STARS & PLANETS: EXPLORING PLANETS THROUGH TELESCOPES, EYES, & DANCE 4

EXPLORING PLANETS THROUGH TELESCOPES, EYES, & DANCE

STARS & PLANETS:EXPLORING PLANETS THROUGH TELESCOPES, EYES, & DANCE

Learning Description

In this lesson, students will compare and contrast the view of planets through a telescope and the naked eye. Opportunities will be provided for students to have a discussion about the importance of being able to see the planets through the lens of a telescope. The students will then use their observations to describe the physical attributes of the planets that have been observed through dance.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can describe the distant objects that can be seen using various technological advances
  • I can describe the physical attributes of the planets.
  • I can create a piece of choreography to model attributes of planets in the solar system.

Essential Questions

  • How have changes in technology helped change the type of information we gain from the sky?
  • How can I describe the physical attributes of the planets in the solar system?
  • How can I demonstrate attributes of planets through the use of dance?

 

Georgia Standards

Curriculum Standards

S4E1: Obtain, evaluate, and communicate information to compare and contrast the physical attributes of stars and planets.

Arts Standards

ESD4.CR.1 Demonstrate an understanding of the choreographic process.
ESD4.CR.2.a Use movement to express an idea or feeling.
ESD4.PR.2.a Demonstrate attentiveness, full participation, and cooperation with others in the dance learning and performing environment.

 

Key Vocabulary

Content Vocabulary

  • (Composition) Gaseous - A planet composed of mostly gasses
  • (Composition) Rocky - A planet composed of mostly rocks
  • International Space Station - A large spacecraft that orbits Earth and serves as a multinational research laboratory. It is a collaborative project involving five participating space agencies: NASA (United States), Roscosmos (Russia), JAXA (Japan), ESA (Europe), and CSA (Canada)
  • Orbit - The path an object takes in space
  • Planet - Large natural objects that orbit around a star
  • Relative size - How the size of one object compares to another
  • Satellite - Any object that orbits another object
  • Star - A massive, luminous sphere held together by its own gravity
  • Telescope - A tool used to observe far away objects

Arts Vocabulary

  • Choreography - The sequence of steps and movements in dance
  • Flowing - Energy in dance that is smooth, continuous, and graceful
  • Percussive - Energy in dance that is sharp and typically rhythmic
  • Vibratory - Energy in dance that consist of rapid, repeated, trembling, or shaking actions
  • Suspended - Energy in dance that give the illusion of defying gravity
  • Sustained - Energy in dance that are made with deliberate slowness
  • Pathway - The direction that a dancer moves through space
  • Locomotor - Movement that involves traveling from one location to another
  • Non-locomotor - Movement that does not involve traveling across the space


Materials


Instructional Design

Opening/Activating Strategy

Work Session

  • The teacher will lead the students on a solar system walk, using this website and these photographs to view planets in space.
  • The teacher will pose the following questions to the class:
    • If you could be any planet in the solar system, which would you choose?
    • If you could share your favorite planet with a partner, but only use movements and not words, could you do it?
  • As a class, create movements that represent Earth’s attributes.
    • Using this website, project a current view of Earth from space.
    • Ask students:
      • Would our movements be flowing, percussive, vibratory, suspended, sustained? Show students examples of each.
      • Would our movements be locomotor or non-locomotor?
        • If our movement is locomotor, what pathway would we take?
      • Create five movements together as a class that represent the attributes of Earth for the Earth choreography.
    • Allow students to choose their favorite planet and work with a partner to create a choreography of at least five movements.
      • Movements must represent the planet (i.e., size, color, shape, location, rotation, inner(closest), outer (farthest), gassy, rocky, etc).
      • Students should plan their choreography in their STEAM journals or on paper. Students should decide what type of movements they will use to communicate the attributes of the planet.
    • Students will record their movements in their notebook.
    • Partners will perform their choreography for another group. The other group will decide which planet they are representing and why (two guesses only).
      • As students identify which planet they think is being presented, ask students to use dance vocabulary like percussive or vibratory to support their answer.
      • Allow groups to take turns presenting.

Closing Reflection

  • Invite partner-groups to share their movements with the class.
  • Revisit the solar system walk; students should explain one of the movements they chose for their planet and which photograph they chose to use as the inspiration for their movements.
  • Ask students why is it important to see a planet through the lens of a telescope versus with the naked eye?


