Light & Sound

Description

In this program, we investigated Light and Sound through STEM activities, visual art, music, and dance.

 

Learning Targets

“I Can…”

• Explain reflection and refraction.
• Explain how pixels work together to give off colors.
• Describe how sound waves move and how frequency is related to the sound an object produces..
• Show how lighting and sound affects a piece of choreography.
• Demonstrated how transparent, translucent, and opaque work together in visual art.

Essential Questions

• How can I obtain, evaluate, and communicate information about the nature of light and how light interacts with objects?
• How can I obtain, evaluate, and communicate information about how sound is produced and changed and how sound and/ or light can be used to communicate?
• How can I develop and use a model to compare and contrast how light and sound waves are reflected, refracted, or absorbed through various materials?
• How can I develop and use a model to illustrate how transparent, translucent, and opaque materials work in relation to light?

Curriculum Standards

S4P1. Obtain, evaluate, and communicate information about the nature of light and how light interacts with objects.

 

1. Plan and carry out investigations to observe and record how light interacts with various materials to classify them as opaque, transparent, or translucent.
2. Plan and carry out investigations to describe the path light travels from a light source to a mirror and how it is reflected by the mirror using different angles.
3. Plan and carry out an investigation utilizing everyday materials to explore examples of when light is refracted. (Clarification statement: Everyday materials could include prisms, eyeglasses, and a glass of water.

S4P2. Obtain, evaluate, and communicate information about how sound is produced and changed and how sound and/or light can be used to communicate.

 

1. Plan and carry out an investigation utilizing everyday objects to produce sound and predict the effects of changing the strength or speed of vibrations.
2. Design and construct a device to communicate across a distance using light and/or sound.

S8P4. Obtain, evaluate, and communicate information to support the claim that electromagnetic (light) waves behave differently than mechanical (sound) waves.

 

1. Develop and use a model to compare and contrast how light and sound waves are reflected, refracted, absorbed, diffracted or transmitted through various materials. (Clarification statement: Include echo and how color is seen but do not cover interference and scattering.)

 

Arts Standards

VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA4.CR.2 Create works of art based on selected themes.

VA4.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

VA5.PR.1 Plan and participate in appropriate exhibition(s) of works of art to develop the identity of self as artist.

VA5.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

VA6.CR.1 Visualize and generate ideas for creating works of art.

VA6.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence.

VA6.CR.6 Keep an ongoing visual and verbal record to explore and develop works of art.

VA6.PR.1 Plan, prepare, and present completed works of art.

VA7.CR.1 Visualize and generate ideas for creating works of art.

VA7.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

VA7.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence.

VA7.PR.1 Plan, prepare, and present completed works of art

VA8.CR.1 Visualize and generate ideas for creating works of art.

VA8.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

VA8.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence.

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.4 Understand and apply music concepts to dance.

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

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

ESD5.PR.2 Understand and model dance etiquette as a classroom participant, performer, and observer.

ESD5.PR.4 Understand and apply music concepts to dance. a. Demonstrate and create movement in response to a variety of musical selections. b. Demonstrate musicality while performing dance phrases.

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

MSD.PR.4 Understand and apply music concepts to dance.

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

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

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

ESGM4.CR.1a. Improvise rhythmic question and answer phrases using a variety of sound sources.

ESGM4.PR.2a. Perform rhythmic patterns with body percussion and a variety of instruments using appropriate technique.

EESGM4.RE.1c. Identify and classify (e.g. families, ensembles) classroom, orchestral, American folk, and world instruments by sight and sound.

ESGM4.CN.1b. Discuss connections between music and disciplines outside the fine arts.

ESGM5.CR.1 Improvise rhythmic phrases.

ESGM5.PR.2a. Perform rhythmic patterns with body percussion and a variety of instruments using appropriate technique.

ESGM5.RE.1b. Describe music using appropriate vocabulary (e.g. fortissimo/pianissimo, presto/largo/moderato/allegro/adagio, legato/staccato, major/minor), intervals (e.g. step, skip, repeat, leap), timbre adjectives (e.g. dark/bright), and texture (e.g. unison/harmony).

ESGM5.RE.1c. Identify and classify (e.g. families, ensembles) classroom, orchestral, American folk and world instruments by sight and sound.

ESGM5.CN.1b. Discuss connections between music and disciplines outside the fine arts

MSGM6.RE.1a. Recognize and describe musical events in an aural example using appropriate musical terminology

MSGM7.CR.1b. Improvise simple rhythmic and melodic variations

MSGM7.RE.1a. Recognize and describe musical events in an aural example using appropriate musical terminology

MSGM8.CR.1b. Improvise melodic embellishments and simple rhythmic and melodic variations.

MSGM8.RE.1a. Recognize and describe musical events in an aural example using appropriate musical terminology

 

Content Vocabulary

• Reflection: the throwing back by a body or surface of light, heat, or sound without absorbing it.
• Refraction: A change of direction that light undergoes by passing obliquely through one medium.
• Sound: vibrations that travel through the air or another medium and can be heard when they reach a person's or animal's ear.
• Sound waves: a vibration of waves by which sound is projected.
• Pitch: the quality of a sound governed by the rate of vibrations producing it.
• Frequency: the number of occurrences of a repeating event per unit of time
• Pixel: an area of illumination on a display screen, many pixels compose an image.
• Digit: any of the numerals from 0 to 9.
• Digital: a series of the digits 0 and 1 represented by values of a physical quantity such as voltage.
• Additive color theory: starts without light (black) and light sources of various wavelengths combine to make a color.
• Subtractive color theory: starts with light (white), colored inks, paints, or filters between the light source subtract wave lengths from the light, give it color.
• Binary code: a coding system using the binary digits 0 and 1 to represent a letter, digit, or other character in a computer or other electronic device.
• Bits: a unit of information expressed as either a 0 or 1 in binary notation.
• RGB code: the RGB color model is an additive color model in which red, green, and blue light are added together in various ways to reproduce a broad array of colors.
• Electric circuit: a path in which electrons from a voltage or current source flow.
• Conductor: a material that transmits heat, electricity, or sound.
• Insulator: a substance which does not allow the full passage of heat or sound.
• Open circuit: an electrical circuit that is not complete.
• Closed circuit: an electrical circuit that is complete.

