SIMPLE MACHINE HEXATHLON CHALLENGE K-1

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 the 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 demonstrating simple machines using their bodies.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: THEATRE & ELA
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. 

  • I can explain the role of force and motion in 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?

  • What is the relationship between an object’s physical attributes and its resulting motion?

 

Georgia Standards

Curriculum Standards

Kindergarten

SKP2. Obtain, evaluate, and communicate information to compare and describe different types of motion. a. Plan and carry out an investigation to determine the relationship between an object’s physical attributes and its resulting motion (straight, circular, back and forth, fast and slow, and motionless) when a force is applied. (Examples could include toss, drop, push, and pull.)

Arts Standards

KindergartenTAK.PR.1 Act by communicating and sustaining roles in formal and informal environments. c. Cooperate in theatre experiences. d. Assume roles in a variety of dramatic forms (e.g. narrated story, pantomime, puppetry, dramatic play).

 

South Carolina Standards

Curriculum Standards

Kindergarten

K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

 

K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

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
  • Force - A push or pull that can cause an object to change its state of motion, accelerate, deform, or experience other effects

 

  • 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

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

  • Show the video – Coca-Cola Music Machine: "I'd Like to Buy the World a Coke".
  • Ask students to describe what they saw.
    • Ask students what the purpose of the machine was in the video. 
    • Discuss what a simple machine is.
  • Introduce Rube Goldberg to students.
    • Read the book Mazie’s Amazing Machines by Sheryl Haft, 
    • While reading the book, explore each simple machine with a body movement. Focus on the shapes that students will make with their bodies and how the shapes will be different depending on the purpose of the machine (i.e., a wedge versus a wheel).
    • After reading the book, ask students which Mazie machine was their favorite and how it made life simpler.

 

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.
  • Discuss each machine’s physical attributes and how that impacts its resulting motion (straight, circular, back and forth, fast and slow, and motionless) when force is applied.

 

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.
  • Give students a prompt, such as brushing teeth, to practice pantomime.

 

EVERYDAY SIMPLE MACHINE TASKS

  • Show students pictures of the following activities. Ask them to match them to the simple machines.
    • Wheelchair ramp, skateboard ramp, slide (Inclined plane)
    • Knife, axle, plow, prop to keep a door open (Wedge)
    • Lid to a jar, bottle opener, corkscrew (Screw)
    • Steering wheel of a car, bicycle pedal (Wheel and axle)
    • Flagpole with flag, raising and lowering blinds (Pulley)
    • Scissor handle, paperclip, clothespin (Lever)
  • Discuss how the physical attributes of each machine impacts how it functions. 

 

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 the six simple machines.
  • Have each group develop a team name. 

 

DEVELOP GAMES

  • Students should focus on creating body shapes that reflect the simple machine.
  • Next, have students develop a pantomime for their machine.
    • 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 machine. 
  • Have students in the audience identify which simple machine each task used.
  • Discuss how students’ body shapes were different based on the machine and the task it was intended to complete.

 

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 their machine pantomime.
  • If applicable, 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 body shapes students use to represent the machines.

 

Summative

CHECKLIST

  • Students can accurately bring simple machines to life with their bodies using pantomime and tableau.
  • 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. 
  • Students can explain the relationship between an object’s physical attributes and its resulting motion.

 

DIFFERENTIATION 

Accelerated: 

  • Have students videotape their group, introducing and enacting their Hexathlon competition machines on Flip Grid or another recording application. 
  • Have students pantomime multiple simple machines (or all six), instead of just one. 

Remedial: 

  • Instead of individual groups pantomiming their own simple machines, the class can pantomime the six simple machines together.
  • Focus only on the simple machines that use push and pull.

 

 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

 

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EARTH SYSTEMS, ENVIRONMENT & CONSERVATION THROUGH MOVEMENT 4-5

EARTH SYSTEMS, ENVIRONMENT & CONSERVATION THROUGH MOVEMENT

EARTH SYSTEMS, ENVIRONMENT & CONSERVATION THROUGH MOVEMENT

Learning Description

In this lesson, students will understand how choreographers use performance as a platform for communicating concepts. By creating their own choreography, students will learn and teach their classmates about the scientific concepts they are investigating in class.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use performance as a platform to inform audiences about important issues.