Assessments

Formative

  • Teachers will assess student learning through:
    • Observation of movements/dance vocabulary
    • Class discussion

Summative

Rubric


Differentiation

Acceleration: 

Students will construct an explanation of why they chose to use the image they did to represent the designated planet. Students will be asked to provide information as to when the technology used to photograph the planet was introduced, how the image has provided information about the planet, and what information was provided about the planet from the given instrument. 

Remediation:

Allow students to work in groups of four and create three movements for each planet instead of five.


Credits

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

Ideas contributed by: SAIL Grant Teacher Leaders, Lybria Rivers, Brenda Williams

*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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THE ART OF CHANGE– A CHEMICAL AND PHYSICAL ADVENTURE CHANGE IT…MOVE IT… 5,7

CHANGE IT…MOVE IT…

THE ART OF CHANGE–A CHEMICAL AND PHYSICAL ADVENTURE: CHANGE IT…MOVE IT…

Learning Description

In this arts-integrated lesson, students will explore the components of a movement sequence and apply their understanding to create a piece that expresses both physical and chemical changes. They will share their sequences with classmates and reflect on their creative process and insights gained throughout the experience.

 

Learning Targets

GRADE BAND: 5,7
CONTENT FOCUS: DANCE & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can work with a group to create a movement sequence that expresses a chemical and physical change.

Essential Questions

  • How can dance be used to create choreography that assesses students’ understanding of what constitutes a physical change versus a chemical change?
  • How can we use movement and physical expression to represent the differences between chemical and physical changes?

 

Georgia Standards

Curriculum Standards

Grade 5:

S5P1. Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change.
a.Plan and carry out investigations of physical changes by manipulating, separating, and mixing dry and liquid materials.
b.Construct an argument based on observations to support a claim that the physical changes in the state of water are due to temperature changes, which cause small particles that cannot be seen to move differently.
c. Plan and carry out an investigation to determine if a chemical change occurred based on observable evidence (color, gas, temperature change, odor, new substance produced).

Arts Standards

Grade 5:

ESD5.CR.1.a Create shapes and levels through movement.
ESD5.CR.1.b Create movement phrases with or without music.
ESD5.CR.1.c Demonstrate knowledge of compositional elements through movement (e.g. beginning, middle, end, transitions).

 

South Carolina Standards

Curriculum Standards

Grade 7:

7-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

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

  • State of matter - The distinct forms that different phases of matter take on: Solid, liquid, gas and plasma
  • Physical change - A change from one state of matter to another without a change in chemical composition
  • Chemical change - A change that produces one or more new substances and may release energy
  • Substance - A type of matter that has a unique set of properties
  • Material - Relating to, derived from, or consisting of matter
  • Heat - The movement of thermal energy from one place to another
  • Reversible change - A change that can be undone; often called a physical or temporary change
  • Irreversible change - A process that is not reversible
  • Mixtures - A combination of two or more substances that can be separated by physical means
  • Compound - A substance made up of two or more elements that are chemically combined. For example, carbon dioxide is a compound that is chemically combined

Arts Vocabulary

  • Movement sequence - A series of movements; a short danc
  • 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 (e.g. walk, jump, hop, roll, gallop, skip, crawl & more)
  • Non-locomotor movement - A movement that does not travel through space (e.g. shaking, bending, stretching, twisting, turning & more)


Materials


Instructional Design

Opening/Activating Strategy

  • Have students demonstrate different sequences that you call out through movement (Incorporate levels, body shape, locomotor and nonlocomotor movements):
    • Straight shape, curved shape, angular shape
    • Shake low, shake high, shake low
    • Jump, jump, slide
    • Gallup middle level, bend, hop
    • Discuss that a sequence is a series of movements in an order.

Work Session

  • Review elements of physical and chemical change.
  • Divide students into groups of three to five.
  • Review Prompts for Chemical and Physical Changes.
    • Each group will choose one prompt from the list that expresses:
      • A physical change
      • A chemical change
    • For each selected change, the group will create a sequence that expresses that change with the following requirements:
      • A beginning, middle, and end
      • Three movements that clearly express the change
      • At least two levels (low, medium, and high)
      • At least one locomotor movement
      • At least one non-locomotor movement
    • Groups should utilize the Physical and Chemical Change Sequence planning sheet to help plan their sequence.
    • After a designated period of work time, each group will present their complete sequence for physical and chemical change. (If time is an issue, the teacher can designate which change should be presented.)

