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…”

• Use my body and movement to dramatize the changes of an object involved in chemical or physical change
• Create a 2-part tableau and incorporate dialogue that helps communicate the story and my understanding of chemical and physical changes
• Use art materials to engage in the artistic process of indigo dyeing
• Differentiate between which steps in the visual arts process were physical changes versus chemical changes
• Justify my artistic choices using my knowledge of both physical and chemical changes

Essential Questions

• How can theatre and visual arts strategies be used to create works of art that assess students’ understanding of what constitutes a physical change versus a chemical change?
• How can moving through two tableaux be used to dramatize materials as they undergo physical or chemical changes?
• How can the artistic process of indigo dyeing be used to model and classify both physical and chemical changes?

Materials

Theatre Arts:

• Anchor Charts: Chemical/Physical Changes (see Downloads)
• Tableau Preparation Sheet (see Downloads)
• Suggested Prompts for Dramatization of Chemical & Physical Changes (see Downloads)
• Markers
• Index Cards
• Pencils

Visual Arts:

• Chemistry of Indigo (see Downloads)
• Indigo Dyeing Chart (see Downloads)
• Rubber gloves
• Buckets
• Water
• Plastic table cloth liner
• Paint stirrer
• Cotton fabric cut into squares for dyeing (a sheet works well)
• Indigo Dye kit: http://www.dharmatrading.com/kits/starter/sets/indigo-dye-kit.html
• Rubber bands
• Various size clothes pins

Theatre Arts - Activating Strategy

• Introduce the art form of Tableau with a warm-up: Silent Tableau
• Students will form small groups. Groups will be asked to form various shapes within their groups silently. (Ex: circle, crescent moon, diamond)
• Go over the Principles of Tableau (see Downloads: Anchor Charts-Chemical & Physical Changes)
• Groups will then be asked to form various scenarios within their groups silently. Dialogue will be added into the silent scenes through thought-tracking. Groups will practice forming 2-part tableaux of a particular scenario.
  • Examples: On a picnic and it begins to rain; students are playing with a ball in the living room until someone hits a lamp and it breaks; group of friends wait to yell “surprise” for a surprise birthday party

Theatre Arts - Main Activity

• Review the Science Concept: Physical vs. Chemical Changes
  • Model by tearing up a piece of paper. Ask class if this was a physical or a chemical change. As a class, create an anchor chart that lists the characteristics that classify a physical vs. a chemical change. (see Downloads: Anchor Charts-Chemical & Physical Changes, slide #2)
• Divide class into small groups and assign a particular chemical or physical change on an index card. (see Downloads: Suggested Prompts for Dramatization of Chemical & Physical Changes)
• Groups will discuss their change and determine together whether it is physical or chemical.
• Then they will form a 2-part dramatization of the scenario undergoing the change. The two tableaux will dramatize how the change occurred and the cause and effect of the change.
• Direct students to use the Tableau Preparation Sheet (see Downloads) to help with the next step.
• In each scenario, students will create dialogue that helps support the type of change that occurred.
• After the groups have had time to rehearse, groups share out their tableaux in a non-formal class performance. The goal is for the audience to be able to determine the materials that changed and whether it was a physical or chemical change based on the performance.

Classroom Tips:

• Use cueing methods when directing tableaux in your classroom: “3-2-1- Freeze” and “Actor’s Neutral.”
• Make your expectations for the tableau science task explicit and go over these before the group work begins. Write them up so that students can refer back to them if they need to during their group working time.

Visual Arts - Activating Strategy (5-10 min)

• Review physical and chemical changes.
• Introduce students to the Art of Shibori with images.
• Shibori is a technique that results in both physical and chemical changes.

Visual Arts - Main Activity

This activity can be done in small groups or as a whole class.
Hand out the physical and chemical changes checklist. Students may complete this individually or in pairs. Students will complete the checklist during the process.