  • I can create a choreographic work about scientific concepts.

Essential Questions

  • How and why do choreographers create dances to inform audiences about important issues?

  • How can I demonstrate my understanding of scientific concepts through choreography and movement?

 

Georgia Standards

Curriculum Standards

Grade 4

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

 

Grade 5

S5E1. Obtain, evaluate, and communicate information to identify surface features on the Earth caused by constructive and/or destructive processes.

 

Arts Standards

Grade 4

ESD4.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD4.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD4.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD4.RE.1 Demonstrate critical and creative thinking in dance.

 

Grade 5

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

 

ESD5.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD5.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

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

 

 

South Carolina Standards

Curriculum Standards

Grade 4

4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

 

4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and how their uses affect the environment.

 

4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

 

Grade 5

5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

 

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

 

Anchor Standard 2: I can choreograph a dance.

 

Anchor Standard 3: I can perform movements using the dance elements.

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

 

 

Key Vocabulary

Content Vocabulary

  • Geosphere - The solid parts of the Earth, encompassing all the layers that make up the planet's structure

  • Biosphere - The global sum of all ecosystems, including all living organisms and their relationships with the environment, encompassing both land and water areas

  • Hydrosphere - All of the water found on, under, and over the surface of the Earth

  • Atmosphere - The layer of gasses surrounding the Earth, held in place by gravity

 

  • Constructive forces - The natural processes that contribute to the building up or formation of Earth's surface features or geological structures

  • Destructive forces - The natural processes or phenomena that cause the breaking down, wearing away, or erosion of Earth's surface features or geological structures

  • Weathering - The natural process by which rocks, soils, and minerals are broken down into smaller particles through exposure to the Earth's atmosphere, water, and biological organisms

 

  • Erosion - The process by which soil, rock, and other surface materials are worn away and transported from one location to another by natural forces such as wind, water, ice, and gravity

  • Water cycle - The continuous movement and exchange of water between the Earth's surface, atmosphere, and hydrosphere (which includes oceans, rivers, lakes, groundwater, and ice caps)

Arts Vocabulary

  • Choreographer/Choreography - The art of designing and arranging sequences of movements, steps, and gestures to create a dance piece

  • Levels - The vertical positioning of the dancer's body in relation to the floor (high, mid, low)

  • Shape - The visual configuration or arrangement of the dancer's body or limbs in space

  • Tempo - The speed or pace of the music to which dancers perform

  • Energy - The quality, intensity, and dynamic force behind movement

  • Pathway - The route that a dancer's movement takes through space; it can encompass the direction, shape, and pattern of movement as the dancer moves across the performance space

 

Materials

  • Dance/piece of choreography to watch (see examples in “Additional Resources”)
  • Music

 

 

Instructional Design

Opening/Activating Strategy

  • Using vocabulary from the current unit of study in science, ask students to show a movement to represent a vocabulary word or idea.  Ask students to explain why they chose their movement and how/why that movement would represent the definition/idea to an audience.
  • Tell students that choreographers are like authors except they don't use words and pictures to help the audience understand what they are communicating.  
    • Instead, they use their bodies and movement to teach the audience about the concept.  
    • Creating choreography about science is just like an author writing an informational text; our dance must inform the audience through movement.

