STARS & PLANETS: STARS VERSUS PLANETS–MEET & GREET 4

STARS VERSUS PLANETS–MEET & GREET

STARS & PLANETS: STARS VERSUS PLANETS–MEET & GREET

Learning Description

In this theater integration lesson, students will compare stars and planets, identifying their similarities and differences. They will use this knowledge to design a character, drawing inspiration from the distinct physical attributes of either a star or a planet. This task will allow them to apply their understanding creatively. By doing so, they will deepen their grasp of the unique characteristics that distinguish stars from planets.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can communicate the physical attributes of stars and planets.
  • I can use vocal elements, body, and movement to communicate attributes of the star and planet character I am representing.

Essential Questions

  • How are stars and planets alike and different?
  • How can I use my body and voice to personify a star or planet?

 

Georgia Standards

Curriculum Standards

S4E1: Obtain, evaluate, and communicate information to compare and contrast the physical attributes of stars and planets. c. Construct an explanation of the differences between stars and planets.

Arts Standards

TA4.PR.1 Act by communicating and sustaining roles in formal and informal environments. a. Use vocal elements (e.g. inflection, pitch, volume, articulation) to communicate a character’s thoughts, emotions, and actions. b. Use body and movement to communicate a character’s thoughts and emotions.

 

Key Vocabulary

Content Vocabulary

  • (Composition) Gaseous - A planet composed of mostly gasses
  • (Composition) Rocky - A planet composed of mostly rocks
  • 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

  • Voice - Actors use their voice to be heard by the audience clearly. Actors must also apply vocal choices such as pitch, tempo, and volume to the character they are dramatizing.
  • Body - Actors use their body to become a character through body posture and movement. What your mind thinks, what your emotions feel, all of this is supposed to show up in your body.
  • Inflection - Changing your voice to convey different feelings or ideas
  • Pitch - The highness or lowness of a voice
  • Volume - How loud or soft a voice is
  • Articulation - How clearly or precisely words are pronounced
  • Levels - How high or low an actor moves; the three levels are low, middle, high


Materials

 

Instructional Design

Opening/Activating Strategy

  • Watch the Video: Planets’ and stars’ size comparison.
  • Engage students in the See, Think, Wonder Artful Thinking Routine.
    • Ask students:
      • What do you see?
      • What do you think about what you see?
      • What do you wonder about?
    • Review similarities and differences between stars and planets.
    • Create a T-chart or Venn Diagram together as a class.

Work Session

  • Give students a name tag of either the name of a planet or a star.
  • Ask students:
    • If you were given an acting role to “be” this planet or star, how would you use your voice to represent your role? What volume would you use? What pitch would you use?
    • As your star or planet, how would you move your body? What level would you be at–high, middle, low?
    • How would you move? What would your facial expression be?
    • What adjectives would you use to describe yourself?
  • Students will create their character based upon their previous knowledge and what was reviewed in “mini-lesson.” Students can plan their “character” using the Planning Character Profile graphic organizer.
    • Example of character notes: Star–HUGE, produces light, hotter and bigger, and appears to twinkle
    • The student could stand stretched out in an X and bounce. “X” shape represents taking up as much space as possible (HUGE); bouncing represents appearing to twinkle.
    • They might use a booming, angry voice to represent hot and large.
  • Students should then create a short “bio” about themselves written in the first person. They will use this to introduce themselves to other characters in the class. They should include relevant details about their attributes in their bios.
  • Have students form an inner circle and outer circle. The inner circle will face the outer circle so that students are face to face.
  • Play music; instruct the circles to rotate in opposite directions while the music plays. When the music stops, the students will stop and introduce themselves using their bios to the student across from them.
    • Remind students to use their voices and bodies to stay in character.
    • Continue this process as time allows.

Closing Reflection

  • Have students engage in the following reflection:
    • Share about someone/something you met today. Do you think you would be friends? Why or why not? (Do they have similarities to you? Do they have differences from you?)
    • Have students complete the following exit ticket - Name someone you met today.  How are you alike? How are you different? Record your answers.

 

Assessments

Formative

  • Observation of students’ discussion and Planning Character Profile
  • Exit ticket

Summative

  • Students’ written bios demonstrating they understand the attributes of their star or planet
  • Students’ performances demonstrating that they can use their voices and bodies to communicate characteristics of their character (star or planet)

 

Differentiation

Acceleration: 

  • Students do not use their names with introductions; the other person must then guess who they are meeting.
  • Technology extension: Students record their introduction by creating a Flipgrid video (or other source), and students watch each other's introductions.

