Heat Dance 3
Description
Guide your students in using movement and dance composition to aid their comprehension of heat production and transfer.
Guide your students in using movement and dance composition to aid their comprehension of heat production and transfer.
Students will merge their science knowledge of day and night with their exploration of Native American literature. This will be achieved by first examining a Native American legend that depicts the story of how day and night came to be. Students will integrate story-telling elements into their retelling of the Native American legend. Finally students will be asked to apply their knowledge of day and night to a group task. In small groups, they will craft their own original legend of day and night applying various story-telling elements to their performance.
Students will explore using their voices and bodies to become animals from three distinct habitats, and then work in groups to enact interactions among the animals in their assigned habitat. They will become Magic Rocks, emerging from stillness to act their roles, and then returning to stillness. Group will share their simple habitat scenes with the class.
"I Can" Statements
“I Can…”
Essential Questions
Curriculum Standards
Grade 1:
S1L1. Obtain, evaluate, and communicate information about the basic needs of plants and animals.
Arts Standards
Grade 1:
TA.PR.1 Act by communicating and sustaining roles in formal and informal environments.
Curriculum Standards
Grade 2:
2.L.5B. Animals (including humans) require air, water, food, and shelter to survive in environments where these needs can be met. There are distinct environments in the world that support different types of animals. Environments can change slowly or quickly. Animals respond to these changes in different ways.
Arts Standards
Grade 1:
Anchor Standard 3: I can act in improvised scenes and written scripts.
Content Vocabulary
Habitat - the natural home or environment of an animal, plant, or other organism.
Animal - a living organism that feeds on plants or other animals, has organs that sense what is going on around it, and is able to move and respond to its surroundings.
Desert - an arid landscape with little vegetation.
Tundra - a large, barren region with no trees found between the permanent ice of the far north and the northern forests of North America, Europe, and Asia.
Rainforest - a lush, warm, wet habitats with tall trees and several layers of plant and animal life.
Predator - an animal that hunts or preys on other animals for food.
Prey - an animal hunted or killed by another animal for food.
Parent - an animal that has had or given birth to offspring.
Offspring - the child of an animal.
Arts Vocabulary
Act - to pretend to be or do something imaginaryCharacter - a person, or an animal or object that has human qualities, in a dramatic work.
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.
Scene - a unit of drama, composed of dialogue and action that occurs in one place over a continuous period of time.
Note cards of animals that can be found in the rainforest, desert and tundra (number of notecards is dependent on the number of students in the class). Each card should have a picture of the animal, the animal’s name, and the environment in which the animal lives.
Opening/Activating Strategy
Ask students, what are animals? What are plants? What is the difference? What makes an animal an animal, and what makes a plant a plant?
Work Session
Grouping Habitats and Animal Characters
Small Group Drama
Extension Activity: Have each student draw a picture of their habitat, showing all the animal characters they had in their group, and showing the relationships between them and their relationships to their environments. Remind them they can include aspects of the landscape, plants, water features, and elements of the weather.
Closing Reflection
Ask students: How did we use our voices and bodies to create animal characters? How did we make choices to act out the animals and their relationships?
What did you learn about the three habitats? How are they alike and different?
Formative
Summative
Acceleration: Have groups write out the dialogue and actions of their group drama in scene format.
Remediation: Choose one of the three habitats, and work through the sequence with the entire class together. Allow multiple students to portray the same animal character; they can work together to create their characterization.
*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 updated by: Barry Stewart Mann
Revised and copyright: January 2023 @ ArtsNOW
Guide your students in using movement to illustrate their understanding of magnetic poles.
Students will create a painting based on the action paintings by Jackson Pollock. Instead of dripping and splattering, the paint will be moved using a metal object, such as a paper clip, and a magnet.