CREATING ATMOSPHERIC ART: EXPLORING HIGH AND LOW PRESSURE SYSTEMS

CREATING ATMOSPHERIC ART:
EXPLORING HIGH AND LOW PRESSURE SYSTEMS

CREATING ATMOSPHERIC ART: EXPLORING HIGH AND LOW PRESSURE SYSTEMS

Learning Description

In this lesson, students will demonstrate the characteristics of high and low-pressure systems in weather patterns by creating artwork using color, repetition, placement, and movement.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use color, repetition, placement, and movement in art to demonstrate the characteristics of high and low-pressure systems in weather patterns.
  • I can explain how air particle density and air pressure impact weather patterns.

Essential Questions

  • How can I use color, repetition, placement, and movement in art to demonstrate the characteristics of high and low-pressure systems in weather patterns?
  • How does air particle density and air pressure impact weather patterns?

 

Georgia Standards

Curriculum Standards

Grade 6

S6E4. Obtain, evaluate, and communicate information about how the sun, land, and water affect climate and weather.

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.

 

South Carolina Standards

Curriculum Standards

Grade 6

6-ESS2-5. Analyze and interpret data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.

Arts Standards

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.

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

 

Key Vocabulary

Content Vocabulary

  • Low pressure system - An area where the air pressure is lower than the surrounding areas; usually associated with cloudy weather
  • High pressure system - An area where the air pressure is higher than the surrounding areas; usually associated with sunny weather
  • Air particle density - The number of particles in a specific volume of air; high density means more particles, low density means fewer

Arts Vocabulary

  • Warm colors - Yellow, orange, red
  • Cool colors - Purple/violet, blue, green
  • Movement - One of the principles of design; it is the way artists create the illusion of motion; it is the way artists use the elements of art to move the viewer’s eye through the artwork
  • Placement - Where artists choose to place the elements of art in an artwork
  • Repetition - One of the principles of design; the repeated use of an element in an artwork

 

Materials

  • White paper
  • Markers/colored pencils OR tempera paint and paintbrushes

 

Instructional Design

Opening/Activating Strategy

    • In small groups, students should make observations about the artwork. Students should identify as many characteristics of the artwork as they can. Examples could include that it has dots, repetition, shades of red, etc.
  • Facilitate a discussion about what students observed.
  • Next, have students make associations about the artwork in their small groups–what does it make them think of?
    • Facilitate a group discussion about the associations that students made.
  • Tell students the name of the artword and the artist. Ask students why they think Kusama named the artwork Sunlight.
    • Display a color wheel. Ask students what the warm colors are and what connection that might have to the title Sunlight.
  • Show students other examples of Kusama’s artwork. Ask students to discuss what is similar and different about the artwork. Students should notice that Kusama uses dots throughout most of her artwork.
  • Ask students where they see repetition in her artwork.
  • Tell students that another principle of design is movement. Movement can mean real physical movement, but it can also represent how the artist wants the viewer’s eyes to travel through the artwork.

Show students Sunlight by Yayoi Kusama again. Ask them where they see movement in this artwork (radiating sunlight).

 

Work Session

  • Explain to students that they will be creating two artworks–one that demonstrates a high pressure system and one that demonstrates a low pressure system.
  • Review (or teach) students about both systems, warm and cold air density, and why high pressure systems result in sunny weather and why low pressure systems result in cloudy/rainy weather.
  • Students’ artwork should use dots, like Kusama, to represent air particles.
    • Students’ artwork should visualize warm and cool air particles using warm and cool colors.
    • They should use placement of their dots to show that warm air is less dense than cool air.
    • They should also use placement to represent where warm and cool air particles are positioned depending on the type of weather (sunny or cloudy).
  • To make their artwork more visually engaging and interesting, project Starry Night and Sunlight on the board again. Since air particles move, ask students to think about how they could show movement in their artwork.
  • If students are using markers or colored pencils, they will draw dots to represent air particles. If they are using tempera paint and paint brushes, students will “spatter paint” their air particles.
    • Demonstrate low-mess splatter paint techniques: After dipping the paintbrush in paint, tap the handle of the paintbrush on the opposite hand with the bristles over the paper OR flick the bristles of the paintbrush with thumb.

