EARTH’S CHANGING SURFACE WEATHERING, EROSION, AND DEPOSITION THROUGH MOVEMENT 5-6

WEATHERING, EROSION, AND DEPOSITION THROUGH MOVEMENT

WEATHERING, EROSION, AND DEPOSITION THROUGH MOVEMENT

Learning Description

Students will use dance to demonstrate the forces of weathering, erosion, and deposition through the use of dance choreography.

 

Learning Targets

GRADE BAND: 5,6
CONTENT FOCUS: DANCE & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can explain destructive and constructive processes shaping Earth’s crust through dance.
  • I can model the constructive processes that shape the Earth’s crust with choreography.

Essential Questions

  • What are the constructive/destructive processes that shape the Earth’s crust?
  • How can I use dance and movement to model the impact of destructive processes on Earth’s surface?

 

Georgia Standards

Curriculum Standards

Grade 5:

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

a. Construct an argument supported by scientific evidence to identify surface features (examples could include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or destructive processes (examples could include deposition, weathering, erosion, and impact of organisms).

b. Develop simple interactive models to collect data that illustrate how changes in surface features are/were caused by constructive and/or destructive processes.

Arts Standards

Grade 5:

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

a. Create shapes and levels through movement.

b. Create movement phrases with or without music.

c. Demonstrate knowledge of compositional elements through movement (e.g. beginning, middle, end, transitions).

d. Create movement based on student generated ideas or feelings.

f. Create and accurately repeat a dance phrase, then vary it using the elements (e.g. body, time, space, energy)

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

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

 

South Carolina Standards

Curriculum Standards

Grade 6:

6-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

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.

 

Key Vocabulary

Content Vocabulary

  • Constructive force - A natural process that builds up the Earth's surface, creating new landforms and adding to existing ones
  • Destructive force - A natural process that breaks down or wears away the Earth's surface, destroying or altering landforms
  • Weathering - The breakdown of rocks into smaller fragments without changing their chemical composition; it can be caused by wind, rain, hail, snow, water
  • Erosion - The natural process by which soil, rock, or other surface materials are worn away and transported from one location to another by agents such as water, wind, ice, or gravity
  • Deposition - The geological process by which sediments, soil, and rocks that are transported by wind, water, ice, or gravity are dropped or settled in a new location

Arts Vocabulary

  • Locomotor - A movement that travels through space
  • Non-locomotor - A movement that does not travel through space
  • Pathways - Designs traced on the floor as a dancer travels across space; the designs traced in the air as a dancer moves various body parts
  • Levels - One of the aspects of movement (there are three basic levels in dance: high, middle, and low)
  • Percussive - Refers to the quality of movement characterized by sharp starts and stops; staccato jabs of energy
  • Space - The physical area in which movement occurs and how dancers use, navigate, and relate to that area
  • Time - The element that organizes movement in relation to rhythm, tempo, and duration
  • Energy - The quality or force of movement, describing how the body moves through space
  • Props - Objects that dancers use or interact with during a performance to enhance the visual, narrative, or thematic elements of the choreography
  • Tempo - In music, the speed of the beat

 

Materials

 

Instructional Design

Opening/Activating Strategy

Teacher Note: In order to be successful in this unit students should be able to define constructive and destructive forces. Students should understand that landforms can change quickly or slowly over time. Students should be able to identify surface features caused by constructive and destructive forces.

  • Show an image of a sand dune. Have students engage in the See/Think/Wonder artful thinking routine. Then ask the following:
    • What type of landform is this?
    • How do you think this landform got there?
    • How long did you think it took for it to be developed?
  • This activator will lead into a discussion of constructive and destructive forces.
  • The teacher will activate prior knowledge by sharing weathering and erosion anchor charts to review unit vocabulary. Students will turn and talk to share their definitions of weathering, erosion and deposition.
  • As they discuss, have students create hand movements that represent weathering, erosion, and deposition.

