Solar System Art 4-5

SOLAR SYSTEM ART

SOLAR SYSTEM ART

Learning Description

Students will get to know the pop artist, Peter Max, by exploring his solar system art posters. Students will create pop art coloring book pages/posters of the information they learn about the solar system. Students will write their information on the pages, creating individual pages or collaborating to create a class coloring book.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can make a coloring book or poster inspired by a master pop artist. 
  • I can Identify line, shape, and space in Peter Max’s artwork.
  • I can explain the solar system and science facts through art.

Essential Questions

  • How can we explore our Solar System through creative art projects, specifically a creative coloring book page?
  • What elements of art (line, shape, color, etc.) do you see in Max’s work?

 

Georgia Standards

Curriculum Standards

Grade 4:

S4E1. Obtain, evaluate, and communicate information to compare and contrast the physical attributes of stars and planets. a. Ask questions to compare and contrast technological advances that have changed the amount and type of information on distant objects in the sky. b. Construct an argument on why some stars (including the Earth’s sun) appear to be larger or brighter than others. c. Construct an explanation of the differences between stars and planets. d. Evaluate strengths and limitations of models of our solar system in describing relative size, order, appearance and composition of planets and the sun. 

S4E2. Obtain, evaluate, and communicate information to model the effects of the position and motion of the Earth and the moon in relation to the sun as observed from the Earth. b. Develop a model based on observations to describe the repeating pattern of the phases of the moon (new, crescent, quarter, gibbous, and full). 

Grade 5:

S5E1. Obtain, evaluate, and communicate information to identify surface features on the Earth caused by constructive and/or destructive processes. a. Construct an argument supported by scientific evidence to identify surface features (examples could include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or destructive processes (examples could include deposition, weathering, erosion, and impact of organisms). b. Develop simple interactive models to collect data that illustrate how changes in surface features are/were caused by constructive and/or destructive processes.

Arts Standards

Grade 4:

VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning. a. Utilize multiple approaches to plan works of art incorporating imaginative ideas, universal themes, and symbolic images. b. Apply available resources, tools, and technologies to investigate personal ideas through the process of making works of art. c. Produce multiple prototypes in the planning stages for a work of art (e.g. sketches, 3D models). 

VA4.CR.2 Create works of art based on selected themes. b. Create works of art emphasizing multiple elements of art and/or principles of design.

VA4.CN.1 Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art. a. Recognize the unique contributions of contemporary and/or historical art forms, including Georgia artists. c. Discuss how social, political, and/or cultural events inspire art.

Grade 5:

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning. a. Utilize multiple approaches to plan works of art, incorporating imaginative ideas, universal themes, and symbolic images.  c. Produce multiple prototypes in the planning stages for a work of art (e.g. sketches, 3D models). 

VA5.CR.2 Create works of art based on selected themes. a. Create original works of art that communicate values, opinions, and feelings. b. Create works of art emphasizing multiple elements of art and/or principles of design.

 

South Carolina Standards

Curriculum Standards

Grade 4:

4.E.3A.1 Develop and use models of Earth’s solar system to exemplify the location and order of the planets as they orbit the Sun and the main composition (rock or gas) of the planets. 

4.E.3A.2 Obtain and communicate information to describe how constellations (including Ursa Major, Ursa Minor, and Orion) appear to move from Earth’s perspective throughout the seasons.

Arts Standards

VA.CR.AL.1 I can create, refine, and communicate ideas based on the elements and principles of design and other compositional strategies and structures

VA.CR.IH.2.1 I can use a variety of materials, techniques, or processes in response to an artistic problem.

 

Key Vocabulary

Content Vocabulary

  • Solar system - A collection of planets and their moons in orbit around a sun.
  • Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, (Pluto)
  • Sun - The star around which the earth orbits.
  • Moon - The natural satellite of a planet.
  • Star - A fixed luminous point in the night sky.
  • Astronomy - The study of  the study of objects and matter outside the earth's atmosphere and of their physical and chemical properties.