• Fill a bucket with 4 gallons of water.
• Add the thiox and soda ash to the water while stirring.
• Add the reduced indigo.
• Stir in a clockwise motion until indigo is dissolved, reverse the direction and place the lid on the bucket.
• Let indigo sit for 20 minutes.
• Demonstrate shibori folding techniques. Students should fold their cloth and bind to create a resist.
• Remove lid from the indigo vat and remove the frothy bloom. The bloom is the result of oxygen leaving the vat.
• Now the vat is ready for dyeing.
• Put on rubber gloves.
• Dip our fabric bundle into clean water and wring out.
• Hold your bundle under the surface of the indigo vat, massaging the dye into the fabric for 1 minute.
• Remove your bundle, notice the physical characteristics of the bundle.
• It should be a yellow color that changes from green to blue as it oxidises.
• The bundle may be dipped multiple times to obtain a deep blue color.
• Allow the bundle to sit for 10 minutes.
• Rinse under water.
• Unbind your bundle and admire your design.
• Hang to dry.

Reflective Strategies

• How did engaging in the arts support and build upon your understanding of chemical and physical changes?
• How did this STEAM activity help you understand chemical and physical changes in the world around you?
• If you were to go through this artistic process again, what would you do differently? Why?

Additional Resources & Extension Activities

• Shibori: https://www.seamwork.com/issues/2015/08/shibori-dyeing

Extensions:

• Ask students to predict their shibori pattern based on their folding technique.
• Compare the predictions and final product.

Technology Extension

• During the student performances of the tableau, digital pictures or video should be taken for integration on a final group presentation of a Thinglink (https://www.thinglink.com/). The class will work in groups to create a Thinglink example of their physical or chemical change. They may link their digital pictures or videos to a place in the artwork. Other content to include on the Thinglink should be the definition of the physical or chemical change, other examples of the physical or chemical change, why the change is important, and a definition of a tableau.
• Technology Resources Thinglink https://www.thinglink.com (also available as an App for Android and iOS Devices)

Appendix

• Anchor Charts-Chemical & Physical Changes
• Suggested Prompts For Dramatizing Chemical & Physical Changes
• Tableau Preparation Sheet
• Chemistry Of Indigo
• Indigo Dyeing Chart

Grade 5: Classy Classification of Animals

Unit Description

In this unit, students will be exploring different methods of modeling animal classification using the arts. They will incorporate methods of visual arts, playwriting, and performing. There will be multiple opportunities for students to engage creatively and collaborate with peers.

Unit Essential Question

How can analyzing animal attributes in the animal classification system help us to understand their role in the ecosystem?

Real World Context

Scientists study and classify animals to gain a better understanding of their needs. Humans are classified as animals, and all animals are interdependent. Scientists need to understand animals to deal with issues such as endangered species, sickness, etc. Classification is important in general because it helps us to organize the world around us and draw meaningful conclusions about groups of things.

Cross-Cutting Interdisciplinary Concepts

Classifying

Projects

Project 1: Create-a-Critter
In this project, students will explore animal attributes by becoming inventive and creating a one-of-a-kind critter using the art technique of “exquisite corpse”.
The synthesis of knowledge of animal classification in this visual way is both engaging and memorable. Students will write a description of their critter detailing the characteristics of each animal group they integrated into their design. Students will name their animal and present their animal to the class via a “Wanted” poster.

Project 2: Playing with Animals
In this project, students will write a fictional play around the premise of a zookeeper trying to solve the problem of “the zoo just received several new animals and no one knows where each animal belongs”. The play will incorporate science content that will demonstrate student knowledge of animal classification. Students will also create 3-D masks to represent the animals in their play. To culminate this project, students will dramatize their play to an audience in order to express the inner workings of the animal classification system.

Project Essential Questions

PROJECT 1:

• How can I apply my knowledge of animal classification to create a new critter using the “exquisite corpse” technique?

PROJECT 2:

• How can I develop a play that illustrates how animals are sorted into groups?
• How can I create a visual artwork that clearly articulates the characteristics of vertebrates?
• How can dramatizing a play help me to communicate and model scientific concepts?

Standards

Curriculum Standards

S5L1. Obtain, evaluate, and communicate information to group organisms using scientific classification procedures.

1. Develop a model that illustrates how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal) using data from multiple sources.

ELACC5W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

ELACC5W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in Standards 1–3 above.)

ELAGSE5SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Arts Standards

VA5MC.1 Engages in the creative process to generate and visualize ideas.

VA5PR.1 Creates artworks based on personal experience and selected themes.

VA5PR.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.