 

Closing Reflection

  • Students should complete their work by writing a summary explaining how they showed both types of systems using placement and movement to show density and the type of system and how they used color to show air temperature.
  • Conduct a gallery walk. Students should be able to determine which artwork shows a low pressure system and which shows a high pressure system.

 

Assessments

Formative

Teachers will assess student understanding by observing whether students are able to identify how artists show movement, identify repetition in art, and explain high and low pressure systems.

 

Summative

CHECKLIST

  • Students can use color to represent air particle temperature.
  • Students can use placement and movement to represent where warm and cool air particles are positioned depending on the type of weather and to visually demonstrate air particle density.
  • Students can explain how they showed both types of systems using placement, movement and color.
  • Students can explain both high and low pressure systems.

 

DIFFERENTIATION 

Acceleration: Students can create a similar artwork that shows how changes in air pressure create hurricanes, tornadoes, and thunderstorms.

Remediation: 

  • Students should select either a high or low pressure system for their artwork.
  • Allow students to work with a partner.
  • Allow students to orally explain how they used color, placement and movement in their artwork to visualize each system.

 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: Katy Betts

Revised and copyright: May 2024 @ ArtsNOW

 

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EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS 4-5

EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS

EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS

Learning Description

In this lesson, students will learn about the properties of light by creating shadow puppets. Students will observe how light interacts differently with translucent, transparent, and opaque materials. They will use the design process to plan, experiment, and refine their shadow puppet designs, culminating in a shadow puppet performance that demonstrates a life science concept they are learning.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can demonstrate a life science concept I am learning about through puppetry

  • I can create a shadow puppet using the materials and design I planned.

  • I can explain how light interacts with different materials to create shadows.

Essential Questions

  • How can shadow puppetry be used to demonstrate concepts in life science?

  • How does light interact with different materials?

 

Georgia Standards

Curriculum Standards

Grade 4

S4P1. Obtain, evaluate, and communicate information about the nature of light and how light interacts with objects. a. Plan and carry out investigations to observe and record how light interacts with various materials to classify them as opaque, transparent, or translucent.

 

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

 

Grade 5

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

 

 

Arts Standards

Grade 4

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

 

VA4.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art. 

 

Grade 5

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

 

VA5.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art.

 

 

 

South Carolina Standards

Curriculum Standards

Grade 4

4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

 

4-LS1-1. Construct an argument that plants and animals have internal and external structures that function together in a system to support survival, growth, behavior, and reproduction.

 

Grade 5

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

 

 

Arts Standards

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

 

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

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

 

 

 

Key Vocabulary

Content Vocabulary

  • Shadow - A dark area that forms when an object blocks light

  • Light - A form of energy that travels in waves and can be seen by our eyes
  • Design process - A process of revising work
  • Organism - Any individual living entity that can carry out life processes independently
  • Ecosystem - A community of living organisms (plants, animals, and microorganisms) interacting with each other and their non-living environment (such as air, water, and mineral soil)
  • Adaptations - Special characteristics or behaviors that help organisms survive and thrive in their environment
  • Producers - Organisms in an ecosystem that are capable of photosynthesis or chemosynthesis, enabling them to produce their own food
  • Consumers - Organisms in an ecosystem that obtain energy by consuming other organisms
  • Decomposers - Organisms in an ecosystem that break down dead organic matter into simpler substances, such as minerals and nutrients

Arts Vocabulary

  • Shadow puppet - A shadow puppet is a form of storytelling where cut-out figures are manipulated behind a screen to create shadowy images visible to the audience
  • Shape - One of the seven Elements of Art; a two-dimensional figure

 

  • Silhouette - The outline or shape of an object or person that appears dark against a lighter background
  • Contrast - One of the Principles of Design; the difference between two visual elements put side by side

 