 

Work Session 20 minutes

  • Tell students that they will use dance to develop their understanding on the topic of constructive and destructive forces.
  • Introduce the following elements of dance: Space, time, and energy. Lead students in a dance warm-up to help them engage with the vocabulary. Teachers can do all or part of the following warm-up. Be sure students are exposed to locomotor and non-locomotor movements, different levels, and different energies.
    • Students will embody the elements of earth, water, air, and fire with movement, learning to express the concepts of space, energy, and levels.
    • Tell students that they will start with Earth focusing on levels and locomotor/non-locomotor movements.
      • Walk (locomotor): Say or paraphrase, “Let’s march in place like sturdy trees standing tall. Can you make your steps big and strong? Walk like you’re feeling the Earth beneath you”.
      • Low level and non-locomotor: Say or paraphrase, “Now, imagine we’re in the forest, and we need to crouch down low like we’re planting seeds. Move slowly and stay close to the ground like you’re growing roots.”
      • Medium level and non-locomotor: Say or paraphrase, “Come up to your normal standing height. Keep your arms strong like branches stretching out from your body, but stay grounded like a tree.”
    • Tell students that now they will become water adding in energy.
      • Smooth, flowing movement (non-locomotor): Say or paraphrase, “Begin by making gentle, flowing waves with your arms. Move like the water is gliding peacefully in the ocean, letting your arms move gracefully through the air.”
      • Sharp, sudden energy (energy): Say or paraphrase, “Now, imagine the water splashing suddenly! Let’s make quick, sharp movements like drops of water jumping off the surface.”
      • Level change (low to high): Say or paraphrase, “Let’s pretend you’re a water droplet, rising from the ocean. Start low, then rise up, and reach as high as you can with your arms like you’re jumping out of the water.”
    • Tell students that now they will become air.
      • Gliding (locomotor): Say or paraphrase, “Start by walking slowly and lightly around the space. Glide and float through the room like you’re a breeze drifting past.”
      • Leap (non-locomotor and energy): Say or paraphrase, “Now, let’s jump into the air like we’re flying! Take off from the ground and imagine you’re floating like a feather in the wind.”
      • High level (energy and movement): Say or paraphrase, “As you jump, reach as high as you can, floating and fluttering through the air. Can you be light and graceful with every jump?”
      • Slow floating (non-locomotor): Say or paraphrase, “Now, let’s pretend to float gently back down. Move your arms in slow, circular motions as if you’re floating peacefully back to the ground.”
    • Tell students that now they will become fire.
      • Quick movements (locomotor and energy): Say or paraphrase, “Let’s move quickly around the room like we’re fire spreading quickly! Move with energy, fast and fiery!”
      • Sharp, strong energy (energy): Say or paraphrase, “Now, stop and make sharp, bold movements. Strike a pose with your arms like you’re the flame of a fire—strong and fierce.”
      • High level (levels and energy): Say or paraphrase, “Let’s jump into the air as high as we can, imagining we’re flames leaping up into the sky!”
      • Non-locomotor (non-locomotor and energy): “Stop and make twisting, turning movements with your body, like a fire spinning in a circle. Let your arms move around like flames swirling and flickering.”
    • Debrief the warm-up discussing locomotor, non-locomotor, energy, and space.
  • Tell students that now they will create a dance using locomotor and non-locomotor movements, energy, and levels to demonstrate weathering, erosion and deposition.
  • Divide students into small groups of three to four.
    • Students will then listen to two pieces of instrumental music (one with a fast tempo and one with a slow tempo).
    • Ask students to choose and write down which song they want to use for their choreography.
    • Provide students with the following criteria for their choreography:
      • The dances must have a beginning, middle, and end.
        • The dance must begin and end with a frozen shape.
        • The dance must include at least six movements total (this does not include frozen shapes).
        • Movements must show each vocabulary word: Weathering, erosion and deposition.
        • Students must show different levels, different energies, and both locomotor and non-locomotor movements.
      • Optional: After students have choreographed their dances, introduce props, such as scarves, dance ribbons, pom poms and leaf branches, to students and allow them to choose which ones will enhance their dance.
      • Provide time for students to rehearse their dances.

 

Closing Reflection

  • Tell students that they will perform their dances. Review appropriate audience participation and etiquette prior to performances.
  • After each performance, ask the audience to identify how the group showed weathering, erosion and deposition through movement. Students should use specific dance vocabulary in their explanations: Levels, locomotor/non-locomotor, and energy.
  • Have students explain in a brief reflection how they used levels, locomotor/non-locomotor, and energy to model each concept.
  • Have students reflect on what they would change about their choreography if they were able to go back and do it again.