Closing Reflection

  • Students will reflect on one or more of the following questions:
    • How did your movements show the chemical or physical change? Use content and arts vocabulary.
    • How did engaging in the arts support and build upon your understanding of chemical and physical changes?
    • How did this activity help you understand chemical and physical changes in the world around you?
    • If you were to go through this artistic process again, what would you do differently? Why?


Assessments

Formative

  • Chemical and physical change sequence worksheet
  • Check-in/observation of students during group creation of their sequence

Summative

  • Performance of sequence–look for:
    • Three movements that clearly express the change (chemical or physical)
    • A beginning, middle, and end
    • At least two levels (low, medium, and high)
    • At least one locomotor movement
    • At least one non-locomotor movement

Students can explain how their movements showed the chemical or physical change using content and arts vocabulary.

Differentiation

Acceleration: 

  • Have students come up with their own examples of chemical and physical changes rather than use one of the prompts.
  • Have students create props to accompany their choreography that would help explain the changes they are showing.
  • Have students illustrate the changes that they showed through movement.

Remediation:

  • Designate each group to focus on physical or chemical change.
  • As a class designate which of the prompts are physical and chemical changes.

Credits

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

Ideas contributed by: Chris 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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CLASSY CLASSIFYING OF ARTSY ANIMALS: VERTEBRATE DANCES 3,5

VERTEBRATE DANCES

CLASSY CLASSIFYING OF ARTSY ANIMALS VERTEBRATE DANCES

Learning Description

In this lesson, students will work collaboratively to choreograph and perform dances that will communicate characteristics of different vertebrate groups. Audience members will use their knowledge of vertebrate groups to determine which dances represented which vertebrate group and how their movements represented that group’s characteristics.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use movement to represent the characteristics of a vertebrate group.
  • I can identify different animals using the five vertebrate group names (mammal, fish, bird, reptile, amphibian).
  • I can work collaboratively with a group to create a dance that communicates the characteristics of a vertebrate group using body shapes, locomotor and nonlocomotor movements, and levels.

Essential Questions

  • What are the characteristics of the different vertebrate groups?
  • How can movement be used to communicate defining characteristics of the different vertebrate groups?

 

Georgia Standards

Curriculum Standards

Grade 5:

S5L1 Obtain, evaluate, and communicate information to group organisms using scientific classification procedures.
S5L1.a Develop a model that illustrates how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reprise, bird, and mammal) using data from multiple sources.

Arts Standards

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.

 

South Carolina Standards

Curriculum Standards

Grade 3:

3-LS2-1. Construct an argument that some animals form groups that help members survive.
3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have inherited traits that vary within a group of similar organisms.

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

  • Vertebrate - An animal that has a backbone or spinal column, which is part of an internal skeleton that supports its body
  • Invertebrate - An animal that does not have a backbone or spinal column
  • Mammal - A warm-blooded vertebrate animal characterized by the presence of hair or fur, the ability to produce milk for its young through mammary glands, and (in most cases) giving live birth
  • Amphibian - A cold-blooded vertebrate animal that typically has a life cycle with both aquatic and terrestrial stages
  • Fish - A cold-blooded, aquatic vertebrate that lives in water and breathes through gills
  • Bird - A warm-blooded vertebrate animal characterized by feathers, beaks (instead of teeth), and the ability to lay eggs with hard shells
  • Reptile - A cold-blooded vertebrate animal that typically has scaly skin and lays eggs with leathery or hard shells
  • Insect - A small invertebrate animal that belongs to the class Insecta; Insects have three main body parts: the head, thorax, and abdomen
  • Classify - To organize or group objects, organisms, or phenomena based on shared characteristics or properties
  • Characteristics - The distinguishing features, traits, or properties of an object, organism, or phenomenon that help to identify or describe it
  • Organism - Any living thing, whether it's a plant, animal, fungus, bacterium, or microorganism, that exhibits the characteristics of life
  • Backbone - A flexible, column-like structure made up of individual bones called vertebrae
  • Warm-blooded - Refers to animals that can regulate and maintain a constant internal body temperature, regardless of the temperature of their surroundings
  • Cold-blooded - Refers to animals whose internal body temperature is largely determined by the temperature of their environment
  • Reproduce - The biological process by which living organisms produce offspring

Arts Vocabulary

  • Locomotor - A movement that travels through space
  • Non-locomotor - 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)
  • 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)
  • Choreography - The art of designing and arranging sequences of movements, steps, and gestures to create a dance piece


Materials


Instructional Design

Opening/Activating Strategy

*Prior to teaching this lesson, students should already have knowledge of each animal group’s characteristics/attributes.