Materials

  • Overhead projector or flashlight
  • White sheets or large sheet of white paper
  • Cardstock or stiff paper
  • Scissors
  • Tape or glue
  • Variety of translucent, transparent, and opaque materials (e.g., tissue paper, cellophane, cardboard, plastic sheets)
  • Brads
  • Hole punch or awl
  • Bamboo skewers/popsicle sticks
  • Masking tape

 

Instructional Design

Opening/Activating Strategy

  • Discuss the properties of light and the difference between translucent, transparent, and opaque materials.
  • Introduce the concept of shadow puppetry and its history by watching a short video or demonstration of shadow puppet storytelling (Video: Introduction to Shadow Puppetry; Video: The Legend of the Chinese Zodiac (Alternative: The Three Little Pigs).
  • Ask students to make observations on how the puppets looked and how that differs from other puppets they may have seen.
    • Discuss silhouettes and contrast.
  • Explore light and materials with students.
    • Divide the students into small groups.
    • Provide students with different materials such as translucent paper, transparent plastic, opaque cardstock and a light source such as a flashlight.
    • Tell students to experiment with the materials to see how they affect the transmission of light and shadows by shining a light on them.
    • Discuss the findings as a class.
    • Have students sort materials into transparent, translucent, and opaque.

 

 

Work Session

  • Tell students that they will be using transparent, translucent, and opaque materials to create shadow puppets that demonstrate one of the life science concepts they are learning about, such as the interdependence of organisms in an ecosystem.
  • Introduce the design process by showing students the image below.
    • Explain to students that artists use this process to revise and improve their artwork; students will use this process in planning, designing and creating their puppets.
    • Divide students into small groups. Assign each group a life science concept.
    • Remind students that in a shadow puppet performance, there are characters that tell a story. Ask students to identify who the “characters” will be in their life science concept. 
    • Allow students time to brainstorm and sketch out their plans for their shadow puppet characters. Circulate and assist students with their designs.
    • Introduce the materials students will use to create shadow puppets (cardstock, scissors, tape, brads, colored theater gels, bamboo skewers) and demonstrate how to use them safely to create their shadow puppets. Teacher tip: Pre-cut shapes out of cardstock so that students can simply assemble pieces together to create their shadow puppets. 
    • As students begin creating their puppets, remind them of the design process. They may need to revise their designs as they translate their sketch to their puppet.
  • After creating their shadow puppets, students will collaborate with their groups to plan their performances.
    • Remind students that in a shadow puppet performance, there will be a beginning, middle, and an end. Ask students to consider what the beginning, middle, and end should be in their life science concept.
    • Have students write out narration (can include dialogue if desired) for their shadow puppet performance using the vocabulary from the science unit. Students’ narration should explain the scientific process that they show through their performance.
  • Provide time for groups to practice and refine their performances before presenting to the class.

 

Closing Reflection

  • Groups will present their shadow puppets to the class. Model how to celebrate students' creativity and teamwork in presenting.
  • Facilitate a discussion that focuses on how students demonstrated the life science concept through their shadow puppet performance.
  • At the end of the lesson, have students complete a written 3-2-1 ticket out the door–three things they learned, two things they found interesting, and one question that they have. Provide time for students to share with a partner, small group, or the class.

 

Assessments

Formative

Teacher will assess student learning by:

  • Observing students' engagement and participation during the exploration and experimentation phase.
  • Checking students’ understanding of life science concepts through questioning and discussions.
  • Providing feedback on students' initial puppet designs to guide them in the revision process.
  • Reviewing students’ 3-2-1 tickets out the door.

 

 

 

Summative

CHECKLIST: 

  • Students can demonstrate a concept in life science through a shadow puppet performance.
  • Students can use creativity to design and create shadow puppets that demonstrate a concept in life science.
  • Students can explain the properties of light and shadow.

 

DIFFERENTIATION 

Accelerated: 

  • Students can create a backdrop for their shadow puppet show to enhance their storytelling. 
  • Allow students to explore the history and significance of shadow puppetry in different cultures around the world.

