MYTHICAL MICROORGANISMS 4-5

MYTHICAL MICROORGANISMS

MYTHICAL MICROORGANISMS

Learning Description

Microscopic superheroes and supervillains with strange names – sounds like science fiction, but it is the world of microorganisms.  In this lesson, students will learn about types of microorganisms and their benefits and harms. They will then apply that understanding to create and act out an original microorganism and the host that it hurts or helps.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: THEATRE & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can work with a partner to create an original microorganism.

  • I can use my voice and body to portray a character.

  • I can explain the relationship between a microorganism and its host.

Essential Questions

  • What are microorganisms and how do they benefit or harm humans?

  • How can we use drama and imagination to explore microorganisms?

  • How does a microorganism impact a host?

 

Georgia Standards

Curriculum Standards

Grade 5

S5L4. Obtain, evaluate, and communicate information about how microorganisms benefit or harm larger organisms.

 

 

 

Arts Standards

Grade 5

TA5.CR.1 Organize, design, and refine theatrical work.

TA5.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

 

 

 

South Carolina Standards

Curriculum Standards

Grade 5

5.L.4B.3 Construct explanations for how organisms interact with each other in an ecosystem (including predators and prey, and parasites and hosts).

 

 

 

Arts Standards

Anchor Standard 1: I can create scenes and write scripts using story elements and structure.

Anchor Standard 3: I can act in improvised scenes and written scripts.

Anchor Standard 8: I can relate theatre to other content areas, arts disciplines, and careers.

 

 

 

 

Key Vocabulary

Content Vocabulary

  • Organism – A living being; any living thing that has an organized structure, can react to stimuli, reproduce, grow, adapt, and maintain homeostasis (physical stability)
  • Microorganism – An organism that is invisible to the human eye, and can only be seen through a microscope; typically consisting of a single cell
  • Benefit - An advantage or profit gained from something; a positive effect
  • Harm/harmful effect – A disadvantage or loss suffered because of something; a negative effect
  • Virus - An infectious microorganism that typically consists of a nucleic acid molecule in a protein coat, and is able to multiply only within the living cells of a host
  • Bacteria - Unicellular microorganisms which have cell walls but lack organelles and an organized nucleus, including some that can cause disease
  • Protozoa - Single-celled microscopic animals
  • Fungi – Spore-producing organisms that feed on organic matter; including molds, yeast, mushrooms, and toadstools
  • Algae - Simple, nonflowering, and typically aquatic plants that include seaweeds and many single-celled forms

Arts Vocabulary

  • Character - A person, an animal or other figure assuming human qualities, in a story
  • Voice – An actor’s tool, which we shape and change to portray the way a character speaks or sounds
  • Body – An actor’s tool, which we shape and change to portray the way a character looks, walks, or moves
  • Dialogue – Conversation between characters
  • Scene – The dialogue and action between characters in one place for one continuous period of time
  • Relationship – The connection between two characters, and the ways in which they regard and behave toward one another

 

Materials

  • Pencils
  • Paper

     

     

    Instructional Design

    Opening/Activating Strategy

    • Begin with a “Character Walk”.
      • Have students walk around the classroom randomly. Establish a verbal or other cue (clap, drumbeat) for stopping.  
      • Direct students to stop, then have them lead with a certain part of the body (e.g., chin, left knee, chest, big toe, forehead, right shoulder, finger tips, etc.).  
      • Continue stopping the movement, providing another cue, and then starting again. Possibly add in organs and other internal parts (e.g., heart, brain, spine, biceps, lungs, etc.).
      • Use observational language to comment on interesting and effective individual choices (e.g., “I see when Marissa leads with her left knee, it makes her right arm swing out to the side,” or “Leading with his heart, Khalil has a very caring look on his face.”)
    • Have students return to their seats.
      • Discuss how bodies have many different parts that work together in different ways.  
      • Ask students how bodies are really like ecosystems. 
      • Tell students that bodies have multitudes of tiny organisms known as microorganisms.

       

      Work Session

      • Introduce/review information on microorganisms. 
        • Include types of microorganisms (as aligned with specific curriculum and standards):  algae, bacteria, fungi, protozoa, viruses.
        • Include specific subcategories and specific microbes as relates to curriculum and standards, e.g., tardigrades, rotifers, probiotics, salmonella, e-coli, etc.
      • Explain that students will work in pairs to apply knowledge about real microorganisms to create their own original microorganisms.  
        • Have students find a partner. Students will determine which partner will be the microorganism and which partner will be the host.
        • Have partners determine the physical attributes of the microorganism: Size (in millimeters), shape, color, etc.  
        • Have partners determine the effects that the microorganism has on its host, specifically articulating if the effects are beneficial or harmful (remind students that a microorganism can have multiple effects).  
        • Have partners create an original name for their microorganism (remind students that most microorganism names come from Latin and sound scientific, but might be variations on known words or names).
      • Tell students that they will be writing a scene between the microorganism and the host. 
        • The scene should have dialogue between the two characters. 
        • Tell students that they will use their voice and bodies to become the two characters in their script. 
          • Explain to students that actors use their voices as a tool to portray the way a character speaks or sounds. Actors use their bodies as a tool to portray the way a character looks and moves.
        • Allow time for students to write and rehearse.
      • Have students partner with another pair. They will perform their scenes for each other. 
        • Discuss audience etiquette with students prior to performances.
      • Ask for pairs to volunteer to share their scenes with the entire class.
        • Facilitate a discussion around how each partner embodied the host and the microorganism. Reflect on the effect that the microorganism had on the host.

       

       

      Closing Reflection

      • Facilitate a class discussion using the following questions as a guide: 
        • How did you incorporate understanding of real microorganisms into your creation of an imaginary microorganism?  
        • To what extent do you think the microorganism you created could be possible? Why?

       

      Assessments

      Formative

      Teachers will assess students’ understanding throughout the lesson by observing student engagement with the microorganisms content and how pairs collaborate to create their microorganisms and the host relationships.