  • Begin by explaining the difference between locomotor (moving from one place to another) and non-locomotor (moving in place) movements.
    • Provide students with a few examples:
      • Locomotor: Walking, hopping, skipping, sliding
      • Non-Locomotor: Bending, twisting, swaying, stretching
    • Play some upbeat music with a steady beat.
      • Call out a locomotor movement, and encourage students to move around the space using that movement.
        • Sample locomotor movements: Walk, skip, gallop, jump, slide, tiptoe, march
      • Every 10-20 seconds, pause the music and call out a non-locomotor movement (e.g., “bend” or “stretch”).
        • Sample non-locomotor movements: Bend, twist, sway, reach, shake, stretch, wave
      • Repeat, alternating between various locomotor and non-locomotor movements.
      • Next, add body shapes. Tell students that body shapes in dance are frozen shapes that they can make with their bodies. When the teacher says, “Freeze”, students should freeze in a body shape. When the teacher says, “Unfreeze” students will go back to locomotor and nonlocomotor movements.
      • Finally, introduce levels: High, middle, and low.
        • High level movements - fully standing
        • Middle level movements - somewhat crouching
        • Low level movements - low to the ground
        • When the teacher says middle level non-locomotor movements, the students should do a middle level nonlocomotor movement; when the teacher says low level shape, the students should make a frozen body shape at a low level, etc.
      • Gather the class together and briefly discuss what types of movements they enjoyed the most.
        • Ask questions such as the following to reinforce understanding:
          • “What was your favorite movement?”
          • “How can you tell when you’re doing a non-locomotor movement?”

Work Session

  • Post pictures of various animals from different classification groups around the classroom.
  • Have students stand with the image of the animal they would most like to be.
  • With the other students who chose the same image, have students write down characteristics of that animal such as what its external texture is like, is it warm-blooded or cold-blooded, etc, what habitat does it live in, is it born in an egg, etc.?
  • Let this discussion lead into a discussion about the different ways animals are classified: Invertebrates and vertebrates and vertebrate subgroups: mammal, fish, bird, amphibian, and reptile.
  • Tell students that they will be using dance to express the different types of vertebrates.
  • Divide students into small groups. Assign each group one type of vertebrate group.
  • In their groups, students will brainstorm body shapes and movements that will represent characteristics of their vertebrate group.
    • Students may need to do additional research on their vertebrate group to prepare for this step.
  • Once students have ideas for how to use movements and body shapes to represent their group, they will choose three to five movements and body shapes to include in their dance. Each movement should represent a different characteristic of their group.
    • For example, students who are representing amphibians might include movements to represent the aquatic and terrestrial stages, the egg, and being cold-blooded.
    • Provide the following requirements for student dances:
      • Must include locomotor and non-locomotor movements
      • Must include different levels
      • Must include frozen body shapes
      • Must represent at least three characteristics of that vertebrate group
      • Must include at least five movements and body shapes total

Students should plan and rehearse their dances.

Closing Reflection

  • Students will perform their dances for the class. Remind students of appropriate audience participation and etiquette prior to performances.
  • After each performance, ask the audience if they can determine which group was represented and to identify which movements represented which characteristics of that group.
  • Finish the lesson with a reflection for students. Ask students:
    • How did your movements communicate your animal group’s characteristics (use content specific and dance vocabulary in response–levels, body shape, locomotor/nonlocomotor)?
    • Is there anything you would do differently if you could choreograph your dance again?


Assessments

Formative

  • Student identification of characteristics of different vertebrate groups
  • Student planning for dance/choreography planning guide
  • Student activator to demonstrate understanding of locomotor/non-locomotor movements, levels, and body shapes

Summative

  • Student dances:
    • Include locomotor/non-locomotor movements, levels, and body shapes
    • Accurately represent at least three defining characteristics of their vertebrate group
    • Have at least five movements and body shapes total

Students can explain how their movements communicate their animal group’s characteristics using dance and content vocabulary.