Remedial: 

  • Provide a sequencing guide or graphic organizer for students to organize their ideas for their performances. This can be used as a substitute for written narration.

 

 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: Shannon Green. Updated by Katy Betts.

Revised and copyright:  July 2024 @ ArtsNOW

 

Back to Modules

EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS 2-3

EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS

EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS

Learning Description

In this lesson, students will use the design process to plan, experiment, refine, and create shadow puppets that illustrate a life science concept. The lesson will conclude with a shadow puppet performance that showcases their concept.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: VISUAL ARTS & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can demonstrate a life science concept I am learning about through puppetry

  • I can create a shadow puppet using the materials and design I planned.

Essential Questions

  • How can shadow puppetry be used to demonstrate concepts in life science?

 

Georgia Standards

Curriculum Standards

Grade 2

S2L1. Obtain, evaluate, and communicate information about the life cycles of different living organisms. 

 

Grade 3

S3L1. Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.

 

Arts Standards

Grade 2

VA2.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

 

VA2.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art. 

 

Grade 3

VA3.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

 

VA3.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art.

 

 

South Carolina Standards

Curriculum Standards

Grade 2

2-LS2-1. Plan and conduct an investigation to determine what plants need to grow.

 

2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

 

Grade 3

3-LS1-1. Develop and use models to describe how organisms change in predictable patterns during their unique and diverse life cycles.

 

3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can thrive, struggle to survive, or fail to survive.

 

Arts Standards

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.

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

 

 

Key Vocabulary

Content Vocabulary

  • Shadow - A dark area that forms when an object blocks light

  • Light - A form of energy that travels in waves and can be seen by our eyes
  • Design process - A process of revising work
  • Life cycles - The series of stages that an organism goes through during its lifetime, from birth or germination to death or decay
  • Habitats - Specific places where organisms live and find the resources they need to survive, such as food, water, shelter, and space
  • Pollination - The process by which pollen is transferred from the male part (anther) of a flower to the female part (stigma) of the same or another flower

Arts Vocabulary

  • Shadow puppet - A shadow puppet is a form of storytelling where cut-out figures are manipulated behind a screen to create shadowy images visible to the audience

  • Shape - One of the seven Elements of Art; a two-dimensional figure

 

  • Silhouette - The outline or shape of an object or person that appears dark against a lighter background

  • Contrast - One of the Principles of Design; the difference between two visual elements put side by side

 

Materials

  • Overhead projector or flashlight
  • White sheets or large sheet of white paper
  • Cardstock or stiff paper
  • Scissors
  • Tape or glue
  • Variety of translucent, transparent, and opaque materials (e.g., tissue paper, cellophane, cardboard, plastic sheets)
  • Brads
  • Hole punch or awl
  • Bamboo skewers/popsicle sticks
  • Masking tape

 

Instructional Design

Opening/Activating Strategy

  • Introduce the concept of shadow puppetry and its history by watching a short video or demonstration of shadow puppet storytelling (Video: Introduction to Shadow Puppetry; Video: The Three Little Pigs).
  • Ask students to make observations on how the puppets looked and how that differs from other puppets they may have seen.
    • Discuss silhouettes and contrast.

 

 

Work Session

  • Tell students that they will be creating shadow puppets that demonstrate one of the life science concepts they are learning about, such as life cycles.
  • Introduce the design process by showing students the image below.
    • Explain to students that artists use this process to revise and improve their artwork; students will use this process in planning, designing and creating their puppets.
    • Divide students into small groups. Assign each group a life science concept.
    • Remind students that in a shadow puppet performance, there are characters that tell a story. Ask students to identify who the “characters” will be in their life science concept. 
    • Allow students time to brainstorm and sketch out their plans for their shadow puppet characters. Circulate and assist students with their designs.
    • Introduce the materials students will use to create shadow puppets (cardstock, scissors, tape, brads, colored theater gels, bamboo skewers) and demonstrate how to use them safely to create their shadow puppets. 
    • As students begin creating their puppets, remind them of the design process. They may need to revise their designs as they translate their sketch to their puppet.
  • After creating their shadow puppets, students will collaborate with their groups to plan their performances.
    • Remind students that in a shadow puppet performance, there will be a beginning, middle, and an end. Ask students to consider what the beginning, middle, and end should be in their life science concept.
  • Provide time for groups to practice and refine their performances before presenting to the class.