       

       

       

       

      Summative

      CHECKLIST

      • Students can work with a partner to create an original microorganism.
      • Students can use their voice and body to portray a harmful or beneficial relationship between a microorganism and host.
      • Students can explain the relationship between a microorganism and its host.

       

       

       

       

      Differentiation

      Acceleration:

      • Have students determine both benefits and harms for their microorganism, and have them enact the effects in several stages from mild to intense.
      • Have students draw illustrations of their organism and its host under its effects.

      Remediation:

      • After initial modeling, brainstorm with the entire class and have pairs enact the same set of organisms and effects.
      • Provide a template for students to write a script.
      • Have banks of ideas visibly available for microorganisms names, benefits, and harmful effects. These can be prepared ahead of time, or brainstormed with the entire class prior to partner work.

       

      ADDITIONAL RESOURCES

      Links to possible sources for graphics and videos to use for this lesson:

      MICROORGANISMS CHART

       

      Microorganism

      Type

      Effects on humans

      Tardigrades

      protozoa

      can help human DNA withstand radiation,

      genes could help preserve food

      Lactobacillus

      bacteria

      helps break down food, absorb nutrients,

      resist infection, treat skin problems,

      some harmful side effects

      Probiotics

      bacteria

      fight illness and infection, treating allergies and asthma, but can trigger allergies

      Rotifers

      protozoa

      can help heal coral reefs, a food source for many animals, can help fight parasitic disease

      Salmonella

      bacteria

      can make people and animals sick,

      can lead to arthritis and digestive problems

      Rabies

      virus

      can damage the brain and nerves, and without treatment leads to death

      Clostridium botulinum (Botox)

      bacteria

      can cause paralysis or nausea, blurred vision, drooping eyelids, breathing trouble

      E-coli

      bacteria

      can cause cramps and diarrhea, fever and nausea

      Algae

      algae

      bottom of ocean food chain, blooms can kill fish and damage the environment

      Coronavirus

      virus

      can cause multiple symptoms, including difficulty with breathing, body pain, and fatigue, and can lead to death

      Microorganisms Partners Script

      Host: I’m a ------- (name), a ---- (number) foot tall --------- (mammal, reptile, bird, amphibian, fish). 

      Microorganism: I’m a ------ (made-up name), a ---- (number or fraction) millimeter ----------- (algae, bacteria, fungi, protozoa, virus). Here’s what I do . . . . 

      Host: Oh no! Leave me alone! Don’t -------------------------- (restatement of harmful effects) 

      (or) 

      Oh yes! Thank you very much for ----------------------- (restatement of benefits)

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

      Ideas contributed by: Barry Stewart Mann 

      Revised and copyright:  May 2024 @ ArtsNOW

       

       
      Back to Modules

      ARTISTIC EXPLORATIONS 6-8


      ARTISTIC EXPLORATIONS 

      ARTISTIC EXPLORATIONS

      Learning Description

      In this lesson, students will learn about how portrait artists convey characteristics through color and style. Students will then use what they learned to create an artwork to express the changes that a character in a text undergoes due to a conflict or event in the text.

       

      Learning Targets

      GRADE BAND: 6-8
      CONTENT FOCUS: VISUAL ARTS & ELA
      LESSON DOWNLOADS:

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can identify and explain how a character changes throughout a text due to a conflict or event. 

      • I can use color and style to describe a character in a text.

      Essential Questions

      • How does a character change throughout a text due to a conflict or event? 

      • How can I use color and style to describe a character in a text?

       

      Georgia Standards

      Curriculum Standards

      Grade 6

      ELAGSE6RL3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution.

       

       

      Grade 7

      ELAGSE7RL3 Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot).

      ELAGSE7RL6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

       

      Grade 8

      ELAGSE8RL3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

       

       

       

       

       

      Arts Standards

      Grade 6

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

      VA6.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

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

      VA6.CR.4 Incorporate formal and informal components to create works of art.

       

      Grade 7

      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.CR.4 Incorporate formal and informal components to create works of art.

       

       

      Grade 8

      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.

      VA8.CR.4 Incorporate formal and informal components to create works of art.

       

       

       

       

       

      South Carolina Standards

      Curriculum Standards

      Grade 6

      Standard 8: Analyze characters, settings, events, and ideas as they develop and interact within a particular context.

      8.1 Describe how a plot in a narrative or drama unfolds and how characters respond or change as the plot moves toward a resolution; determine the impact of contextual influences on setting, plot and characters.

      Grade 7

      Standard 8: Analyze characters, settings, events, and ideas as they develop and interact within a particular context.

      8.1 Analyze how setting shapes the characters and/or plot and how particular elements of a narrative or drama interact; determine the impact of contextual influences on setting, plot, and characters. 

      Grade 8

      Standard 6: Summarize key details and ideas to support analysis of thematic development.

      6.1 Determine one or more themes and analyze the development and relationships to character, setting, and plot over the course of a text; provide an objective summary.

      Standard 8: Analyze characters, settings, events, and ideas as they develop and interact within a particular context.

       

      Arts Standards

      Artistic Processes: Creating-I can make artwork using a variety of materials, techniques, and processes.

      Anchor Standard 1: I can use the elements and principles of art to create artwork.Anchor Standard 2: I can use different materials, techniques, and processes to make art.

      Artistic Processes: Responding- I can evaluate and communicate about the meaning in my artwork and the artwork of others.

      Anchor Standard 5: I can interpret (read) and evaluate the meaning of an artwork.