Arts Vocabulary

  • Horizon line - A physical/visual boundary where sky separates from land or water. It is the actual height of the viewer's eyes when looking at an object, interior scene, or an exterior scene.
  • Art media -Tools used to create art like: makers, crayons, colored pencils, oil pastels, etc.
  • Contemporary art - Art—namely, painting, sculpture, photography, installation, performance, and video art—produced from the last 1960’s to present day.  
  • Pop art - Art that refers to popular culture.
  • Coloring books - books with lines and shapes done in black and white to be colored. 
  • Comics - Magazines with illustrationsElements of Art:
  • Color - A way that we describe an object based on the way that it reflects or emits light.
  • Line - A straight, one-dimensional figure that extends endlessly in both directions.
  • Shape - the form of an object or its outline, outer boundary, or outer edge.

 

Materials

  • 9” x 12” (or larger) white paper, 
  • Sharpie or black crayon
  • A variety of objects to trace to create circles such as candles, plates, coins, cups, etc.
  • Markers or crayons

 

Instructional Design

Opening/Activating Strategy

  • Begin the lesson by sharing information about POP art which is an art movement that emerged in the United Kingdom and the United States during the mid- to late-1950s. The movement presented a challenge to traditions of fine art by including imagery from popular and mass culture, such as advertising, comic books and mass-produced cultural objects.
  • Students will look at coloring book pages and the contemporary art works of Peter Max, Perry Milou, Kenny Scharf, Andy Warhol and Roy Lichtenstein. 
  • Ask students what they notice about the illustrations.
  • Introduce the visual art vocabulary as it comes up in the group discussion. 

 

Work Session

  • Students will create their own POP art inspired coloring book posters that will show what they know about the solar system! They can even make it an Earth Day poster.

Ideas to share: 

  • Our solar system formed 4.6 billion years ago. 
  • A solar system includes a star (in our case the Sun) and all objects that orbit around it. 
  • The sun contains 99.86% of all of the solar system’s known mass. 
  • There are 8 planets in our solar system. 
  • Neptune was the last planet to be discovered. 
  • Saturn’s ring particles are made almost entirely of water ice particles. 
  • Jupiter is the biggest and heaviest planet in our solar system. 
  • Earth is the only known planet that has oceans (as far as we know for now).

Teachers will share pertinent information from their grade level standards.

 

  • Students will showcase the solar system, including the Sun and include any of the planets they chose to research such as Mercury, Venus, Earth, Mars, Juniper, Saturn, Uranus, or Neptune. They may also include a variety of stars, asteroids, or a galaxy or planet of their own creation while being inspired by the works of Peter Max and other pop artists. 
  1. Using a straight edge draw a horizontal line across your paper. (Horizon Line) Next, using a large circle template, draw the sun as a semicircle that touches the horizon line.
  2. Using a variety of sizes of circles, trace the planets, orbiting in the space above the sun and horizon line. You may choose to include all 8 or make them larger scale and just show a few. Be sure to consider the size of each in relationship to one another.
  3. Next, sketch in creative details of your own such as sun rays, asteroids, spaceships, astronauts, or other stars. You may choose to draw an environment below the horizon line such as seen in this example by Peter Max. Is the point of view from the moon? On the space station? Or a newly “discovered” planet. Are there people on that planet? Mountains? Water?
  4. Add any public messages or words to your poster in large letters.
  5. After you are finished with your drawing, outline in black crayon or sharpie.

 

Closing Reflection

There are several creative ways to complete this project:

  • Have students put their works together and create class coloring books to share
  • Have students share their works to collaboratively color in while sharing what they know 
  • Hang the posters in the hallway for others to color and learn by doing. 

Since art is the most authentic assessment tool, students will be reflecting on their science learning while creating their artistic coloring book pages/posters.

 

Assessments

Formative

  • Engage students in one-on-one or group in-process critiques to gauge student progress and understanding. Teachers will be able to see immediately what solar system information students have retained via their art.

 

Summative

Student reflections will gauge student mastery of the standards. Specifically, students will be able to talk about artworks of master pop artists, explain what pop art is, and use this art to showcase their specific learning in the sciences. Students will understand and apply media, techniques, and processes of 2d art using art materials in a safe and appropriate manner to develop skills. The teacher will use art as an authentic assessment tool, seeing how well students filled the space in their art and how effective they were in creating solar system coloring book pages and/or posters. As others color these in, the student’s new knowledge will be shared.

 

Differentiation

Acceleration: 

Students can play with line quality and use a variety of drawing pens to add thin and thick lines around each of their drawings. Students can stipple dots in to create a gradation of shade. 

Students can create their own coloring books as opposed to only creating a page of a collaborative book. Students can create their own imaginative version of their science facts via these outlined drawings bringing in literacy and storytelling standards.