VA5PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (e.g., ceramics, sculpture, crafts, 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.

TAES5.2 Developing scripts through improvisation and other theatrical methods

1. Uses a playwriting process (e.g., pre-write/pre-play; prepare to write/plan dramatization; write; dramatize; reflect and edit; re-write/play; publish/perform)
2. Applies dramatic elements such as plot, point of view conflict, resolution, and significant events, in creating scripts
3. Creates an organizing structure appropriate for purpose, audience and context

TAES5.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments

1. Uses vocal elements such as inflection, pitch, and volume, to communicate the thoughts, emotions, and actions of a character
2. Uses body and stage movement to communicate the thoughts, emotions, and actions of a character
3. Uses imagination to make artistic choices in portraying characters
4. Collaborates with an ensemble to create theatre
5. Dramatizes literature and original scripts through various dramatic forms such as pantomime, process drama, puppetry, improvisation, plays, and readers’ theatre

Materials to be Purchased for this Unit

• Rigid Wrap (plaster mesh)
• small pans (for water for mesh wrap)
• white face mask
• tissue paper
• feathers
• faux animal fur sheets(or a bolt)
• mesh netting
• metallic paper(fish scales)
• metallic paint(glossy finish to amphibian)
• acrylic paint
• safari hat for Zookeeper
• GarageBand App
• DoInk Greenscreen App
• Textured plates
• Art sticks

Character Education

Components
After completion of the “Playing with Animals” activity, the class can share the play with a first grade class and complete the reflection activity.

Character Attributes Addressed During Unit

• Cooperation
• Collaboration
• Respect for Others

Partnering With Fine Arts Teachers

Visual Arts Teacher:

• Mask making – helping with the making of the mask

Summative Assessments

• Pre/ Post Test
• Project 1 Rubric
• Project 2 Rubric (Task A, B, & C)

Appendix (See Additional Resources)

• Pretest/Post Test

Credits

Grade 5: Cells Celebrate!

Unit Description

Students will use theater, music, movement and the visual arts to explore plant and animal cells. The unit’s projects will lead students to making discoveries about the different cells they examine and the inner relationships of the organelles. Students will also strengthen their informational and opinion writing skills through the projects in this Cells Celebrate!

Unit Essential Question

How can analyzing the relationships of cell organelles help us to understand living things?

Real World Context

We study and analyze cells because they are the basis for life. We are all made up of cells and it is important that we understand the function of all of the organelles present in cells so we know how cells work. Scientists and doctors study cells to understand things like cancer and diseases. They work to detect when a cell looks abnormal and what may have caused it to be abnormal. Understanding the foundational knowledge of a cell leads us to understanding the inner workings of biology.

Cross-Cutting Interdisciplinary Concepts

Relationships
Comparison (Compare and Contrast)
Parts of a Whole

Projects

Project 1: Do You See What I See?
The purpose of this project is to introduce students to the tools used to observe cells. Students will investigate the appearance of various cells using a microscope. Students will explore how the parts of a small organism work together and compose the parts of a whole. This lesson suggests also collaborating with the art teacher to take a closer look at students’ microscope sketchings and creating a large work of art that amplifies the organelles that make up a cell.

Project 2: Music and Movement in the Plant Cell
This lesson introduces the various organelles in a plant cell (chloroplast, cytoplasm, cell wall, cell membrane, nucleus). Students create riddles for the various organelles. Students then explore applying rhythms and movements to the organelles that support the function.

Project 3: Using Tableau Become a Plant Cell
Students will integrate their knowledge of previously taught organelles in a plant cell with theater arts. Students will use the different organelles: chloroplast, cell wall, cell membrane, cytoplasm, and nucleus to construct tableaux of plant cells. They will then dramatize the organelles by understanding their function in the cell and their relationship with the other organelles.

Project 4: Cell Rap
This project integrates music and visual arts into students’ study of both plant and animal cells. In this project, students will compare and contrast the organelles in both an animal cell and plant cell. Students will create a rap that shows their understanding of how the individual organelles function in both types of cell.

Project 5: Cell Debate
Students will integrate theater and explore the roles of the organelles in both plant and animal cells. This project will require students to role-play in the various organelle roles and then write an informational opinion piece about why their organelle is the most crucial cell part. Students will rehearse and perform in a cell organelle debate where they will defend their arguments. Students will work as a team to debate a common goal together.