      Artistic Processes: Connecting- I can relate artistic ideas and work with personal meaning and external context.Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

       

      Key Vocabulary

      Content Vocabulary

      • Characterization - The process throughwhich an author develops anddescribes the personalities of thecharacters in a story
      • Theme - A central or underlying idea ormessage that the author conveys
      • Point of view - The perspective fromwhich a story is narrated or presented
      • Perspective - An individual's particularway of seeing, understanding, orinterpreting something
      • Internal conflict - When a characterexperiences a struggle or dilemmawithin themselves
      • External conflict - The struggle or clashbetween a character and an externalforce, which can be another character,society, nature, or

       

       

      Arts Vocabulary

      • Color - One of the seven elements of art; reflected or absorbed light
      • Style - The distinctive and recognizable way in which an artist expresses themselves through their artwork
      • Subject - The primary object, scene, or concept that the artwork is about
      • Portrait - An artist’s depiction of a person

       

       

      Materials

        • Pencils
        • Scissors
        • Tape or glue sticks
        • Colored pencils and/or markers
        • Blank color wheel
        • Cube template
        • Color and Feelings/characteristics graphic organizer

         

         

        Instructional Design

        Opening/Activating Strategy

        • Organize students in small groups of 2-3. Give each group a copy of one of the following artworks. Multiple groups can have the same image. 

        ○ The Scream by Edvard Munch 

        ○ Weeping Woman by Pablo Picasso 

        ○ Rembrandt Laughing by Rembrandt van Rijn 

        ○ Self Portrait in a Cap by Rembrandt van Rijn 

        ○ Sorrowing old man ('At Eternity's Gate') by Vincent Van Gogh 

        • Ask students to identify and write down what they think the person in the artwork might be thinking and feeling. Direct students’ attention to the style, color, and subject of the artwork. 
        • Then, ask students to write down how they came to that conclusion using evidence from the image. Encourage students to talk about how the artist uses color. 
        • Project each of the images on the board. Students will share their conclusions with the class. 
        • Explain to students that they will be creating artwork that shows how a character in a literary work changes over the course of the text.

         

        Work Session

        • Review perspective and point of view with students. 
        • Each student should select a character from the text being studied. 
        • Students should determine what the catalyst for change is that the character experiences in the text, such as an internal or external conflict, a specific event, etc. 
        • Show students an image of a color wheel. Tell students that color can communicate different things to different people, and that artists use color as a means of 

        communication. Show students Woman with Folded Arms by Pablo Picasso. Ask students how Picasso uses color as a tool of communication. 

        • Provide each student with a blank color wheel. In the same small groups at the activating strategy, have students label their color wheels with the colors and the 

        feelings/characteristics they associate with that color. Students can use multiple words for each color. Use blue as an example–it can represent sadness, melancholy, calm, peacefulness, etc. 

        • Next, pass out cube templates. Tell students that they will write a summary of the event, conflict, etc. that propelled change in the character on the bottom inside of what will become the cube/box. 
        • On each of what will be the sides of the cube, students should briefly explain how the character changed due to the event, conflict, etc. See here. 
        • Next, students will create four artworks on the reverse side of each character change explanation that illustrate the character of choice at four different points in the text. Each artwork should represent the character at different points in the text as he/she has changed. These will be on the outside of the cube/box when the box is constructed. See here.

        ○ Students should think about how artists from the activator portrayed different characteristics and emotions. 

        ○ Students should also use their color wheels to help them determine what colors they will use in each illustration. 

        ● Finally, students should use tape or glue to put the cube together. Artwork should be on the outside of the cube and explanations on the inside. See here.

        Closing Reflection

        Group students in groups of 4-5. Students should see if they can determine which character from the text each of their classmates selected for their artwork. 

        Then, students should present their artwork stating which character they selected, identifying the catalyst for change, and explaining how each of their illustrations show the change the character experienced.

        Assessments

        Formative

        Teachers will assess understanding through the following questions: 

        • Are students able to explain how artists communicate characteristics and emotions visually? 
        • Are students able to identify an event or conflict that leads to change in a character and explain how that character changes over the course of the text? 
        • Are students able to connect color to emotions/characteristics?

         

        Summative

        CHECKLIST 

        • Does students’ artwork: 

        ○ Identify the event or conflict that leads to change in a character? 

        ○ Demonstrate visually and verbally how the character changes throughout the text? ○ Use color to communicate feelings and characteristics of the character? ● Are students able to present their artwork stating which character they selected, identifying the catalyst for change, and explaining how each of their illustrations show the change the character experienced?

        Differentiation

        Acceleration: Students should select one of the artworks discussed in class. Students should conduct an independent study on the artwork and artist. Students should create their artwork in the style of this artist. 

        Remediation: 

        ● Allow students to orally explain how the event or conflict changed the character. ● Allow students to use bullet points or a numbered list to explain how the event or conflict changed the character. 

        ● Allow students to work in small groups on the same artwork and character. Each student can create one small artwork that they will cut out and glue onto the box to make the collaborative artwork.

         

        ADDITIONAL RESOURCES 

        ● Artworks: 

        ○ Woman with Folded Arms by Pablo Picasso 

        ○ The Scream by Edvard Munch 

        ○ Weeping Woman by Pablo Picasso 

        ○ Rembrandt Laughing by Rembrandt van Rijn 

        ○ Self Portrait in a Cap by Rembrandt van Rijn 

        ○ Sorrowing old man ('At Eternity's Gate') by Vincent Van Gogh 

        ● Cube template 

        ● Color wheel 

        ● Color and Feelings/characteristics graphic organizer

         

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

        Ideas contributed by: Katy Betts 

        Revised and copyright: 2024 @ ArtsNOW
        Back to Modules

        WATER CYCLE ACTIVATION 4-5

        WATER CYCLE ACTIVATION

         

        WATER CYCLE ACTIVATION

        Learning Description

        Students will examine the parts of the water cycle through theatre. After a group of students demonstrates a tableau of the water cycle, the class will break up into groups to enact each part of the cycle and attach vocabulary inherent to each section. The room will be flowing with the water cycle coming to life!

         

        Learning Targets

        GRADE BAND: 4-5
        CONTENT FOCUS: THEATRE & SCIENCE
        LESSON DOWNLOADS:

        Download PDF of this Lesson

        "I Can" Statements

        “I Can…”

        • I can work with others to enact the parts of the water cycle.
        • I can demonstrate my understanding of water conservation methods using pantomime.