Arts Vocabulary

• Opaque: not able to be seen through; not transparent.
• Transparent: allowing light to pass through so that objects behind can be distinctly seen.
• Translucent: allowing light, but not detailed shapes, to pass through; semitransparent.
• Literal movement: Movements that show exact meaning and actions.
• Abstract movement: symbolic movement.
• Choreography: the sequence of steps and movements in dance
• Levels of Dance (low, middle, high): The three levels in dance movement are high, middle and low.
• Percussive: This refers to a quality of movement characterized by sharp starts and stops; staccato jabs of energy.
• Rhythm: a strong, regular, repeated pattern of movement or sound.
• Mood: atmosphere that evokes certain feelings or vibes
• Pitch: highness or lowness of sound.
• Timbre: distinctive quality of sounds; the tone color or special sound that makes one instrument or voice sound different from another.

Materials

Materials Provided by Teachers

• Two Plastic Bottles (approximately 12-16 oz in size)
• Masking Tape (one roll)
• Foil (1-2 foil sheets or approximately one foot from a roll)
• Teaspoon of Uncooked Rice
• Five rubber bands
• Ziplock baggies to package materials for students
• Lamination Pocket, laminated (cut one piece in half, students need ½ apiece)
• Grid paper
• One Small Bottle of Food Coloring
• Alka Seltzer (one tablet per student)
• Four LED lights
• Two Coin Battery per student
• One Bottle of Liquid Glue per student
• One Piece of Cardstock
• Journal
• Pencil
• Markers
• CD
• Flashlight
• Watercolor paint
• Watercolor paper
• Clear tape
• Kaleidoscope Kit
• Colored paper (three half-sheets of assorted colors)
• Plastic sheets (three half-sheets of assorted colors, you may cut plastic notebook dividers for these)
• One Roll of Plastic tape

Materials Students Provided at Home

• Large Box
• Scissors
• Bowl
• Saran Wrap
• Objects from around the house (tissue boxes, toilet paper tubes, etc.)
• Salt
• Newspaper (to protect surfaces)
• Vegetable oil
• Shaker Object (pack of tic tacs or bottle of sprinkles, etc.)
• Grocery Bag

Activating Strategy (5-10 min)

Day 1 AM Session:

• Introduce Light Refraction with Jar & Pencil Activity
  • Fill a clear container with water.
  • Tell the students you will be placing the pencil in the water.
  • Ask the first question.
  • Place the pencil in the water.
  • Give students a few moments to make observations.
• Ask the following questions:
  • What do you think is going to happen?
  • What do you observe?
  • What do you believe is causing the “bent/ split” pencil illusion?
  • Introduce the word refraction

Day 1 PM Session:

• Review the Light Box Magic STEM challenge from the morning session and allow students to discuss their observations/ discoveries
  • How the amount of light in the box may change with different amounts of water, different time of day, blocking the top side of the bottle, etc?
  • Light Box Example
• Investigate the CD with reflections of light using house lighting and the flashlight provided
  • Possible questions to ask: What shapes and colors do you see in the rainbow?  What do you notice when you use two CDs? What do you notice when you put the flashlight close to the CD?
  • How does the CD act as a prism?
  • Allow students to write their observations in their journals.
  • Investigating Light

 

Day 2 AM Session:

• Ask students the following questions to prompt discussions verbally or in the chat
  • What do you think of when you hear the word sound?
  • What do you think of when you hear the word waves?
• Discuss that sound is made of vibrations and invisible soundwaves
• Demonstrate and have students complete dancing sprinkles/ rice activity at the same time to demonstrate how you can “see” soundwaves
• Sound Waves Example
• Discuss how sound waves travel, how vibrations are recognized as different sounds, and how the size and shape of the sound waves determine the kind of sound heard.
• Review various musical instruments, homemade and traditional. Have students compare and predict sounds of these instruments and how the sounds (vibrations) were created.
• Have students find a way to create sound using objects around them and improvise an 8-beat pattern using that object.
• Have students create an 8-beat pattern and repeat it. Add to YouTube backing track.

Day 2 PM Session:

• Students will share their instruments they created after the morning STEM challenge.  Play eight beats of music together as a group/ class.
• Discuss as a class the following questions
  • What is a shadow?
  • How might artists use shadows?
  • Possible answers: to make things look more realistic, to add depth, etc
• Find a shadow in your house and spend five minutes sketching the object and its shadow in your journal with a pencil.

 

Day 3 AM Session:

• Review shadow sculptures from the end of Day 2
• Introduce how sound is related to dance
• Students will watch a clip from Broadway’s STOMP to get students thinking about how sound is used in dance.  Video: STOMP - Established in 1994 NYC
  • Ask students what common household instruments they see in the video.

Day 3 PM Session:

• View images of Yayoi Kusama’s work.  Students will discuss in chat what they observe/ notice about her work. (mirrors, reflections, infinity rooms, duplicates, etc)
• What makes her work unique?
• What themes do you notice?