 

Closing Reflection

  • Groups will present their shadow puppets to the class. Model how to celebrate students' creativity and teamwork in presenting.
  • Facilitate a discussion that focuses on how students demonstrated the life science concept through their shadow puppet performance.
  • At the end of the lesson, have students complete a 3-2-1 ticket out the door–three things they learned, two things they found interesting, and one question that they have. Provide time for students to share with a partner, small group, or the class.

 

Assessments

Formative

Teacher will assess student learning by:

  • Observing students' engagement and participation in the activator.
  • Checking students’ understanding of life science concepts through questioning and discussions.
  • Providing feedback on students' initial puppet designs to guide them in the revision process.
  • Reviewing students’ 3-2-1 tickets out the door.

 

 

Summative

CHECKLIST: 

  • Students can demonstrate a concept in life science through a shadow puppet performance.
  • Students can use creativity to design and create shadow puppets that demonstrate a concept in life science.

DIFFERENTIATION 

Accelerated: 

  • Students can create a backdrop for their shadow puppet show to enhance their storytelling. 
  • Allow students to explore the history and significance of shadow puppetry in different cultures around the world.
  • Students can write a sequence of events to explain/narrate their performances.

Remedial: 

  • Provide students with pre-cut materials for students to assemble to create their shadow puppets. 
  • Provide a sequencing guide or graphic organizer for students to plan their performances. 

 

 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: Shannon Green. Updated by Katy Betts.

Revised and copyright:  July 2024 @ ArtsNOW

 

Back to Modules

EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS K-1

EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS

EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS

Learning Description

In this lesson, students will learn about the properties of light by creating shadow puppets. Students will observe how light interacts differently with translucent, transparent, and opaque materials. They will use the design process to plan, experiment, and refine their shadow puppet designs, culminating in a shadow puppet performance that demonstrates a life science concept they are learning.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can demonstrate a life science concept I am learning about through puppetry.

  • I can create a shadow puppet using the materials and design I planned.

  • I can explain how light interacts with different materials to create shadows.

Essential Questions

  • How can shadow puppetry be used to demonstrate concepts in life science?

  • How does light interact with different materials?

 

Georgia Standards

Curriculum Standards

Kindergarten

SKL2. Obtain, evaluate, and communicate information to compare the similarities and differences in groups of organisms.

 

Grade 1

S1P1. Obtain, evaluate, and communicate information to investigate light and sound. 

  1. Use observations to construct an explanation of how light is required to make objects visible. 
  2. Ask questions to identify and compare sources of light. 
  3. Plan and carry out an investigation of shadows by placing objects at various points from a source of light. 

 

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.3 Understand and apply media, techniques, processes, and concepts of two dimensional 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.3 Understand and apply media, techniques, processes, and concepts of two dimensional art.

 

South Carolina Standards

Curriculum Standards

Kindergarten

K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.

 

K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

 

Grade 1

1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.

1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

 

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

Arts Standards

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.

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

 

Key Vocabulary

Content Vocabulary

  • Shadow - A dark area that forms when an object blocks light

  • Light - A form of energy that travels in waves and can be seen by our eyes

  • Design process - A process of revising work

  • Organism - Any individual living entity that can carry out life processes independently

Arts Vocabulary

  • Shadow puppet - A shadow puppet is a form of storytelling where cut-out figures are manipulated behind a screen to create shadowy images visible to the audience

  • Shape - One of the seven Elements of Art; a two-dimensional figure

 

  • Silhouette - The outline or shape of an object or person that appears dark against a lighter background

  • Contrast - One of the Principles of Design; the difference between two visual elements put side by side