        Essential Questions

        • How can acting deepen understanding of the water cycle?
        • How can I demonstrate my understanding of water conservation practices using pantomime?

         

        Georgia Standards

        Curriculum Standards

        Grade 4

        S4E3. Obtain, evaluate, and communicate information to demonstrate the water cycle.

        1. b. Develop models to illustrate multiple pathways water may take during thewater cycle (evaporation, condensation, and precipitation)

           

           

          Arts Standards

          Grade 4

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

           

           

           

           

          South Carolina Standards

          Curriculum Standards

          EARTH AND HUMAN ACTIVITY (ESS3)

          5-ESS3-1. Evaluate potential solutions to problems that individual communities face in protecting the Earth’s resources and environment.

           

          Arts Standards

          Anchor Standard 3: I can act in improvised scenes and written scripts.

           

           

          Key Vocabulary

          Content Vocabulary

            • Clouds – Accumulations of particles of water or ice suspended in the air that are visible above the earth’s surface 

             

            • Collection – The process by which water that returns to the earth’s surface as precipitation gathers in bodies of water; collection happens in oceans, lakes, rivers, and in accumulations of groundwater.

             

            • Condensation – The process by which a gas turns into a liquid; when vapor in the atmosphere gets cold it changes from gas back into liquid in clouds.

             

            • Conservation – Responsible and judicious use of a resource in a way that avoids waste.

             

            • Cycle – Something that happens over and over again in the same way
            • Evaporation – The process by which a liquid becomes a gas; in the water cycle, liquid water evaporates and turns into water vapor. 

             

            • Gas – A substance that is able to expand freely to fill the whole of a container, having no fixed shape and no fixed volume; water in gas form is water vapor.

             

            • Groundwater – Water held underground in the soil or in pores and crevices in rock.

             

            • Liquid – A substance that flows freely without a firm or consistent shape, but of constant volume: water in liquid form is water.
            • Precipitation – The process by which water returns to the surface of the earth in liquid or solid form; precipitation takes the form of rain, snow, sleet or hail.

             

            • Solid – A substance that is firm and stable in shape; not liquid or fluid; water in solid form is ice.
            • States of Matter – The forms in which matter can exist: solid, liquid, and gas 

             

            • Transpiration – The passage of water vapor from a living body into the atmosphere; plants transpire through their leaves; people transpire through sweat.

           

          Arts Vocabulary

            • Act – To pretend; to play a role

             

            • Collaboration – Working together, teamwork

             

            • Pantomime – Pretending to hold, use or touch something that you are not really holding, using, or touching; a form of silent theatre

            Tableau – A frozen picture created by actors (plural: Tableaux)

           

           

          Materials

          • 10 sets of photos of the four stages in the water cycle (Condensation, Evaporation, Precipitation, Collection). These should each have two holes punched in top corners and a string through them so that students can wear each photo around their neck to allow their hands and body to move freely.  The photos should have Velcro to attach the words below.
          • 10 sets of paper strips with the following words: Condensation, Evaporation, Precipitation, Rain, Snow, Sleet, Hail, Groundwater, Transpiration, Vapor, Clouds. Each strip should have Velcro on the back so that they can be attached to the pictures above.

          Index cards with the conservation methods written on them. One method for each card.

           

          Instructional Design

          Opening/Activating Strategy

          WATER CYCLE MOVEMENTS

          • Have students stand up in place.  Teach and lead them through movement sequences for four stages of the water cycle, coordinated with articulating the words.  Describe what each movement signifies:
            • Evaporation – 

          “E” – arms out like a body of water circled in front of belly (water)

          “vap” – fingers intertwined and rolling like a body of water (liquid)

          “or” – palms flat out like the sun’s rays (sun)

          “a” - fingers wiggles up in front of face (vapors) 

          “tion” – fingers wiggle up above head to disappear (gas)

          • Condensation  – 

          “Con” – wiggly fingers above head (gas)

          “den” – shiver and hands above heads shake (cold)

          “sa” – hands wave fluidly above head (water)

          “tion” – hands grasp together above head (cloud) 

          • Precipitation –

          “Pre” – arms circled above head like a cloud

          “ci” – wiggles fingers down like rain in front of face (rain)

          “pi” – hands blink open, closed like snowflakes (snow)

          “ta” – punch right fist down (sleet)

          “tion” – punch left fist down then left fist (hail) 

          • Collection – 

          “Col” – arms rounded out in front (lake)

          “lec” – hands out like waves (ocean)

          “tion” – hands moving down low (groundwater)

           

           

          Work Session

              • ACTIVATING THE WATER CYCLE
                • Introduce the concept of tableau – a frozen picture created by actors.  Explain that the class will be creating tableaux of the water cycle.
                • Invite four students to the front of the class.  Work with the students, with suggestions from the rest of the class, to create a tableau that portrays the water cycle.  
                  • Remind the class that the water cycle is not linear, so the students should not be standing in a line. 
                  • Remind them that there is no proper beginning or end – it’s a continuous cycle.
                  • Encourage the students to be creative in determining how they can use their bodies to convey the cyclical nature of the processes.  As appropriate to the class rules and culture, allow students to take positions up on chairs or down on the floor.
                • Have students wear the photo that correlates with their part of the cycle.
                • Ask other students to come up and velcro the appropriate vocabulary word to the appropriate part of the cycle where it belongs.
                • Activate the cycle by having students adopt movements – heads, hands, arms, legs, full bodies – that convey what is happening in their part of the water cycle, and add in any appropriate sounds. Remind students of the motions they used at the beginning of class.

                 

                GROUP TABLEAUX

                • Divide the class into groups of four.  Have each group create and then activate their own tableau of the water cycle.  Encourage them to find different ways, from what was modeled for the class, to position themselves and move for their parts of the water cycle, and to interact with others in their group as well.
                • Give each group the photo visuals and ask each person to wear one part of the cycle.  Then have them attach the appropriate vocabulary to their part.
                • Have groups show their cycles to the rest of the class.
                • Reflect on the different interpretations of the different groups, and how each conveyed concepts about the water cycle.