 

Day 4 AM Session:

• Introduction to vocabulary words transparent, translucent, and opaque by making a lava lamp. Possible questions to ask:
  • After pouring the water and oil into the glass, what do you believe is going to happen when food coloring is added? Will it mix with the water, oil, or both?
  • What do you observe when you initially add the food coloring?
  • If you continue to add food coloring to the water, will the water stay transparent or translucent?
• Example

Day 4 PM Session:

• Briefly discuss what an electric circuit is and what materials are used/needed to make a complete (closed) circuit
• Show students how to use a coin battery to illuminate a LED light
• STEM Challenge: LED Glue/ Salt Circuit
  • Gather materials: half piece of cardstock, coin battery, LED light, glue, salt and tray/ paper plate to work over
  • Fold the corner of your paper up to make a “switch”
  • “Draw” a line using glue from the folded corner of the paper and then towards the edge.  Be generous with the glue
  • Skip a space for your LED and continue your glue line back near the folded corner
  • add your LED to the space making sure the “legs” are in the glue
  • sprinkle a good layer of salt on the glue.  Lift the paper and dump the extra salt on the tray
  • When it is dry, use the coin cell battery to try and light up your LED
  • **The salt circuit is not a very strong circuit. The light will be dim. You may try paper circuits with copper tape for a brighter light.

Example

Main Activity

Day 1 AM Session: 

• Students were introduced to the concept of light refraction during the activating strategy.
• Students watched a video “Liter of Light” to be inspired by how light refraction is being used in 3rd World countries to reduce electricity costs for families.
• Students STEM activity was to create a way to light up a “room” using light refractions.
• Teachers demonstrated how to create a Light Box to demonstrate this concept.

• Step 1: Gather your materials
• Step 2: Fill your bottles with water (Add a few drops of food coloring if you want!)
• Step 3: Trace the bottom of the bottles on the top of the box and carefully (and with a parent/older siblings help) cut holes.  Put tinfoil on the top of the box, covering the holes. Poke a hole in the foil over the open. This will help the light reflect into the bottles.
• Step 4: Carefully (and with a parent/older siblings help) cut a hole in the side of the box to look inside.  We recommend cutting a smaller window or just eye holes.
• Step 5: Push bottles into holes and look in the viewing window.
• Example

Adapted from: https://www.trueaimeducation.com/light-box-magic/

• Teachers demonstrated the relationship between colors and math (seeing the numbers in digital media). The following topics were discussed:
  • What does the word digital mean?
  • Pixels-comparing LED & LCD close up images of digital screens
  • Additive Color Theory vs Subtractive Color Theory
  • Teacher demonstrates a “large scale pixel” by using three lights (red, green, and blue bulbs)
  • Discuss how every pixel has three parts (red component, green component, and blue component)
  • Discuss how each pixel receives three digital (mathematical) signals--one signal for how much red light, how much green light, and how much blue light
  • Discussion of how number values in ColorMath are based on binary code
  • 8-bit Color: An RGB Code has 3 values (256 possible red values, 256 green values, and 256 blue values)
  • Presentation
• Students can create their own digital art using https://paintz.app

Day 1 PM Session:

• Students experimented with a flashlight and CD in the activating strategy.
• After completing the investigation, instruct students trace the CD on a piece of watercolor paper
• Students will use markers to draw the “lines/ rainbows” created by the flashlight against the CD.  Students may use their paint brush to paint water on top of the marker to use as a watercolor option (water of the washable markers acts like watercolor.
• Students may then use the watercolor paint to paint outside of the CD showing what shapes and angles they see when observing the reflection of light against the CD
• Allow approximately 10-15 minutes for students to paint their observations followed by a share out

Examples:

Day 2 AM Session: 

• After introducing sound and soundwaves in the activating strategy, introduce the vocabulary word pitch.  You may do this by playing different sounds on an instrument
• Show students a variety of instruments (these may be real instruments or instruments created from household/ classroom objects
• Example
• Allow students to find an object to create an instrument out of to play a beat (for example: pencil and water bottle make a drum, using spices/ sprinkles as a shaker)
  • using the instrument they create, play 8 beats together (all playing one note at the same time) followed by 8 beats of 8 counts of a beat of their choice
  • you may do this a few times to allow students to experiment with their instrument
• STEM Challenge: Create & build your own musical instrument using household items (rubber bands, rice, toilet paper/ paper towel rolls, etc.)
  • students will share out their instruments and play music together at the beginning of their afternoon session

Day 2 PM Session: 

• After sharing instruments and introducing shadows in the activating strategy, allow students to look at images of shadows made by sculptures
• Show clip video of (time 1:40-4:00): Tim Noble & Sue Webster, NO - Exhibition & Limited Editions
• Students are challenged with the task of creating a sculpture with household items that will create an interesting shadow.