 

Materials

  • Overhead projector or flashlight
  • White sheets or large sheet of white paper
  • Cardstock or stiff paper
  • Scissors
  • Tape or glue
  • Variety of translucent, transparent, and opaque materials (e.g., tissue paper, cellophane, cardboard, plastic sheets)
  • Brads
  • Hole punch or awl
  • Bamboo skewers/popsicle sticks
  • Masking tape

 

Instructional Design

Opening/Activating Strategy

  • Introduce the concept of shadow puppetry and its history by watching a short video or demonstration of shadow puppet storytelling (Video: Introduction to Shadow Puppetry; Video: The Three Little Pigs).
  • Ask students to make observations on how the puppets looked and how that differs from other puppets they may have seen.
    • Discuss silhouettes and contrast.

Grade 1: 

  • Discuss the properties of light and the difference between translucent, transparent, and opaque materials.
  • Explore light and materials with students.
    • Divide the students into small groups.
    • Provide students with different materials such as translucent paper, transparent plastic, opaque cardstock and a light source such as a flashlight.
    • Tell students to experiment with the materials to see how they affect the transmission of light and shadows by shining a light on them.
    • Discuss the findings as a class.
    • Have students sort materials into transparent, translucent, and opaque.

 

Work Session

  • Tell students that they will be using transparent, translucent, and opaque materials to create shadow puppets that demonstrate one of the life science concepts they are learning about, such as the relationship between the needs of different plants or animals and the places they live.
  • Introduce the design process by showing students the image below. 
    • Explain to students that artists use this process to revise and improve their artwork; students will use this process in planning, designing and creating their puppets.

 

    • Divide students into small groups. Assign each group a life science concept.
    • Remind students that in a shadow puppet performance, there are characters that tell a story. Ask students to identify who the “characters” will be in their life science concept. 
    • Allow students time to brainstorm and sketch out their plans for their shadow puppet characters. Circulate and assist students with their designs.
    • Introduce the materials students will use to create shadow puppets (cardstock, scissors, tape, brads, colored theater gels, bamboo skewers) and demonstrate how to use them safely to create their shadow puppets. Teacher tip: Pre-cut shapes out of cardstock so that students can simply assemble pieces together to create their shadow puppets. 
      • As students begin creating their puppets, remind them of the design process. They may need to revise their designs as they translate their sketch to their puppet.
    • After creating their shadow puppets, students will collaborate with their groups to plan their performances. 
      • Remind students that in a shadow puppet performance, there will be a beginning, middle, and an end. Ask students to consider what the beginning, middle, and end should be in their life science concept.
    • Provide time for groups to practice and refine their performances before presenting to the class.

     

    Closing Reflection

    • Groups will present their shadow puppets to the class. Model how to celebrate students' creativity and teamwork in presenting.
    • Facilitate a discussion that focuses on how students demonstrated the life science concept through their shadow puppet performance.
    • At the end of the lesson, have students complete a 3-2-1 ticket out the door–three things they learned, two things they found interesting, and one question that they have. Provide time for students to share with a partner, small group, or the class.

     

    Assessments

    Formative

    Teacher will assess student learning by:

    • Observing students' engagement and participation in the activator.
    • Grade 1: Observing students' engagement and participation during the exploration and experimentation phase.
    • Checking students’ understanding of life science concepts through questioning and discussions.
    • Providing feedback on students' initial puppet designs to guide them in the revision process.
    • Reviewing students’ 3-2-1 tickets out the door.

     

    Summative

    CHECKLIST: 

    • Students can demonstrate a concept in life science through a shadow puppet performance.
    • Students can use creativity to design and create shadow puppets that demonstrate a concept in life science.
    • Grade 1: Students can explain the properties of light and shadow.

     

    DIFFERENTIATION 

    Accelerated: 

    • Students can create a backdrop for their shadow puppet show to enhance their storytelling. 
    • Students can write a sequence of events to explain/narrate their performances.