                 

                WATER CONSERVATION

                • Ask the class: “Do you think that we will have water forever?”  Explain: “Water does keep cycling but we can misuse and overuse water and some places are in danger of drought.”
                • Remind students that, “Water is one of our most important resources.”  Ask students: 
                  • “Why is it so important?  What do we use water for?  Is it important to other organisms as well?”  
                  • Be sure to discuss that we use water to produce and prepare food, clean our bodies, wash our dishes and clothes, process our waste, and manufacture and transport goods; we use it for recreation, and to produce hydroelectric power.  
                  • As individuals, we use large amounts of water:  it is estimated that the average American uses around 180 gallons of water a day.
                • Discuss Conservation – the responsible and judicious use of a resource in a way that avoids waste.
                • Introduce and discuss the following list of water conservation practices: 
                1. Avoid watering the lawn or garden between 10 am and 6 pm.
                2. Take shorter showers.
                3. Wash the car over the lawn instead of the driveway.
                4. Turn off the water when brushing teeth. 
                5. Use wastewater from cooking to water plants.
                6. Run the dishwasher and clothes washer only when full.
                7. Keep water in the refrigerator for cold water.
                8. Fix leaky faucets and hoses.
                9. Do not use the toilet as a garbage can.

                Brainstorm other ideas that the students might have.  Put those on additional cards.

                 

                WATER CONSERVATION PANTOMIMES

                • Introduce Pantomime - pretending to hold, use or touch something that you are not really holding, using, or touching; a form of silent theatre.
                • Model and practice a simple pantomime activity (e.g., sweeping the floor, eating a sandwich, swinging a baseball bat, etc.).  
                  • Encourage students to think about the size, weight and shape of the objects in their pantomimes; to be specific with their movements; and to include facial expressions.
                • Have students come up one at a time, or in small groups, and pick a card with a water conservation practice on it.  
                  • Have the individual or small group pantomime the action on their card. They should not speak during the pantomimes.
                • Have other students guess which water conservation practice they are showing.  After guessing, have the class describe the specific aspects of the pantomime that conveyed the water conservation practice.

               

               

              Closing Reflection

              • Review the words and movements for the parts of the water cycle.
              • Review the drama strategies used – Movement, Tableau, and Pantomime.
              • Ask students to reflect on how their thinking about water and the water cycle has changed through the lesson.
              • Ask students to discuss steps they might take in their lives to use water responsibly.

               

               

              Assessments

              Formative

              Teacher will assess understanding of the water cycle and methods of water conservation through the opening activity, class discussion, and observation.

                 

                Summative

                • CHECKLIST: 
                  • Students can accurately identify the key components of the water cycle and match vocabulary words with steps of the water cycle.
                  • Students can work together cooperatively to create tableaux.
                  • Students can use their bodies expressively, and create tableaus with a variety of angles, shapes, levels, and facial expressions.
                  • Students can pantomime water conservation practices silently and with detailed movements and facial expressions

                   

                  • Have students draw a diagram of the water cycle, with each part labeled accurately.
                  • Have students draw a picture, using stick figures in particular poses, to portray their group’s water cycle tableau.
                  • Have students write a paragraph about their own water use and how they plan to incorporate water conservation practices into their daily lives.

                 

                Differentiation

                 

                Acceleration: 

                • Rather than using predetermined movements for the activator, have students collectively come up with the movements for each syllable.
                • When adding movement to the tableaux, have students speak a sentence as their part of the water cycle (e.g., “I am precipitation – I love raining down on the mountains and plains, and on cities and towns and making everyone have indoor recess!”)

                 

                Remediation: 

                • Encourage groups to come up with alternate ideas for the water cycle tableaux, but allow them to replicate what was done in the model tableau.
                • Rather than have students guess each other’s pantomimes, work together as a class to develop a short pantomime sequence for each water conservation practice card.

                 

                 ADDITIONAL RESOURCES

                 

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

                 

                Ideas contributed by:  Barry Stewart Mann and Susie Spear Purcell

                 

                Revised and copyright:  January 2024 @ ArtsNOW
                Back to Modules

                WATER CYCLE ACTIVATION 6

                WATER CYCLE ACTIVATION

                 

                WATER CYCLE ACTIVATION

                Learning Description

                Students will examine the parts of the water cycle through theatre. After a group of students demonstrates a tableau of the water cycle, the class will break up into groups to enact each part of the cycle and attach vocabulary inherent to each section. The room will be flowing with the water cycle coming to life!

                 

                Learning Targets

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

                Download PDF of this Lesson

                "I Can" Statements

                “I Can…”

                • I can work with others to enact the parts of the water cycle.
                • I can demonstrate my understanding of water conservation methods using pantomime.

                Essential Questions

                • How can acting deepen understanding of the water cycle?
                • How can I demonstrate my understanding of water conservation practices using pantomime?

                 

                Georgia Standards

                Curriculum Standards

                Grade 6

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

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

                S6E6. Obtain, evaluate, and communicate information about the uses and conservation of various natural resources and how they impact the Earth.

                1. Design and evaluate solutions for sustaining the quality and supply of natural resources such as water, soil, and air.

                 

                 

                 

                Arts Standards

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

                 

                 

                 

                 

                South Carolina Standards

                Curriculum Standards

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

                 

                Arts Standards

                Anchor Standard 3: I can act in improvised scenes and written scripts.

                 

                 

                Key Vocabulary

                Content Vocabulary

                  • Clouds – Accumulations of particles of water or ice suspended in the air that are visible above the earth’s surface 

                   

                  • Collection – The process by which water that returns to the earth’s surface as precipitation gathers in bodies of water; collection happens in oceans, lakes, rivers, and in accumulations of groundwater.

                   

                  • Condensation – The process by which a gas turns into a liquid; when vapor in the atmosphere gets cold it changes from gas back into liquid in clouds.