 

Assessments

Formative

  • Students will improvise movements to demonstrate weathering, erosion, and deposition in teacher led small groups.
  • The teacher will check-in with students while they are choreographing to determine understanding of content vocabulary and how they are using dance concepts to express that content vocabulary.

 

Summative

  • Students are able to choreograph an original dance using locomotor and nonlocomotor movements, levels, and energy that demonstrates their understanding of weathering, erosion, and deposition.
  • Student audience will identify the various forces (weathering, erosion, and deposition) in the dance of the presentation groups.
  • Students can explain through their reflections how their choreographic choices demonstrated weathering, erosion, and deposition.

 

Differentiation 

Accelerated: 

  • Students will independently choose two pieces of music that demonstrate weathering, erosion, and deposition and then choreograph an original dance demonstrating the corresponding forces.
  • Have students fully engage in the Engineering Design Process by brainstorming movements for their choreography, planning their choreography through visuals or in writing, performing their dances for a partner group, receiving feedback from the partner group, and revising their choreography before performing their final pieces.

Remedial:

  • Have students watch a recorded dance, and orally identify which movements could represent constructive and destructive forces.
  • Brainstorm how different movements could represent weathering, erosion, and deposition as a class before having groups choreograph on their own.
  • Have students focus on one or two concepts rather than all three in their choreography.
  • Reduce the requirements in the choreography.

 

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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DANCING NUMBERS 3

DANCING NUMBERS

DANCING NUMBERS

Learning Description

Students will be able to read and write multi-digit whole numbers up to 10,000 using choreography to model base-ten numerals and expanded form. Students will demonstrate their understanding by creating leveled choreography to represent the different place values in a number. Each level will represent a different place value.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can explain what place value is.
  • I can tell the value of digits in different place value positions.
  • I can write numbers in standard form.
  • I can represent place value in multiple ways (concrete and abstract).
  • I can use levels to express place value.
  • I can create a movement or shape with my body to represent a number.

Essential Questions

  • What is place value?
  • How can I create a movement to represent a number?
  • How can levels in dance be used to represent place value?

 

Georgia Standards

Curriculum Standards

Grade 3: 

3.NR.1.1 Read and write multi-digit whole numbers up to 10,000 to the thousands using base-ten numerals and expanded form.

3.NR.1.2 Use place value reasoning to compare multi-digit numbers up to 10,000, using >, =, and < symbols to record the results of comparisons.

Arts Standards

Grade 3: 

ESD3.CR.1 Demonstrate an understanding of the choreographic process.
a. Collaborate with others to create and perform movement phrases.
b. Create a sequence of three or more movements utilizing body, space, time, and energy.
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 3: 

3.NSBT.5 Compare and order numbers through 999,999 and represent the comparison using the symbols >, =, or <.

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.

 

Key Vocabulary

Content Vocabulary

  • Place value - The value of each digit in a number based on its position
  • Ten-thousands - The fifth position represents the number of ten-thousands
  • Thousands - The fourth position represents the number of thousands
  • Hundreds - The third position represents the number of hundreds
  • Tens - The second position represents the number of tens
  • Ones - The rightmost position (first place) represents the number of ones
  • Expanded form - A way of writing numbers to show the value of each digit according to its place value; it breaks down a number by expressing it as the sum of each digit multiplied by its place value
  • Standard form - The way of writing numbers using digits, without breaking them down by place value or expanding them
  • Numerical - Using digits to represent quantities, values, or amounts
  • Digits - Symbols used to represent numbers in a numeral system

Arts Vocabulary

  • Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers
  • Body - The physical instrument through which movements and expressions are conveyed; it encompasses how dancers use their whole body or specific body parts to perform movements and communicate ideas, emotions, or stories
  • 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
  • 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
  • Dance sequence - A specific order of movements or steps performed in a particular pattern or progression

 

Materials

  • Music
  • Sound source and speakers
  • Cards with four digit numbers written on them (one per group of four students)
  • Name tags with four digit numbers written on them (one per student)

 

Instructional Design

Opening/Activating Strategy

  • The teacher will lead students in the Freeze Game.
    • Give students name tags with different numbers 1-999.
    • Turn the music on and have students walk through space.
    • When the music stops, students must find someone near them to partner with and freeze in a pose to show who has the higher number.
    • Continue so students have multiple opportunities to compare numbers and pose on a high and low level depending on which number is greater than or less than.
    • Pause periodically to make observations and discuss how students are demonstrating the value of a number using their bodies.
  • Have students return to their seats. Facilitate a discussion around how students compared the values of two numbers using their bodies.
  • Tell students that when we pose at different levels, we are using a concept called “levels” in dance.
    • Have students stand at their desks.
    • Model different levels of dance–high, middle, and low. Have students mirror your movements.