 

Day 3 AM Session: 

• After reviewing shadow sculptures and dance clip in the activating strategy, discuss the following:
  • STOMP is performed in theaters, but it is not a play, musical, or opera. It is not theater in the traditional sense of the word. There is no speech, dialogue or plot. However, it does have two characteristics of traditional theater: mime and characterization. Each performer has an individual character which is distinct from the others. These characters are brought out through the mime and dance in the show.
  • The entire show is highly choreographed, interweaving dance into all its aspects. In STOMP, there is a symbiotic relationship between dance and music. The music is created within the dance, but the dance itself is dependent on the music for its rhythm and character. STOMP shows a true marriage of movement and music, where both create and enhance each other.
• Show second video: How To STOMP: Hands & Feet
  • Play the video a second time and ask students to mimic the dance moves taught in the video.  You may need to replay the video to allow
• Show third video: How to STOMP: Bags
  • Ask students to create their own rhythm using bags from their house and share out
• Show fourth video: How to STOMP: Breath Mints
  • Ask students to repeat the rhythm taught using something they can shake from their house (breath mints, spices, sprinkles, etc.)
• Show fifth video: STOMP Pancakes 1 #StompAtHome
• Think about all the different ways you made sound and the different ways you saw sound made in the STOMP videos.
  • Why do you think the different props made different sounds?
  • Challenge: Create your own STOMP inspired choreography using found sound.
• Clip
• STEM Challenge: Create Your Own Hologram
  • Follow directions of how to make a trapezoid pattern (see picture)
  • Cut out the pattern and trace four trapezoids on your clear plastic sheet
  • Cut out the four trapezoids and tape together four of the perpendicular lines to create a square pyramid.
  • Place your finished hologram on top of the video playing on your device
  • Example 1, Example 2

Day 3 PM Session:

• After introducing Kusama’s work and discussing reflections, have students build their kaleidoscope using the kaleidoscope kit.
• Allow students time to investigate and place different objects in the kaleidoscope to see how it appears.

Ask students to sketch what they see in their kaleidoscope in their journals

Day 4 AM Session:

• Discuss a Lighting Director’s role in dance and show Mark Stanley: Lighting the New York City Ballet
  • Discuss how light gives character to dance and creates the mood
  • Light can also do the following: create space, intensity, shapes, shadows, dimensions, etc.
• Discuss “What is mood? What are examples?”
  • Possible answers: mood is a literary element that evokes certain feelings or vibes in readers, but can be used the same way in dance
  • Examples of moods:  cheerful, reflective, gloomy, humorous, melancholy, whimsical, romantic, mysterious, ominous, calm, lighthearted, hopeful, angry, fearful, tense
• Discuss “How can you create mood with lights?”
  • colors (how they mix), shadows (what will happen when things are in front of the lights), angle, intensity, movement of light, layers of light, etc.
• Watch the following video clips and discuss what you believe the mood is and how did the lighting help create the mood?
  • Houston Ballet-Reveal-Garrett Smith Choreography
  • “Ounce of Faith” | Trailer | Alvin Ailey American Dance Theater
  • Trailer - IN Cognito Full Piece Premiere
• Dance Challenge: Think about how lighting affected the mood in the various performances and complete the following steps:
  • 1. Pick a mood (for example: cheerful)
  • 2. Create a movement phrase that matches your mood.
  • 3. Are there any adjustments you can make to the lighting in your space to match the mood of your choreography?  Example: brighter lights, dimmer, lights, use shadows, colored light, light coming in at a different angle, light movement.

Day 4 PM Session:

• After introducing circuits and completing LED salt/ glue circuit, show video clip of Tom Fruin’s work and allow students to type their observations in the chat
  • Video: Tom Fruin’s Large-Scale Sculptures, Icons of Brooklyn’s Public Spaces
  • Possible Observations: stained glass, shapes, quadrilaterals, shadows, colors, glass house, life-size, etc.)
• Ask students, “What do you need to make a shadow?”
  • Possible answers: light source, an object to block the sun, an opaque object, etc.
  • Why are some of the shadows in Tom Fruin’s work different colors?
  • Discuss transparent, translucent and opaque materials and how each respond to light.
• Sculpture Challenge: Make a 3D sculpture incorporating transparent, translucent and opaque materials inspired by Tom Fruin’s work.

Here are some snippets of student work throughout the week: VIDEO

Reflection Questions

• What colors did you feel worked together and why?
• What challenges did you have during this process?
• What tools worked best for your process and why?

 

TECHNOLOGY INTEGRATION (Include technology that is integrated directly into the project. Ex: apps, websites for research, virtual field trips, mystery skype calls, etc..)

 

Google Meet Google Classroom Virtual STEM + Arts Summer Camp Slideshow Student Activity Slideshow Visual Arts Slideshow https://musiclab.chromeexperiments.com/Sound-Waves/ Video: Liter of Light Light Magic Box Website https://Paintz.app Video (timestamp 1:40-4:00): Tim Noble & Sue Webster, NO - Exhibition & Limited Editions Video: STOMP - Established in 1994 NYC Video: How To STOMP: Hands & Feet Video: How to STOMP: Bags Video: How to STOMP: Breath Mints Video: STOMP Pancakes 1 #StompAtHome Video: Fireworks Hologram Video Video: Mark Stanley: Lighting the New York City Ballet Video: Houston Ballet-Reveal-Garrett Smith Choreography Video: “Ounce of Faith” | Trailer | Alvin Ailey American Dance Theater Video: Trailer - IN Cognito Full Piece Premiere Video: Tom Fruin’s Large-Scale Sculptures, Icons of Brooklyn’s Public Spaces https://www.youtube.com/watch?v=85ZptB9kgaM&t=344s

Visual Arts Component - Exploring Color, Shape and Form

Description

In this program, we will explore color, shape, and form through explorations of 2d and 3d projects. Students will gain a deeper understanding of how these elements work together to help an artist create their compositions. Students will look closely at the work of American artist Jen Stark.

Learning Targets

“I Can…”

• Create a 3-D form with 2-D materials.
• explore the relationship between shape and form to create a composition.
• Explore chemical and physical changes with heat.

Essential Questions

• How do we use color, shape and form to create 2d and 3d compositions?

