STARS & PLANETS: EXPLORING PLANETS THROUGH TELESCOPES, EYES, & DANCE 4

EXPLORING PLANETS THROUGH TELESCOPES, EYES, & DANCE

STARS & PLANETS:EXPLORING PLANETS THROUGH TELESCOPES, EYES, & DANCE

Learning Description

In this lesson, students will compare and contrast the view of planets through a telescope and the naked eye. Opportunities will be provided for students to have a discussion about the importance of being able to see the planets through the lens of a telescope. The students will then use their observations to describe the physical attributes of the planets that have been observed through dance.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can describe the distant objects that can be seen using various technological advances
  • I can describe the physical attributes of the planets.
  • I can create a piece of choreography to model attributes of planets in the solar system.

Essential Questions

  • How have changes in technology helped change the type of information we gain from the sky?
  • How can I describe the physical attributes of the planets in the solar system?
  • How can I demonstrate attributes of planets through the use of dance?

 

Georgia Standards

Curriculum Standards

S4E1: Obtain, evaluate, and communicate information to compare and contrast the physical attributes of stars and planets.

Arts Standards

ESD4.CR.1 Demonstrate an understanding of the choreographic process.
ESD4.CR.2.a Use movement to express an idea or feeling.
ESD4.PR.2.a Demonstrate attentiveness, full participation, and cooperation with others in the dance learning and performing environment.

 

Key Vocabulary

Content Vocabulary

  • (Composition) Gaseous - A planet composed of mostly gasses
  • (Composition) Rocky - A planet composed of mostly rocks
  • International Space Station - A large spacecraft that orbits Earth and serves as a multinational research laboratory. It is a collaborative project involving five participating space agencies: NASA (United States), Roscosmos (Russia), JAXA (Japan), ESA (Europe), and CSA (Canada)
  • Orbit - The path an object takes in space
  • Planet - Large natural objects that orbit around a star
  • Relative size - How the size of one object compares to another
  • Satellite - Any object that orbits another object
  • Star - A massive, luminous sphere held together by its own gravity
  • Telescope - A tool used to observe far away objects

Arts Vocabulary

  • Choreography - The sequence of steps and movements in dance
  • Flowing - Energy in dance that is smooth, continuous, and graceful
  • Percussive - Energy in dance that is sharp and typically rhythmic
  • Vibratory - Energy in dance that consist of rapid, repeated, trembling, or shaking actions
  • Suspended - Energy in dance that give the illusion of defying gravity
  • Sustained - Energy in dance that are made with deliberate slowness
  • Pathway - The direction that a dancer moves through space
  • Locomotor - Movement that involves traveling from one location to another
  • Non-locomotor - Movement that does not involve traveling across the space


Materials


Instructional Design

Opening/Activating Strategy

Work Session

  • The teacher will lead the students on a solar system walk, using this website and these photographs to view planets in space.
  • The teacher will pose the following questions to the class:
    • If you could be any planet in the solar system, which would you choose?
    • If you could share your favorite planet with a partner, but only use movements and not words, could you do it?
  • As a class, create movements that represent Earth’s attributes.
    • Using this website, project a current view of Earth from space.
    • Ask students:
      • Would our movements be flowing, percussive, vibratory, suspended, sustained? Show students examples of each.
      • Would our movements be locomotor or non-locomotor?
        • If our movement is locomotor, what pathway would we take?
      • Create five movements together as a class that represent the attributes of Earth for the Earth choreography.
    • Allow students to choose their favorite planet and work with a partner to create a choreography of at least five movements.
      • Movements must represent the planet (i.e., size, color, shape, location, rotation, inner(closest), outer (farthest), gassy, rocky, etc).
      • Students should plan their choreography in their STEAM journals or on paper. Students should decide what type of movements they will use to communicate the attributes of the planet.
    • Students will record their movements in their notebook.
    • Partners will perform their choreography for another group. The other group will decide which planet they are representing and why (two guesses only).
      • As students identify which planet they think is being presented, ask students to use dance vocabulary like percussive or vibratory to support their answer.
      • Allow groups to take turns presenting.