Remediation:

  • Pull students into a small group for filling out the Planning Character Profile.


Credits

U.S. Department of Education- STEM + the Art of Integrated Learning
Ideas contributed by: SAIL Grant Teacher Leaders, Kate Bertram

*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

 

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CLASSY CLASSIFYING OF ARTSY ANIMALS: PLAYING WITH ANIMALS 3,5

PLAYING WITH ANIMALS

CLASSY CLASSIFYING OF ARTSY ANIMALS: PLAYING WITH ANIMALS

Learning Description

In this project, students will write a fictional play around the premise of a zookeeper trying to solve the problem of “the zoo just received several new animals and no one knows where each animal belongs”. The play will incorporate science content that will demonstrate student knowledge of animal classification. Students will also create 3-D masks to represent the animals in their play. To culminate this project, students will dramatize their play to an audience in order to express the inner workings of the animal classification system.

 

Learning Targets

GRADE BAND: 3,5
CONTENT FOCUS: THEATRE & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can write a play that illustrates how animals are sorted into groups: Invertebrates, vertebrates, and vertebrate subgroups (mammals, fish, birds, reptiles, amphibians).
  • I can create a 3-D animal mask that demonstrates multiple design concepts.
  • I can dramatize a play by developing, communicating, and sustaining a role within the script.

Essential Questions

  • How can I develop a play that illustrates how animals are sorted into groups?
  • How can I create a visual artwork that clearly articulates the characteristics of vertebrates?
  • How can dramatizing a play help me to communicate and model scientific concepts?

 

Georgia Standards

Curriculum Standards

Grade 5:

S5L1 Obtain, evaluate, and communicate information to group organisms using scientific classification procedures.
S5L1.a Develop a model that illustrates how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reprise, bird, and mammal) using data from multiple sources.

Arts Standards

Grade 5:

TA5.CR.2 Develop scripts through theatrical techniques.
TA5.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

South Carolina Standards

Curriculum Standards

Grade 3:

3-LS2-1. Construct an argument that some animals form groups that help members survive.
3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have inherited traits that vary within a group of similar organisms.

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.


 

Key Vocabulary

Content Vocabulary

  • Vertebrate - An animal that has a backbone or spinal column, which is part of an internal skeleton that supports its body
  • Invertebrate - An animal that does not have a backbone or spinal column
  • Mammal - A warm-blooded vertebrate animal characterized by the presence of hair or fur, the ability to produce milk for its young through mammary glands, and (in most cases) giving live birth
  • Amphibian - A cold-blooded vertebrate animal that typically has a life cycle with both aquatic and terrestrial stages
  • Fish - A cold-blooded, aquatic vertebrate that lives in water and breathes through gills
  • Bird - A warm-blooded vertebrate animal characterized by feathers, beaks (instead of teeth), and the ability to lay eggs with hard shells
  • Reptile - A cold-blooded vertebrate animal that typically has scaly skin and lays eggs with leathery or hard shells
  • Insect - A small invertebrate animal that belongs to the class Insecta; Insects have three main body parts: the head, thorax, and abdomen
  • Classify - To organize or group objects, organisms, or phenomena based on shared characteristics or properties
  • Characteristics - The distinguishing features, traits, or properties of an object, organism, or phenomenon that help to identify or describe it
  • Organism - Any living thing, whether it's a plant, animal, fungus, bacterium, or microorganism, that exhibits the characteristics of life
  • Backbone - A flexible, column-like structure made up of individual bones called vertebrae
  • Warm-blooded - Refers to animals that can regulate and maintain a constant internal body temperature, regardless of the temperature of their surroundings
  • Cold-blooded - Refers to animals whose internal body temperature is largely determined by the temperature of their environment
  • Reproduce - The biological process by which living organisms produce offspring

Arts Vocabulary

Visual Art

  • Henri Rousseau - French post-impressionist painter; his subject matter was often ecosystems
  • Three dimensional - Having or appearing to have length, breadth, and depth
  • Media - Tools and materials used to create art
  • Relief sculpture - A type of sculpture where figures or objects protrude from a two-dimensional background, while remaining attached to it
  • Armature - Skeleton for a sculpture
  • Subject matter - Things represented in artwork
  • Texture - The surface quality, or "feel" of an object, such as roughness, smoothness, or softness. Actual texture can be felt while simulated textures are implied by the way the artist renders areas of the picture.
  • Balance - This is a sense of stability in the body of work. Balance can be created by repeating the same shapes and by creating a feeling of equal visual weight.