Content Vocabulary

• Gravity - the force that attracts a body toward the center of the earth, or toward any other physical body having mass.
• 3-Dimensional Shape - a three-dimensional shape can be defined as a solid figure or an object or shape that has three dimensions – length, width and height.
• Edges - the outside limit of an object, area, or surface; a place or part farthest away from the center of something.
• Vertices - The common endpoint of two or more rays or line segments.
• Faces - In any geometric solid that is composed of flat surfaces, each flat surface is called a face.
• Surface Area - The surface area of a solid object is a measure of the total area that the surface of the object occupies.
• Flow - formalizes the idea of the motion of particles in a fluid.

Arts Vocabulary

• Primary - are basic colors that can be mixed together to produce other colors. They are usually considered to be red, yellow and blue.
• Secondary - a color resulting from the mixing of two primary colors.
• Composition - the arrangement of elements within a work of art.
• Pattern - an underlying structure that organizes surfaces or structures in a consistent, regular manner. Patterns can be described as a repeating unit of shape or form.

Materials

• Pencils
• Sketchbook
• illustration markers
• Matte photo paper
• scissors
• glue sticks
• hot glue gun
• crayons
• cardstock
• Canvas panel
• heat gun or hair dryer

Activating Strategy (5-10 min)

Students looked closely at the art of American Artist Jen Stark. We watched a video of Stark discussing her process.

Main Activity

PROCESS:

Day 1:

We discussed  the color wheel and basic color theory, including warm and cool colors. Students explored what kind of shapes would create the illusion of movement or drips.

Students used illustration markers to create a repeating pattern inspired by the work of Stark.

Day 2:

We watched a video of Jen Stark’s animations and discussed the relationship between the animations and music.

https://www.youtube.com/watch?v=svakc8t1UYY and created a self portrait photograph incorporating Stark’s art.

We looked closely at Jen Stark’s relief sculptures. Students used colorful cardstock to explore relief sculpture.

Day 3:

We explored  material movement in a new way. Students created relief sculptures with crayons on canvas. They predicted how the wax of the crayon might move and change if heated.

They used heat guns to melt the wax. We discussed physical and chemical changes and states of matter.

Classroom Tips:

Set the classroom up in stations. Most students will be working on 2d and 3d compositions. This limits the number of students using heat guns. We had 2 heat gun stations. They were monitored by an adult at all times.

Reflection Questions

1. How did you use color and pattern to create variety in your drip composition?
2. How did you create 3d forms with paper?
3. How did heat and position change your relief sculpture?

Differentiation

BELOW GRADE LEVEL:

• Provide a piece of paper with the first “drip”. Students will fill in the rest of the composition.
• Use pre cut shapes for collage or sculpture building.

ABOVE GRADE LEVEL:

• Encourage students to work larger and collaboratively on the drip illustration.
• Set a height perimeter for the cardstock relief sculpture, encouraging students to use measuring tools and piece together paper to reach the required height.

EL STUDENTS:

• Demonstrate each hands on technique before students begin their work.

Credits

Shannon Green

Learning Targets

“I Can…”

• Identify consumers, producers, decomposers and their energy sources
• Apply impressionistic techniques while painting an ecosystem landscape
• Analyze the relationships of the different roles in the ecosystem
• Dramatize the roles of consumers, producers, and decomposers
• Interpret the various roles in the ecosystem by making body movement and voice choices

Essential Questions

• How can the artistic process of theatre & visual arts synthesize my overall understanding of the interworking of an ecosystem?
• How can tableau and role drama be used to explore the food chain and its effect on the ecosystem?

Materials

Theatre Arts:
Anchor Chart Paper
Markers
Music
Index cards
Paper & Pencils
Charged iPad with Showme and VoiceThread apps installed

Visual Arts:
Stretched canvas, one per student
Oil based paints
Various sizes of paint brushes

Theatre Arts - Activating Strategy

• Begin this project by letting students know that “tableau” means “frozen picture.”
• Explain to students that today we will use our bodies to create frozen pictures.
• Begin by having students stand up and create the following tableaux:
  1. 102 year old grandparent crossing the street
  2. Baseball player focusing on hitting the ball
  3. A chef that dropped a pizza

*Discuss how creating a strong tableau requires a clear body level (low, mid, high) and big facial expressions.

• Direct students to get into small groups (3-5 students) so we can now explore creating relationships.
• Direct students to create a tableau of:
  1. A family portrait
  2. A teacher and students in class
  3. A castle (using just their bodies)

*Draw attention to how creating a strong tableau requires establishing clear relationships between the various characters in a story/scene and making sure the audience can see our faces when we perform.

Theatre Arts - Main Activity

Part 1

• Review key terminology and concepts that are critical to understanding the food chain (producers, consumers, herbivores, carnivores, etc.).

Part 2

• Place students in small groups.
• Give each group 4 index cards with different animals/plants that are in a food chain. Direct the groups to create a tableau that dramatizes the food chain with each student taking on the role of the animal/plant listed on the index card.
• Each small group shares out their tableau with the class.
• Teacher will take photos of each student-generated tableau.

Part 3

• Teacher will demonstrate how to use Showme app on the iPad, an excellent tool to teach what the tableau illustrates and can document the presentation.
• Using Showme, teacher demonstrates how to circle, highlight and label tableau parts in a photo.
• Students participate by labeling their own tableau photos, concentrating on answering the following questions: Which animal or plant was a Producer? Consumer? Decomposer? How did you know this?

Part 4

• Teacher demonstrates on iPad how to use VoiceThread app, which allows students to upload, share and discuss documents presentations, images, audio files and video.
• Students have the opportunity to comment on other students’ voice threads.
• Students return to their seats and write in first person as their character in their food chain. They write about why they are most important to the ecosystem.
• Students use VoiceThread to record their writing in the character role they have taken on. They can upload pictures and/or drawings to illustrate their written work.