 

Work Session

  • Watch a piece of choreography about an earth system or the environment/conservation (see “Additional Resources”).
  • Discuss choreographic choices/movements used to express thoughts and ideas to the audience.
    • Lead students in a movement exercise to introduce them to the following dance terms: Levels, shape, tempo, energy, and pathways. 
      • Begin by playing music. Help students find the beat by tapping their toes or patting their legs.
      • Prompt students to make shapes with their bodies to express the words that they hear, such as curved, straight, angular, twisted etc.
      • Next, have students explore pathways. Tell students that pathways are the route that a dancer's movement takes through space. Ask students to begin traveling through the room, moving from place to place, as you prompt them with different body shapes. Encourage students to think about how they can link their movements together fluidly.
      • Ask students to freeze in place. Bring students’ attention to levels (high, mid, low) with movements such as stretching up high and moving on tiptoes, crouching in a small ball close to the floor, and bouncing in place at a middle level. Provide prompts, such as, “Create a curved low-level shape”, to allow students to explore combining levels and shapes.
      • Now, direct students to explore energy variations with different movement qualities such as sharp movements–quick, precise actions like punches or snaps, and smooth movements–slow, flowing actions like waves or circles with arms. Prompt students with directions such as, “Crouch in a low-level curved shape and quickly burst into a high level straight shape”. Ask students what type of energy this shows. Then, ask them to slowly transition from a high-level straight shape to a low-level curved shape; ask students to identify what type of energy this shows.
    • Look at the dance performance again. Ask students where they see examples of these elements in the choreography. Ask students what the choreographer communicated by using the concept. 
  • Tell students that they will be using what they just learned about dance to communicate scientific concepts. Choose one concept from the unit to choreograph as a class, such as erosion. 
    • As a group, explore movement ideas to represent concepts (remember to cue students to use the elements of dance such as levels, shape, etc. to communicate ideas).
  • Arrange students into small groups. Assign each group a topic related to the current unit of study in science.
  • Tell students that they will be creating choreography about their assigned topic. Remind students that as choreographers, it is their job to communicate a concept through movement. 
    • Remind students that choreographers use levels, shape, tempo, energy, and pathways intentionally to communicate with the audience. Tell students to select three elements that they will use to choreograph their dance. Each element must be used intentionally to communicate the concept.
    • Tell students that their choreography must have a beginning, middle, and end that includes a starting pose, at least three movements, and an ending pose.
  • Circulate the room to work with students as they create their choreography.
  • Have students share their choreography with the class. 
    • The audience members should describe what they observed in the group’s choreography using both science and dance vocabulary.
    • Ask students to explain how the choreography choices contributed to the meaning of the dance.

 

Closing Reflection

  • Using the elements of dance as a guide, ask students how their choreographic choices helped the audience understand the content. This can be a written or oral reflection.

 

 

Assessments

Formative

Teacher will assess students by asking students about their choreographic choices and how they aid in the audience's understanding of the scientific concept.

 

Summative

CHECKLIST

  • Choreography:
    • Students can create choreography that has a beginning, middle, and end. 
    • Students can create choreography that correctly demonstrates scientific concepts and vocabulary.
    • Students can intentionally use three of the elements of dance to communicate a concept.
  • Audience: 
    • Students can discuss the performances of the other groups and identify how movements demonstrate scientific concepts and vocabulary.

 

*This assessment can be done as a class discussion or a written assignment.

DIFFERENTIATION 

Accelerated: Increase the expectations of the full choreographic work. Each part (beginning/middle/end) contains more than one movement idea.

Remedial: Have students create choreography for just one vocabulary word/concept.

 

 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: Melissa Joy

Revised and copyright:  July 2024 @ ArtsNOW

 

 

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EARTH SYSTEMS, ENVIRONMENT & CONSERVATION THROUGH MOVEMENT 2-3

EARTH SYSTEMS, ENVIRONMENT & CONSERVATION THROUGH MOVEMENT

EARTH SYSTEMS, ENVIRONMENT & CONSERVATION THROUGH MOVEMENT

Learning Description

In this lesson, students will understand how choreographers use performance as a platform for communicating concepts. By creating their own choreography, students will learn and teach their classmates about the scientific concepts they are investigating in class.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use performance as a platform to inform audiences about important issues.

  • I can create a choreographic work about scientific concepts.

Essential Questions

  • How and why do choreographers create dances to inform audiences about important issues?

  • How can I demonstrate my understanding of scientific concepts through choreography and movement?

 

Georgia Standards

Curriculum Standards

Grade 2

S2E3. Obtain, evaluate, and communicate information about how weather, plants, animals, and humans cause changes to the environment. 