                   

                  • Conservation – Responsible and judicious use of a resource in a way that avoids waste.

                   

                  • Cycle – Something that happens over and over again in the same way
                  • Evaporation – The process by which a liquid becomes a gas; in the water cycle, liquid water evaporates and turns into water vapor. 

                   

                  • Gas – A substance that is able to expand freely to fill the whole of a container, having no fixed shape and no fixed volume; water in gas form is water vapor.

                   

                  • Groundwater – Water held underground in the soil or in pores and crevices in rock.

                   

                  • Liquid – A substance that flows freely without a firm or consistent shape, but of constant volume: water in liquid form is water.
                  • Precipitation – The process by which water returns to the surface of the earth in liquid or solid form; precipitation takes the form of rain, snow, sleet or hail.

                   

                  • Solid – A substance that is firm and stable in shape; not liquid or fluid; water in solid form is ice.
                  • States of Matter – The forms in which matter can exist: solid, liquid, and gas 

                   

                  • Transpiration – The passage of water vapor from a living body into the atmosphere; plants transpire through their leaves; people transpire through sweat.

                 

                Arts Vocabulary

                  • Act – To pretend; to play a role

                   

                  • Collaboration – Working together, teamwork

                   

                  • Pantomime – Pretending to hold, use or touch something that you are not really holding, using, or touching; a form of silent theatre

                  Tableau – A frozen picture created by actors (plural: Tableaux)

                 

                 

                Materials

                • 10 sets of photos of the four stages in the water cycle (Condensation, Evaporation, Precipitation, Collection). These should each have two holes punched in top corners and a string through them so that students can wear each photo around their neck to allow their hands and body to move freely.  The photos should have Velcro to attach the words below.
                • 10 sets of paper strips with the following words: Condensation, Evaporation, Precipitation, Rain, Snow, Sleet, Hail, Groundwater, Transpiration, Vapor, Clouds. Each strip should have Velcro on the back so that they can be attached to the pictures above.

                Index cards with the conservation methods written on them. One method for each card.

                 

                Instructional Design

                Opening/Activating Strategy

                WATER CYCLE MOVEMENTS

                • Have students stand up in place.  Teach and lead them through movement sequences for four stages of the water cycle, coordinated with articulating the words.  Describe what each movement signifies:
                  • Evaporation – 

                “E” – arms out like a body of water circled in front of belly (water)

                “vap” – fingers intertwined and rolling like a body of water (liquid)

                “or” – palms flat out like the sun’s rays (sun)

                “a” - fingers wiggles up in front of face (vapors) 

                “tion” – fingers wiggle up above head to disappear (gas)

                • Condensation  – 

                “Con” – wiggly fingers above head (gas)

                “den” – shiver and hands above heads shake (cold)

                “sa” – hands wave fluidly above head (water)

                “tion” – hands grasp together above head (cloud) 

                • Precipitation –

                “Pre” – arms circled above head like a cloud

                “ci” – wiggles fingers down like rain in front of face (rain)

                “pi” – hands blink open, closed like snowflakes (snow)

                “ta” – punch right fist down (sleet)

                “tion” – punch left fist down then left fist (hail) 

                • Collection – 

                “Col” – arms rounded out in front (lake)

                “lec” – hands out like waves (ocean)

                “tion” – hands moving down low (groundwater)

                 

                 

                Work Session

                    • ACTIVATING THE WATER CYCLE
                      • Introduce the concept of tableau – a frozen picture created by actors.  Explain that the class will be creating tableaux of the water cycle.
                      • Invite four students to the front of the class.  Work with the students, with suggestions from the rest of the class, to create a tableau that portrays the water cycle.  
                        • Remind the class that the water cycle is not linear, so the students should not be standing in a line. 
                        • Remind them that there is no proper beginning or end – it’s a continuous cycle.
                        • Encourage the students to be creative in determining how they can use their bodies to convey the cyclical nature of the processes.  As appropriate to the class rules and culture, allow students to take positions up on chairs or down on the floor.
                      • Have students wear the photo that correlates with their part of the cycle.
                      • Ask other students to come up and velcro the appropriate vocabulary word to the appropriate part of the cycle where it belongs.
                      • Activate the cycle by having students adopt movements – heads, hands, arms, legs, full bodies – that convey what is happening in their part of the water cycle, and add in any appropriate sounds. Remind students of the motions they used at the beginning of class.

                       

                      GROUP TABLEAUX

                      • Divide the class into groups of four.  Have each group create and then activate their own tableau of the water cycle.  Encourage them to find different ways, from what was modeled for the class, to position themselves and move for their parts of the water cycle, and to interact with others in their group as well.
                      • Give each group the photo visuals and ask each person to wear one part of the cycle.  Then have them attach the appropriate vocabulary to their part.
                      • Have groups show their cycles to the rest of the class.
                      • Reflect on the different interpretations of the different groups, and how each conveyed concepts about the water cycle.

                       

                      WATER CONSERVATION

                      • Ask the class: “Do you think that we will have water forever?”  Explain: “Water does keep cycling but we can misuse and overuse water and some places are in danger of drought.”
                      • Remind students that, “Water is one of our most important resources.”  Ask students: 
                        • “Why is it so important?  What do we use water for?  Is it important to other organisms as well?”  
                        • Be sure to discuss that we use water to produce and prepare food, clean our bodies, wash our dishes and clothes, process our waste, and manufacture and transport goods; we use it for recreation, and to produce hydroelectric power.  
                        • As individuals, we use large amounts of water:  it is estimated that the average American uses around 180 gallons of water a day.
                      • Discuss Conservation – the responsible and judicious use of a resource in a way that avoids waste.
                      • Introduce and discuss the following list of water conservation practices: 
                      1. Avoid watering the lawn or garden between 10 am and 6 pm.
                      2. Take shorter showers.
                      3. Wash the car over the lawn instead of the driveway.
                      4. Turn off the water when brushing teeth. 
                      5. Use wastewater from cooking to water plants.
                      6. Run the dishwasher and clothes washer only when full.
                      7. Keep water in the refrigerator for cold water.
                      8. Fix leaky faucets and hoses.
                      9. Do not use the toilet as a garbage can.