Theatre

  • Character - An actor or actress in a specified role
  • Dialogue - A conversation between two or more persons
  • Playwright - A person who writes a play
  • Setting - Place of action
  • Concentration - Actors must concentrate in order to keep their mind on the stage and in the imagined circumstances. Actors must also concentrate on what the other actors are doing and how their character would react to them.
  • Ensemble - The parts of a thing taken together, so that each part is considered only in relation to the whole
  • Stage blocking - The physical arrangement of actors on a stage that facilitates the performance of a play. Blocking can be determined by the director or indicated in the script’s stage directions.
  • Pantomime - Using gestures, facial expressions, and body movements to convey a story or narrative without speaking. Often includes pretending to hold, touch, or do something one is not holding, touching, or using.
  • Props - Items that actors use in a performance to depict real-life objects.  Props can also be used to help students brainstorm for their writing or character study.
  • Voice - Actors use their voice to be heard by the audience clearly. Actors must also apply vocal choices such as pitch, tempo, and volume to the character they are dramatizing.


Materials

Mask-making:

  • Mask template - one per student printed on computer paper to use for planning
  • White plastic face mask or masks templates printed on cardstock for mask creation (one per student)
  • Newspaper/newsprint or paper towel and masking tape (for armatures to create snouts, horns, etc.)
  • Various materials to add texture, color, and pattern to masks:
    • tissue paper
    • feathers
    • faux animal fur sheets (or a bolt of cloth)
    • mesh netting
    • metallic paper or aluminum foil (fish scales)
  • Liquid glue and sponge for application of materials to mask (if using plastic mask) or glue stick
  • Markers/Sharpies
  • Optional:
    • Tempera paint or tempera sticks
    • Paint brushes for applying paint

Play:

  • Zookeeper hat (optional)
  • Paper and pencils


Instructional Design

Opening/Activating Strategy

  • Teacher will lead students in a “Story Chain” activity with pantomime.
    • This activity may work best with groups no larger than six to seven students. (It is preferred that these groups be the same groups students will work in for the remainder of the project.)
    • The “Story Chain” activity begins with a one line prompt. This can come from the teacher or from a student. An example could be, “Pat walks into a forest”.
    • Another student will add the next sentence (ONE) detail to the story, making sure to remain in third person, as well as relate to the details mentioned before.
      • Good example: “Pat walks into a forest. He hears birds chirping.”
      • Bad example: “Pat walks into a forest. Pat sees a dolphin jumping out of the ocean.” This is not a good example because you would not see a dolphin in the middle of a forest.
    • As a student shares their one sentence detail, they will pantomime the verb(s) within the sentence.
  • The activity continues with each student in the group adding a new detail to the story, making sure to remain in third person, as well as relate to the details previously mentioned.
  • Debrief the activity by discussing what students had to do to be successful–listen to each other and build off of one another’s ideas. Discuss the word “collaboration” with students.
  • The goal of this activity is to get students listening to each other (they will have to do this when they collaboratively write their play), making ideas connect (their individual animal descriptions/details must connect within their play), and moving in ways related to what they are saying (in the play they will have to perform in the role they have chosen).
  • Disclaimer: Students can take the story in any direction they like; however, they just need to make sure the details lead them there. For instance, “Pat walks into a forest. Pat hears birds chirping. Now Pat is walking on the planet Pluto.” It is okay for Pat to end up on Pluto, the students just need to provide the details of how Pat gets there.

Work Session

Part I - Writing the Play:

  • If not done already from the activating activity, the teacher will place students into groups of six to seven students (group of seven will have an added animal group of invertebrates).
  • Teacher will preview theatre vocabulary with class (character, dialogue, playwright, setting).
    • Remind students what it means to collaborate with others.
  • Students will pick roles (if students cannot select on their own, write the roles on slips of paper and have students randomly select roles.): Zoo keeper (narrator), mammal, bird, reptile, amphibian, fish, (optional invertebrate).
  • Each group will compose a rough draft of their play. To begin, each student within the group will write at least four lines for the play that includes at least three characteristics of the vertebrate subgroup they chose to portray (i.e., mammal, bird, etc.). The zookeeper should write questions to ask each animal character in order to help classify each animal. The zookeeper will need to work closely with each animal to ensure the zookeeper’s questions are answered by each animal. The zookeeper needs to be sure to “assign” each animal to a particular group in the zoo (which will be either the mammal group, bird group, reptile group, etc.)
  • The zookeeper can really take on a fun role by including the audience in the dialogue of the play. For instance, as the zookeeper discovers attributes of each animal he/she can ask the audience “yes or no” questions like “Hmmm, this animal has feathers. Does it belong in the amphibian group? etc.
  • As a group, students will decide the order the characters will appear and compose the final script.
  • Teacher will formatively assess students during the writing process using the Teacher Timeline Checklist to ensure students remain on task. At the completion of the play writing, the teacher will use Project Rubric (Task A) to summatively assess the written portion of the play.