 

Work Session

  • Introduce place value in math.
  • Once students are familiar with the concept, provide directions for creating Place Value Choreography.
  • Model the activity to show what is expected of the students during the work session time.
  • Students will be put into groups of five.
  • Each group will be assigned a five digit number written on a card.
  • Students will first determine the place value of each digit.
  • Next, students will use the number cards to choreograph a dance sequence that shows each digit in its place value. Each student will represent one digit and its place value (ten thousands, thousands, hundreds, tens, ones).
    • Students should use levels to demonstrate the place value and should create a shape or movement with their body to represent the digit.
    • The higher the movement or shape, the greater the value of the corresponding digit.

 

Closing Reflection

  • Students will perform their dance sequences. Discuss appropriate audience participation and etiquette prior to performances.
  • While groups perform, the audience members will use their peer reflection form to record the performing group’s number.
  • After two performances, the audience will compare the groups’ numbers.
  • They will reflect on their choreographic choices in their STEAM journals.

 

Assessments

Formative

  • Teachers will assess students’ understanding of place value by observing how students use their bodies and levels in dance to represent place value.
  • Provide students with a copy of the self-checklist to use as they choreograph their sequences.

A self-checklist for dance inspired by Dancing Numbers, with columns labeled Ten-thousands, Thousands, Hundreds, Tens, and Ones. Each column has space for movement and level, plus an area below to explain. A number space is at the top.

 

Summative

  • Students can accurately use levels to represent place value.
  • Students can create movements and shapes with their bodies to represent digits.
  • Students can compare two numbers and determine which is larger using place value.
  • Provide students with a copy of the peer-checklist to evaluate their peers during the performances.

A worksheet titled

 

Differentiation

Accelerated: 

  • Students will create choreography using larger numbers.
  • Two groups will create a new choreographic sequence that compares their numbers to each other, digit by digit.

Remedial:

  • Students will create choreography using smaller numbers representing fewer place values.


 Credits

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

Ideas contributed by: SAIL Grant Teacher Leaders, Melissa Joy

*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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Moving with Mathematics 2-3

MOVING WITH MATHEMATICS

MOVING WITH MATHEMATICS

Learning Description

In this lesson, students will explore the concepts of fractions by creating dances using locomotor and non-locomotor movements.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can choreograph dances that match mathematical and movement criteria.

  • I can correctly solve math problems involving fractions. 

  • I can identify the fraction and movement type in performances.

Essential Questions

  • How can movement and choreography enhance understanding of fractions?

 

Georgia Standards

Curriculum Standards

Grade 3: 

3.NR.4: Represent fractions with denominators of 2, 3, 4, 6 and 8 in multiple ways within a framework using visual models.

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.

 

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

3.NSF.1 Develop an understanding of fractions (i.e., denominators 2, 3, 4, 6, 8, 10) as numbers. 

  1. A fraction (called a unit fraction) is the quantity formed by one part when a whole is partitioned into equal parts; b. A fraction is the quantity formed by parts of size. A fraction is a number that can be represented on a number line based on counts of a unit fraction; d. A fraction can be represented using set, area, and linear models.

 

3.NSF.2 Explain fraction equivalence (i.e., denominators 2, 3, 4, 6, 8, 10) by demonstrating an understanding that: 

  1. two fractions are equal if they are the same size, based on the same whole, or at the same point on a number line; b. fraction equivalence can be represented using set, area, and linear models; c. whole numbers can be written as fractions (e.g., 4 = 4 / 1 and 1 = 4 / 4 ); d. fractions with the same numerator or same denominator can be compared by reasoning about their size based on the same whole.

