Rocky Movement 3
Description
In this lesson we will investigate the three types of rocks and personify the formation of each type with movement.
States of Matter 2-3
STATES OF MATTER
Learning Description
In this lesson, you and your students will have fun moving and generating choreography to understand different states of matter. Emphasizing multiple learning styles will allow students to explore concepts in the way they learn most effectively.
Learning Targets
"I Can" Statements
“I Can…”
- I can choreograph a movement phrase that uses movement qualities, body shapes, and locomotor/non-locomotor movements to communicate the characteristics of atoms in the different states of matter.
- I can describe the three states of matter.
- I can explain the correlation between heat and states of matter.
Essential Questions
- How can movement enhance comprehension of various states of matter?
Georgia Standards
Curriculum Standards
Grade 2:
S2P1. Obtain, evaluate, and communicate information about the properties of matter and changes that occur in objects.
Arts Standards
Grade 2:
ESD2.CR.1 Demonstrate an understanding of the choreographic process.
ESD2.CR.2 Demonstrate an understanding of dance as a form of communication.
ESD2.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance
ESD2.RE.1 Demonstrate critical and creative thinking in dance.
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 1: I can use movement exploration to discover and create artistic ideas and works.
Anchor Standard 2: I can choreograph a dance.
Anchor Standard 3: I can perform movements using the dance elements.
Anchor Standard 7: I can relate dance to other arts disciplines, content areas, and careers.
Key Vocabulary
Content Vocabulary
- States of matter - The distinct forms that different phases of matter take on
- Liquid - Particles are close together but can move past one another, allowing liquids to flow and take the shape of their container while maintaining a constant volume
- Solid - Particles are closely packed together in a fixed arrangement; solids have a definite shape and volume
- Gas - Particles are far apart and move freely; gasses have no definite shape or volume and will expand to fill their container
- Heat energy - Also known as thermal energy, is the energy that comes from the movement of particles within a substance; it is a form of kinetic energy due to the vibration and movement of atoms and molecules; the more these particles move, the higher the temperature and the more heat energy is present
Arts Vocabulary
- Movement phrase - A series of movements linked together to make a distinctive pattern
- Non-locomotor - This refers to a movement that does not travel through space
- Locomotor - This refers to a movement that travels through space
- Sustained - A quality of movement that is smooth and unaccented; there is no apparent start or stop, only a continuity of energy
- Percussive - A quality of movement characterized by sharp starts and stops; staccato jabs of energy
- Vibratory - A quality of movement characterized by rapidly repeated bursts of percussive movements; like a jitter
- Swinging - A quality of movement established by a fall with gravity, a gain in momentum, a loss of momentum, and the repeated cycle of fall and recovery, like that of a pendulum
- Suspended - A quality of movement that occurs in a moment of resistance to gravity, such as the instant in which a dancer hangs in space at the top of a leap
- Tempo - The pace or speed of movement
- Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers
- Choreographer - A person who creates dances
- Shape - This refers to an interesting and interrelated arrangement of body parts of one dance; the visual makeup or molding of the body parts of a single dancer; the overall visible appearance of a group of dancers
Materials
- Sound source and music with a steady beat
- States of matter written on cards
Instructional Design
Opening/Activating Strategy
Classroom Tips - You will need open space, so push desks/chairs to the side or go outside if that is an option.
-
- Have students form a circle.
- Begin the lesson by engaging students in movement that introduces students to the locomotor and non-locomotor movement.
- Have students arrange themselves in a circle with enough personal space to move freely without touching a neighbor.
-
- Turn on instrumental music with a steady beat.
- First, have students bring awareness to their bodies by leading them through gentle stretches starting from the head and moving to the toes (e.g., head circles, shoulder shrugs, toe touches, etc.).
- Introduce non-locomotor movements to students by directing them in the following movements.
- Bending and Stretching: Bend the knees and stretch up high.
- Twisting: Twist the torso to the left and right.
- Swinging: Swing the arms gently from side to side.
- Swaying: Sway the body from side to side with feet planted.