Closing Reflection

  • Invite partner-groups to share their movements with the class.
  • Revisit the solar system walk; students should explain one of the movements they chose for their planet and which photograph they chose to use as the inspiration for their movements.
  • Ask students why is it important to see a planet through the lens of a telescope versus with the naked eye?


Assessments

Formative

  • Teachers will assess student learning through:
    • Observation of movements/dance vocabulary
    • Class discussion

Summative

Rubric


Differentiation

Acceleration: 

Students will construct an explanation of why they chose to use the image they did to represent the designated planet. Students will be asked to provide information as to when the technology used to photograph the planet was introduced, how the image has provided information about the planet, and what information was provided about the planet from the given instrument. 

Remediation:

Allow students to work in groups of four and create three movements for each planet instead of five.


Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: SAIL Grant Teacher Leaders, Lybria Rivers, Brenda Williams

*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.

Revised and copyright:  June 2025 @ ArtsNOW

 

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STARS & PLANETS: SING THE SOLAR SYSTEM 4

SING THE SOLAR SYSTEM

STARS & PLANETS: SING THE SOLAR SYSTEM

Learning Description

In this music lesson, students collaborate in groups to research stars and planets, translating their attributes into verses set to a steady beat. They'll creatively meld scientific facts with rhythmic lyricism, each verse contributing to a collective song about the cosmos. A unifying chorus will weave these verses together, highlighting the marvels of the universe. The lesson culminates in a class performance, showcasing a harmonious blend of astronomy knowledge and musical expression.

 

Learning Targets

GRADE BAND: 4
CONTENT FOCUS: MUSIC & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can compose a verse that describes attributes of planets and stars in our solar system.
  • I can speak rhythmically to a steady beat.
  • I can perform body percussion to a steady beat.

Essential Questions

  • How are the physical attributes of stars and planets similar and different?
  • How can I use rhythm and music to describe attributes of stars and planets?

 

Georgia Standards

Curriculum Standards

S4E1: Obtain, evaluate, and communicate information to compare and contrast the physical attributes of stars and planets.

Arts Standards

ESGM4.CR.2 Compose and arrange music within specified guidelines.
ESGM4.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

 

Key Vocabulary

Content Vocabulary

  • Orbit - The path an object takes in space
  • Planet - Large natural objects that orbit around a star
  • Star - A massive celestial body made of gas, held together with its own gravity
  • Attribute - A quality, characteristic, or feature of something or someone
  • Solar System - A group of celestial bodies, including a star and the bodies that are bound by its gravitational pull
  • (Composition) Gaseous - A planet composed of mostly gasses
  • (Composition) Rocky - A planet composed of mostly rocks

Arts Vocabulary

  • Rhythm - Long and short sounds and silences
  • Steady beat - A consistent, steady pulse that occurs at regular intervals in a piece of music
  • Unpitched percussion - Percussion instruments that do not have a pitch
  • Verse - A verse is a section of a song where the melody stays the same but the lyrics usually change each time it's heard
  • Chorus - A section of a song that is repeated after each verse, usually featuring the main message or theme of the song


Materials


Instructional Design

Opening/Activating Strategy

  • Warm up by having students sit in a circle. Tell students that they should follow along with your movements.
  • Begin by patting your legs with both hands to a steady beat. Have students follow along. Switch to a pat-clap-pat-clap pattern. Switch to a pat-clap-snap-pat-clap-snap pattern.
  • While continuing the steady beat with body percussion, introduce yourself to the steady beat, “Hi, my name is _________”. Go around the circle of students having students introduce themselves to the steady beat.
  • Then lead students in using body percussion to recite the following using a steady beat:
    • Mer-cury, Ve-nus, Earth and Mars / Planets in this sol-ar sys-tem of ours / Jup-i-ter, Sa-turn, Uranus, Nep-tune / Each is u-nique and round as a ba-lloon.
    • It can be displayed here.