                      Brainstorm other ideas that the students might have.  Put those on additional cards.

                       

                      WATER CONSERVATION PANTOMIMES

                      • Introduce Pantomime - pretending to hold, use or touch something that you are not really holding, using, or touching; a form of silent theatre.
                      • Model and practice a simple pantomime activity (e.g., sweeping the floor, eating a sandwich, swinging a baseball bat, etc.).  
                        • Encourage students to think about the size, weight and shape of the objects in their pantomimes; to be specific with their movements; and to include facial expressions.
                      • Have students come up one at a time, or in small groups, and pick a card with a water conservation practice on it.  
                        • Have the individual or small group pantomime the action on their card. They should not speak during the pantomimes.
                      • Have other students guess which water conservation practice they are showing.  After guessing, have the class describe the specific aspects of the pantomime that conveyed the water conservation practice.

                     

                     

                    Closing Reflection

                    • Review the words and movements for the parts of the water cycle.
                    • Review the drama strategies used – Movement, Tableau, and Pantomime.
                    • Ask students to reflect on how their thinking about water and the water cycle has changed through the lesson.
                    • Ask students to discuss steps they might take in their lives to use water responsibly.

                     

                     

                    Assessments

                    Formative

                    Teacher will assess understanding of the water cycle and methods of water conservation through the opening activity, class discussion, and observation.

                       

                      Summative

                      • CHECKLIST: 
                        • Students can accurately identify the key components of the water cycle and match vocabulary words with steps of the water cycle.
                        • Students can work together cooperatively to create tableaux.
                        • Students can use their bodies expressively, and create tableaus with a variety of angles, shapes, levels, and facial expressions.
                        • Students can pantomime water conservation practices silently and with detailed movements and facial expressions

                         

                        • Have students draw a diagram of the water cycle, with each part labeled accurately.
                        • Have students draw a picture, using stick figures in particular poses, to portray their group’s water cycle tableau.
                        • Have students write a paragraph about their own water use and how they plan to incorporate water conservation practices into their daily lives.

                       

                      Differentiation

                       

                      Acceleration: 

                      • Rather than using predetermined movements for the activator, have students collectively come up with the movements for each syllable.
                      • When adding movement to the tableaux, have students speak a sentence as their part of the water cycle (e.g., “I am precipitation – I love raining down on the mountains and plains, and on cities and towns and making everyone have indoor recess!”)

                       

                      Remediation: 

                      • Encourage groups to come up with alternate ideas for the water cycle tableaux, but allow them to replicate what was done in the model tableau.
                      • Rather than have students guess each other’s pantomimes, work together as a class to develop a short pantomime sequence for each water conservation practice card.

                       

                       ADDITIONAL RESOURCES

                       

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

                       

                      Ideas contributed by:  Barry Stewart Mann and Susie Spear Purcell

                       

                      Revised and copyright:  January 2024 @ ArtsNOW
                      Back to Modules

                      SNOW AND ONE “COOL” ANIMAL K-1

                      SNOW AND ONE “COOL” ANIMAL

                      SNOW AND ONE “COOL” ANIMAL

                      Learning Description

                      In this lesson, students will use what they learn about polar bears and the Elements of Art, Shape, Line, and Texture, to create an artistic representation of a polar bear.

                       

                      Learning Targets

                      GRADE BAND: K-1
                      CONTENT FOCUS: VISUAL ARTS, SCIENCE & ELA
                      LESSON DOWNLOADS:

                      Download PDF of this Lesson

                      "I Can" Statements

                      “I Can…”

                      • I can use what I learned about polar bears to create an artistic representation of a polar bear using the Elements of Art, Line, Shape, and Texture.

                      Essential Questions

                      • How can I use what I learned about polar bears to create an artistic representation using the Elements of Art, Line, Shape, and Texture?

                       

                      Georgia Standards

                      Curriculum Standards

                      Kindergarten

                      ELA

                      ELAGSEKRL10 Actively engage in group reading activities with purpose and understanding.

                      ELAGSEKRI1 With prompting and support, ask and answer questions about key details in a text.

                      Science

                      SKL1. Obtain, evaluate, and communicate information about how organisms (alive and not alive) and non-living objects are grouped.

                       

                      Grade 1

                      ELA

                      ELAGSE1RI1 Ask and answer questions about key details in a text.

                      ELAGSE1RI2 Identify the main topic and retell key details of a text.

                      Science

                      S1L1. Obtain, evaluate, and communicate information about the basic needs of plants and animals.

                       

                       

                      Arts Standards

                      Kindergarten

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

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

                      VAK.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

                      VAK.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art. 

                       

                      Grade 1

                      VA1.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

                      VA1.CR.2 Create works of art based on selected themes. 

                      VA1.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

                      VA1.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

                       

                       

                       

                       

                      South Carolina Standards

                      Curriculum Standards

                      Kindergarten

                      ELA

                      INQUIRY-BASED LITERARY STANDARDS 

                      Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.

                      2.1 With guidance and support, engage in daily explorations of texts to make connections to personal experiences, other texts, or the environment.

                       

                      RANGE AND COMPLEXITY 

                      Standard 13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.

                      13.1 Engage in whole and small group reading with purpose and understanding.

                       

                      Science

                      K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

                       

                      Grade 1

                      INQUIRY-BASED LITERARY STANDARDS 

                      Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.

                      2.1 Engage in daily explorations of texts to make connections to personal experiences, other texts, or the environment.

                       

                      RANGE AND COMPLEXITY 

                      Standard 13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.

                      13.1 Engage in whole and small group reading with purpose and understanding.

                       

                      Science

                      1-LS1-2. Obtain information from multiple sources to determine patterns in parent and offspring behavior that help offspring survive.