Remediation: 

Students can trace pages of actual scientific / astrology books to help them create their own coloring book page. Remind students that a closed line makes a shape so they can focus on creating the circles to make their planets, stars and suns.

 ADDITIONAL RESOURCES

Look at the works of Andy Warhol, Annie Leibovitz and Norman Rockwell via the Art of Nasa program: 

https://www.themarginalian.org/2013/08/29/nasa-art-program/ 

 

“Peter Max.” Artsy, www.artsy.net/search?term=peter+max. Accessed 28 June 2023. 

“Make Every Day Earth Day!” Peter Max Store, petermax.com/collections/all/products/make-every-day-earth-day. Accessed 28 June 2023. 

Crawford, Matt. “Sneak Peak: The Official Outside Lands 2013 Poster.” SF Station | San Francisco’s City Guide, 17 Dec. 2016, www.sfstation.com/2013/08/08/sneak-peak-the-official-outside-lands-2013-poster/. 

*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:  Debi West

Revised and copyright:  August 2022 @ ArtsNOW

Back to Modules

Camouflage and Mimicry 3-4

CAMOUFLAGE AND MIMICRY IN THE CLASSROOM

CAMOUFLAGE AND MIMICRY IN THE CLASSROOM

Learning Description

Animals are very creative! They adapt to their environments to improve their chances of survival; two types of adaptation are camouflage and mimicry. In this lesson, students will use voice and body, as well as the observational and creative skills of Costume and Set Designers, to use camouflage and mimicry in their own natural habitat – the classroom!

 

Learning Targets

GRADE BAND: 3-4
CONTENT FOCUS: SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can define camouflage and mimicry, and tell the difference between them.
  • I can identify color, shape and pattern in my own clothing and in my classroom environment and make choices that create the effect of camouflage.
  • I can use my voice, body, and simple craft materials to create the effect of mimicry of another organism (a classmate) in my classroom environment.

Essential Questions

  • What are camouflage and mimicry?
  • How are color, shape and pattern important elements of camouflage and mimicry?
  • How can we use acting and design skills to explore camouflage and mimicry in the classroom?

 

Georgia Standards

Curriculum Standards

Grade 3:

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

b. Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.

Arts Standards

Grade 3:

TA3.PR.1 Act by communicating and  sustaining roles in formal and informalenvironments.

TA3.PR.2 Execute artistic and technical elements of theatre.

 

South Carolina Standards

Curriculum Standards

Grade 4:

4.L.5B.3 Construct explanations for how structural adaptations (such as methods for defense, locomotion, obtaining resources, or camouflage) allow animals to survive in the environment.

Arts Standards

Anchor Standard 2: I can design and use technical elements for improvised scenes and written scripts.

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

 

Key Vocabulary

Content Vocabulary

Adaptation - A change by which an organism becomes better suited to its environment.

Mimicry - An adaptation by which an organism copies the physical or vocal characteristics of another.

Camouflage - An adaptation by which an organism visually blends into its surroundings by virtue of its shapes, patterns, and coloring.

Habitat - The natural home or environment of an animal, plant, or other organism.

Arts Vocabulary

Voice – An actor’s tool, which we shape and change to portray the way a character speaks or sounds

Body – An actor’s tool, which we shape and change to portray the way a character looks, walks, or moves.

Set Design - The creation of the physical space in which the action of a performed event takes place.

Costume Design - The creation of clothing and accessories for a character in a performance.

 

Materials

  • Drum or percussion instrument (optional)
  • Images of camouflage and mimicry in the natural world (from textbook, class resources, or the internet)
  • Sound clips of mimicry (optional)
  • Multi -colored pieces of construction paper
  • Scissors
  • Glue

 

Instructional Design

Opening/Activating Strategy

Animal and Habitat Statues
Use a drum, percussion instrument, or clapping to establish that students will form statues in response to a single beat and then relax out of the statues in response to a double beat.  Remind students that statues do not move, but that they must allow themselves to breathe and blink.  Provide a series of prompts of animals and habitats that fit with the lesson, e.g., parrot, cheetah, lizard, butterfly, owl, etc.; and rainforest, desert, tundra, prairie, etc.  Use observational language to comment on specific physical choices that students make to create their statues (e.g., “I see that Caitlyn has her chest low like a stalking leopard,” or “Donté’s arms are straight back like a grasshopper’s wings.”

