Name Amy Campbell Two-Prong # 4

Science and Dance

You must use this exact template for each lesson plan. Ensure that you keep the format the same. Simply use page 79 of your text as a guide to complete your lesson plans. To add more space you should be able to place your cursor in the area of desire and begin typing. The text will automatically carry down to the next line without hitting enter or return as you type.

Two-Prong Focus: 1) Arts Content = Dance and Creative Movement = Standard 1: Indentifying and Demonstrating Movement Elements and Skills in Performing Dance. Benchmark 5: The student explores the expressive dynamics of movement. Indicator 1: The student recognizes and demonstrates the interrelationships among the elements of space, time, force, and flow of energy.

2) Core Academic Content (use State Standards) = Physical Science= Standard 2: The student will increase their understanding of the properties of objects and materials that they encounter on a daily basis. The student will compare, describe, and sort and classify these materials by observable properties. Benchmark 2: The student will describe the motion of objects. Indicator 2: The student describes the change in position of objects when moved.

Student Objectives: The student will be able to dance as an object while relating to the elements of space, time, force, and energy. The student will be able to dance an object with description of the material with classification. (i.e. are they a gas, liquid, or solid? How are they going to describe this in their dance?) The student will be able to dance the object with regards to where other objects are at the same time. Teaching Procedure: Introduction: 1. Attention/focus: Say to students, If you can hear me, clap once. If you can hear me now, clap twice. Use rhythmic clapping to obtain the rest of the class focus. Bring students to the middle of the room onto the carpet. 2. Interest: Ask the students, How can we show the differences in our surroundings with dances to describe them? How are we going to show where they are when they are moved? 3. Set mood: Turn on music at a level to where the students can still hear the teacher. Weighted Wings by Eric Chappelle. http://www.aventurinemusic.com/downloads/Weighted_Wings.mp3 4. Set purpose: Say to students, If we were at our desks and we got up and moved to a side of it, say to the left, where would the desk be? Could you show me a dance for that? What if it was a window? Would you be looking out of it, or would someone be looking in at you?

5. Review and relate: Ask students, What are some different items we can classify by their properties? What are made of solids in the classroom? (Desks, pencils, windows, carpet, etc.) What about liquids? (Water in bottles, water in vase for beta fish, rain drops on window, etc.) What about gas? (Oxygen, the plant takes in carbon dioxide, etc.) List these on large chart paper to save for future reference. Discuss what we see during different seasons as well. (Snow in the winter, leaves on window sills in autumn, condensation in the summer, buds on trees in the spring from out of the window, and so on.) 6. Make ground rules and expectations clear: Be mindful of others personal space. Please dont dance erratically. We are dancing objects, not a mosh pit. Do not knock into others. 7. Energizers and warm-ups: Personal Space: Have students find a personal space. The students will investigate their personal space without moving from it and make shapes at low, middle, and high levels. They will combine force and time leading with different body parts. (They can begin with their head, then their shoulders, then their torso, and so on.) They will do this slowly, taking in their personal space. 8. Vocabulary: Any vocabulary the students are not familiar with will be gone over. There should not be any unfamiliar vocabulary as we are working on this particular science unit at this time. Development: 1. The teacher shows the students an example of a dance to show/describe the properties and movement of a liquid. She tells the students she is going to show them snow falling becoming a tiny snowflake on the window. She faces the students and stretches her arms high to the ceiling and slowly brings her arms down, along with her body, touching her toes, moving rhythmically. She repeats the process and then brings herself into a small bubble, always keeping a rhythm. She then outstretches her arms and legs, staying small; to represent the shape a snowflake can look like. She explains to the students that this would be an example of them looking out the window. She turns around backwards and repeats the process. This would be an example of the snowflake looking at them. This is an example of change in position. The students are asked, How else could I do this to show another position? (Move to the left of the students and face them, showing students looking out the left of the window, move to the right of the students facing them, students looking out of the right of the window, etc.) The teacher then asks the students for insight on how she could dance melting against the window. The teacher discusses this with the students and writes down dance moves/ideas from students on the large chart paper for future reference. (How can I dance a liquid since I am melting? (Lay on the floor and wiggle slowly and then stop, crunch yourself down while slowly moving all body parts down and in to yourself and then freeze, etc.) 2. Show students a photo from The Polar Express from my personal library. This will be the train climbing the mountain and never slowing down. (Showing students another example of time, force, and energy.) 3. Ask the students, Okay, lets be the train. We are going to dance it. Remember, it never slows down and it keeps climbing higher. Well start at the bottom of the mountain and continue on.