Work Session

  • Read aloud from 13 Planets: The Latest View of the Solar System by David A. Aguilar to review the different attributes of each of the planets and our sun that have been previously taught (size, color, planet surface, composition, etc.).
  • Explain that today, students will create a song that describes the attributes of different planets in our solar system.
  • Return to “Mer-cury, Ve-nus, Earth and Mars / Planets in this sol-ar sys-tem of ours / Jup-i-ter, Sa-turn, Uranus, Nep-tune / Each is u-nique and round as a ba-lloon” chanting it with accompanying body percussion to a steady beat.
  • This will become the chorus of the class’s song. Explain that a chorus is a part of a song that is repeated after each verse. Practice the chorus as a group several times. This form of music is called rondo.
  • Divide students into nine groups and assign each a different celestial object from our solar system.
  • If needed, students can use the NASA Solar System Exploration website and the book 13 Planets: The Latest View of the Solar System by David A. Aguilar to research attributes of celestial objects in our solar system.
  • In their groups, students will create a verse that describes attributes of their assigned planet. Their verse will follow a steady beat. Students can use unpitched percussion instruments if available or body percussion to create their beat for their verse.
  • Students will share their compositions with the whole class performing the chorus between each verse.
  • Record the song so it can be played back for students and shared with your community.

Closing Reflection

Students will complete a 3-2-1 graphic organizer to reflect on the lesson. This can also be completed in students’ STEAM journals.


Assessments

Formative

  • Teachers will assess student learning throughout the lesson by observing students’:
    • Ability to use body percussion and speak/chant to a steady beat
    • Collaboration with group members to create a verse that describes the attributes of their chosen star or planet

Summative

  • Students will complete a 3-2-1 organizer at the end of the lesson: 3 things they learned, 2 things they have questions about, 1 thing they want their teacher to know.
  • Students’ songs should demonstrate that they understand steady beat and the attributes of their star or planet.


Differentiation

Acceleration: 

  • Students can create a verse to describe other celestial objects such as asteroids, comets, meteors, galaxies, moons, etc.
  • Create a class video of the whole song to share with your learning community.

Remediation:

Provide students with a word bank of possible attributes of planets.

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: SAIL Grant Teacher Leaders

*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.

Revised and copyright:  June 2025 @ ArtsNOW

 

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THE ART OF CHANGE– A CHEMICAL AND PHYSICAL ADVENTURE: EXPLORING PHYSICAL AND CHEMICAL CHANGES THROUGH INDIGO DYEING 5,7

EXPLORING PHYSICAL AND CHEMICAL CHANGES THROUGH INDIGO DYEING

THE ART OF CHANGE–A CHEMICAL AND PHYSICAL ADVENTURE:EXPLORING PHYSICAL AND CHEMICAL CHANGES THROUGH INDIGO DYEING

Learning Description

Students will explore both physical and chemical changes by using the visual arts process of indigo dyeing to help students apply their understanding of chemical and physical changes as they go through the various steps of dyeing fabric.

 

Learning Targets

GRADE BAND: 5,7
CONTENT FOCUS: VISUAL ARTS & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use art materials to engage in the artistic process of indigo dyeing./li>
  • I can differentiate between which steps in the visual arts process were physical changes and which were chemical changes.
  • I can justify my artistic choices using my knowledge of both physical and chemical changes.

Essential Questions

  • How can visual arts be used to demonstrate understanding of what constitutes a physical change versus a chemical change?
  • How can the artistic process of indigo dyeing be used to model and classify both physical and chemical changes?

 

Georgia Standards

Curriculum Standards

Grade 5:

S5P1. Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change.
a.Plan and carry out investigations of physical changes by manipulating, separating, and mixing dry and liquid materials.
b.Construct an argument based on observations to support a claim that the physical changes in the state of water are due to temperature changes, which cause small particles that cannot be seen to move differently.
c. Plan and carry out an investigation to determine if a chemical change occurred based on observable evidence (color, gas, temperature change, odor, new substance produced).