 

Work Session

Number Statues

  • Define and discuss camouflage.  Show examples of camouflage from the natural world.
  • Introduce the concept of camouflage in the classroom.  Model by looking for colors and patterns that mirror your own clothes.  Find a place in the classroom where you can approximate blending in.  Prompt students to say, “Where’s Ms. _______?  We can’t see her!”
  • Discuss how, in theatre, television, and film, costume and set designers make intentional choices about costumes and sets used in the production.  Explain that students are going to be like designers, making choices based on colors, shapes, and patterns in the given costumes and settings in the classroom.
  • Invite a volunteer or two to step up.  Have the class identify colors, shapes, and patterns both on the volunteers and around the classroom, and brainstorm ideas for the volunteers to camouflage themselves in the classroom.
  • Model being a predator, looking for prey (the volunteers), and passing them by because they blend into their surroundings.
  • Have students partner up and work together to identify camouflage opportunities for each; when each is camouflaged, have the other act like a deceived predator.
  • Have volunteers share examples of the camouflage opportunities they found around the classroom.
  • Define mimicry; share examples (visual and perhaps aural) from the natural world.
  • Remind students about the roles of designers; explain that they will use simple materials to create external adaptations to mimic other organisms (classmates).
  • Model with construction paper, scissors, and glue.  Select a student to mimic, and use the supplies to quickly create a ‘costume’ piece that mimics what that student is wearing.  Have the student come up and make a random sound.  Stand by the student with the costume piece, and mimic the sound.  Have the class say, “Look, it’s two ______s!”  (i.e., if standing next to and mimicking Tyler, the class says “Look, it’s two Tylers!”).
  • Discuss mimicry as a form of flattery, and impress upon the students that the activity should not be used in order to mock, tease, taunt, make fun of, or bully others.  
  • Have students use materials to create a costume piece to mimic other students’ visual appearance – primarily costuming, but hair is also a possibility.
  • Once students have created their pieces, invite volunteers to come to the front, and invite the classmates on whom they based their mimicry. Have the model make a sound, and have the mimic stand beside them and mimic the sound.  Have the class say, “Listen!  Look!  It’s two ______’s!”
  • Remind students that they worked together to understand mimicry, and have students thank each other for the honor of both mimicking and being mimicked.

 

Closing Reflection

Discuss:  How did we use elements of costume and set design – color, shape, and pattern – to bring camouflage and mimicry to life in our classroom ‘habitat.’

Students will draw a picture of themselves demonstrating camouflage or mimicry in the classroom. Identify the image as an example of either camouflage or mimicry.  Identify the areas and objects in the classroom that were used for camouflage or the classmate on whom the mimicry was based.

 

Assessments

Formative

  • Observe student comprehension of camouflage and mimicry as they make artistic decisions in the lesson.
  • Observe how students use color, shape, and pattern to successfully create the effects of camouflage and mimicry.

 

Summative

Evaluate the student drawings for evidence of comprehension of camouflage and effective use of design concepts in the lesson activity.

 

Differentiation

Acceleration: For mimicry, have students pair up; have one create a distinctive sound and movement, and have the other mimic it as precisely as possible.

Remediation:  Lead a slow visual tour of the classroom as a class, identifying specific colors, shapes, and patterns, and making connections with individuals to provide ideas to be used for camouflage.

Allow students to adjust objects in the classroom environment to facilitate the camouflage effect.

Rather than mimicking one another, have all the students mimic the teacher.

*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, MFA

Revised and copyright: August 2022 @ ArtsNOW

Back to Modules

Acting Hot and Cold 2-3

ACTING HOT AND COLD

ACTING HOT AND COLD

Learning Description

In this lesson, students will explore heating and cooling through pantomime and improvisation. By enacting the effect of sunlight on a snowman and growing seed, students will learn scientific information kinesthetically.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can demonstrate my understanding of the effects of the sun through improvisation and pantomime.

Essential Questions

  • What are the effects of the sun on the earth?

 

Georgia Standards

Curriculum Standards

Grade 3: 

S3P1. Obtain, evaluate, and communicate information about the ways heat energy is transferred and measured.

Arts Standards

Grade 3: 

TAES3.3: Acting by developing, communicating, and sustaining roles within a variety of situations and environments.