- Turning: Spin in place, both directions.
- Invite students to create their own movement.
- Introduce non-locomotor movements to students by directing them in the following movements.
- Walking: Walk around the room with different styles (tiptoeing, heel walking, big steps, small steps).
- Jumping: Jump in place, then move forward and backward.
- Invite students to create their own movement.
- Tell students that they will be playing the Name Game.
- Demonstrate the Name Game by stating your name while making a movement or gesture to accompany your name.
- The circle then collectively repeats your name and gesture. Continue with the next person stating his/her name and making a gesture. The circle repeats the new person's name and gesture. Then, starting with the person of origin, repeat all the names and gestures shared to that point. Continue until everyone in the circle is included.
- Debrief by asking students to identify examples of movements from the name game that were locomotor and non-locomotor.
- Discuss movements in terms of movement qualities such as sustained, percussive, vibratory, swinging, and suspended.
Work Session
- Divide students into small groups, assigning locomotor or non-locomotor movements to each group.
- Tell students to create a movement phrase using two movements. Students will perform for a partner group.
- Ask students to identify the movement type (locomotor/non-locomotor) of their partner group.
- Discuss the three states of matter (solid, liquid and gas) and the effect that heat energy has on them.
- Identify the speed (tempo) of atoms in each state and how the atoms move (locomotor/non-locomotor) in each state.
- As you discuss each state of matter, ask students for ideas for how they could use movement to represent the atoms in each state.
- Assign each group two different states of matter (solid, liquid or gas).
- Tell students that they will create a brief movement phrase that will represent how atoms move in one state and then to the other state demonstrating understanding of both states of matter. Students should use tempo (fast, medium or slow) and locomotor/non-locomotor movements to demonstrate how atoms move.
Closing Reflection
- Students will perform their movement phrases for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
- After each performance, have audience members identify the group’s two states, offering rationale for their identification.
- Discuss the correlation between heat and states of matter.
- Discuss with students whether these changes can be reversed. Why or why not?
Assessments
Formative
Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to identify the characteristics of the states of matter, and ability to work collaboratively to use movement to accurately and meaningfully represent the states of matter.
Summative
CHECKLIST
- Students can choreograph a movement phrase that uses movement qualities, body shapes, and locomotor/non-locomotor movements to communicate the characteristics of atoms in the different states of matter.
- Students can describe the three states of matter.
- Students can explain the correlation between heat and states of matter.
DIFFERENTIATION
|
Acceleration:
Remediation: Provide a graphic organizer with each state of matter in the first column, a section to write or draw characteristics of atoms in a second column, and a section to write or draw types of movements that could be used to represent the state in the third column. Students can use the graphic organizer to assist them in their choreography. |
ADDITIONAL RESOURCES
|
*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.
Ideas contributed by: Melissa Dittmar-Joy. Technology by Ramsey Ray. Updated by Katy Betts.
Revised and copyright: June 2024 @ ArtsNOW
States of Matter 4-5
STATES OF MATTER
Learning Description
In this lesson, you and your students will have fun moving and generating choreography to understand different states of matter. Emphasizing multiple learning styles will allow students to explore concepts in the way they learn most effectively.
Learning Targets
"I Can" Statements
“I Can…”
- I can choreograph a movement phrase that uses movement qualities, body shapes, and locomotor/non-locomotor movements to communicate the characteristics of atoms in the different states of matter.
- I can describe the three states of matter.
- I can explain the correlation between heat and states of matter.
Essential Questions
- How can movement enhance comprehension of various states of matter?
Georgia Standards
Curriculum Standards
Grade 4:
S4E3. Obtain, evaluate, and communicate information to demonstrate the water cycle.
- Plan and carry out investigations to observe the flow of energy in water as it changes states from solid (ice) to liquid (water) to gas (water vapor) and changes from gas to liquid to solid. b. Develop models to illustrate multiple pathways water may take during the water cycle (evaporation, condensation, and precipitation).
Arts Standards
Grade 4:
ESD4.CR.1 Demonstrate an understanding of the choreographic process.