                       

                       

                      Arts Standards

                      Artistic Processes: Creating- I can make artwork using a variety of materials, techniques, and processes.

                      Anchor Standard 1: I can use the elements and principles of art to create artwork.

                      Anchor Standard 2: I can use different materials, techniques, and processes to make art.

                       

                      Artistic Processes: Responding- I can evaluate and communicate about the meaning in my artwork and the artwork of others.

                      Anchor Standard 5: I can interpret (read) and evaluate the meaning of an artwork.

                       

                      Artistic Processes: Connecting- I can relate artistic ideas and work with personal meaning and external context.

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

                       

                       

                       

                      Key Vocabulary

                      Content Vocabulary

                      • Arctic – The northernmost region of the Earth
                      • Aquatic – Water
                      • Mammal – Animals that have fur, drink their mother’s milk, and are warm-blooded
                      • Shore – The land by the edge of the water
                      • Seals – Web-footed aquatic mammals that live chiefly in cold seas and whose body shape, round at the middle and tapered at the ends, is adapted to swift and graceful swimming

                       

                      Arts Vocabulary

                      • Line – A short or long narrow mark
                      • Texture – The way something feels or looks like it feels (soft, fuzzy, rough, etc.)
                      • Shape – A two-dimensional or flat object. In art, it can be organic or geometric.

                       

                       

                      Materials

                      • Blue paper plates for each student
                      • Construction cut outs of ears and mouth
                      • 1 set of googly eyes per student
                      • Clothespin paintbrush (clothespin with cotton ball on top)
                      • White paint
                      • Plastic fork for each student
                      • Plastic cup for fake snow
                      • Fake snow: 
                      • Wet wipes to clean hands

                       

                      Instructional Design

                      Opening/Activating Strategy

                      • Show pictures of snowflakes floating. Ask students what they notice about the snowflakes. Direct students towards noticing shapes and lines. Ask students how they imagine they might feel (warm, cold) and what they might smell. 
                      • Tell the students they will be learning about using art materials such as white paint and fake snow to create their own “cool” animal, the Polar Bear.

                       

                      Work Session

                      • Show students where they live on a globe or map for reference. Next, show students where the Arctic is located. Ask students what they think it would feel like to be in this place. What colors would they see? What textures would they feel? Would it be warm or cool?
                      • Read an informational book such as Polar Bear (Read and Learn: A Day in the Life: Polar Animals) by Katie Marsico. Ask students to connect the information in the book to the photos. Ask students to identify how the photos explain the text.
                      • Show the students an image of a polar bear and define mammals, arctic, aquatic, and shore. Briefly identify each word so they are familiar with the vocabulary. 
                      • As a whole group, go over what polar bears do, how the different parts of their bodies help them survive, and where they live. Show students photos and briefly provide information.
                      • Ask students to identify characteristics of the polar bear such as color, size in relation to other animals, and texture.
                        • Explain that next, they will use their art materials to create their own polar bear. 
                        • Tell students that artists use color, size, and texture to express their ideas in their art.
                      • Show the exemplar of the polar bear art. Ask students to describe the texture, lines, and shapes that they see that make the artwork. 
                      • Demonstrate how to make fake snow (see “materials”). 
                        • Help students notice what happens when baking soda is mixed with conditioner. 
                        • Put some of the fake snow in their plastic cups for them to touch and feel. 
                        • Ask them to describe the texture. 
                        • (Teacher note: Remind them that the snow is not real, and we never put anything in our mouths.)
                      • Go over the directions of how to make the polar bear using a fork to create texture.
                        • Place about a tablespoon of white acrylic paint on a paper plate. 
                        • Pass out the following materials to each student: plastic fork, blue paper plate (navy works best), two pre-cut/pre-glued shapes for ears and nose/mouth, one set of “googly” eyes. (Give students the choice of what eyes they want to use to personalize their polar bear.)
                        • When they have all their materials, explain to students that they will start creating the element of art, texture, by dipping the fork in the white paint and pressing down in the center of the navy-blue plate. When you see their forks in the center, explain that they have to gently press and pull to create the texture look of a polar bear’s fur. They can re-dip when necessary.
                        • Explain to the students to keep pressing and pulling until their blue plate is filled up. This will represent the face of the polar bear. 
                        • When the students have finished the painting, have them take their nose/mouth and ears and place them where they think a nose/mouth and ears would be on a polar bear. 
                        • After the teacher has checked, give students a glue stick to glue the nose/mouth and ears down. 
                        • Tell students that next they will “glue” on their googly eyes. Explain that the wet paint will serve as glue for holding down the eyes, nose/mouth.

                       

                      Closing Reflection

                      • Have each student create and write a name for their polar bear. Remind students that proper nouns start with a capital letter.
                      • Allow students to verbally introduce their polar bears to their classmates. Have the students say, “Hi, my polar bear’s name is….” The other students will say,

                      “Hi, (name of polar bear)”. This reinforces their speaking/communication skills.

                       

                      Assessments

                      Formative

                      Observation of:

                      • Collaboration
                      • Communication
                      • Creativity
                      • CompletioN

                         

                        Summative

                        CHECKLIST

                        • Students can explain what polar bears do, how the different parts of their bodies help them survive in the Arctic, and where they live. 
                        • Students can use texture, line, and shape to create a polar bear.

                         

                         

                         

                        Differentiation

                        Acceleration: 

                        • Students can use their completed polar bear to write their bear’s name and a complete sentence about their polar bear.

                        Remediation: 

                        • The teacher should work with identified children to assist with painting.
                        • Allow students to work in pairs; pair students who are higher achieving with students who may struggle.

                         

                         ADDITIONAL RESOURCES

                        • Optional: An informational text such as Polar Bear (Read and Learn: A Day in the Life: Polar Animals) by Katie Marsico

                         

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

                        Ideas contributed by:  Kim Spivey 

                        Revised and copyright:  2024 @ ArtsNOW

                        Back to Modules