 

Grade 3

S3L2. Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the environment.

 

Arts Standards

Grade 2

ESD2.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD2.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD2.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD2.RE.1 Demonstrate critical and creative thinking in dance.

 

Grade 3

ESD3.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD3.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD3.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD3.RE.1 Demonstrate critical and creative thinking in dance.

 

 

South Carolina Standards

Curriculum Standards

Grade 2

2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur rapidly or slowly.

 

2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

 

Grade 3

3-ESS2-2. Obtain and combine information to describe climate patterns in different regions of the world.

 

3-ESS3-1. Make a claim about the effectiveness of a design solution that reduces the impacts of a weather related hazard.

 

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

 

Anchor Standard 2: I can choreograph a dance.

 

Anchor Standard 3: I can perform movements using the dance elements.

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

 

 

Key Vocabulary

Content Vocabulary

  • Weather - The atmospheric conditions present in a particular place at a specific time

  • Climate - The long-term patterns and averages of weather conditions in a particular region over a significant period

  • Environment - The surroundings or conditions in which an organism, species, or ecosystem exists and interacts

  • Pollution - The introduction of harmful substances or contaminants into the environment, causing adverse effects on living organisms, natural resources, and ecosystems

Arts Vocabulary

  • Choreographer/Choreography - The art of designing and arranging sequences of movements, steps, and gestures to create a dance piece

  • Levels - The vertical positioning of the dancer's body in relation to the floor (high, mid, low)

  • Shape - The visual configuration or arrangement of the dancer's body or limbs in space

  • Tempo - The speed or pace of the music to which dancers perform

  • Energy - The quality, intensity, and dynamic force behind movement

  • Pathway - The route that a dancer's movement takes through space; it can encompass the direction, shape, and pattern of movement as the dancer moves across the performance space

 

Materials

  • Dance/piece of choreography to watch (see examples in “Additional Resources”)
  • Music
  • Poetry/text (optional)

 

 

Instructional Design

Opening/Activating Strategy

  • Using vocabulary from the current unit of study in science, ask students to show a movement to represent a vocabulary word or idea.  Ask students to explain why they chose their movement and how/why that movement would represent the definition/idea to an audience.
  • Tell students that choreographers are like authors except they don't use words and pictures to help the audience understand what they are communicating.  
    • Instead, they use their bodies and movement to teach the audience about the concept.  
    • Creating choreography about science is just like an author writing an informational text; our dance must inform the audience through movement.

 

Work Session

  • Watch a piece of choreography about an earth system or the environment/conservation (see “Additional Resources”).
  • Discuss choreographic choices/movements used to express thoughts and ideas to the audience.
    • Prompt students to make shapes with their bodies to express the words that they hear, such as tree, rock, circle, etc.
    • Next, have students explore pathways. Tell students that pathways are the route that a dancer's movement takes through space. Ask students to begin traveling through the room, moving from place to place, as you prompt them with different body shapes. Encourage students to think about how they can link their movements together fluidly.
    • Ask students to freeze in place. Bring students’ attention to levels (high, mid, low) with movements such as stretching up high and moving on tiptoes, crouching in a small ball close to the floor, and bouncing in place at a middle level. Say words such as river, mountain, and valley. Ask students to explore body shapes at the level that they think best expresses that idea.
    • Now, direct students to explore energy variations with different movement qualities such as sharp movements–quick, precise actions like punches or snaps, and smooth movements–slow, flowing actions like waves or circles with arms. Prompt students with weather-related words like hail, ice, sunshine, etc.
    • Lead students in a movement exercise to introduce them to the following dance terms: Levels, shape, tempo, energy, and pathways. 
    • Look at the dance performance again. Ask students where they see examples of these elements in the choreography. Ask students what the choreographer communicated by using the concept. 
  • Tell students that they now will explore movement ideas to represent scientific concepts.
    • As a class, choreograph a movement phrase to show a concept, such as water pollution. Ask students to think about what shapes they should make with their bodies? What pathways? What type of energy? Levels?
    • Allow time for students to brainstorm. Create and perform the movement phrase as a class.
    • Ask students to share a term from the unit, such as water pollution. 
  • Arrange students into small groups. Assign each group a topic related to the current unit of study in science.
  • Tell students that they will be creating choreography about their assigned topic. Remind students that as choreographers, it is their job to communicate a concept through movement. 
    • Remind students that choreographers use levels, shape, tempo, energy, and pathways intentionally to communicate with the audience. Ask students to select one or two that they will use in their choreography. 
    • Tell students that their choreography must have at least three movements showing a beginning, middle, and end.
    • Circulate the room to work with students as they create their choreography.
  • Have students share their choreography with the class. 
    • The audience members should describe what they observed in the group’s choreography using both science and dance vocabulary.
    • Ask students to explain how the choreography choices contributed to the meaning of the dance.