Part II - Constructing the Mask:

  • The teacher will briefly introduce relief sculpture, armature, and balance to help students understand how to create their masks.
  • Students will design a mask of their selected animal using the mask template. Students will plan the color, shape, texture, and armature(s) (extensions) of the mask.
  • Give each student a plastic mask or masks template printed on cardstock.
  • Students can build the armature off the base mask to create features such as horns, fins, ears, snouts, etc. using newspaper, paper towel rolls, and masking tape
  • Students will use markers, glue, and texture materials to decorate masks. Students will include appropriate media for their selected animal (faux fur for mammal, mesh netting for reptile or fish, feathers for bird, etc).
  • Teacher will formatively assess using the Teacher Checklist and will also summatively assess using the Project Rubric (Task B).
  • Teacher note: If time is a concern, students can simply draw patterns on their paper masks to represent their animal’s physical features and texture rather than gluing materials onto the mask.

Part III - Dramatizing the Play:

  • Finally, each group will rehearse its play, focusing on their character’s voice and how their character would move. Groups will also need to focus on the ensemble and stage blocking of each character to ensure group collaboration. Discuss the concept of blocking with students.
  • Each group will dramatize the play for an audience. Discuss appropriate audience participation and etiquette prior to student performances.
  • Teacher will summatively assess using the attached Project Rubric (Task C).

Classroom Tips:

  • Allow adequate time for the creative process. (The unit is designed to be taught over three to five days; however, portions of the project could be left out or extended as the teacher sees fit.)
  • On the mask-creating day, prepare the classroom for easy clean up by covering tables and desks with butcher paper or newspaper. Have towels available for spills and for students to wipe hands at the conclusion of activity.
  • On the play dramatization day, designate an area in the classroom for students to perform.

Closing Reflection

  • After performances, have students reflect on the process with the following questions:
    • How did the dramatization help you model the classification of animals?
    • How did creating the animal mask help you understand the characteristics/attributes of your animal group?
    • How did writing your character’s role in the group’s play help you communicate the characteristics/attributes of your animal group?
    • Is there anything about your group’s project you would like to change in order to make it better?
    • Name one “glow” and one “grow” for your personal contribution to your group’s performance.


Assessments

Formative

  • Teacher Checklist
  • Checking in with students as they are playwriting and creating their masks
  • Questioning during activities

Summative

Project Rubric

Differentiation

Acceleration: 

  • Provide students with the opportunity to include animal adaptation in the storyline of their script. Also let them consider writing an epilogue to their play. This would include writing about what happens to the characters “after” the story is resolved.
  • Classes could pair with a younger grade level to perform plays. At the conclusion of performances, fifth grade students can pair with younger students to complete reflection questions.
  • For an extension of this particular project, technology can be incorporated in many ways.  One way that technology can be incorporated is by using the apps of Dolnk, or Touchcast. These apps are green screen apps that the students can use to create and produce backgrounds if they chose not to perform the play production in a live setting. The students will record using an iPad or mobile device and the production can then be played back for other students at a later time.

Remediation:

  • Provide students with an example of an animal with the characteristics of both invertebrates and vertebrates. Direct students to act out each animal sound.
  • Limit the audience size for students reluctant to perform for a large group.


ADDITIONAL RESOURCES

Goodnight Gorilla by Peggy Rathmann (could also be used as an activating activity)

Credits

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

Ideas contributed by: Virginia Diederich and Sarah Weiss. Edited by: Jessica Espinoza. Edited by Dr. Carla Cohen.

*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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ECO-EXPRESSIONS: ECOSYSTEM TABLEAUX 4-5

ECOSYSTEM TABLEAUX

CAN YOU BALANCE? ECOSYSTEM TABLEAUX

Learning Description

Students will analyze the ecosystem by using tableaux to dramatize roles of various plants and animals in the food chain/web. Students will then write in-role as their plant/animal, arguing why they are important to the ecosystem. The class will use these writings in a role drama, where students will debate which plant or animal is most important to the ecosystem. Finally, the class will discuss the interdependence of each plant and animal in the ecosystem.