4. With Weighted Wings still playing, allow students to practice, explore, and experiment with their dance of the train in motion. They can discuss with their peers how they are going to create and apply this while experimenting as well. 5. The teacher walks around and provides questions/ insight to students to guide them along. If youre on the right side of the mountain, where are you as the train? How can you dance the speed? What can you do to show the steam that you are releasing? Encourage students to explore many ways that they can show they understand. Conclusion: 1. The students dance as the train at the bottom of the mountain. The teacher tells the students that they are now climbing the mountain, gaining speed. The teacher calls out a side of the mountain so that students continue to dance but can show that they know where they are with knowledge of movement of an object. (The object being the mountain. If the teacher says they are now on the right-hand side of the mountain, students would move to the right, showing they know that the mountain is to the left of them.) The teacher tells the students that they are gaining speed, moving faster and faster up the mountain, and calling out sides of the mountain that they are on while students move to show that they know where the object has moved to. The teacher reminds the students that as they gain speed, they let off steam as well. 2. Have students come back to the carpet. Ask students what they thought went well. Was it difficult to dance as the train while always remembering where the mountain was at the same time? Was it difficult to remember that as a train, you were not only a solid, but a liquid and gas as well? How about the fact that you were in your personal space, relating time (the speed of the train/how quickly you got to the top of the mountain), energy (the steam you were letting off) and force (the engine is powered by steam) at the same time? Have students critique themselves. Do not call on students randomly for fear that it will embarrass or scare them. Call on students with raised hands. Ask them what they think they did the best or what they would work on/would do next time. The teacher can begin to praise a student on what she feels they did well. I really liked how you danced more fiercely to show that you were gaining speed as the train. I like how you pushed your arms out and then pulled them in while spinning yourself around and keeping a rhythm. This will encourage students to chime in and assess as well. Continue assessing students and giving feedback as well as encouraging others to participate as well. 3. Have students go back to their seats. Pass out a paper titled, If I had to describe (blank), I would dance it like (blank). The students can choose an object in the classroom to make a dance up to. Remind students that they have to be the object and move around in regards to other things in the room. (i.e. they are the vase with the beta fish on top of the desk at first, and then they move to the floor, to the windowsill, etc.) Assessment (may include a rubric): If the student does not attempt to make up a dance at all, they get a sad face and will be asked to come discuss with the teacher.

If the student makes up a dance on their paper, they get a smiley face and written feedback from the teacher. If the student makes up a dance with regards to other objects in the room, they get a smiley face with a pair of dance shoes and written feedback from the teacher. If the student participated in the lesson and danced even a little, they will get written feedback from the teacher with encouragement to keep participating with a smile. If the student fully participated in the lesson the student will receive written feedback with encouragement to continue being a leader. If the student didnt participate in the lesson or didnt even try to dance, the student will be asked to come see the teacher. The teacher will encourage the student to participate without telling them to do so. Never tell the student to do something that they are not comfortable with and ease them into it. Maybe ask them to practice in the privacy of their home and see if its an embarrassment or fear of dancing.

Multiple Intelligences/Differentiated Instruction (place an x by each one covered in the lesson): Spatial (ability to visualize) Linguistic (words/spoken/written) Logical-mathematical Kinesthetic (movement) Musical Interpersonal (interaction w/others) Intrapersonal (self-reflective ability) Naturalist (having to do w/nature) _X_ _X__ _X_ _X__ _X__ _X__ _X__ _X__

Blooms Taxonomy/Differentiated Instruction (place an x by each of the items that apply): _X__ Knowledge (tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall)

_X__ _X__ _X__ _X__ _X__

Comprehension (locate, explain, summarize, identify, describe, report, discuss, review, show) Application (demonstrate, construct, record, illustrate, research, order, display, practice) Analysis (compare, contrast, classify, critique, solve, experiment, examine, infer, categorize) Evaluation (judge, predict, verify, rate, determine, decide, choose, forecast, estimate, prioritize) Synthesis (compose, hypothesize, design, formulate, create, invent, develop, refine, produce)

Special Needs (indicate how you will extend the lesson for gifted learners and decrease the lesson for struggling learners): Gifted Learners: Allow these students to lead a dance or come up with an object to dance as. These students can lead the class in classifying the properties of the object they are dancing as. Learners Below Level: Allow these students more time for writing and discussing, experimenting, and practicing their dances. Allow these students to sit with other students that grasp the concepts more clearly so that they can help guide them along.