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

THE ROCK CYCLE DANCE

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

Learning Description

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

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

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

Essential Questions

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

 

Georgia Standards

Curriculum Standards

Grade 3:

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

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

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

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

Arts Standards

Grade 3:

ESD3.CR.1 Demonstrate an understanding of the choreographic process.

ESD3.CR.2 Demonstrate an understanding of dance as a form of communication.

 

South Carolina Standards

Curriculum Standards

Grade 4:

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

Arts Standards

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

Anchor Standard 2: I can choreograph a dance.

 

Key Vocabulary

Content Vocabulary

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

Arts Vocabulary

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

 

Materials

 

Instructional Design

Opening/Activating Strategy

Dance Warm-Up

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

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

Work Session

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

Closing Reflection

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

 

Assessments

Formative

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

Summative

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

 

Differentiation 

Accelerated: 

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

Remedial:

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

 

Additional Resources

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

 

Credits

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

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

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

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

Revised and copyright:  June 2025 @ ArtsNOW

 

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GEOMETRY: GEOMETRY IN MOTION 4

GEOMETRY IN MOTION

GEOMETRY: GEOMETRY IN MOTION

Learning Description

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

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

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

Essential Questions

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

 

Georgia Standards

Curriculum Standards

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

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

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

Arts Standards

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

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

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

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

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

 

South Carolina Standards

Curriculum Standards

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

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

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

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

Arts Standards

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

Anchor Standard 2: I can choreograph a dance.

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

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

 

Key Vocabulary

Content Vocabulary

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

Arts Vocabulary

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

 

Materials

 

Instructional Design

Opening/Activating Strategy

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

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

Work Session

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

Closing Reflection

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

 

Assessments

Formative

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

Summative

Geometry Dance Phrase is assessed using the Geometry Dance Rubric.

 

Differentiation 

Accelerated: 

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

Remedial:

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

 

Credits

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

Ideas contributed by: Christopher Crabb

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

Revised and copyright:  June 2025 @ ArtsNOW

 

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

FRACTIONS IN MOTION

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

Learning Description

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

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

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

Essential Questions

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

 

Georgia Standards

Curriculum Standards

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

Arts Standards

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

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

 

South Carolina Standards

Curriculum Standards

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

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

Arts Standards

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

Anchor Standard 2: I can choreograph a dance.

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

 

Key Vocabulary

Content Vocabulary

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

Arts Vocabulary

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

 

Materials

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

 

Instructional Design

Opening/Activating Strategy

Move It! Shape It!

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

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

Work Session

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

Closing Reflection

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

 

Assessments

Formative

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

Summative

Checklist for ‘Fraction Addition Equation and Movement Sequence”:

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

 

Differentiation 

Accelerated: 

  • Include mixed fractions
  • Reduce group size

Remedial:

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

 

Credits 

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

Ideas contributed by: Christopher Crabb

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

Revised and copyright:  June 2025 @ ArtsNOW

 

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VOLUME OF RIGHT RECTANGULAR PRISMS : DISCOVERING VOLUME THROUGH CHOREOGRAPHY 5

DISCOVERING VOLUME THROUGH CHOREOGRAPHY

VOLUME OF RIGHT RECTANGULAR PRISMS: DISCOVERING VOLUME THROUGH CHOREOGRAPHY

Learning Description

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

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

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

Essential Questions

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

 

Georgia Standards

Curriculum Standards

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

Arts Standards

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

 

South Carolina Standards

Curriculum Standards

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

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.
Anchor Standard 2: I can choreograph a dance.

 

Key Vocabulary

Content Vocabulary

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

Arts Vocabulary

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

 

Materials

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

 

Instructional Design

Opening/Activating Strategy

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

Work Session

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

 

Closing Reflection

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

 

Assessments

Formative

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

 

 

Summative

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

 


Differentiation

Accelerated: 

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

Remedial:

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


Credits 

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

Ideas contributed by: SAIL Grant Teacher Leaders

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

Revised and copyright:  June 2025 @ ArtsNOW

 

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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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