 

 

South Carolina Standards

Curriculum Standards

Grade 2: 

2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

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

  • Heat energy - The form of energy that is transferred between systems or objects with different temperatures

  • Physical change - A change in the form or physical properties of a substance without any change in its chemical composition; the molecules themselves are not changed, only the arrangement or state of the molecules

Arts Vocabulary

  • Pantomime - Conveying a story by body movements or facial expressions only

  • Improvisation - A creation that is spoken or written without prior preparation

 

Materials

Optional background music to set the tone 

 

Instructional Design

Opening/Activating Strategy

  • Play “Stop, Go”.
  • Tell students to stand up at their tables or desks. 
  • When the teacher says, “Go” and another word or phrase, students should act like that word or phrase.
    • Say, “Go – cold. Go – hot. Go – in a desert. Go – in Alaska. Go – in the snow. Go – in the rain”.
    • Have students return to their seats. 
    • Ask students to share how they moved in different ways to represent feeling cold or hot. Ask them why.
    • Ask them what made things go from cold to hot (location, precipitation, etc.) What makes things hot? 
    • Ask students: 
      • What makes the air hot? Why does the air get cold? If you place an ice cube on concrete in the sun on a summer day, why does it melt?

 

Work Session

  • Tell students that they will be acting out scenarios that demonstrate the effects that the sun has on the earth. 
    • Discuss heat energy with students and why some changes caused by heating or cooling can be reversed and some cannot.
    • Discuss improvisation and pantomime with students. 
  • Play “The Snowman”.
    • Ask how many students have ever seen a snowman melt when the weather suddenly turns warmer. Show students an image.
    • Ask students to describe what happens to the snowman.
      • Does it change its shape? How? Is this a change that can be reversed by heating or cooling?
    • Ask the students to imagine themselves as snowmen with a hat on their heads, sticks for arms, and a cane in their hand. Ask students to pose as the snowman and freeze in that position. 
    • Tell students that you will narrate a scenario to them and that they should act out the scenario. Say to students:  
      • “The sun begins to shine, and for the first time, your body feels warm. You grow warmer and warmer, and your hat slips, slides and falls off. Now you feel the sun shining on your shoulders. Your arms are melting. Your cane slips from your hand and falls to the ground. Your body no longer holds you up, and you, too, begin to slump. Finally, you are completely melted and become a puddle.”
      • Question the players:  
        • What did it feel like when the sun began to shine on your head? Your shoulders? 
        • Your legs and body?  
        • How did your body feel when you became a puddle?  
        • What happens to the water after a snowstorm, when all the snow melts?
        • Is this a change that can be reversed by heating or cooling?

 

  • Play “Apple Seed” Pantomime. (Teacher note: Be sure to narrate this story slowly enough, and with appropriate pauses, so that the students are able to fully experience each phase as they enact the story.) 
    • Tell students to find their own personal space on the floor and make themselves as small as possible. Again, you will narrate a scenario to them. They should enact the scenario as you narrate. 
    • Tell students, 
      • “You are an apple seed, crammed tightly into your hard seed pod and buried under the cold ground. It is winter and you are barely awake. Above you, snow covers the ground. It is totally dark under the ground. 

 

Now it is spring. The earth around you is growing a little warmer, and you start to feel more awake. The snow above you melts and the water soaks into the earth around you. The earth feels warmer, and you seem to be able to pull energy out of the soil. It is time to come out of your seed pod. You feel strong and energetic. Using all your strength, you push up against your seed pod and break through, like a bird breaks out of the egg. You reach upwards into the warm earth with your tendrils. The earth around you is moist, and you soak in the life-giving moisture. You don't know why, but you know you want to push upwards. Finally, with one great push, you emerge from the soil and see, for the first time, the SUN! The sun's energy flows into you and you feel stronger and stronger. You stretch upwards and outwards until you are a healthy seedling. The gentle spring rains nourish and refresh you. Just take a moment to enjoy it.

 

Now let's move ahead a few years. You have grown into a strong young sapling–a tree about the size of a young person. You have beautiful green leaves that soak up the sun and make you strong. But you want to grow taller. You want to be a tree. So you summon all your energy and you push out and up. As the years go by you become a strong, tall apple tree. You stand proud in the sun and enjoy your own strength and beauty.

