line segments, rays, and points?
    • What challenges did we face while creating our dance phrase, and how did we overcome them?
    • Which was the easiest to illustrate through dance and why?
    • What did I learn about angles, lines, line segments, rays, and points through this lesson?
    • How did I use my body to represent angles, lines, line segments, rays, and points?
    • What was my favorite part of creating the dance phrase and why?

 

Assessments

Formative

Teachers will assess student learning throughout the lesson by observing students during the activator to check for understanding of vocabulary and group check-ins during group work time.

Summative

Geometry Dance Phrase is assessed using the Geometry Dance Rubric.

 

Differentiation 

Accelerated: 

  • Students work individually or with a partner instead of a small group.
  • Have students engage in the complete Engineering Design Process by brainstorming how to show geometric concepts through movement, planning for their choreography through sketches/descriptions, creating choreography, performing choreography for a partner group, getting feedback from the partner group, and revising their choreography.

Remedial:

  • Reduce requirements of the dance phrase.
  • Pair students with an accelerated student.

 

Credits

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

Ideas contributed by: Christopher Crabb

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

Revised and copyright:  June 2025 @ ArtsNOW

 

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FRACTION FUSION–WHERE ART AND NUMBERS COLLIDE: FRACTIONS IN MOTION 4

FRACTIONS IN MOTION

FRACTION FUSION–WHERE ART AND NUMBERS COLLIDE: FRACTIONS IN MOTION

Learning Description

In this lesson, students will create addition equations using fractions with like denominators. They will work in groups to express this equation in written form and through a movement sequence. The lesson will close with a self-reflection on the project.

 

Learning Targets

GRADE BAND: 4
CONTENT FOCUS: DANCE & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create and express a fraction addition problem (with like denominators) in a written equation and a movement sequence that utilizes body shapes, levels, and different types of movements.

Essential Questions

  • What different types of body shapes, levels, and movements can I use to express a mathematical concept like adding fractions?
  • How can I represent the addition of fractions with like denominators?

 

Georgia Standards

Curriculum Standards

4. NR.4.6 Add and subtract fractions and mixed numbers with like denominators using a variety of tools.

Arts Standards

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

ESD4.CN.3 Integrate dance into other areas of knowledge.

 

South Carolina Standards

Curriculum Standards

4.NSF.3 Develop an understanding of addition and subtraction of fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) based on unit fractions.

a. Compose and decompose a fraction in more than one way, recording each composition and decomposition as an addition or subtraction equation; b. Add and subtract mixed numbers with like denominators; c. Solve real-world problems involving addition and subtraction of fractions referring to the same whole and having like denominators.

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

 

Key Vocabulary

Content Vocabulary

  • Fraction - A number that represents a part of a whole
  • Numerator - The number above the line that indicates how many parts of a whole are being counted
  • Denominator - The number below the line that indicates the total number of equal parts in the whole
  • Addition - Combining two or more numbers to find a total or sum
  • Equation - A mathematical sentence that has two equal sides separated by an equal sign
  • Equivalent – Have equal value
  • Like denominator – A denominator that is found in two or more fractions
  • Unlike denominators – Denominators in two or more fractions that are different from each other

Arts Vocabulary

  • Movement sequence - A series of movements; a short dance
  • Levels - One of the aspects of movement (there are three basic levels in dance: high, middle, and low)
  • Body shape - Refers to an interesting and interrelated arrangement of body parts of one dancer; the visual makeup or molding of the body parts of a singular dancer; the overall visible appearance of a group of dancers (they may be curved/angular, symmetrical/asymmetrical, positive/negative)
  • Locomotor movement - A movement that travels through space
  • Non-locomotor movement - A movement that does not travel through space (e.g. shaking, bending, stretching, twisting, turning & more)

 

Materials

  • Upbeat instrumental music
  • Speaker or other device with the ability to play music
  • Index cards with various fractions written on them (grouped in pairs by fractions with like denominators)

 

Instructional Design

Opening/Activating Strategy

Move It! Shape It!