Arts Standards

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.2 Create works of art based on selected themes.
VA5.CR.3 Understand and apply media, techniques, processes, and concepts of two-dimensional art.
VA5.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

South Carolina Standards

Curriculum Standards

Grade 7:

7-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

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

  • State of matter - The distinct forms that different phases of matter take on: solid, liquid, gas and plasma
  • Physical change - A change from one state of matter to another without a change in chemical composition
  • Chemical change - A change that produces one or more new substances and may release energy
  • Substance - A type of matter that has a unique set of properties
  • Material - Relating to, derived from, or consisting of matter
  • Heat - The movement of thermal energy from one place to another
  • Reversible change - A change that can be undone; often called a physical or temporary change
  • Irreversible change - A process that is not reversible
  • Mixtures - A combination of two or more substances that can be separated by physical means
  • Compound - A substance made up of two or more elements that are chemically combined. For example, carbon dioxide is a compound that is chemically combined
  • Oxidize - To undergo a chemical reaction in which a substance combines with oxygen, resulting in a change in its chemical composition

Arts Vocabulary

  • Indigo dye - An organic compound with a distinctive blue color; historically, indigo was a natural dye extracted from plants, and this process was important economically because blue dyes were once rare
  • Indican - The compound that yields indigo blue, is a glycoside: a sugar (in this case a form of glucose) bound to another molecule, indoxyl; when the glycosidic bond is broken, the indoxyl is freed; then the indoxyl compound is oxidized, it becomes blue: indigo blue
  • Shibori - A Japanese manual resist dyeing technique, which produces patterns on fabric
  • Resist - A technique where a substance or material is applied to a surface to prevent certain areas from absorbing paint, dye, or ink; it creates patterns, designs, or textures by "resisting" the medium in specific areas


Materials


Instructional Design

Opening/Activating Strategy

  • Review physical and chemical changes.
  • Introduce students to the art of Shibori with images.
    • Have students observe the images using a visual thinking strategy, such as the artful thinking routine of 10x2 or the artful thinking routine of Colors/Shapes/Lines.
      • 10x2 Artful Thinking Routine:
        • Look at the image quietly for at least 30 seconds. Let your eyes wander.
        • List 10 words or phrases about any aspect of the picture.
        • Repeat Steps 1 and 2: Look at the image again and try to add 10 more words or phrases to your list.
      • Colors/Shapes/Lines Artful Thinking Routine:
        • Look at the artwork or object for a moment.
          • What colors do you see?
          • What shapes do you see?
          • What lines do you see?

Tell students that Shibori is a technique that results in both physical and chemical changes.

Work Session

Teacher note: This activity can be done in small groups or as a whole class.

Hand out the physical and chemical changes checklist. Students may complete this individually or in pairs/groups. Students will complete the checklist during the process.

  • Pass out the Indigo Dying Chart to students. Spend a few minutes going over the document.
  • Follow these steps for preparing the indigo:
    • Fill a bucket with four gallons of water.
    • Add the thiox and soda ash to the water while stirring.
    • Add the reduced indigo.
    • Stir in a clockwise motion until indigo is dissolved, reverse the direction and place the lid on the bucket.
    • Let indigo sit for twenty minutes.
  • While the indigo is sitting, demonstrate or show students a video of shibori folding techniques. Students should fold their cloth and bind to create a resist.
  • Remove the lid from the indigo vat and remove the frothy bloom. The bloom is the result of oxygen leaving the vat. Now the vat is ready for dyeing.
  • Put on rubber gloves.
  • Dip the fabric bundle into clean water and wring out.
  • Hold your bundle under the surface of the indigo vat, massaging the dye into the fabric for one minute.
  • Remove the bundle; notice the physical characteristics of the bundle.
  • It should be a yellow color that changes from green to blue as it oxidizes.
    • Ask students to make observations about what is happening to the color and why they think it’s changing.
    • Discuss what it means for something to “oxidize”.
  • The bundle may be dipped multiple times to obtain a deep blue color.
  • Allow the bundle to sit for ten minutes.
  • Rinse the bundle under water.
  • Unbind your bundle and admire your design.
  • Hang to dry.