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

  • Fraction - A number representing part of a whole

  • Numerator - Represents the number of parts out of the whole that are being considered
  • Denominator - Represents the total parts of something

Arts Vocabulary

  • Choreographer - A person who creates dances

  • Beat - Basic unit of musical time; can be heard as a regular pulse underlying music
  • Dance composition/choreography - Creating the movements in dances
  • Chassé - A gliding dance step with a pattern of step-together-step
  • Locomotor - A movement that travels through space
  • Non-locomotor - A movement that does not travel through space
  • Pathway - The designs traced on the floor as a dancer travels across space; the designs traced in the air as a dancer moves various body parts

 

Materials

  • Sound source and music
  • Paper and pencils
  • Written criteria for choreography on cards

 

Instructional Design

Opening/Activating Strateg

  • Begin the lesson by engaging students in movement that introduces students to the locomotor and non-locomotor movement.
  • Have students arrange themselves in a circle 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.).
  • Introduce non-locomotor movements to students by directing them in the following movements.
    • Bending and Stretching: Bend the knees and stretch up high.
    • Twisting: Twist the torso to the left and right.
    • Swinging: Swing the arms gently from side to side.
    • Swaying: Sway the body from side to side with feet planted.
    • Turning: Spin in place, both directions.
    • Invite students to create their own movement.
  • Introduce non-locomotor movements to students by directing them in the following movements.
    • Walking: Walk around the room with different styles (tiptoeing, heel walking, big steps, small steps).
    • Jumping: Jump in place, then move forward and backward.
    • Chassé: Step-together-step by gliding.
    • Invite students to create their own movement.
  • Combine locomotor and non-locomotor movements.
    • Traveling with Twists: Walk across the room while twisting the torso.
    • Sway and slide: Sway the upper body while sliding sideways across the room.
    • Step and turn: Take three steps forward, then turn in place (repeat, moving in different directions).
    • Invite students to create their own movement.
  • Debrief the difference between locomotor and non-locomotor movements with students. Check for understanding by stating different types of movements and see if students can identify which type of movement it is.

 

Work Session

  • Tell students that in this lesson they will be using locomotor and non-locomotor movements to choreograph a dance that they will perform for the class. 
  • Turn on music and help students find the steady beat by walking in place.
    • Now, count the beats into eight beat sections. 
    • Have students count the eight beats along with you. 
    • Practice adding some locomotor and non-locomotor movements as you complete the eight count.
  • Divide the sections into fractions (i.e., ½ of eight beats is four beats, ¼ of eight beats is two beats, ¾ of four beats, ¼ of four beats, etc).
    • Guide students in choreographing a dance in which ½ uses locomotor movements and ½ uses non-locomotor movements. Help students think about the different patterns they could use to arrange movements.
  • Break students into groups and pass out cards with criteria on them.
    • Students will create a movement sequence or dance using the learned movements from the warm-up (or movements that they create) and the criteria assigned to them.

Closing Reflection

  • The students will perform their choreography for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
  • After each group performs, the audience will identify the fractions that the group illustrated using locomotor and non-locomotor movements.

 

Assessments

Formative

Teachers will assess students’ learning by observing students’ ability to identify locomotor and non-locomotor movements in the activator, understanding of fractions, and collaboration with their groups to choreograph a dance based on fractions that uses locomotor and non-locomotor movements.

 

Summative

CHECKLIST

  • Students can choreograph dances that correctly match mathematical and movement criteria (fractions and locomotor/non-locomotor movements). 
  • Students can identify the fraction and movement type being performed.

 

 

DIFFERENTIATION 

Acceleration: 

  • Challenge students by incorporating other types of dance elements such as levels.
  • Have students write their own math problem and choreograph a dance based on their problem.

Remediation: 

  • Scaffold the lesson by analyzing a math problem and choreographing a dance together that correctly matches the fractions to locomotor and non-locomotor movements.
  • Have students all use the same mathematical criteria. Solve the problem together as a class and then have students choreograph their dances.