Project 6: 3D Cell Models
Students will create a three-dimensional sculpture of an animal or plant cell. They will use various objects and mixed media to work as a group and construct a model. Students will then explore what they notice when they examine a cell from a 3D lens.

Standards

Curriculum Standards

S5P1. Students will verify that an object is the sum of its parts

1. Investigate how common items have parts that are too small to be seen without magnification

S5L3. Students will diagram and label parts of various cells

1. Use magnifiers such as microscopes or hand lenses to observe cells and their structure
2. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus) and determine the function of the parts

ELAGSE5W1. 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 ideas are logically grouped to support the writer’s purpose
2. Provide logically ordered reasons that are supported by facts and details
3. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically)
4. Provide a concluding statement or section related to the opinion presented

ELAGSE5W2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly

1. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic
2. Use precise language and domain-specific vocabulary to inform about or explain the topic

Arts Standards

VA5PR.1 Creates artworks based on personal experience and selected themes

VA5PR.1.e Creates artworks from direct observation

VA5PR.2

1. Creates artworks with a variety of media
2. Draws images from careful observation

VA5PR.3 Understands and applies media, techniques, and processes of 3 dimensional works of art using tools and materials in a safe and appropriate manner to develop skills

VA5PR.4 Plans and participates in appropriate exhibitions of artworks.

D5FD.4 Understands and applies music concepts to dance

1. Exhibits and creates variety in movement qualities in response to a variety of musical selections and instruments
2. Demonstrates musicality while performing dance phrases

D5CO.4: Demonstrates an understanding of dance as it relates to other areas of knowledge

TAES5.2 Developing scripts through improvisation and other theatrical methods

TAES5.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments

TAES5.7 Integrating various art forms, other content areas, and life experiences, to create theater

M5GM.1 Singing, alone and with others, a varied repertoire of music

M5GM.4 Improvising melodies, variations, and accompaniments

M5GM.5 Composing and arranging music within specified guidelines

M5GM.8 Understanding relationships between music, the other arts, and disciplines outside the arts

Character Education

Components

In this unit there are many opportunities for the class to share an arts integrated project for another 5th grade class audience, particularly the 3D Cell Models and the Cell Debate projects. The 3D Cell Models could be set out with the students serving as tour guides. Another class could visit each exhibit and ask questions to the “cell experts.” The Cell Debate could easily be a performance where another class could video record and analyze the presentation. Character Education is truly integrated when opportunities are created for students to teach other students. Also character education opportunities are created when students step into the role not only as performers but also as audience/ critics who analyze closely what they see to provide peer feedback.

Attributes

Respect

• For one another
• For the environment

Parts of a Whole

• Cooperate/ Working in groups
• Compromise/ Negotiation skills
• Interdependence

Summative Assessment Tools

• Written Reflections (for each project)
• Field of View Handout
• Students are directed to select one of the one of the images they saw with the microscope and create a field of view drawing representing what they observed after viewing various cells.
• Cell Function riddle- Students create and display their own riddle to be shared with the class
• Informational Writing Piece:
• Students will write a monologue from the viewpoint of their cell organelle “character”. Informational Cell Monologue Rubric is used to assess writing
• Cell Rap Rubric- Completion and performance of musical rap
• Word Art- students create word art that takes the science vocabulary and through design, illustrates the word meaning
• Student Debate Self-Assessment:
• Students will rate themselves on their recorded video debate after it is watched after the debate
• Create different monologues for organelles in both plant and animal cells
• 3D Cell Model Self-Assessment Checklist- Completion of a model of a cell with organelles correctly labeled

Partnering with Fine Arts Teachers

Music Specialist:

• Additional support in Project 4: Cell Rap
• Assist in incorporating music note counts with specific movements for various cell organelles

Visual Arts Specialist:

• Additional support in Project 1: Do You See What I See
• Assist with visual arts project magnifying cells in the form of mixed media
• Assist with providing ideas for media
• Additional support in Project 6: 3-D Cell Models
• Assist with providing ideas for materials and differentiation in 3-D cell model presentation

Appendix (See Additional Resources)

• PreTest

Credits