Closing Reflection

  • Have students reflect on the following questions either in small groups or in a written format:
    • How did engaging in the arts support and build upon your understanding of chemical and physical changes?
    • How did this STEAM activity help you understand chemical and physical changes in the world around you?
    • If you were to go through this artistic process again, what would you do differently? Why?


Assessments

Formative

  • Observations of students in the artistic process
  • Question and answer

Summative

Indigo Dying Chart


DIFFERENTIATION

Acceleration: 

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

Remediation:

  • Chunk the lesson by periodically stopping to review the Indigo Dying Chart with students and discuss the physical and chemical changes that are taking place.
  • Allow students to work with a small group or in partners on the Indigo Dying Chart.

ADDITIONAL RESOURCES

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


CREDITS

U.S. Department of Education- STEM + the Art of Integrated Learning

*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.

Revised and copyright:  June 2025 @ ArtsNOW

 

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THE ART OF CHANGE– A CHEMICAL AND PHYSICAL ADVENTURE: DRAMATIZING PHYSICAL AND CHEMICAL CHANGES THROUGH MOVEMENT 5,7

DRAMATIZING PHYSICAL AND CHEMICAL CHANGES THROUGH MOVEMENT

THE ART OF CHANGE–A CHEMICAL AND PHYSICAL ADVENTURE:DRAMATIZING PHYSICAL AND CHEMICAL CHANGES THROUGH MOVEMENT

Learning Description

Students will use their bodies and movement to personify and dramatize physical or chemical changes. They will create a two-part moving picture and dialogue to support their dramatization.

 

Learning Targets

GRADE BAND: 5,7
CONTENT FOCUS: THEATRE & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use my body and movement to dramatize the changes of an object involved in chemical or physical change.
  • I can create a two-part tableau and incorporate dialogue that helps communicate the story and my understanding of chemical and physical changes.
  • I can justify my artistic choices using my knowledge of both physical and chemical changes.

Essential Questions

  • How can theatre strategies be used to demonstrate understanding of what constitutes a physical change versus a chemical change?
  • How can moving through two tableaux be used to dramatize materials as they undergo physical or chemical changes?

 

Georgia Standards

Curriculum Standards

Grade 5:

S5P1. Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change.
a.Plan and carry out investigations of physical changes by manipulating, separating, and mixing dry and liquid materials.
b.Construct an argument based on observations to support a claim that the physical changes in the state of water are due to temperature changes, which cause small particles that cannot be seen to move differently.
c. Plan and carry out an investigation to determine if a chemical change occurred based on observable evidence (color, gas, temperature change, odor, new substance produced).

Arts Standards

Grade 5:

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

 

South Carolina Standards

Curriculum Standards

Grade 7:

7-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

Arts Standards

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

 

Key Vocabulary

Content Vocabulary

  • State of matter - The distinct forms that different phases of matter take on: solid, liquid, gas and plasma
  • Physical change - A change from one state of matter to another without a change in chemical composition
  • Chemical change - A change that produces one or more new substances and may release energy
  • Substance - A type of matter that has a unique set of properties
  • Material - Relating to, derived from, or consisting of matter
  • Heat - The movement of thermal energy from one place to another
  • Reversible change - A change that can be undone; often called a physical or temporary change
  • Irreversible change - A process that is not reversible
  • Mixtures - A combination of two or more substances that can be separated by physical means
  • Compound - A substance made up of two or more elements that are chemically combined. For example, carbon dioxide is a compound that is chemically combined

Arts Vocabulary

  • Tableau - A frozen picture representing a scene or moment in a story that occurs during a theatrical performance. When creating a tableau in theatre, the following principles should be applied:
    • Create body levels (low, mid, high);
    • Use facial expressions to communicate thoughts and feelings;
    • Show relationships between the various characters in the setting; and
    • Make sure the audience can all see your face.
  • Dialogue - A conversation between two or more persons
  • Scenario - The outline of action in a play
  • Thought-tracking - A theatre technique in which individuals participating in tableau, or members of the class observing a tableau, are invited to speak the thoughts or feelings of a portrayed character aloud


Materials


Instructional Design

Opening/Activating Strategy

  • Introduce the art form of tableau with a warm-up: Silent Tableau.
  • Students will form small groups. Groups will be asked to form various shapes within their groups silently. (Ex: circle, crescent moon, diamond)
  • Go over the Principles of Tableau (Anchor Charts - Tableau and Physical versus Chemical Changes (slide 1).
  • Groups will then be asked to form various scenarios within their groups silently. Dialogue will be added into the silent scenes through thought-tracking. Groups will practice forming two-part tableaux of a particular scenario.