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

Revised and copyright: June 2024 @ ArtsNOW

 

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PROBLEM SOLVING WITH MOVEMENT 4-5

PROBLEM SOLVING WITH MOVEMENT

PROBLEM SOLVING WITH MOVEMENT

Learning Description

In this lesson, students will explore problem solving through creating dances and discover why problem solving skills are so important for choreographers.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify and perform the Elements of Dance.
  • I can decipher a given word problem.
  • I can solve a given word problem.
  • I can create and perform choreography that demonstrates the solution to a given word problem.

Essential Questions

  • How can math be used to inspire choreography?

 

Georgia Standards

Curriculum Standards

*This lesson can be used with any math standard that lends itself to being expressed as a word problem.

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

*This lesson can be used with any math standard that lends itself to being expressed as a word problem.

 

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

  • *Specific content vocabulary will depend on the math concept students are learning.

Arts Vocabulary

  • Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers
  • Choreographer - A person who creates dances
  • 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
  • Elements of Dance - Body, action, space, time and energy

 

Materials

  • Sound source and music with a steady beat
  • Paper and pencils
  • Written word problems on cards

 

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: Allow for some open space to create and perform. Review audience etiquette expectations before students perform for their peers.

 

  • Play Pass the Movement with students.
    • Begin by having students stand in a circle.
    • The objective of the game is to create a sequence of movements by passing a dance move around the circle or group, with each student adding their unique twist.
    • Each student will create a simple movement and "pass" it to the next student, who will then repeat the movement and add their own.
    • Choose one student to start the game. This student will perform a simple movement, such as a clap, a jump, a spin, or a wave. Encourage students to focus on creating shapes and angles with their bodies.
    • The starting student then "passes" this movement to the next student by making eye contact and gesturing towards them.
    • The next student repeats the initial movement and then adds their own unique movement.
    • This student then "passes" the combined movements to the next student.
    • Each subsequent student repeats the previous movements in the correct order and adds their own new movement.
    • Continue passing the movement around the circle or along the line until all students have had a turn.
    • Once the movement has gone all the way around, have the group perform the entire sequence together from start to finish.

 

 

 

Work Session

    • Tell students that they will be using the Elements of Dance to enact the solution to a word problem.
  • Begin 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.
    • Element of Body: 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.). Then, ask them to make different shapes with their bodies.
    • Element of Time: Next, bring students’ awareness to the rhythm of the music by having them march in place to the beat, gently swinging their arms by their sides.
    • Element of Energy: 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.
    • Element of Space - Levels: Bring students’ attention to levels (high, middle, 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.
    • Element of Action - Locomotor/non-locomotor: Tell students that these movements they just performed were non-locomotor, meaning that they didn’t move to a new location. Direct students to perform a movement that requires moving from one place to another, such as step-together, step-together moving side to side.
    • Have students practice what they just learned by saying words such as “locomotor” and have students create a spontaneous locomotor movement.
    • Have students return to their seats.
  • Next, divide the class into small groups. Assign each group a word problem (it can be the same word problem or different word problems depending on students’ levels).
    • For example, “You must choreograph a dance combination that is 4 counts of 8 in length. The dance must have an equal number of locomotor and non-locomotor movements.”
    • Students should solve the word problem mathematically. For example, “What is the total number of counts in the dance (32)? How many locomotor movements will you have (16)? How many non-locomotor movements will you have (16)?”
    • Next, students will create choreography to answer the word problems. Students can arrange their choreography as they would like as long as it meets the criteria of the word problem.
      • Example 1: First 4 counts - locomotor movement, second 4 counts - non-locomotor, third 4 counts - locomotor, fourth 4 counts - non-locomotor, fifth 4 counts - locomotor movement, sixth 4 counts - non-locomotor, seventh 4 counts - locomotor, eighth 4 counts - non-locomotor.
      • Example 2: First 4 counts - non-locomotor, second 4 counts - locomotor, third 4 counts - locomotor, fourth 4 counts - non-locomotor, fifth 4 counts - locomotor, sixth 4 counts - locomotor, seventh 4 counts - non-locomotor, eighth 4 counts - non-locomotor.
      • Both dances have 32 counts total, 16 of which are locomotor and 16 of which are non-locomotor.

 

Closing Reflection

  • The students will perform their movement phrases for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
  • After students perform, groups will read their word problem to the class, show their solution and how it went with their performed choreography.
  • If all groups used the same word problem, discuss how different groups created different choreography based on the same criteria.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to make different types of movements using the Elements of Dance, ability to understand and correctly solve the word problem, and collaboration in group choreography.