Differentiation

Acceleration: 

Instead of representing one vertebrate group, students can create choreography to contrast two different vertebrate groups in one dance.

Remediation:

  • Provide plenty of visuals to support comprehension of vocabulary.
  • Provide a graphic organizer for students to record characteristics of each vertebrate group. Students can add drawings to help support understanding of each characteristic.

Credits

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

Ideas contributed by: 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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ECO-EXPRESSIONS: ECOSYSTEM ROLES IN MOTION 4-5

ECOSYSTEM ROLES IN MOTION

CAN YOU BALANCE?ECOSYSTEM ROLES IN MOTION

Learning Description

In this lesson, students will investigate the roles of producers, consumers, and decomposers in an ecosystem. They will begin by participating in the "Shape, Move, Wonder" thinking activity. Working in groups, students will analyze an informational text about one of the roles, highlighting key facts. Using this information, they will create a movement sequence. The lesson will conclude with an exit ticket to check for understanding.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can examine a text to explain the roles within an ecosystem and create a movement sequence to represent those roles.
  • I can identify consumers, producers, decomposers and their energy sources.
  • I can analyze the relationships of the different roles in the ecosystem.

Essential Questions

  • How do the different roles in an ecosystem interact to maintain balance?
  • How can movement be used to represent the roles, relationships, and functions of different organisms within an ecosystem?

 

Georgia Standards

Curriculum Standards

Grade 4:

S4L1. Obtain, evaluate, and communicate information about the roles of organisms and the flow of energy within an ecosystem.

a.Develop a model to describe the roles of producers, consumers, and decomposers in a community.

b.Develop simple models to illustrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers.

c.Design a scenario to demonstrate the effect of a change on an ecosystem.

d. Use printed and digital data to develop a model illustrating and describing changes to the flow of energy in an ecosystem when plants or animals become scarce, extinct or overabundant.

Arts Standards

Grade 4:

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

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

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

 

South Carolina Standards

Curriculum Standards

Grade 5:

5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the 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.

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

 

Key Vocabulary

Content Vocabulary

  • Bacteria - Microorganisms that can make you sick, but also can help you digest food; found everywhere in nature
  • Carnivore - An animal that eats only other animals
  • Camouflage - Process of animals changing their colors, patterns, and shapes to disguise themselves from predators or prey
  • Community - All the organisms in an ecosystem
  • Consumer - An animal that gets its energy by eating plants or other animals
  • Decay - To break down into simpler materials
  • Decomposers - A living thing that breaks down the remains of dead organisms
  • Ecology - The study of how living and nonliving factors interact
  • Ecosystem - A system made up of an ecological community of living things interacting with their environment especially under natural conditions
  • Energy source - A source from which useful energy can be extracted or recovered either directly or by means of a conversion or transformation process (e.g. solid fuels, liquid fuels, solar energy, biomass, etc.)
  • Extinct - A species that is gone forever because all of its kind have died
  • Food chain/web - The path of energy in an ecosystem from plants to animals (from producers to consumers)
  • Habitat - The place where an animal or plant lives
  • Herbivore - An animal that eats plants
  • Hibernate - When animals go into a deep sleep
  • Interdependence - When living things in an ecosystem need each other to meet their needs
  • Microorganisms - Very small living things
  • Omnivore - An animal that eats both plants and animals
  • Organism - A living thing
  • Photosynthesis - Process through which plants make food
  • Plankton - Small organisms in water that are producers and give off oxygen
  • Producer - A living thing (such as a green plant) that makes its food from simple inorganic substances (such as carbon dioxide and nitrogen) and many of which are food sources for other organisms
  • Informational Text - A type of writing that gives facts and details about a topic.

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 (e.g. walk, jump, hop, roll, gallop, skip, crawl & more)
  • Non-locomotor movement - A movement that does not travel through space
  • Movement qualities - Types of energy used to perform a movement (sustained, percussive, swinging, suspended, and vibratory)

 

Materials

  • Images from various types of ecosystems
  • Informational text on the role of producer, consumer, and decomposer (one to two paragraphs on each role is ideal)
  • Graphic organizer for students to record one role in the ecosystem and key details about the role

 

Instructional Design

Opening/Activating Strategy

Shape, Move, Wonder

  • Display one of the ecosystem images.
  • Allow time for students to look at the image.
  • Shape: Instruct students to create a body shape of something they see in the image.
    • Countdown from five and have students freeze in their body shape by the time the teacher reaches one.
  • Move: Instruct students to create a non-locomotor movement of something they think is happening in the image.
  • Wonder: Have students verbally share their wonderings about the image.
  • Repeat with the other images.