    Remedial: 

    • Provide students with pre-made shadow puppets and translucent, transparent and opaque materials. Encourage students to experiment with the materials and use them to demonstrate a life science concept. 
    • Pair students together to create one shadow puppet to demonstrate their concept.
    • Provide a sequencing guide or graphic organizer for students to plan their performances. 

     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: Shannon Green. Updated by Katy Betts.

    Revised and copyright:  July 2024 @ ArtsNOW

     

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    SIMPLE MACHINE HEXATHLON CHALLENGE 4-5

    SIMPLE MACHINE HEXATHLON CHALLENGE

    SIMPLE MACHINE HEXATHLON CHALLENGE

    Learning Description

    In this lesson, students will read how Mazie engineers simple machines in her house when students read the book, Mazie’s Amazing Machines, by Sheryl Haft. Students will embody six simple machines in their groups by creating tableaux and playing the 3-Second Machine Game. They will then be challenged to create a hexathlon (six-event) competition using pantomime by designing six simple machines using their bodies.

     

    Learning Targets

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

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can bring simple machines to life using my body.

    • I can work as a team to design simple machines. 

    • I can work as a team to pantomime everyday tasks using simple machines. 

    Essential Questions

    • How do simple machines help make tasks in our everyday lives easier?

    • How do the parts of something help make the whole?

     

    Georgia Standards

    Curriculum Standards

    Grade 4

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

    balanced and unbalanced forces.

    1. Ask questions to identify and explain the uses of simple machines (lever, pulley, wedge, inclined plane, wheel & axle, and screw) and how forces are changed when simple machines are used to complete tasks.

     

     

    Arts Standards

    Grades 4TA4.PR.1  Act by communicating and sustaining roles in formal and informal environments. c. Collaborate and perform with an ensemble to present theatre to an audience. d. Create and perform characters based on imagination. e. Identify and explore character choices and relationships in a variety of dramatic forms (e.g. narrated story, pantomime, puppetry, dramatic play).

     

    South Carolina Standards

    Curriculum Standards

    Grade 4

    4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object.

     

    4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide.

     

     

    Arts Standards

    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

    • Simple machines - Basic mechanical devices that are used to make work easier by altering the magnitude or direction of a force

    • Motion - The change in position or orientation of an object with respect to a reference point or frame of reference
    • Lever - A simple machine consisting of a rigid beam or bar that is free to pivot around a fixed point called a fulcrum
    • Pulley - A simple machine consisting of a grooved wheel (often called a sheave) that is mounted on a fixed or movable axle
    • Wedge - A simple machine consisting of a triangular-shaped object with a sharp edge or inclined plane on one or both of its sides
    • Inclined plane - A simple machine consisting of a sloping surface or ramp that reduces the amount of force required to lift or move objects vertically
    • Wheel and axle - A simple machine consisting of a wheel (a circular object with a central hole) mounted on an axle (a cylindrical shaft)
    • Screw - A simple machine and a type of fastener that consists of a cylindrical shaft with a helical (spiral) ridge or thread wrapped around it
    • Fulcrum - A fixed point or pivot around which a lever or other mechanical device rotates or moves
    • Load - The force or weight that is applied to a structure, device, or system
    • Force - A push or pull that can cause an object to change its state of motion, accelerate, deform, or experience other effects

    Arts Vocabulary

    • Body - The physical presence, movements, and expressions of an actor

    • Gestures - The movements and actions of the body, particularly the hands, arms, and face, that are used by actors to convey emotions, thoughts, intentions, and messages to the audience
    • Tableau - A static and silent scene or picture created by actors who freeze in specific poses or positions to represent a moment or concept
    • Pantomime - A form of performance where actors use gestures, facial expressions, and body movements to convey a story or narrative without speaking

     

    Materials

    Instructional Design

    Opening/Activating Strategy

     

    Work Session

    SIMPLE MACHINE TABLEAU GAME

    • Explain to students that they will be making a tableau demonstrating a simple machine that they learned about in the book.
      • Explain to students that a tableau is a static and silent scene or picture created by actors who freeze in specific poses or positions to represent a moment or concept
    • Give each student a lanyard with the name of a simple machine. 
    • Have students get in groups of three with students who have the same simple machine. 
    • Have each group create a tableau of their machine using each group member. Then ask students to “bring it life” and demonstrate how the simple machine works with movement.