 

Learning Targets

GRADE BAND: 4,5
CONTENT FOCUS: THEATRE & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify consumers, producers, decomposers and their energy sources.
  • I can analyze the relationships of the different roles in the ecosystem.
  • I can dramatize the roles of consumers, producers, and decomposers.
  • I can interpret the various roles in the ecosystem by making body movement and voice choices.

Essential Questions

  • How can I demonstrate my understanding of the interworking of an ecosystem through theatre techniques?
  • How can tableau and role drama be used to explore the food chain/web and its effect on the ecosystem?
  • What are the roles of consumers, producers, and decomposers in an ecosystem?

 

Georgia Standards

Curriculum Standards

Grade 4:

S4L1. Obtain, evaluate, and communicate information about the roles of organisms and the flow of energy within an ecosystem.
a.Develop a model to describe the roles of producers, consumers, and decomposers in a community.
b.Develop simple models to illustrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers.
c.Design a scenario to demonstrate the effect of a change on an ecosystem.
d. Use printed and digital data to develop a model illustrating and describing changes to the flow of energy in an ecosystem when plants or animals become scarce, extinct or overabundant.

Arts Standards

Grade 4:

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

 

South Carolina Standards

Curriculum Standards

Grade 5:

5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Arts Standards

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

 

Key Vocabulary

Content Vocabulary

  • Bacteria - Microorganisms that can make you sick, but also can help you digest food; found everywhere in nature
  • Carnivore - An animal that eats only other animals
  • Camouflage - Process of animals changing their colors, patterns, and shapes to disguise themselves from predators or prey
  • Community - All the organisms in an ecosystem
  • Consumer - An animal that gets its energy by eating plants or other animals
  • Decay - To break down into simpler materials
  • Decomposers - A living thing that breaks down the remains of dead organisms
  • Ecology - The study of how living and nonliving factors interact
  • Ecosystem - A system made up of an ecological community of living things interacting with their environment especially under natural conditions
  • Energy source - A source from which useful energy can be extracted or recovered either directly or by means of a conversion or transformation process (e.g. solid fuels, liquid fuels, solar energy, biomass, etc.)
  • Extinct - A species that is gone forever because all of its kind have died
  • Food chain/web - The path of energy in an ecosystem from plants to animals (from producers to consumers)
  • Habitat - The place where an animal or plant lives
  • Herbivore - An animal that eats plants
  • Hibernate - When animals go into a deep sleep
  • Interdependence - When living things in an ecosystem need each other to meet their needs
  • Microorganisms - Very small living things
  • Omnivore - An animal that eats both plants and animals
  • Organism - A living thing
  • Photosynthesis - Process through which plants make food
  • Plankton - Small organisms in water that are producers and give off oxygen
  • Producer - A living thing (such as a green plant) that makes its food from simple inorganic substances (such as carbon dioxide and nitrogen) and many of which are food sources for other organisms

Arts Vocabulary

  • Concentration - Actors must concentrate in order to keep their mind on the stage and in the imagined circumstances. Actors must also concentrate on what the other actors are doing and how their character would react to them.
  • Gesture - An expressive movement of the body or limbs
  • Projection - Using a “big” actor voice so that you can be heard in the very back row of a space (classroom, auditorium, theatre)
  • 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.
  • Narration - The act of telling a story
  • Storytelling - Conveying events in words and images, often by improvisation or embellishment
  • Statue - A still, frozen pose or posture assumed by an actor to convey a particular character, emotion, or situation without movement or speech; this technique is often used to create tableaux
  • Facial expression - Using your face to show emotion


Materials

Optional: Showme app and VoiceThread app

Instructional Design

Opening/Activating Strategy

  • Show students an example image of a tableau. Explain that “tableau” means “frozen picture”.
    • Ask students to make observations about the facial expressions and body positions of the actors.
  • Tell students that they will begin by creating statues with their bodies. Tell students that statues are still, frozen poses or postures.
    • Have students stand up and create the following statues:
      • 102 year old elderly person crossing the street
      • Baseball player focusing on hitting the ball
      • A chef that dropped a pizza
    • Next, tell students that they will now combine statues to create a tableau, a frozen picture representing a scene or moment in a story.
      • Discuss how creating a strong tableau requires:
        • A clear body level (low, mid, high)
        • Facial expressions
        • Clear relationships between the various characters in a story/scene
        • Making sure the audience can see our faces when we perform
      • Show students the example image of a tableau Ask them where they see these elements.
      • Tell students that in tableaux, the actors sometimes represent things from the setting–they are not always people or animals. Sometimes two or more actors will combine their bodies to create one thing, like a tree or a tent.
      • Put students in groups of three to five students. Have students create tableaux of the following.
      • A family portrait
      • A teacher and students in class
      • A castle (using just their bodies)