Examples: Students are on a picnic and it begins to rain; students are playing with a ball in the living room until someone hits a lamp and it breaks; a group of friends wait to yell “surprise” for a surprise birthday party.

Work Session

  • Review the concept of physical versus chemical changes.
  • Divide class into small groups and assign a particular chemical or physical change on an index card. (Suggested prompts for dramatizing physical and chemical changes).
  • Groups will discuss their change and determine together whether it is physical or chemical.
  • Then they will form a two-part dramatization of the scenario undergoing the change. The two tableaux will dramatize how the change occurred and the cause and effect of the change.
  • Direct students to use the Tableau Preparation Template to help with the next step.
  • In each scenario, students will create dialogue that helps support the type of change that occurred.
  • After the groups have had time to rehearse, groups share their tableaux in an informal class performance. The goal is for the audience to be able to determine the materials that changed and whether it was a physical or chemical change based on the performance.

Classroom Tips:

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

Closing Reflection

  • Have students respond to the following reflection questions in small groups or through a written reflection:
    • How did engaging in the arts support and build upon your understanding of chemical and physical changes?
    • How did this tableau help you understand chemical and physical changes in the world around you?
    • If you were to go through this artistic process again, what would you do differently? Why?


Assessments

Formative

Summative


Differentiation

Acceleration: 

  • During the student performances of the tableau, digital pictures or video can be taken for integration on a final group presentation of a Thinglink. The class will work in groups to create a Thinglink example of their physical or chemical change. They may link their digital pictures or videos to a place in the artwork. Other content to include on the Thinglink should be the definition of the physical or chemical change, other examples of the physical or chemical change, why the change is important, and a definition of a tableau.

Remediation:

  • Use modeling and guided practice by going through the process of creating a tableau to show a physical or chemical change. Ask the class to help you decide how to show the before and after of the change.
  • Provide students with images of physical and chemical changes. Ask students to show those images with their bodies.


Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

*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.

Revised and copyright:  June 2025 @ ArtsNOW

 

Back to Lessons

THE ART OF CHANGE– A CHEMICAL AND PHYSICAL ADVENTURE CHANGE IT…MOVE IT… 5,7

CHANGE IT…MOVE IT…

THE ART OF CHANGE–A CHEMICAL AND PHYSICAL ADVENTURE: CHANGE IT…MOVE IT…

Learning Description

In this arts-integrated lesson, students will explore the components of a movement sequence and apply their understanding to create a piece that expresses both physical and chemical changes. They will share their sequences with classmates and reflect on their creative process and insights gained throughout the experience.

 

Learning Targets

GRADE BAND: 5,7
CONTENT FOCUS: DANCE & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can work with a group to create a movement sequence that expresses a chemical and physical change.

Essential Questions

  • How can dance be used to create choreography that assesses students’ understanding of what constitutes a physical change versus a chemical change?
  • How can we use movement and physical expression to represent the differences between chemical and physical changes?

 

Georgia Standards

Curriculum Standards

Grade 5:

S5P1. Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change.
a.Plan and carry out investigations of physical changes by manipulating, separating, and mixing dry and liquid materials.
b.Construct an argument based on observations to support a claim that the physical changes in the state of water are due to temperature changes, which cause small particles that cannot be seen to move differently.
c. Plan and carry out an investigation to determine if a chemical change occurred based on observable evidence (color, gas, temperature change, odor, new substance produced).