 

Summative

CHECKLIST

  • Students can identify and perform the Elements of Dance.
  • Students can decipher the given word problem.
  • Students can solve the given word problem.
  • Students can create and perform choreography that correctly demonstrates the solution to the given word problem.

 

 

 

DIFFERENTIATION 

Acceleration: Raise the challenge of the word problem by including more steps, such as a minimum of four different types of movements that students will select and perform.

Remediation: 

  • Scaffold the lesson by solving a word problem as a class and creating choreography as a class before individual group choreography.
  • Differentiate the level of word problems depending on student ability.

 

*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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BE ONE WITH THE WATER 6

BE ONE WITH THE WATER

BE ONE WITH THE WATER

Learning Description

Students will explore states of matter and the water cycle by bringing water to life with their bodies. By enacting the changes that water molecules experience, students will learn scientific information kinesthetically.

 

Learning Targets

GRADE BAND: 6
CONTENT FOCUS: THEATRE & SCIENCE
LESSON DOWNLOADS:

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"I Can" Statements

“I Can…”

  • I can explain the stages of the water cycle, how molecules behave in each state, and how I showed this using my body.
  • I can use my body to enact the different states of matter.
  • I can explain how energy impacts changes in states of matter.

Essential Questions

  • How can the process of acting increase comprehension of states of matter and the water cycle?
  • How does energy relate to changes in states of matter?
  • What are the stages of the water cycle?

 

Georgia Standards

Curriculum Standards

Grade 6:

S6E3. Obtain, evaluate, and communicate information to recognize the significant role of water in Earth processes.

 

  1. Plan and carry out an investigation to illustrate the role of the sun’s energy in atmospheric conditions that lead to the cycling of water. (Clarification statement: The water cycle should include evaporation, condensation, precipitation, transpiration, infiltration, groundwater, and runoff.)

Arts Standards

Grade 6:

TA6.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

TA6.CN.1 Explore how theatre connects to life experience, careers, and other content.

 

South Carolina Standards

Curriculum Standards

Grade 6:

6-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

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

  • Water cycle - A continuous process by which water moves through the Earth's atmosphere, surface, and underground
  • Evaporation - Water from oceans, rivers, lakes, and other bodies of water turns into water vapor due to the heat from the sun. This also includes transpiration from plants, where water is absorbed by roots from the soil and released as vapor from the leaves.
  • Condensation - The water vapor rises into the atmosphere and cools, forming tiny droplets that gather to create clouds. This process changes water vapor back into liquid or solid form, such as droplets or ice crystals.
  • Precipitation - When these droplets or ice crystals become too heavy, they fall to the Earth's surface as precipitation, which can be in the form of rain, snow, sleet, or hail.
  • Infiltration - Some of the water that reaches the ground seeps into the soil, replenishing groundwater supplies
  • Runoff - Water that doesn't infiltrate the ground flows over the surface and collects in bodies of water such as rivers, lakes, and oceans. This water will eventually evaporate and continue the cycle.

 

  • Sublimation - In colder regions, snow and ice can change directly into water vapor without melting first, contributing to the water vapor in the atmosphere.
  • Deposition - The reverse of sublimation, where water vapor changes directly into ice without becoming liquid first, often forming frost

Arts Vocabulary

  • Theater - Dramatic literature or its performance; drama
  • 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
  • Improvisation - A creation that is spoken or written without prior preparation

 

Materials

  • Sound source and music
  • Masking tape

 