ESD4.CR.2 Demonstrate an understanding of dance as a form of communication.
ESD4.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance
ESD4.RE.1 Demonstrate critical and creative thinking in dance.
South Carolina Standards
Curriculum Standards
Grade 4:
4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Arts Standards
Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.
Anchor Standard 2: I can choreograph a dance.
Anchor Standard 3: I can perform movements using the dance elements.
Anchor Standard 7: I can relate dance to other arts disciplines, content areas, and careers.
Key Vocabulary
Content Vocabulary
- States of matter - The distinct forms that different phases of matter take on
- Liquid - Particles are close together but can move past one another, allowing liquids to flow and take the shape of their container while maintaining a constant volume
- Solid - Particles are closely packed together in a fixed arrangement; solids have a definite shape and volume
- Gas - Particles are far apart and move freely; gasses have no definite shape or volume and will expand to fill their container
- Heat energy - Also known as thermal energy, is the energy that comes from the movement of particles within a substance; it is a form of kinetic energy due to the vibration and movement of atoms and molecules; the more these particles move, the higher the temperature and the more heat energy is present
Arts Vocabulary
- Movement phrase - A series of movements linked together to make a distinctive pattern
- Non-locomotor - This refers to a movement that does not travel through space
- Locomotor - This refers to a movement that travels through space
- Sustained - A quality of movement that is smooth and unaccented; there is no apparent start or stop, only a continuity of energy
- Percussive - A quality of movement characterized by sharp starts and stops; staccato jabs of energy
- Vibratory - A quality of movement characterized by rapidly repeated bursts of percussive movements; like a jitter
- Swinging - A quality of movement established by a fall with gravity, a gain in momentum, a loss of momentum, and the repeated cycle of fall and recovery, like that of a pendulum
- Suspended - A quality of movement that occurs in a moment of resistance to gravity, such as the instant in which a dancer hangs in space at the top of a leap
- Tempo - The pace or speed of movement
- Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers
- Choreographer - A person who creates dances
- Shape - This refers to an interesting and interrelated arrangement of body parts of one dance; the visual makeup or molding of the body parts of a single dancer; the overall visible appearance of a group of dancers
Materials
- Sound source and music with a steady beat
- States of matter written on cards
Instructional Design
Opening/Activating Strategy
Classroom Tips - You will need open space, so push desks/chairs to the side or go outside if that is an option.
-
- Have students form a circle.
- Begin the lesson by engaging students in movement that introduces students to the locomotor and non-locomotor movement.
- Have students arrange themselves in a circle with enough personal space to move freely without touching a neighbor.
-
- Turn on instrumental music with a steady beat.
- First, have students bring awareness to their bodies by leading them through gentle stretches starting from the head and moving to the toes (e.g., head circles, shoulder shrugs, toe touches, etc.).
- Introduce non-locomotor movements to students by directing them in the following movements.
- Bending and Stretching: Bend the knees and stretch up high.
- Twisting: Twist the torso to the left and right.
- Swinging: Swing the arms gently from side to side.
- Swaying: Sway the body from side to side with feet planted.
- Turning: Spin in place, both directions.
- Invite students to create their own movement.
- Introduce non-locomotor movements to students by directing them in the following movements.
- Walking: Walk around the room with different styles (tiptoeing, heel walking, big steps, small steps).
- Jumping: Jump in place, then move forward and backward.
- Invite students to create their own movement.
- Tell students that they will be playing the Name Game.
- Demonstrate the Name Game by stating your name while making a movement or gesture to accompany your name.
- The circle then collectively repeats your name and gesture. Continue with the next person stating his/her name and making a gesture. The circle repeats the new person's name and gesture. Then, starting with the person of origin, repeat all the names and gestures shared to that point. Continue until everyone in the circle is included.
- Debrief by asking students to identify examples of movements from the name game that were locomotor and non-locomotor.
- Discuss movements in terms of movement qualities such as sustained, percussive, vibratory, swinging, and suspended.