     

    INTRODUCE PANTOMIME

    • Explain to students that pantomime is a form of performance where actors use exaggerated gestures, facial expressions, and body movements to convey a story or narrative without speaking. Actors use acting and reacting in pantomime. 
    • Show students a video of pantomime such as Le Mime Marceau or Punch & Mimi- Brushing Teeth.

     

    EVERYDAY SIMPLE MACHINE TASKS

    • Ask students if they can think of examples of simple machines being used in everyday activities. Some examples are:
      • Inclined plane: Wheelchair ramp, skateboard ramp, slide
      • Wedge: Knife, axle, plow, prop to keep a door open
      • Screw: Lid to a jar, bottle opener, corkscrew
      • Wheel and axle: Steering wheel of a car, bicycle pedal
      • Pulley: Flagpole with flag, raising and lowering blinds
      • Lever: Scissor handle, paperclip, clothespin

     

    CLASS HEXATHLON PHYSICAL CHALLENGE

    • Introduce hexathlon events to students. These are Olympic-like events that have six different sports or competitions that athletes must perform.
    • Tell students that they will create a Pantomimed Hexathlon Class Competition, with each of the six competitions representing an everyday task for each of the six simple machines.
      • Examples:
        • Prop a door open (wedge)
        • Untwist ten jar lids (screw)
        • Push a box up a ramp (inclined plane)
        • Complete a lap by scooter (wheel and axle)
        • Lift the most weight with a pulley
        • Sweep a ball into a goal using a broom (lever) 
    • Have each group develop a team name. 

     

    DEVELOP GAMES

    • Each group will identify one everyday task for each of the six simple machines. 
    • Hand out the SIMPLE MACHINE HEXATHLON CHALLENGE TASKS -  WORKSHEET for students to identify a task for each simple machine. 
    • Next, have students develop a pantomime for each task.
      • Tell students that it should have a beginning, middle, and end movement. This will help clarify and slow down the movements to avoid an overall general movement that does not show distinct parts. 

     

    LET THE GAMES BEGIN

    • Set the stage by playing Olympic music.
    • Invite each group to perform their tasks and time them. 
    • Have students in the audience identify which simple machine each task used.

     

    Closing Reflection

    • Facilitate a class discussion that reflects on the following questions:
      • How can you use simple machines in your life to make everyday tasks easier? 
      • Can you design a machine in your house or community to help someone in need? Which simple machines would it use? 
    • Have students draw a diagram of the beginning, middle, and end of each task pantomime with labels of simple machine names as well as any related vocabulary.
    • Students should reflect and write about their machines and their process in designing them in their STEAM journal.

     

    Assessments

    Formative

    Teacher will assess students by:

    • Circulating the room assessing students’ understanding of the simple machine movements. *Adjust and correct students as you encounter movements that do not reflect the simple machine. 
    • Asking questions to determine if students’ bodies match the simple machine movements. 
    • Asking specific questions about the fulcrum, load, and force.

     

     

    Summative

    CHECKLIST

    • Students can accurately bring simple machines to life with their bodies using pantomime and tableau.
    • Students can write about their machines and their processes in their STEAM journal. 
    • Students can draw a diagram of the beginning, middle, and end of each task pantomime with labels of simple machine names as well as any related vocabulary.

     

     

    DIFFERENTIATION 

    Accelerated: Have students videotape their group, introducing and enacting their Hexathlon competition machines on Flip Grid or another recording application. 

    Remedial: Have students explain one simple machine competition activity using a beginning, middle, and end. 

     

     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:  Susie Spear Purcell. Updated by: Katy Betts.

    Revised and copyright:  August 2024 @ ArtsNOW

     

    Back to Modules