 

Now it is fall. You have grown healthy, nourishing apples all over your strong branches. The apples contain seeds which might someday become new apple trees. The apples are heavy. Your branches are strong, but there are so many apples. You feel weighed down. You feel as if your branches might break.  Here come some children. You can't talk to them, but you know they are coming for the apples. They have baskets. They are laughing and singing. The children pick your apples, and your branches feel light. You know they will take them away and eat them. You know they will throw away the seeds, and that some of those seeds might grow to be new apple trees.  Almost all of your apples are gone. But you know you will grow more next year. You feel grateful to those children. You hope they will enjoy the apples. 

 

Now it is winter. All of your leaves have fallen. But you know you will grow more next spring. Now it is time to rest. You rest. The End. 

 

  • Discuss how the sun made the apple grow. Ask students: 
    • What happens in winter? 
    • Why does the tree lose its leaves?  
    • What if the seed had been dropped in a shady spot where there was very little sun? Ask students to show you what this would look like. 
    • What if the seed had been dropped in Alaska? Ask students to show you what this would look like. 
    • What if the seed had been dropped in the ocean? Ask students to show you what this would look like. Emphasis that the seeds need the sun in order to grow.
    • What if no seeds ever grew? What would happen? Ask students to imagine a world where there is nothing growing.

 

Closing Reflection

  • Ask students to reflect on the role that heat energy played in each scenario. 
  • Reflect on how the sun provides all heat and energy for the world.

 

Assessments

Formative

The teacher will assess students’ learning by observing students’ responses to class discussion and observing participation in acting out the scenarios. Teachers will observe which students seem to understand the concepts versus which students are simply following the actions of other students.

 

Summative

CHECKLIST

  • Students can demonstrate their understanding of the effects of the sun through pantomime and improvisation. 
  • Students can explain the effects that the sun has on various scenarios.

 

DIFFERENTIATION 

Acceleration: 

  • Have students illustrate one of the scenarios and explain the effects of heat energy in the scenario.
  • Have students create their own scenario that demonstrates the effects of heat energy.

Remediation: 

  • Chunk the scenarios. Pause and comment on how students are demonstrating each phase of the scenario to help students who are struggling.

*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: Mary Gagliardi 

Revised and copyright: June 2024 @ ArtsNOW

Back to Modules

Celebrate Cells 6-8

CELEBRATE CELLS

CELEBRATE CELLS

Learning Description

In this lesson, students will demonstrate what they have learned about the parts of a cell through tableau, script-writing and performance. Students will participate in the role of performer, presenting an original scene, as well as audience members, identifying the parts of a cell and their roles.

 

Learning Targets

GRADE BAND: 6-8
CONTENT FOCUS: THEATRE & SCIECNE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify the parts of a cell and explain their roles.

  • I can use tableau to identify and demonstrate the parts of a cell.

  • I can write and perform scenes to explain the roles of the parts of a cell.

Essential Questions

  • What are the parts of the cell and what are their roles?

  • How can theatrical techniques help us understand the parts of a cell?

 

Georgia Standards

Curriculum Standards

Grade 7

S7L2. Obtain, evaluate, and communicate information to describe how cell structures, cells, tissues, organs, and organ systems interact to maintain the basic needs of organisms.

Arts Standards

Grade 7: 

TA7.CR.1 Organize, design, and refine theatrical work.

 

TA7.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

TA7.CR.2 Develop scripts through theatrical techniques.

 

TA7.CN.1 Explore how theatre connects to life experience, careers, and other content.

 

South Carolina Standards

Curriculum Standards

Grade 6

6-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function.

Arts Standards

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

 

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

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

 

Key Vocabulary

Content Vocabulary

  • Cells - A microscopic structure containing nuclear and cytoplasmic material enclosed by a semipermeable membrane and, in plants, a cell wall; the basic structural unit of all organisms

  • Nucleus - Specialized, usually spherical mass of protoplasm encased in a double membrane, and found in most living eukaryotic cells, directing their growth, metabolism, and reproduction, and functioning in the transmission of genic characters 
  • Cytoplasm - The cell substance between the cell membrane and the nucleus, containing the cytosol, organelles, cytoskeleton, and various particles

  • Cell wall - The definite boundary or wall that is part of the outer structure of certain cells, as a plant cell

  • Membrane - The thin, limiting covering of a cell or cell part
  • Chloroplast - A plastid containing chlorophyll