Instructional Design

Opening/Activating Strategy

  • Ask students what a sound effect is. Ask a couple of students to demonstrate examples of sound effects like a car engine.
  • Next, tell students that they will be using their voices and bodies to create sound effects responding to the teacher’s prompts. Set noise level and movement guidelines for students before beginning.
  • Tell students:
  • “Make the sound of water droplets hitting the ground. Is it rain, a hose, a sprinkler, a spilled glass? You decide.”
  • “Now make the sound of ice hitting something. Is it an ice storm, or ice in a glass from an ice maker or ice tray? Is it hail? You decide.”
  • “Now make the sound of water as a gas. Is it steam from a boiling pot of water? Rain evaporating off of concrete after a storm? You decide.”
      • Debrief the activity with students. Ask them why some states of matter are easy to add sound to and some are not.
    • Tell students that now they will use their bodies to enact the different states of matter.
  • Teacher note: Because students may come in physical contact with each other  during the activity, set parameters and expectations for student behavior prior to the activity.
    • Process:
      • Direct students’ attention to the large square on the floor made with masking tape.
      • Liquid State: Ask your students to come into the middle of the space and get as close together as they can while still being able to move around freely amongst one another.  Students should stay in the middle of the space. Ask students how their movement is like a liquid state.
      • Solid State:  Tell your students that you will be taking away energy from the group.  Ask students what they think should happen when they lose energy. (The group will not be able to move as much, moving slower and slower, eventually ceasing movement.)
      • Gaseous State:  Now tell your students that you will begin pumping energy into the square. The students will be able to move again without holding onto each other. Note that so much energy may enable some of the students to bounce out of the square, and eventually all of the students will be able to go anywhere in the room (they will not be contained by the square anymore).  Remind students that if they "bump into" anything (stress that they should not really crash) they will bounce off in a new direction.
      • Comment on the fact that the group has expanded to fill all of the available space.
      • Ask students what the square might represent (a container) and why they were not confined to it when they changed into a gaseous state (students should think about a pot of boiling water).
    • Facilitate a discussion around the following questions:
      • “What was each state?”
        • Moveable but contained in the shape
        • Not moveable in the shape
        • Bouncing all over, not contained to the shape
      • “What else do you know that has these three states?”

 

Work Session

  • Tell students that they will be using a similar process to enact the water cycle.
  • Tell students to find their own space in the room.
  • Ask the students to describe some places where water is on the earth.  Tell students that when the music starts, they should become bodies of water when the music starts. They can be the ocean, a river, a pond, a puddle, etc.
    • Remind students of the physical shape of water–flat, low, etc.
    • Start music and allow students to move like water.
    • After a few minutes, ask the students to begin letting their water evaporate. Tell students to show the water evaporating, think about where it goes, and show how it rises up.
    • Remind students that if they are a droplet now, move lightly as a droplet would, using their whole bodies.
    • Now ask the students to imagine that they are rising as the water evaporates.
    • As they get higher the air is cooler and the water starts to condense.
    • Ask students to try to move more strongly, contracting as they come more solid.
    • Ask students to squeeze themselves into a cloud that keeps changing shape.
    • Now ask students to work together to become bigger and bigger clouds.
    • Next, ask students to imagine that their cloud has become so heavy that the vapor turns into rain.
    • Ask students to become the rain with their bodies. Are they big droplets? Or a steady spring rain? Remind students to use their whole bodies, including fingers, toes, etc.
    • Now ask students to become a body of water again. Make it a different body of water than before.
    • Repeat the process, altering the size of the cloud or type of precipitation, etc.
  • Debrief the activity with students. Ask students how they changed their bodies based on what state of matter they represented.

 

Closing Reflection

Students should write a reflection on the process, explaining the stages of the water cycle, how molecules behave in each state, and how they showed this using their bodies. This reflection can be done in students’ STEAM journals if they use one.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to demonstrate various states of matter using their bodies, ability to enact the water cycle using their bodies, and ability to explain their movement choices.

Look for students who seem to be copying other students’ movements and not creating their own, this may indicate a lack of understanding.

 

Summative

CHECKLIST

  • Students can explain the stages of the water cycle, how molecules behave in each state, and how they showed this using their bodies.
  • Students can use their bodies to enact the different states of matter.
  • Students can explain how energy impacts changes in states of matter.

 

Differentiation

Acceleration: Challenge students to write a scene that incorporates dialogue in which each state of matter is personified. Students should create a character profile for each state of matter–this will include adding voice qualities and personalities to each state of matter. Students can then act out the scene.

Remediation: 

  • Use pictures and videos to help students understand how molecules behave in the different states.
  • Break students into small groups. Have them create the scene in which they demonstrate the water cycle in their groups instead as a whole class. This will allow the teacher to identify and work more closely with students who are struggling.

 

*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 Katy Betts.

Revised and copyright:  June 2024 @ ArtsNOW

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