Work Session

Creating tableaux:

  • Review key terminology and concepts that are critical to understanding the food chain/web (producers, consumers, herbivores, carnivores, etc.).
  • Place students in small groups (these can be the same groups from the activator).
  • Give each group four index cards with different animals/plants that are in a food chain/web. Direct the groups to create a tableau that dramatizes the food chain/web with each student taking on the role of the animal/plant listed on the index card.
    • Remind students that a strong tableau requires:
      • A clear body level (low, mid, high)
      • Facial expressions
      • Clear relationships between the various characters in a story/scene
      • Making sure the audience can see faces
    • Each small group will share their tableau with the class.
    • The teacher will take a picture of each tableau.
    • The teacher will choose one of the following:
      • Teacher will demonstrate how to use the Showme app on the iPad, an excellent tool to teach what the tableau illustrates and can document the presentation.
      • Using Showme, the teacher will demonstrate how to circle, highlight and label tableau parts in a photo.
      • Students will participate by labeling their own tableau photos, concentrating on answering the following questions: Which animal or plant was a Producer? Consumer? Decomposer? How did you know this?

OR,

  • The teacher will print the photos for the students to annotate the following day.
  • Students will participate by labeling their own tableau photos, concentrating on answering the following questions: Which animal or plant was a Producer? Consumer? Decomposer? How did you know this?

Writing in role:

  • Students will then write in first person as their character in their food chain/web. They will make an argument for why they are most important to the ecosystem.
  • Optional: Students can use VoiceThread to record their writing in the character role they have taken on. They can upload pictures and/or drawings to illustrate their written work.

Character Panel:

  • Students are asked to become “experts” on their ecosystems before participating in the Character Panel.
  • The teacher will instruct students on how to conduct research on their devices and create a presentation. Using a presentation platform like Prezi or PowerPoint, students can create an engaging presentation on their ecosystem (habitat research, what animals fall into the categories of producers, consumers and decomposers, etc.).
  • Suggested sites for research include:
  • Students in each group are then placed on a Character Panel in role as their characters and the remaining students role-play as reporters who ask the panel questions. Together students step into roles and create a Role Drama that analyzes why each animal is critical to the food chain/web and the ecosystem at large.
  • Students will debate why their plant/animal is important and defend it with facts from their research.
  • The reporters are charged with the responsibility to determine which character is most important. The objective is to spark a class discussion that deeply analyzes the food chain/web’s interdependence on one another.

Optional: Teacher can demonstrate on iPad how to use VoiceThread app, which allows students to upload, share and discuss documents, presentations, images, audio files and video. In this app, students have the opportunity to comment on other students’ voice threads.

Closing Reflection

  • Discuss the following questions with students:
    • How did engaging in the arts using tableau support and build upon your understanding of ecosystems?
    • Why is the energy source for producers, consumers, and decomposers an important part of an ecosystem?
  • Students will complete the following 3-2-1 ticket out the door:
    • What are three things you learned about the topic today?
    • What are two arts vocabulary words you used to show what you know?
    • What is one question you still have?


Assessments

Formative

  • Class discussion, group discussions, and reflection questions
  • Anecdotal notes when observing students working in small groups
  • 3-2-1 Ticket out the door

Summative

  • Student writing written in-role
  • Students can accurately identify producers, consumers, and decomposers.
  • Students can properly order producers, consumers, and decomposers in the food chain/web.
  • Students can demonstrate their understanding of food chains/webs through tableaux and role drama.


Differentiation

Acceleration: 

  • Have students write a scene with dialogue between the different parts of the ecosystem. If time permits, students can then perform their scenes.

Remediation:

  • Provide a graphic organizer to support students with writing in role.
  • Provide an example of writing in role to support students.
  • Provide visuals of vocabulary words.


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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CAN YOU BALANCE? “IT’S SHOWTIME” 3-4

“IT’S SHOWTIME”

CAN YOU BALANCE?“IT’S SHOWTIME”

Learning Description

After students have created a Rube Goldberg machine in the previous lesson, students will be taking their hard work in the design studio and marketing it to an audience! Students will work collaboratively to write a persuasive script utilizing dialogue to clearly define a problem that their simple machine will solve. Students will try to persuade the audience to purchase their invention. Finally, it’s showtime and students will perform their scripts and scenes!