 

Closing Reflection

  • Using the elements of dance as a guide, ask students how their choreographic choices helped the audience understand the content. This can be a written or oral reflection.

 

 

Assessments

Formative

Teacher will assess students by asking students about their choreographic choices and how they aid in the audience's understanding of the scientific concept.

 

Summative

CHECKLIST

  • Choreography:
    • Students can create choreography that has a beginning, middle, and end. 
    • Students can create choreography that correctly demonstrates scientific concepts and vocabulary.
    • Students can intentionally use one or two of the elements of dance to communicate their scientific concept.
  • Audience: 
    • Students can discuss the performances of the other groups and identify how movements demonstrate scientific concepts and vocabulary.

 

*This assessment can be done as a class discussion or a written assignment.

 

DIFFERENTIATION 

Accelerated: 

  • Increase the expectations of the full choreographic work. Each part (beginning/middle/end) contains more than one movement idea.
  • Have students research an environmental concern and create a choreographic work to demonstrate its causes and effects.

Remedial: Have students create choreography for just one vocabulary word from the unit of study.

 

 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: Melissa Joy

Revised and copyright:  July 2024 @ ArtsNOW

 

 

Back to Modules

EARTH SYSTEMS, ENVIRONMENT & CONSERVATION THROUGH MOVEMENT K-1

EARTH SYSTEMS, ENVIRONMENT & CONSERVATION THROUGH MOVEMENT

EARTH SYSTEMS, ENVIRONMENT & CONSERVATION THROUGH MOVEMENT

Learning Description

In this lesson, students will understand how choreographers use performance as a platform for communicating concepts. By creating their own choreography, students will learn and teach their classmates about the scientific concepts they are investigating in class.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use dance as a form of communication.

  • I can create a choreographic work about scientific concepts.

Essential Questions

  • How do choreographers use dance as a form of communication?

  • How can I demonstrate my understanding of scientific concepts through choreography and movement?

 

Georgia Standards

Curriculum Standards

Grade 1

S1E1. Obtain, evaluate, and communicate weather data to identify weather patterns.

Arts Standards

Grade 1

ESD1.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD1.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD1.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD1.RE.1 Demonstrate critical and creative thinking in dance.

 

South Carolina Standards

Curriculum Standards

Kindergarten: 

K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

 

Anchor Standard 2: I can choreograph a dance.

 

Anchor Standard 3: I can perform movements using the dance elements.

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

 

Key Vocabulary

Content Vocabulary

  • Weather - The atmospheric conditions present in a particular place at a specific time

Arts Vocabulary

  • Choreographer/Choreography - The art of designing and arranging sequences of movements, steps, and gestures to create a dance piece

  • Levels - The vertical positioning of the dancer's body in relation to the floor (high, mid, low)

  • Shape - The visual configuration or arrangement of the dancer's body or limbs in space

  • Energy - The quality, intensity, and dynamic force behind movement

 

Materials

  • Dance/piece of choreography to watch (see examples in “Additional Resources”)
  • Music

 

 

Instructional Design

Opening/Activating Strategy

  • Ask students to show a movement to represent a weather-related word such as rain or sunshine. Ask students to explain why they chose their movement.
  • Tell students that choreographers are like authors except they don't use words and pictures to help the audience understand what they are communicating.  
    • Instead, they use their bodies and movement to teach the audience about the concept.  
    • Creating choreography about science is just like an author writing an informational text; our dance must inform the audience through movement.