Work Session

  • Place students in small groups of three to four.
  • Give each group an informational text paragraph on one of the ecosystem roles (producer, consumer, or decomposer).
  • Review group work requirements and expectations.
  • In their groups, students will complete and create the following:
    • Students will examine the text.
      • Read the assigned paragraph on their ecosystem role.
      • Identify the role and three important details about that particular role.
    • Students will create a movement sequence.
      • Based on their informational text and identified role, students will create a movement sequence that includes:
        • A movement that expresses each important detail of the ecosystem's role (three movements)
        • At least two non-locomotor movements
        • At least one locomotor movement
        • At least two levels (high, middle, low)
        • One movement quality (sustained, percussive, swinging, suspended, and vibratory)
      • After work time, allow all groups to have a “dress rehearsal”. (All groups will perform at the same time during the dress rehearsal.)
      • Prior to performances, review audience etiquette: Still, silent, and supportive.
      • Invite groups to share their sequence with the whole class.
        • If time is limited, try to have at least one group for each role (producer, consumer, and decomposer).
        • After each group shares, invite the class to guess which role is expressed identifying which movement(s) led them to that conclusion.

Closing Reflection

  • Have students complete the following exit ticket:
    • Have students describe the role of a producer, consumer, and decomposer in an ecosystem.
    • Students should then explain how the movements in their sequence demonstrated the role.

 

Assessments

Formative

  • “Shape, Move, Wonder”: Pre-assess student knowledge of ecosystems through responses
  • Individual group check-ins during group work time
  • Exit Ticket

Summative

  • Checklist for movement sequence:
    • Students have identified three details from the assigned text that explain the role of their part of the ecosystem.
    • The movement sequence expresses the three important details that fit the ecosystem role.
    • The sequence includes at least one non-locomotor movement.
    • The movement sequence includes at least one locomotor movement.
    • The movement sequence includes two levels (low, middle, high).
    • The movement sequence includes one movement quality.

 

Differentiation 

Acceleration: 

  • Students explain their movement choices and assigned roles after their performances.
  • Students choose instrumental music that fits the mood of their movement sequence.
  • Students record their movement sequence and add music or narration.

Remediation:

  • Reduce the number of important details students are required to find.
  • Read each text together as a class and identify important details together.
  • Reduce the requirements for the movement sequence.

 

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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CAN YOU BALANCE? PUSH AND PULL–FORCES IN MOTION THROUGH PARTNER POSES 3-4

PUSH AND PULL–FORCES IN MOTION THROUGH PARTNER POSES

CAN YOU BALANCE?PUSH AND PULL–FORCES IN MOTION THROUGH PARTNER POSES

Learning Description

Students will explore balanced and unbalanced forces through movement and collaboration. They will practice push and pull poses with a partner learning to maintain balance and adjust forces. Pairs will create a sequence with pushes, pulls, and level changes, rehearsing and presenting their work while receiving peer feedback. The lesson concludes with self-reflections on balanced and unbalanced forces and the creative process.

 

Learning Targets

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

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"I Can" Statements

“I Can…”

  • I can work with a partner to create a movement sequence demonstrating counter-balance.
  • I can recognize balanced and unbalanced forces in my movements and make necessary adjustments to achieve balance.
  • I can reflect on my work and explain how different content areas are connected.

Essential Questions

  • How can you identify balanced and unbalanced forces?
  • What adjustments can you make to transform unbalanced forces into balanced ones during a movement sequence?

 

Georgia Standards

Curriculum Standards

Grade 4:

S4P3. Obtain, evaluate, and communicate information about the relationship between balanced and unbalanced forces.

a.Plan and carry out an investigation on the effects of balanced and unbalanced forces on an object and communicate the results.

Arts Standards

Grade 4:

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

ESD4.CR.2.a Use movement to express an idea or feeling.

