Georgia Standards

 

South Carolina Standards

 

Key Vocabulary

 

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: https://www.flickr.com/photos/121935927@N06/13537347284 https://www.youtube.com/watch?v=4XPQbipFR6M https://www.toppr.com/guides/biology/microorganisms/microorganisms-and-its-uses/ https://www.toppr.com/ask/content/concept/harmful-microorganisms-219859/ http://www.microbiologynutsandbolts.co.uk/the-bug-blog/colonisation-vs-infection https://www.nextgurukul.in/wiki/concept/cbse/class-8/science/microorganisms-friend-and-foe/world-of-microorganisms/3957829

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

 

 

 

Georgia Standards

 

South Carolina Standards

 

Key Vocabulary

 

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