Arts Standards

Grade 5:

ESD5.CR.1.a Create shapes and levels through movement.
ESD5.CR.1.b Create movement phrases with or without music.
ESD5.CR.1.c Demonstrate knowledge of compositional elements through movement (e.g. beginning, middle, end, transitions).

 

South Carolina Standards

Curriculum Standards

Grade 7:

7-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

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.

 

Key Vocabulary

Content Vocabulary

  • State of matter - The distinct forms that different phases of matter take on: Solid, liquid, gas and plasma
  • Physical change - A change from one state of matter to another without a change in chemical composition
  • Chemical change - A change that produces one or more new substances and may release energy
  • Substance - A type of matter that has a unique set of properties
  • Material - Relating to, derived from, or consisting of matter
  • Heat - The movement of thermal energy from one place to another
  • Reversible change - A change that can be undone; often called a physical or temporary change
  • Irreversible change - A process that is not reversible
  • Mixtures - A combination of two or more substances that can be separated by physical means
  • Compound - A substance made up of two or more elements that are chemically combined. For example, carbon dioxide is a compound that is chemically combined

Arts Vocabulary

  • Movement sequence - A series of movements; a short danc
  • Levels - One of the aspects of movement (there are three basic levels in dance: high, middle, and low)
  • Body shape - Refers to an interesting and interrelated arrangement of body parts of one dancer; the visual makeup or molding of the body parts of a singular dancer; the overall visible appearance of a group of dancers (they may be curved/angular, symmetrical/asymmetrical, positive/negative)
  • Locomotor movement - A movement that travels through space (e.g. walk, jump, hop, roll, gallop, skip, crawl & more)
  • Non-locomotor movement - A movement that does not travel through space (e.g. shaking, bending, stretching, twisting, turning & more)


Materials


Instructional Design

Opening/Activating Strategy

  • Have students demonstrate different sequences that you call out through movement (Incorporate levels, body shape, locomotor and nonlocomotor movements):
    • Straight shape, curved shape, angular shape
    • Shake low, shake high, shake low
    • Jump, jump, slide
    • Gallup middle level, bend, hop
    • Discuss that a sequence is a series of movements in an order.

Work Session

  • Review elements of physical and chemical change.
  • Divide students into groups of three to five.
  • Review Prompts for Chemical and Physical Changes.
    • Each group will choose one prompt from the list that expresses:
      • A physical change
      • A chemical change
    • For each selected change, the group will create a sequence that expresses that change with the following requirements:
      • A beginning, middle, and end
      • Three movements that clearly express the change
      • At least two levels (low, medium, and high)
      • At least one locomotor movement
      • At least one non-locomotor movement
    • Groups should utilize the Physical and Chemical Change Sequence planning sheet to help plan their sequence.
    • After a designated period of work time, each group will present their complete sequence for physical and chemical change. (If time is an issue, the teacher can designate which change should be presented.)

Closing Reflection

  • Students will reflect on one or more of the following questions:
    • How did your movements show the chemical or physical change? Use content and arts vocabulary.
    • How did engaging in the arts support and build upon your understanding of chemical and physical changes?
    • How did this activity help you understand chemical and physical changes in the world around you?
    • If you were to go through this artistic process again, what would you do differently? Why?


Assessments

Formative

  • Chemical and physical change sequence worksheet
  • Check-in/observation of students during group creation of their sequence

Summative

  • Performance of sequence–look for:
    • Three movements that clearly express the change (chemical or physical)
    • A beginning, middle, and end
    • At least two levels (low, medium, and high)
    • At least one locomotor movement
    • At least one non-locomotor movement

Students can explain how their movements showed the chemical or physical change using content and arts vocabulary.

Differentiation

Acceleration: 

  • Have students come up with their own examples of chemical and physical changes rather than use one of the prompts.
  • Have students create props to accompany their choreography that would help explain the changes they are showing.
  • Have students illustrate the changes that they showed through movement.

Remediation:

  • Designate each group to focus on physical or chemical change.
  • As a class designate which of the prompts are physical and chemical changes.

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Chris Crabb

*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.

Revised and copyright:  June 2025 @ ArtsNOW

 

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