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

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

 

South Carolina Standards

Curriculum Standards

Grade 3:

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

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

  • Force - Any interaction that, when applied to an object, can cause it to change its motion or shape
  • Balanced forces - Two or more forces acting on an object in such a way that they cancel each other out, resulting in no change in the object's motion
  • Unbalanced forces - Two or more forces acting on an object are not equal in size or are not opposite in direction, causing the object to accelerate (change its speed or direction)
  • Gravitational force - The force of attraction that pulls objects toward each other due to their mass
  • Motion - The change in the position of an object over time
  • Mass - A measure of the amount of matter in an object or substance
  • Direction - The way something is moving or pointing.
  • Motion - Something moves from one place to another
  • Speed - How fast something is moving
  • Strength - The amount of force something can handle or use

Arts Vocabulary

  • Counter-balance - Two or more dancers work together and use their weight to help each other stay balanced
  • Force/energy - The amount of power you use to make your movements or show feelings
  • 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 (e.g. walk, jump, hop, roll, gallop, skip, crawl & more)
  • Non-locomotor movement - A movement that does not travel through space (e.g. shaking, bending, stretching, twisting, turning & more)

 

Materials

Ideas of Partner Poses (look through to identify those that clear show push and pull (counterbalance)

 

Instructional Design

Opening/Activating Strategy

  • Have students demonstrate, through movement, different body shapes and movements based on the following prompts:
    • A shape that expresses pushing something (frozen–not moving)
    • A movement that expresses pushing something (adding a locomotor movement)
    • A shape that expresses pulling something (frozen–not moving)
    • A movement that expresses pulling something (adding a locomotor movement)
    • Various locomotor movements (walk, gallop, jump, hop, skip, crawl, etc.)
    • Various non-locomotor movements (shake, twist, turn, rise, fall, etc.)

Work Session

  • Review forces (push, pull, unbalanced, and balanced).
  • Divide students into pairs.
  • Guide the pairs through the following partner poses (movements).
    • Rooftops (Push):
      • Students will face each other with arms straight out in front of them. Their palms should be touching.
      • Instruct the pair to lean into each other so that arms raise to form a triangular “rooftop”.
    • Elevator (Pull):
      • Students will face each other standing toe to toe with a little space between their feet.
      • Students will hold each other's forearms or interlock fingers.
      • Students will lean away from each finding balance.
      • Students will continue to pull away from each other, bending their knees to descend and ascend as a pair.
    • Engage in a class discussion about the following:
      • What do you have to do to maintain equal balance?
      • What happens when one partner pulls or pushes more than the other?
      • What happens when one partner doesn’t pull or push enough?
    • Have pairs create a sequence that meets the following requirements:
      • The sequence must include:
        • A beginning, middle, and end
        • One partner movement that clearly expresses a Push
        • One partner movement that clearly expresses a Pull
        • One partner movement that clearly expresses a force of their choice (push or pull)
        • A level change (high, middle, or low)
      • After a designated period of work time, pairs will present their complete sequence.
        • Have a dress rehearsal, in which all pairs present their sequence simultaneously.
        • Invite pairs to present their sequence individually for the class (as time allows).
        • Engage the class in giving feedback of where they saw pushes and pulls in the sequences.

Closing Reflection

  • Students will reflect on one or more of the following questions via an exit ticket:
    • What do you have to do to maintain equal balance? (Balanced force)
    • What happens when one partner pulls or pushes more than the other? What happens when one partner doesn’t pull or push enough? (Unbalanced force)
    • How did this activity help you understand balance and unbalanced forces?
    • If you were to go through this artistic process again, what would you do differently? Why?

 

Assessments

Formative

Check-in/observation of students during group creation of their sequence

Summative

  • Performance of Sequence–did the sequence meet the requirements?
    • A beginning, middle, and end
    • One partner movement that clearly expresses a Push
    • One partner movement that clearly expresses a Pull
    • One partner movement that clearly expresses a force of their choice (push or pull)
    • A level change (high, middle, or low)
    • Exit ticket

 

Differentiation 

Acceleration: 

  • Increase group size to include more students.
  • Have students write out the directions to their sequence for another pair to perform

Remediation:

  • Give examples of partner poses to try. Determine which ones show a Push and which ones show a Pull before students choreograph their movement sequences.
  • Have students’ sequences include only two movements–one example of a Push and one example of a Pull.

 

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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