Work Session
- Divide students into small groups, assigning locomotor or non-locomotor movements to each group.
- Tell students to create a movement phrase using four movements. Students will perform for a partner group.
- Ask students to identify the movement type (locomotor/non-locomotor) of their partner group.
- Discuss the three states of matter (solid, liquid and gas) and the effect that heat energy has on them.
- Identify The speed (tempo) of atoms in each state and how the atoms move (movement quality, locomotor/non-locomotor and formations) in each state.
- As you discuss each state of matter, ask students for ideas for how they could use movement to represent the atoms in each state.
- Discuss and provide examples of movement qualities such as sustained, percussive, vibratory, swinging, and suspended.
- Assign each group two different states of matter (solid, liquid or gas).
- Tell students that they will create a movement phrase that will represent how atoms move in one state and then to the other state demonstrating understanding of both states of matter. Students should use movement qualities, body shapes, and locomotor/non-locomotor movements to demonstrate how atoms move.
Closing Reflection
- Students will perform their movement phrases for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
- After each performance, have audience members identify the group’s two states, offering rationale for their identification.
- Discuss the correlation between heat and states of matter.
Assessments
Formative
Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to identify the characteristics of the states of matter, and ability to work collaboratively to use movement to accurately and meaningfully represent the states of matter.
Summative
CHECKLIST
- Students can choreograph a movement phrase that uses movement qualities, body shapes, and locomotor/non-locomotor movements to communicate the characteristics of atoms in the different states of matter.
- Students can describe the three states of matter.
- Students can explain the correlation between heat and states of matter.
DIFFERENTIATION
|
Acceleration:
Remediation: Provide a graphic organizer with each state of matter in the first column, a section to write or draw characteristics of atoms in a second column, and a section to write movement qualities or types of movements that could be used to represent the state in the third column. Students can use the graphic organizer to assist them in their choreography. |
ADDITIONAL RESOURCES
|
*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.
Ideas contributed by: Melissa Dittmar-Joy. Technology by Ramsey Ray. Updated by Katy Betts.
Revised and copyright: June 2024 @ ArtsNOW
Super Gene 5
Description
Students will learn about basic genetics and how genes can affect someone’s behavior. They will write their own narrative about a character they create as a class in order to illustrate the effects of inherited traits and learned behaviors.
For lesson plans, click below:
The Gene Connection Show 4-5
THE GENE CONNECTION SHOW
Learning Description
Students will discover the difference between inherited traits and learned behaviors by bringing the traits to life in a game of charades. Next, students will demonstrate knowledge of recessive and dominant traits as they help the Egg, Cantaloupe and Ball families create their offspring in “The Gene Connection Show”. Learning will deepen through role playing as students place themselves inside the standards and learn from the inside out.
Learning Targets
"I Can" Statements
“I Can…”
- I can accurately identify dominant and recessive genes.
- I can recognize the difference between inherited traits and learned behaviors,
- I can accurately act out assigned inherited traits and learned behaviors.
Essential Questions
- How can theatrical techniques help us understand genetics on a deeper level?
- What is the difference between inherited traits and learned behaviors?
Georgia Standards
Curriculum Standards
Grade 5:
S5L2. Obtain, evaluate, and communicate information showing that some characteristics of organisms are inherited and other characteristics are acquired.
- Ask questions to compare and contrast instincts and learned behaviors. b. Ask questions to compare and contrast inherited and acquired physical traits. (Clarification statement: Punnett squares and genetics are taught in future grades.)
Arts Standards
Grade 5
TA5.CR.1 Organize, design, and refine theatrical work.
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-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.
Anchor Standard 8: I can relate theatre to other content areas, arts disciplines, and careers.