Part 5

• Students are asked to become “experts” on their ecosystems before participating in the Character Panel.
• Teacher instructs students on how to conduct research on the iPads and create a presentation. Using przi.com, students can create an engaging presentation on their ecosystem (habitat research, what animals fall into the categories of producers, consumers and decomposers).
• Suggested sites for research include:
  • http://kids.britannica.com/
  • http://kids.nationalgeorgraphic.com/
  • http://www.pebblego.com/login/
  • http://www.brainpop.com
• Students in each group are then placed on a Character Panel in role as their characters and the remaining students role-play as reporters who ask the panel questions. Together we all step into role and create a Role Drama that analyzes why each animal is critical to the Food Chain and the Ecosystem at large.
• Students debate why their plant/animal is important and defend it by explaining why. The reporters are charged with the responsibility to determine which character is most important. The objective is to spark a class discussion that deeply analyzes the food chain’s interdependence on one another. We also discuss what ways each plant/animal can protect him/herself.

Visual Arts - Activating Strategy

• The students will view 2 separate video clips of Claude Monet painting in his flower garden as well as a clip that allows the class to see many of Monet’s various versions of his Water Lilies series.
• Share the following information with the class: Water Lilies is a series of approximately 250 oil paintings by French Impressionist Claude Monet. The paintings depict Monet's flower garden at Giverny and were the main focus of Monet's artistic production during the last thirty years of his life.

Visual Arts - Main Activity

Part 1

• As a whole group, view “Claude Monet’s Garden” 4 minutes 3 seconds https://www.youtube.com/watch?v=O2KGkK2wcbk. In order to cut down on time, you could view the clip from the 1 minute 55 second mark till the 3 minute 6 second, as this part of the video focuses on the ponds and water lily plants.
• Pause the video clip every once in a while to ask the class what types of ecosystems they see. Create a list of the producers, consumers, and decomposers that inhabit these gardens.
• Once the list is complete, ask the students where the producers, consumers, and decomposers received their energy from? What is their energy source?

Part 2

• Discuss with the class the artistic methods Monet used in his paintings. (Big brush strokes, heavy use of oil based paint, etc.) This would be a good opportunity to ask the visual arts teacher at your school for assistance.
• Each student will receive a stretched canvas, along with paint brushes and oil based paints.
• The students will paint their own version of Monet’s water lilies. They will include a water source, plants, as well as animals that may live in this type of habitat. In essence they will be creating an ecosystem with consumers, producers, and decomposers. The students must also include the energy sources as well in their painting.
• Students will create an “Artist Statement,” which is a brief paragraph description written by the artist about the piece created. The statement should describe how the artist integrated the science vocabulary and concepts into the painting.
• Once the paintings have dried, host a “Gallery Walk” with the class. The students will take a tour of each painting. As they view the paintings they will discuss and identify the consumers, producers, and decomposers, as well as energy sources.

Reflection Questions

• How did engaging in the arts using tableau support and build upon your understanding of ecosystems?
• How did painting a Monet style painting help you better understand the roles/responsibilities of producers, consumers, and decomposers in an ecosystem?
• Why is the energy source for producers, consumers, and decomposers an important part of an ecosystem?

Additional Resources & Extension Activities

Websites/Video Clips

• https://www.youtube.com/watch?v=Jdj84IVwv7w (This Youtube video takes you on a tour of many of Claude Monet’s Water Lily paintings. 6 minutes, 55 seconds)
• https://www.youtube.com/watch?v=BJE4QUNgaeg (This Youtube video is a real film of Claude Monet painting in his Garden in Giverny in France in 1915. 2 minutes, 45 seconds)
• https://www.youtube.com/watch?v=O2KGkK2wcbk (This Youtube video takes you on a tour of Monet’s gardens in Giverny, France. 4 minutes, 3 seconds)
• http://art.pppst.com/monet.html (This link/site provides over 10 Powerpoint slideshows from Claude Monet and the Presence of Nature to Impressionism and Claude Monet.)

Books

• The Magical Garden of Claude Monet by Laurence Anholt
• Who Was Claude Monet? by Ann Waldron
• Linnea in Monet’s Garden by Cristina Bjork
• Monet Paints a Day by Julie Danneberg

Appendix

• Monet Style Ecosystem Painting Rubric

Grade 4: Can you Balance

Unit Description

Students will artfully explore balanced and unbalanced forces by creating a Calder mobile, constructing a Rube Goldberg Machine, and creating an entrepreneurial presentation to pitch their creation for purchase. Students will unleash creativity, sharpen their critical thinking skills, while applying their scientific understanding of force and motion.

Unit Essential Question

How can exploring balanced and unbalanced forces help us to understand cause and effect and change in our world?

Real World Context

Students studying about balanced and unbalanced forces can understand the mechanics of the world around them. When objects are balanced, they are still, whereas, when forces are unbalanced the object is moving. They are able to understand how certain materials interact with one another to create movement.

Cross-Cutting Interdisciplinary Concepts

Balance
Cause/Effect
Change
Inferencing
Predicting
Revising
Reflecting

Projects

Project 1: Balancing Act: Calder Mobile
In this project, students will use their knowledge of balance and unbalanced forces to design and create a Calder mobile. A Calder mobile is a mobile of 3 to 5 levels that has various materials attached to wire, that must be balanced upon completion. The material used to balance must be of various sizes including materials such as foam pieces, card stock, wire, string, paper clips, and/or beads. In completing this project, students will be using their critical thinking skills to utilize the materials to create a piece of artwork that incorporates the scientific concepts of gravitational forces, as well as balanced and unbalanced forces. Students will also write about their experience before, during, and after completion of the project.