 

Work Session

  • Watch 'Weather' (2012, Lucy Guerin).
  • Ask students to describe how the dancers moved their bodies. 
  • Now, list several types of weather that are demonstrated through the dancers in the piece. Tell students that they will watch the dance again and see if they can identify where the dancers showed the type of weather.
  • Next, tell students that dancers have vocabulary that they use to describe types of movements. The words that they will learn about today are levels and energy. 
    • Tell students that they will explore weather using levels and energy. 
      • Say a weather word, such as, “rain” and demonstrate wiggling your fingers quickly while moving from a standing position to a crouching position. Ask students to copy your movements. Next, ask them how you used your body to show the concept of rain. 
      • Tell students that standing up is a “high level” and crouching down is a “low level” movement. 
      • Next, ask them to repeat the rain movement. Tell students that this time, the rain is barely falling, just a light sprinkle. 
      • Have them repeat the movement again. Tell them that this time, the rain is a thunderstorm, pouring down. 
      • Ask students how their finger movements changed depending on the type of rain. This is energy in dance. 
  • Arrange students into groups of two or three. Assign each group a weather-related concept.
  • Tell students that they will be creating choreography about their assigned topic. Remind students that as choreographers, it is their job to communicate a concept through movement. 
    • Ask students to either choose to show their concept by using levels or energy (or both).
    • Ask students to have a starting pose, a movement to show their concept, and an ending pose.
  • Circulate the room to work with students as they create their choreography.

 

Closing Reflection

  • Have students share their choreography with the class. 
    • The audience members should describe what they observed in the group’s choreography using both science and dance vocabulary.
    • Ask students to explain how the choreography choices contributed to the meaning of the dance.

 

 

Assessments

Formative

Teacher will assess students by asking students about their choreographic choices and how they aid in the audience's understanding of the scientific concept.

 

Summative

CHECKLIST

  • Choreography:
    • Students can create choreography that correctly demonstrates scientific concepts and vocabulary.
    • Students can intentionally use energy or levels to communicate a concept.
  • Audience: 
    • Students can discuss the performances of the other groups and identify how movements demonstrate scientific concepts and vocabulary.

DIFFERENTIATION 

Accelerated: 

  • Students can create choreography that has a beginning, middle, and end.
  • Students can describe their dance using writing and drawing.

Remedial: Create weather-related choreography as a class. Create one movement for each type of weather. Then, assign groups their concept. Groups will build upon the original movement that the class created together to create their choreography.

 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: Melissa Joy

Revised and copyright:  July 2024 @ ArtsNOW

 

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MAKING WEATHER MOVE K-1

MAKING WEATHER DANCE

MAKING WEATHER MOVE

Learning Description

In this lesson, students will integrate their knowledge of weather and dance to create movements that show different energies in dance. Students will use their understanding of temperature and moisture to create a movement representing one of the science terms learned focusing on a specific energy in dance.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify different types of temperature and forms of moisture.

  • I can create a movement that represents a temperature or form of moisture through dance energy.

Essential Questions

  • What are different temperatures and forms of moisture?

  • What type of dance energy in movement can represent a temperature or form of moisture?

 

Georgia Standards

Curriculum Standards

Grade 1

S1E1. Obtain, evaluate, and communicate weather data to identify weather patterns.

Arts Standards

Kindergarten:

ESDK.PR.1 Identify and demonstrate movement elements, skills, and terminology in

dance.

 

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

and observer.

 

Grade 1

ESD1.PR.1 Identify and demonstrate movement elements, skills, and terminology in

dance.

 

ESD1.PR.2 Understand and model dance etiquette as a classroom participant, performer,

and observer.

 

South Carolina Standards

Curriculum Standards

Kindergarten

K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

 

Anchor Standard 3: I can perform movements using the dance elements. 