Key Vocabulary
Content Vocabulary
- Heredity - Passing of traits from parents to offspring during reproduction Inherited trait
- Traits - Passed on from parents to offspring that are controlled by genes
- Instinct - A way of acting that was passed onto you by your parents; inherited behaviors are called instincts
- Learned behavior - Behavior that develops from observation or instruction rather than being passed down by heredity
- Offspring - New organisms that have come from parents that have reproduced
- Organism - A living thing
- Trait - Characteristic of an organism, physical characteristics
- Dominant trait - A genetic factor that blocks another genetic factor
- Recessive trait - A genetic factor that is blocked by the presence of a dominant factor
- Genes - The basic building blocks of heredity; they contain information about what kind of traits you will have
Arts Vocabulary
- Theater - Dramatic literature or its performance; drama
- Character - A person, an animal or other figure assuming human qualities, in a story
- Body – An actor’s tool, which we shape and change to portray the way a character looks, walks, or moves
- Ensemble - All the parts of a thing taken together, so that each part is considered
Materials
- Recessive and dominant gene cards (four of each)
- Optional game show music
- Index cards illustrating inherited traits and learned behavior for charades
Instructional Design
Opening/Activating Strategy
- Start with a general physical warm-up to get the students' bodies ready. Use exercises such as:
- Stretching: Stretch all major muscle groups.
- Shaking Out Limbs: Shake out arms, legs, and the whole body to release tension.
- Energy Passes: Stand in a circle and pass a clap or a simple motion around to build group focus and energy.
- Tell students that they will be using movements to help them remember vocabulary from the lesson. Every time students hear the vocabulary word, the class will use the movements.
- Teach the following vocabulary movements:
- Inherited Traits
- “in” - hands on both hips (parent)
- “herited” - both hands out as if giving then make arms as if holding a baby (giving to offspring)
- “trait” - point to eye (eye color)
- Learned Behavior
- “learned” - point to temple with right pointer finger
- “behavior” - pretend to be texting on the phone
- Recessive
- “re” - hands curl back towards body
- “cessive” - make the number two with right hand
- Dominant
- “do” - two muscle arms
- “mi” - one finger up on right hand
- “nant” - two fingers up on right hand
- Inherited Traits
- Teach the following vocabulary movements:
Work Session
Remind students that every time they hear the terms inherited trait, learned behavior, recessive and dominant, they should use their bodies to make the movements that they learned in the activator.
INHERITED TRAITS VERSUS LEARNED BEHAVIORS
- Ask students to describe themselves in five characteristics.
- Have them circle their favorite and ask them to show it with a sound and movement simultaneously on a count of three.
- Now ask students to look at their list and see how many of their descriptions could also describe someone in their family.
- For example, probably only a few, if any, family members like to skateboard…but one parent might have blue eyes. Tell students that their eye color comes from your parents; however they learned to skateboard.
- Traits are physical attributes. Behaviors are actions.
- Humans and other animals are a mix of characteristics from their parents and behaviors they learned on their own.
- A physical characteristic that is passed from a parent to their offspring is an inherited trait. For example: Eye color, skin color, hair color, dimples, freckles, height, etc. Ask students, “Are your earlobes attached to or detached from the side of your head? The shape of your ear lobe is an inherited trait.”
- A behavior is a way of acting. Behaviors can be inherited, too. Inherited behaviors are called instincts. Many animals are born with instincts that help them survive. Ask students if they can think of any animal instincts.
- When the weather turns chilly in the fall, animals prepare for the winter by instinct. Some animals head for warmer climates during the winter. Other animals find a safe spot and curl up for a long sleep. No one taught these animals how to survive winters. They know what to do by instinct.
- Ask students if they are better at using technology than some of the adults in their family. If so, they learned how to do this. They did not inherit this behavior from their parents.
- Tell students that we do many many learned behaviors that help us every day. These behaviors include things like how to make a sandwich, use a computer, and be polite to others.
- Now ask students to look at their list and see how many of their descriptions could also describe someone in their family.
INHERITED TRAITS VERSUS LEARNED BEHAVIOR CHARADES
- Give each student a 3x5 card. On the card, students will write a trait or behavior. Collect all cards and put them in a bucket/bag/box.
- Ask a student to come to the front of the classroom and pick a card.
- Have students act out the trait/behavior on the card and ask other students to guess what it is.