  • Provide a vocabulary word or concept to express through movement (see below).
  • When the music plays, students move in their personal space, to express vocabulary given.
    • Upbeat instrumental music is best.
  • When the music stops, students will freeze in a body shape.
  • Repeat as needed.

Vocabulary to utilize: Numerate, denominator, addition, towards, away, equation, various locomotor movements, various non-locomotor movements, low level, middle level, high level

Work Session

  • Review adding fractions with like denominators.
  • Divide the class into groups of three to four students.
    • Give each group a pair of fraction cards.
    • Each group will write an addition equation with their fraction cards including the sum.
    • Each group will choreograph a movement sequence that expresses their equation including the following:
      • Movement for Fraction A
      • Movement for Fraction B
      • Movement for the sum
      • At least two non-locomotor movements
      • at least one locomotor movement
      • All three levels (high, middle, and low)
    • After designated work time, all groups will have a ‘dress rehearsal’. (All groups will perform at the same time and may need two dress rehearsals so that the teacher can assess their work.)
      • After the performances, have each group share their equation.
    • Review audience etiquette with students: Still, silent, supportive.
    • Invite groups that would like to perform their dance for the whole class to do so.
      • Students can comment on:
        • Interesting movements
        • Where they saw certain sequence requirements, etc.
        • How the group used the dance concepts to communicate the mathematical concepts

Closing Reflection

  • Have students complete the following Exit Ticket by answering one or more of the following reflection prompts/questions:
    • Describe how your movements expressed the fraction addition equation.
    • What was the easiest and most challenging part of this task?
    • What did your group do to be successful in this project?
    • What would you change or improve to be more successful?
    • Describe what you learned in this project.

 

Assessments

Formative

  • Teacher observation of students during “Move It! Shape It!” to check for understanding of vocabulary
  • Individual group check-ins during group work time
  • Exit Ticket

Summative

Checklist for ‘Fraction Addition Equation and Movement Sequence”:

  • Was the fraction addition equation written accurately?
  • Was the sum of the fraction equation correct?
  • Did the movement sequence include a movement for each part of the equation? (Fraction A, Fraction B, and Sum)
  • Did the sequence include at least two non-locomotor movements?
  • Did the movement sequence include at least one locomotor movement?
  • Did the movement sequence include all three levels (low, middle, and high)?

 

Differentiation 

Accelerated: 

  • Include mixed fractions
  • Reduce group size

Remedial:

  • Simplify fractions given
  • Intentional grouping
  • Model an example as a class

 

Credits 

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

Ideas contributed by: Christopher Crabb

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

Revised and copyright:  June 2025 @ ArtsNOW

 

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VOLUME OF RIGHT RECTANGULAR PRISMS : DISCOVERING VOLUME THROUGH CHOREOGRAPHY 5

DISCOVERING VOLUME THROUGH CHOREOGRAPHY

VOLUME OF RIGHT RECTANGULAR PRISMS: DISCOVERING VOLUME THROUGH CHOREOGRAPHY

Learning Description

In this lesson, students will discover how the volume of a right rectangular prism can be found by creating choreography to represent the formula for volume.

 

Learning Targets

GRADE BAND: 5
CONTENT FOCUS: DANCE & MATH
LESSON DOWNLOADS:

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"I Can" Statements

“I Can…”

  • I can find the volume of a right rectangular prism.
  • I can create a piece of choreography to demonstrate how to find the volume of a right rectangular prism.

Essential Questions

  • How can I create a piece of choreography that demonstrates how to find the volume of a right rectangular prism?
  • How can I find the volume of a rectangular prism?

 

Georgia Standards

Curriculum Standards

5.GSR.8.3 Investigate volume of right rectangular prisms by packing them with unit cubes without gaps or overlaps. Then, determine the total volume to solve problems.