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

 

Key Vocabulary

Content Vocabulary

  • Temperature - How hot or cold something is; temperature is a way to measure the amount of heat energy in an object or environment
    • Hot
    • Cold
    • Chilly
    • Warm
  • Moisture - The presence of water vapor in the atmosphere

  • Rain - A form of precipitation that occurs when water droplets in clouds become large enough to fall to the ground due to gravity

  • Snow - A form of precipitation that falls from clouds in the form of ice crystals

  • Fog - A meteorological phenomenon characterized by a dense concentration of water droplets suspended in the air near the ground

Arts Vocabulary

  • Energy - The quality and intensity of movement expressed by a dancer

  • Sustained - A type of energy in dance characterized by a continuous and controlled flow of movement without abrupt changes in speed or intensity

  • Vibratory - A type of energy in dance characterized by rapid and rhythmic vibrations or oscillations of the body often using quick and repetitive movements and involving isolated body parts such as the hands, hips, or shoulders

  • Swinging - A type of energy in dance with a rhythmic movement characterized by a back-and-forth motion of the body, often involving the hips, arms, or legs; typically involves a relaxed and fluid execution, with movements that flow smoothly from one direction to the other

  • Levels - The different heights or elevations at which movements are performed; low, mid-level, or high

 

Materials

 

Instructional Design

Opening/Activating Strategy

  • Using the text Weather Words and What They Mean by Gail Gibbons, review different temperatures and forms of moisture. 
  • The terms hot, cold, warm, chilly, cool, rain, snow, and fog should be written on an anchor chart so students can refer back to them if necessary.
  • Involve a short movement break to support participation and focus. 
    • In this movement break, have students experiment with different movements by asking them to move like it’s cold, move like it’s raining, etc.

 

Work Session

  • The teacher will read the “I can” statement and discuss with students the important words and their definitions (create, represent, dance energy, movement, temperature, moisture, etc.).
  • Tell students to choose a movement. Once they have performed their movement, explain that each movement they just did had an energy.
    • The teacher will then introduce the three different movement energies that will be used in the lesson (sustained, vibratory and swinging) and will model what each energy looks like. 
    • Students will perform that movement energy along with the teacher. This can be done seated or standing.
    • The class will then stand and practice using these three energies again using their whole body. 
  • Divide students into small groups.
  • Introduce and model how each group of students will be receiving their own temperature or form of moisture and will communicate and collaborate together to create a movement that displays a specific dance energy (vibratory, swinging, sustained). 
    • Emphasize that the movement and energy should represent the temperature or form of moisture they were assigned. 
  • After being placed in groups, circulate and conference with each group to support when needed and to assess who is understanding the task. Modeling can be done to help support students.

 

Closing Reflection

  • Each group will perform their movement for the class.
    • Prepare students for performances by discussing appropriate audience participation with students.
    • Before performing, groups will share what energy their movement had and what temperature or form of moisture their movement represented.
    • Facilitate audience discussion after each performance asking students which type of energy they saw and how that type of energy is like the temperature or form of moisture assigned to the group.

 

Assessments

Formative

Teacher will assess student understanding throughout the lesson by asking questions to evaluate students’ knowledge of temperature and forms of moisture (i.e. “What is an example of a form of moisture?”), and by observing movement energies as they are working in small groups. 

 

Summative

CHECKLIST

  • Students can identify different types of temperature and forms of moisture.
  • Students can communicate and collaborate effectively with their peers.
  • Students can create a movement with a specific energy that represents a temperature or form of moisture.

 

DIFFERENTIATION 

Accelerated: 

  • Allow the audience to guess what temperature or form of moisture the movement represents after students perform their movements. 
  • Students can be assigned multiple words to create a multiple movement choreography.
  • Incorporate levels into students’ movements.

Remedial: 

  • Students can be provided a peer mentor or teacher to support and assist. This would be most helpful during the small group work time.
  • Create a movement as an entire class before breaking into small groups.  

*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: Madeline Wilkes

Revised and copyright:  May 2024 @ ArtsNOW

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