- Then ask students to decide if it is an inherited trait or a learned behavior.
HEREDITY REVIEW
- Tell students that we can see that many of our traits are inherited and predetermined. For example, we can’t decide what color eyes we want to have then make them that color, can we?
- We know that inherited traits are passed down from parents to offspring.
- Heredity is the passing on of traits and physical features from parents to their children. Our parents pass these traits and features on to us through their genes.
- Genes are the tiny sets of instructions in each human cell that determines inherited physical features and other traits. We get them from our parents. They help make us who we are. They affect how our body grows or looks and how you do things (artistic genes, mind for math). They carry information that helps make you who you are: curly or straight hair, long or short legs, even how you might smile or laugh, are all passed through generations of your family in genes.
- Genetics is the branch of science that studies how traits are passed down from one generation to another. Humans have 23 sets of chromosomes in each cell in their body. Traits like a person's height, eye and hair color, and intelligence are all examples of those things that are determined by a person's genes. The code is found on a double strand that is known as DNA.
- For example, if both of your parents have green eyes, you might inherit the trait of green eyes from them. Or, if your mom has freckles, you might inherit that trait and have freckles. And genes aren't just in humans — all animals and plants have genes, too.
RECESSIVE VERSUS DOMINANT GENE REVIEW
- Tell students that now you will look at how genetics actually work.
- For example, let’s say you have green eyes but your sister has brown eyes. It’s a little complicated…let’s draw it out.
- When it comes to eyes, each person gets two eye color genes—one from your mother and one from your father. That means you can end with two genes that are the same color or two genes that are different colors—Like two green genes or two brown genes or one green and one brown.
- What do you think happens if you have two dark brown genes (you have brown eyes)?
- What do you think happens if you have one brown gene and one green gene (one green eye and one brown eye)? No! You will have two brown eyes. The dark brown eye genes are dominant genes, which means that they are stronger than green genes. The green eyes are the recessive genes. That means that they are weaker and only show up when there are two of them.
- These equations are a great way to remember who wins in the gene game:
- R + R = R
- D + D = D
- R + D = D
GENE CONNECTION SHOW
- Tell students that now they will help the Egg family, the Melon Family and the Ball Family.
- Each family is going to have a baby and the class will help them determine what their baby will look like based on what they look like and what their genes look like.
- Students will determine the following characteristics of their baby egg: hair color, hair type, dimples or no dimples, free or attached earlobe, freckles or no freckles or eyebrow shape.
- Tell students that the gene cards that the parents carry will inform the class of the outcome, but they need to know if the genes are dominant or recessive to know which gene wins out and gets to the baby of the family.
- Let’s play “The Gene Connection Show”!
- Tell students that a deck of cards has been dealt to each family.
- Starting with the Egg family, ask for two volunteers to be Mr. and Mrs. Egg.
- Hand out Mr. Egg cards (hair type, hair color, dimples) and Mrs. Egg cards (hair type, hair color, dimples).
- Draw an oval egg on the board between them as they decide which traits will be passed down to the baby egg. Every time a decision is made on a trait, ask a student to put the correct equation on the trait.
- Repeat this process with the other two families of volunteers for the Melon Family and the Ball Family.
Closing Reflection
- Close the lesson with a ticket out the door. Ask students to go back to their list of five characteristics from the beginning of the lesson. They should now write down which are inherited traits and which are learned behaviors (and which might be a combination!).
- Have students share with a neighbor. Remind students to explain why they classified each characteristic as they did.
Assessments
Formative
Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator and students’ ability to act out and identify traits versus behaviors.
Summative
CHECKLIST
- Students can accurately identify dominant and recessive traits.
- Students can recognize the difference between inherited traits and learned behaviors.
- Students can accurately act out assigned inherited traits and learned behaviors.
DIFFERENTIATION
|
Acceleration:
Remediation:
|
*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.
Ideas contributed by: Susie Spear Purcell. Updated by Katy Betts.
Revised and copyright: June 2024 @ ArtsNOW