 

Learning Targets

GRADE BAND: 3,4
CONTENT FOCUS: THEATRE & SCIENCE
LESSON DOWNLOADS:

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"I Can" Statements

“I Can…”

  • I can present a persuasive pitch for why my Rube Goldberg machine is worth purchasing.
  • I can work collaboratively to write a persuasive script, which clearly defines a problem that our Not-So-Simple-Machine will solve.
  • I can perform a scene using a persuasive strong voice that brings to life our script.

Essential Questions

  • How can I use a persuasive, strong voice to express my knowledge of simple machines?

 

Georgia Standards

Curriculum Standards

Grade 4:

S4P3. Obtain, evaluate, and communicate information about the relationship between balanced and unbalanced forces.

a.Plan and carry out an investigation on the effects of balanced and unbalanced forces on an object and communicate the results.

b.Construct an argument to support the claim that gravitational force affects the motion of an object.

c. Ask questions to identify and explain the uses of simple machines (lever, pulley, wedge, inclined plane, wheel and axle, and screw) and how forces are changed when simple machines are used to complete tasks.

Arts Standards

Grade 4:

TA4.CR.2 Develop scripts through theatrical techniques.

TA4.PR.1Act by communicating and sustaining roles in formal and informal environments.

TA4.RE.1 Engage actively and appropriately as an audience member.

TA4.CN.1 Explore how theatre connects to life experience, careers, and other content.

 

South Carolina Standards

Curriculum Standards

Grade 3:

3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

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 5: I can interpret and evaluate live or recorded dramatic performances as an active audience member.

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

 

Key Vocabulary

Content Vocabulary

  • Force - Any interaction that, when applied to an object, can cause it to change its motion or shape
  • Balanced forces - Two or more forces acting on an object in such a way that they cancel each other out, resulting in no change in the object's motion
  • Unbalanced forces - Two or more forces acting on an object are not equal in size or are not opposite in direction, causing the object to accelerate (change its speed or direction)
  • Gravitational force - The force of attraction that pulls objects toward each other due to their mass
  • Motion - The change in the position of an object over time
  • Mass - A measure of the amount of matter in an object or substance
  • Simple machines - Basic mechanical devices that make work easier by altering the direction or magnitude of a force; the building blocks for more complex machines
  • Rube Goldberg - An American cartoonist, engineer, and inventor best known for creating elaborate, humorous illustrations of complex machines designed to perform simple tasks in overly complicated ways
  • Inclined plane - A flat surface that is tilted at an angle
  • Lever - A simple machine consisting of a rigid bar or beam that pivots around a fixed point called the fulcrum
  • Wedge - A simple machine that consists of a triangular-shaped object, often with a sharp edge, which is used to split, cut, or lift objects
  • Pulley - A simple machine consisting of a wheel with a groove around its edge, through which a rope, chain, or belt can pass
  • Screw - A type of simple machine that consists of an inclined plane wrapped around a central shaft or core
  • Wheel and axle - A simple machine that consists of two circular objects—a larger wheel and a smaller axle—that are connected and rotate together

Arts Vocabulary

  • Volume - How loud of soft something is
  • Script - The written version of a play, movie, or other acted performance
  • Scene - A single situation or unit of dialogue in a play
  • Dialogue - A conversation between two or more persons
  • Audience - The group of spectators, listeners and viewers collectively, in attendance at a theater
  • Props - Items that actors use in a performance to depict real-life objects.  Props can also be used to help students brainstorm for their writing or character study.
  • Diction - Using a “crisp and clear” actor voice that can be understood by everyone watching and listening
  • Voice - Actors use their voice to be heard by the audience clearly. Actors must also apply vocal choices such as pitch, tempo, and volume to the character they are dramatizing.
  • Body - Actors use their body to become a character through body posture and movement. What your mind thinks, what your emotions feel, all of this is supposed to show up in your body.