Project 2: Goldberg’s Not-So-Simple Machine
In this project, students will engage in the design process around an exciting 4th grade science topic: Force & Motion! Students will create a drawing of a Goldberg Not-So-Simple-Machine and create a kinetic sculpture, or working model, of that machine. In this project, students will demonstrate how simple machines can be combined in a complicated way to perform a simple task.

Project 3: It’s Showtime!
In this project, students will have to first complete Project 2 in this 4th grade unit. In Project 2, they constructed a Rube Goldberg machine, using a set of simple machines that work together to comprise a complex machine with a specific function. In this particular project, students will be taking their hard work in the design studio and work on marketing it to an audience! Students will work collaboratively to write a persuasive script utilizing dialogue to clearly define a problem that their simple machine will solve. The purpose of the script is to persuade the audience to purchase their invention. Finally, it’s showtime and students will perform their script and skit!

Project Essential Questions

PROJECT 1:

• How can gravitational forces affect the balance of objects?
• How does proportion affect balance?

PROJECT 2:

• How do balanced and unbalanced forces relate to simple machines?
• How can simple machines combine to affect the balance of forces?
• How can simple machines combine to affect motion?
• How can simple machines make a task easier/harder?
• How do we sometimes make things more complicated than they need to be?

PROJECT 3:

• How can I use a persuasive, strong voice to express my knowledge of simple machines?

Standards

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

1. Plan and carry out an investigation on the effects of balanced and unbalanced forces on an object and communicate the results.
2. Construct an argument to support the claim that gravitational force affects the motion of an object.
3. Ask questions to identify and explain the uses of simple machines (lever, pulley, wedge, inclined plane, wheel and axle, and screw) and how forces are changed when simple machines are used to complete tasks.

ELAGSE4W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.

1. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
2. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

ELAGSE4W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

1. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
2. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
3. Link ideas within categories of information using words and phrases. (e.g., another, for example, also, because).
4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
5. Provide a concluding statement or section related to the information or explanation presented.

Arts Standards

VA4PR.1 Creates artworks based on personal experience and selected themes.

1. Makes design decisions as the result of conscious, thoughtful planning and choices.
2. Formulates visual ideas by using a variety of resources (e.g., books, magazines, Internet).

VA4PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.

1. Produces drawings with a variety of media (e.g., pencils, crayons, pastels, and charcoal).

VA4PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills.

1. Creates 3-D artwork that demonstrates a design concept: open or closed form, proportion, balance, color scheme, and movement.

VA:Cr2.1.4a - Explore and invent art-making techniques and approaches

TAES4.2 Developing scripts through improvisation and other theatrical methods

1. Uses the playwriting process: pre-write/pre-play; prepare to write/plan dramatization; write/ dramatize; reflect and edit; re-write/play; publish/perform
2. Analyzes the elements of a well-written script
5. Creates an organizing structure for writing scripts

TAES4.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments

1. Uses articulation, volume and vocal variety to communicate thoughts, emotions and actions of a character
2. Uses stage areas and body movement to communicate thoughts, emotions, and actions of a character
3. Uses imagination and real life experience to portray characters
4. Collaborates with an ensemble to create theatre
5. Dramatizes literature and original scripts through various dramatic forms such as story drama, pantomime, process drama, puppetry, improvisation and readers’ theatre

TAES4.7 Integrating various art forms, other content areas, and life experiences, to create theatre

1. Identifies and describes the connection between theatre arts, visual art, music, dance, and technology
2. Selects elements of other art forms to develop theatre
3. Examines other core content areas through theatre experiences

TAES4.11 Engaging actively and appropriately as an audience member in theatre or other media experiences

1. Assumes the roles and responsibilities of the audience
2. Applies theatre etiquette

VA4MC.1 Engages in the creative process to generate and visualize ideas.

1. Formulates visual ideas by using a variety of resources (e.g., books, magazines, Internet).

VA4MC.2 Formulates personal responses to visual imagery.

1. Uses a sketchbook for planning and self- reflection.
3. Self-monitors by asking questions before, during, and after art production to reflect upon and guide the artistic process

Materials to be Purchased for this Unit

Walmart.com pack of pipe cleaners	12 in- 1000	http://bit.ly/2sxGOwq	4/school- $13.70
Factory Direct Craft Pipe Cleaners	8 in- 18	http://bit.ly/2qIOqvi	10/school- $1.59
Walmart.com pack of foam sheets	78 sheets	http://bit.ly/2l7jR3K	4/school- $17.99
Staples.com Assorted Card Stock	250 sheets	http://bit.ly/2rk5ydP	4/school- $17.89
Walmart.com Paper Clips	1,000	http://bit.ly/2s2laUl	1/school- $8.20
Micheals.com Craft beads	7.0 oz	http://bit.ly/2sy3iNz	4/school- $7.99
Micheals.com Wood/Shell	10. oz	http://bit.ly/2rzxFGe	10/school- $9.99

Character Education

Components

Students will collaborate with second grade students on their findings with the unit. The students will present their “Not-So-Simple-Simple Machine” to their peers, and their peers will determine which project is the best creation.

Character Attributes Addressed During Unit

• Respect
• Fairness

Summative Assessments

• Pre/ Post Test
• Project 1 Rubric Balancing Act
• Project 2 Rubric Not-So-Simple- Simple Machine
• Project 3 Rubric It’s Showtime!