Arts Vocabulary

  • Tableau - A frozen picture

  • Theater - Dramatic literature or its performance; drama

  • Character - A person, an animal or other figure assuming human qualities, in a story

 

  • Voice – An actor’s tool, which we shape and change to portray the way a character speaks or sounds

 

  • Body – An actor’s tool, which we shape and change to portray the way a character looks, walks, or moves

 

  • Dialogue – Conversation between characters

 

  • Scene – The dialogue and action between characters in one place for one continuous period of time

  • Ensemble - All the parts of a thing taken together, so that each part is considered

 

Materials

  • A copy of a cell diagram for each student
  • Pencils
  • Large chart paper (5 pieces)
  • Markers

 

Instructional Design

Opening/Activating Strategy

  • Divide students into five groups.  
  • Tell students that they will be making a tableau, a frozen picture, with their bodies. Every member of the group must be a part of the tableau.
  • Students will be making a tableau of an item, so students must consider what the individual parts of the item are and how they are connected. Some ideas include:
    • Car
    • Washing machine
    • House
    • Mountain range
  • Once students are frozen in their tableau, tell them that they will be bringing their item to life using movement and dialogue. 
    • Discuss some things that the parts of the item might say. 
      • Tires might say “I go round and round, and help us move”.
      • The engine might say, “Hit the gas, let’s go!”. 
      • The headlights might say, “Wow, it’s dark! Glad I can see where we’re going”.

 

Work Session

  • Tell students that they will be using tableau and dialogue to demonstrate their understanding of a cell.
  • Assign each group (groups from activator) a part of a cell. It is their job to label their part of the cell on their diagram and explain its role. 
    • Pass out a diagram of a cell to each student. Students will label their part of the cell on their diagram. Then, on a piece of large chart paper, they will explain the role of their part of the cell. 
    • Once students are done, they should post their chart paper in the room.
  • Next, form new groups of five students out of the original five groups. Each group should have one person who can teach the other students about their part of the cell so that all parts of a cell are represented in each group.
    • Students will now take turns teaching their group members about their part of the cell; group members will label that part on their diagram.
  • Tell students that now they will create a tableau to demonstrate how the parts of a cell are connected.
    • Provide time for students to discuss and arrange themselves.
    • Circulate the room to check for student understanding.
    • Once groups are done, have each group take turns performing their tableau. 
    • Ask the audience if they can identify the different parts of the cell.
    • Debrief after each group presents how the group portrayed each part of the cell with their bodies.
  • Next, students will create a scene with dialogue between the different parts of the cell.
    • Students will use their voice to embody the part of the cell. Students should consider the following questions. (Teachers will need to help students think abstractly about how to translate the role of the cell into a voice. For example, since the nucleus is the “boss” of the cell, it might have a big, booming voice.)
      • Pitch: Is the part of the cell's voice high or low?
      • Pace: Does the part of the cell speak quickly or slowly?
      • Volume: Does the part of the cell speak loudly or softly?
      • Tone: What is the emotional quality of the part of the cell’s voice (e.g., cheerful, gruff, calm)?
    • Allow time for students to write a short scene between the parts of the cell. Each part should have at least one line.

 

Closing Reflection

  • Students will perform their scenes for the class. Discuss appropriate audience participation and etiquette prior to performances.
  • Ask the audience to identify each of the parts of the cell and how they were able to identify them. Ask them what voice qualities the performers used and how they reflect the role of the part of the cell.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, group discussion of the parts and roles of a cell, ability to form a tableau and write a scene demonstrating the roles of the parts of a cell.

 

Summative

CHECKLIST

  • Students can identify the parts of a cell and explain their roles.
  • Students can use tableau to identify and demonstrate the parts of a cell.
  • Students can write and perform scenes to explain the roles of the parts of a cell.

 

DIFFERENTIATION 

Acceleration: Provide students with a scenario, such as an infection or damage to an organism; students should write a scene in which the cell has to respond to the situation. Students’ scenes should demonstrate that they understand the role of a cell in the scenario.

Remediation: 

  • Provide guided notes or graphic organizers for students to complete on the roles of the parts of a cell.
  • Do whole-group instruction to teach about the parts of the cell. Then have students create their tableaus and scenes.
  • Provide sentence-starters for scene and dialogue writing.

*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: Mary Gagliardi and Katy Betts.

Revised and copyright: June 2024 @ ArtsNOW

 

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