Arts Standards

ESD5.CR.1 Demonstrate an understanding of the choreographic process.
ESD5.CR.2 Demonstrate an understanding of dance as a form of communication.

 

South Carolina Standards

Curriculum Standards

5.MDA.3 Understand the concept of volume measurement.
a. Recognize volume as an attribute of right rectangular prisms;
b. Relate volume measurement to the operations of multiplication and addition by packing right rectangular prisms and then counting the layers of standard unit cubes;
c. Determine the volume of right rectangular prisms using the formula derived from packing right rectangular prisms and counting the layers of standard unit cubes.

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.

 

Key Vocabulary

Content Vocabulary

  • Volume - The amount of space occupied by a three-dimensional object or shape
  • Height - The perpendicular distance from the base of a shape or object to its topmost point
  • Length - The distance from one end of an object to the other along its longest side
  • Width - The measurement of the shorter side of an object or shape when compared to its length; it is usually the horizontal dimension
  • Three-dimensional figure - A figure that has length, width, and height

Arts Vocabulary

  • Choreography - The art of designing and arranging sequences of movements, steps, and gestures to create a dance piece
  • Levels - One of the aspects of movement (there are three basic levels in dance: high, middle, and low)
  • Locomotor - a movement that travels through space
  • Non-locomotor - A movement that does not travel through space
  • Rhythm - The pattern of timed beats and movements that align with the music

 

Materials

  • Volume equations
  • Music (optional) for students performances (upbeat instrumental music is recommended)
  • Rubric (see “summative assessment”)

 

Instructional Design

Opening/Activating Strategy

  • Explain to students that different levels can be used in choreography to communicate different ideas.
    • Have students get into a circle facing each other. Explain to them that they will follow your movements.
    • Start showing them one movement and have them copy you to the rhythm of a steady beat.
    • Change the movement to one of a different level. Explain to students that there are levels in dance–high, medium, low. Now, put the two movements together.
    • Next add locomotor movement moving either to the side, front, or back. Put the three movements together and have students follow along. Explain that when we put movements together, we create choreography.
    • Allow students to take turns being the “leader” showing a new movement that the class will follow. Encourage them to utilize levels and locomotor movement to add variety.

Work Session

  • Next, explain to the students that they will be using choreography to help them understand and remember how to find the volume of right rectangular prisms.
    • Address the misconception that volume is the same as area.
  • Divide the students into small groups.
    • Instruct students to create a movement sequence that demonstrates the formula for finding volume.
    • Students must create a movement for length, width, height, and volume as well as a movement to show “multiply” and “equal”. Students will have seven movements total in their choreography.
    • Students must use levels and locomotor and non-locomotor movements in their choreography.
    • Monitor student work by circulating and providing guidance as needed.
    • After groups have choreographed their movement sequences, assign each group three volume equations to solve. Students should use the formula to solve each equation.

 

Closing Reflection

  • As a class, ask students to share one thing they learned about finding volume through choreography. This can be done as a whole class or with a neighboring student.
  • Ask students how they used choreography as a tool of communication in this lesson.

 

Assessments

Formative

  • Ask questions throughout the process to assess whether the students understand volume.
  • Make observations of the choreographic process to ensure the students are using the dance vocabulary and applying it to the task in a meaningful way.

 

 

Summative

  • Student work on the three volume equations
  • Rubric for choreography:
A rubric table with five criteria—Accuracy, Creativity, Execution, Presentation, and Overall Impact—rated from 0 to 3 points, describing performance levels for choreography about discovering volume of right rectangular prisms.

 


Differentiation

Accelerated: 

Challenge students to create their own choreography sequence that represents a different geometric shape. Instruct them to write down the corresponding volume formula and steps to find the volume of the shape they created.

Remedial:

  • Create choreography for the formula to find volume as a class.
  • Have students solve the volume with smaller numbers and whole numbers only.


Credits 

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

Ideas contributed by: SAIL Grant Teacher Leaders

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

Revised and copyright:  June 2025 @ ArtsNOW

 

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