Materials

  • Table/desk to display Rube Goldberg machines
  • Shark Tank pitch for “Locker Boards” starting at 8:45
  • Optional: Costumes–Each student can design or assemble a costume based on the product they are pitching. Example: Students may choose to wear a lab coat and safety goggles for the presentation.
  • Optional–Tablecloth

Instructional Design

Opening/Activating Strategy

  • Students will participate in a whole group choral echo. The teacher and students will say the same phrase aloud repeating in chorus providing time for students to work on their “performance voice” with an emphasis on volume and diction.
    • Round 1:
    • Teacher:  The big black bug.
    • Students:  The big black bug.
    • Teacher:  Ate the big black bear.
    • Students:  Ate the big black bear.
  • Round 2: Students create two circles; the inner circle faces towards the outer circle. Each student will become partners with the student they are facing. Refer to the inner circle as Partner A and the outer circle Partner B.
  • Once students are set, the teacher will direct Partner A to say their lines and Partner B will respond. The outer circle will rotate clockwise one-step and pair up with a new Partner A in the inner circle.
    • Partner A:  The big black bug.
    • Partner B:  The big black bug.
    • Partner A:  Ate the big black bear.
    • Partner B:  Ate the big black bear.
  • Round 3: Students stay in their circles; the teacher will direct Partner B to say their lines and Partner A will respond. The outer circle will rotate clockwise one-step and pair up with a new partner A in the inner circle.
    • Partner B:  The big black bug.
    • Partner A:  The big black bug.
    • Partner B:  Ate the big black bear.
    • Partner A:  Ate the big black bear.

Work Session

  • With a partner, students will read aloud an example of Reader’s Theater: Deluxe Slushy Lemonade Machine. It will serve as a model for their classwork. Have students practice using different voices for their characters, pronouncing the words using clear diction, and projecting their voices.
  • Discuss how the dialogue is written in first person.

Script-Writing:

  • Students will write a script for their “Not So Simple Machine”. Tell students that their purpose is to persuade the audience to purchase their product. Students can use the example script as a model.
  • Working collaboratively, students will need to include the following elements in their script.
    • Each member of the group must have a speaking role in the presentation.
    • The script must clearly define a problem and explain/show how their “Not So Simple Machine” will solve the problem.
    • They must include three reasons to support its purpose.
    • They should attempt to persuade the audience to purchase their simple machine.

Rehearsal:

  • Watch the Shark Tank pitch for “Locker Boards” starting at 8:45 and discuss how the entrepreneur uses his voice and body in his presentation.
  • Students will have the opportunity to rehearse their scene. Students will work in their groups to rehearse their scenes being mindful of having a strong, expressive performance voice.
  • After rehearsing, students will prepare the presentation for the scene including the following criteria:
    • Group must set up their “Not So Simple Machine”
    • Determine the placement of each character onstage
    • If time permits, determine the costumes and props being included

Performance:

  • It’s showtime! Students will present their scenes to the class.
  • Each group will take turns presenting their machines.
    • Review with the class the proper etiquette for an attentive audience member–Still, silent, and supportive. (Remind the students that part of their grade is in this category.)
    • Students will present with loud, clear voices with strong posture.
    • Students will “run” their machine and show the audience that it functions properly.
  • After performances, have the audience identify which simple machines the group used.

Classroom Tips:

  • Students will often divide the tasks among themselves, however be sure to require all students to participate equally.
  • Students may be frustrated when working in groups, prior to each work period, review strategies to ensure a positive experience.
  • Depending on your class size and setting, the teacher may want to have all groups set up their presentation prior to the performances so that transition times are minimal.

Closing Reflection

Ask students to reflect on the scenes. Ask students–if they were investors and could invest in one machine not their own, which machine would they want to invest in? Why? How well did the presenters use their voices and bodies to convey confidence in their invention? What simple machines did they see in the design?

Assessments

Formative

  • The teacher will observe students while they work and engage in conversation about science concepts during the activator.
  • The teacher will conference with groups to read scripts and offer feedback as necessary.

Summative

  • “It’s Showtime” Rubric
  • Students used their voices and bodies to communicate their ideas in their performances.
  • Students demonstrate that they understand simple machines based on their script and performance.

DIFFERENTIATION 

Acceleration: 

Within the given small groups, students will take on the role of the simple machine by personifying it and acting as if they were the simple machine persuading the class to make the purchase.

Remediation:

  • Provide students with key vocabulary terms with definitions to be used in their scripts. Preview the key vocabulary on an anchor chart, word wall, or flashcards. Group heterogeneously with students with higher writing proficiencies.
  • Allow students to illustrate different parts of the script to hold up during the whole group presentation.
  • Provide sentence stems for the script.
  • Give students a checklist or graphic organizer they may use to ensure that they include all required portions in their script in a logical sequence. Students should be expected to provide evidence to support their persuasive points.

ADDITIONAL RESOURCES

CREDITS

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

Ideas contributed by: Andrea Pagano, Jessica Espinoza, Edited by Dr. Carla Cohen

*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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