Appendix (See Additional Resources)

• Pretest
• Project 1 Lesson Plan
• Project 1 Rubric
• Project 2 Lesson Plan
• Project 2 Rubric
• Project 3 Lesson Plan
• Project 3 Rubric

Credits

Grade 4: Exploring Ecosystems

Unit Description

Students will use theatre and the visual arts to explore ecosystems. The unit’s projects will lead students to make discoveries about producers, consumers, and decomposers, as well as energy sources. Students will create an ecosystem diorama as well as a scripted puppet show. They will also be immersed in painting an Impressionistic Claude Monet piece as they learn about ecosystems.

Unit Essential Question

How can analyzing the similarities and differences between producers, consumers, and decomposers help us to better understand an ecosystem?

Real World Context

We study and analyze ecosystems because that is where we can find producers, consumers, and decomposers. These three important parts of an ecosystem live and thrive from using various energy sources. Understanding the foundation of ecosystems helps us as humans to better understand, conserve, and save our precious environment.

Cross-Cutting Interdisciplinary Concepts

Relationships
Comparison (Compare and Contrast)
Parts of a Whole

Projects

Project 1: Monet’s Water Lily Ecosystem
In this project, students will depict their individual versions of an Impressionistic oil based painting after studying the Water Lily series by Claude Monet. The students will paint on stretched canvas, creating an ecosystem much like the one that Monet depicted in his Gardens in Giverny in France. Students will review what an ecosystem consists of, paying close attention to consumers, producers, and decomposers. They will concentrate on painting the various types of consumers, producers, and decomposers as well as their energy sources in their Garden ecosystem.

Project 2: Ecosystem Puppet Show
In this project, students will work in small groups to design and construct a habitat using shoe boxes and art materials. These shoe box dioramas will serve as the backdrop and stage for an ecosystem puppet show that students will write and perform. Within each ecosystem, students will create a cast of puppet characters: producers, consumers, decomposers, and an energy source. Then students will bring the puppets to life in a scripted performance! This is an engaging and creative way to bring these ecosystem concepts to life for students.

Standards

Curriculum Standards

S4L1. Students will describe the roles of organisms and the flow of energy within an ecosystem

1. Identify the roles of producers, consumers, and decomposers in a community
2. Predict effects on a population if some of the plants or animals in the community are scarce or if there are too many

Arts Standards

VA4CU.2. Views and discusses selected artworks

1. Identifies elements, principles, themes, and/or time period in a work of art

VA4PR.1. Creates artworks based on personal experience and selected themes

1. Creates representational artworks from direct observation (e.g., landscape, still life, portrait)

VA4PR.2. Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills

1. Creates paintings with a variety of media (e.g., tempera, watercolor, acrylic)

VA4PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills.

1. Creates 3-D artwork that demonstrates a design concept: open or closed form, proportion, balance, color scheme, and movement

VA4MC.1 Engages in the creative process to generate and visualize ideas.

1. Creates a series of thumbnail sketches to alter visual images (e.g., magnifying, reducing, repeating, or combining them in unusual ways) to change how they are perceived and interpreted.
2. Formulates visual ideas by using a variety of resources (e.g., books, magazines, Internet)

TAES4.2 Developing scripts through improvisation and other theatrical methods

1. Uses the playwriting process: pre-write/pre-play; prepare to write/plan dramatization; write/ dramatize; reflect and edit; re-write/play; publish/perform
2. Analyzes the elements of a well-written script

TAES4.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments

1. Uses articulation, volume and vocal variety to communicate thoughts, emotions and actions of a character
2. Collaborates with an ensemble to create theatre
3. Dramatizes literature and original scripts through various dramatic forms such as story drama, pantomime, process drama, puppetry, improvisation, and readers’ theatre

Character Education

Components

This unit provides a wonderful opportunity to review the important roles of people or animals in groups in their environment. When everyone does their part whether in a group setting or creating a project, the outcome will be a success! Comparing the relationships between producers, consumers, and decomposers in an environment blends in nicely when discussing the many roles that play out in a group setting.

Attributes

Respect

• For one another
• For the environment

Parts of a Whole

• Cooperate/working in groups

Summative Assessment Tools

• Monet Style Ecosystem Painting: Students will create a Monet style ecosystem garden painting focusing on the consumers, producers, and decomposers. They will also focus on the energy source used in their garden ecosystem.
• Monet Style Ecosystem Painting Rubric: The student and teacher will use this rubric to critique their painting. (see Downloads)
• Reflection Questions (for both projects): Students will use these questions to reflect on the important parts of the lessons taught. (see Downloads)
• Student-written Ecosystem Script: Students will create an ecosystem script to go along with their puppet show.
• Small Group Puppet Performance: Students will perform their ecosystem puppet show using their written ecosystem script.
• Diorama of Habitat (including ecosystem characters): Students will use provided art supplies, along with a show box, to create a habitat for their ecosystem and their characters. This will be the backdrop for their puppet show.

Partnering with Fine Arts Teachers

Visual Arts Teacher:

• Additional support in Project 1: Monet’s Water Lily Ecosystem
• Assist with visual arts project by sharing Monet’s painting techniques as well as his overall style
• Assist with providing ideas for different examples of paintings that incorporate gardens in their art work
• Additional support in Project 2: Ecosystem Puppet Show
• Assist with possible art supply ideas for diorama

Appendix (See Project Downloads)

• Monet Style Ecosystem Painting Rubric
• Reflection Questions-Monet Ecosystem
• Ecosystem Puppet Show Rubric
• Reflection Questions-Ecosystem Puppet Show
• Examples of Dioramas

Credits