Dance Lesson:
I.
Standards
A.
Utah State
Core Curriculum Standard(s)
5th Grade Science: Standard 1: Students will
understand that chemical and physical changes occur in matter.
Objective
2: Evaluate evidence that indicates a physical change has occurred.
a. Identify the physical
properties of matter (e.g., hard, soft, solid, liquid, gas).
b. Compare the changes in substances that
indicate a physical change has occurred.
c. Describe the appearance of a
substance before and after a physical change.
5th Grade Fine Arts: Dance: Strand: CREATE
(5.D.CR.)
Standard 5.D.CR.3: Develop a dance study,
creating original movement that expresses and communicates a main idea.
B. Central Focus
a. Unit
Summative Assessment
Students will
understand the properties of matter.
II.
Intended
Learning Outcomes
A.
Lesson
Objective
Students will learn the states of matter, and
their properties as it undergoes physical changes.
B.
Learning
Target/Indicator
Students will perform dances to demonstrate
the properties of the different states of matter.
III. Assessment of Student Progress
A.
Pre-assessment.
Instructor will ask students what they
remember about the states of matter, and teach accordingly to their responses.
B. Ongoing Formative Assessment.
Teacher will ask students why they are forming
the dance moves that they are, and provide guidance and correction as needed to
reflect the state of matter they are representing.
C.
Final
Formative Assessment (as needed).
Students will perform their dances representing
the different states of matter, and the physical changes from states.
IV. Preparation
A.
Students’
prior knowledge and skills.
Students should all have learned the material
previously, for science. This lesson is a review for them.
B.
Teacher preparation.
a.
States of
Matter: A Question and Answer Book by Fiona Bayrock
C.
Plan for
Differentiation
Students who are at different comfort or skill
levels with dance will be able to pick their own dance moves, to enable them to
perform according to their level. This way all students can feel successful and
participate.
D.
Academic
Language
a.
Language
Function
Students will be able describe why they use
the moves they do in their performance.
b.
Language
Demand
i.
Syntax
Students will start, move, and end their performance.
They will specifically have beginning and ending forms for their dances.
ii.
Vocabulary
Solid, Liquid, gas, matter, melt, freeze,
evaporate, condensate, form, beginning shape, ending shape.
iii.
Discourse
Spoken, and written. Students will write down
what they learn.
c.
Language
Support
Students will receive guidance on vocabulary
terms related to dance, and science.
E.
Technology
Use and Purpose
Document camera to show book.
Projector to show book.
F.
Student
preparation (if applicable).
None required.
V.
Instructional Procedures (including differentiation)
A.
Instructional
model(s)
a.
The
instructor will open by telling students that they will be reviewing a science
topic: matter.
b.
The
instructor will ask students what they remember about the states of matter, the
properties of each state, and the physical changes of states of matter.
c.
The teacher
will read excerpts from States of Matter (pages 4, 7, 10-11, 12-17).
d.
Instructor
will review the different states of matter.
e.
The
instructor will divide students into 6 groups: solid, liquid, gas, evaporation,
freezing, melting.
f.
Instructor
will explain to students the importance of a starting position to show how they
are beginning, then to come up with a dance that has 3 movements, then to end
with an ending position.
g.
Demonstrate
an example of what melting could look like in dance form.
h.
Give students
2 minutes to decide on their dances.
i.
Have students
rehearse their dance.
j.
Give students
more time to modify their dance.
k.
Have students
rehearse once more.
l.
Have each
group go before the class and perform.
m.
Have all
students return to their desks, and discuss what they learned, have students
write in their science notebooks.
●
Attach any
supplementary materials you will use in your lesson.
VI. Accommodations
If a student is unable to dance as others due
to health reasons, that student may not be required to dance or move, but may
still be included and participate.
REFLECTION (questions from rubric in
assignment description):
What worked well?
Having
the students work in groups, just based on their table seating was a good idea.
Each group took turns performing their dance / movement in front of the class.
The students seemed to enjoy the activity, and were also creative in their
approaches to the assignment, and the movements they choreographed. I was able
to have them have a starting position, and an ending position.
What did you learn?
Students
are quite willing to be creative, and get out of their comfort zones a bit as
well. That was good for this lesson, although not all groups were willing to
let go and be as creative as they could have been.
What would you do again, or change in the
future?
I
might have more structure, help the students understand more about what they
are doing, and rehearsing. Perhaps I could use more timing in the movement, or
music. The students were able to choose their own timing, and there was no
music. I could prepare them better, and do more actual modeling. I basically
just offered ideas, without modeling what to do for the students. They did a
good job though, some more than others, and some were quite creative.
Did you students achieve the learning goals
for the lesson?
Well,
I feel that some of the science got away from the lesson, that I needed more of
the content knowledge to help their learning better, but they seemed to have a
good understanding of their own dance topic, though one group essentially just
used ideas I offered them as they struggled to come up with what to do. So,
maybe not as much as they should have I’m not sure.
INTEGRATED LESSON II:
I.
Standards
A.
Utah State
Core Curriculum Standard(s)
5th Grade Math, Strand: NUMBER AND OPERATIONS
IN BASE TEN (5.NBT): Understand the place value system (Standards 5.NBT.1—4). Perform operations with multidigit whole
numbers and with decimals to hundredths (Standards
5.NBT.5—7).
Standard
5.NBT.1: Recognize that in a
multi-digit number a digit number, a digit in one place represents 10 times as
much as it represents in the place to its right and 1/10 of what it represents
in the place to its left.
5th Grade Fine Arts: Dance: Strand: CREATE (5.D.CR):
Students will conceptualize, generate, develop, and organize artistic ideas and
work. They will complete and refine dance works.
B. Central Focus
a. Unit
Summative Assessment
Students will
understand base ten, and how it relates to digits and decimals.
II.
Intended
Learning Outcomes
A.
Lesson
Objective
Students will memorize a dance / movement, and
understand the relationship between place value and the value of a digit.
B.
Learning
Target/Indicator
Students will demonstrate their understanding,
and memorization, by performing the dance in unision as a class while saying
the mnemonic* (spell check helped) phrase that goes along with it.
III. Assessment of Student Progress
A.
Pre-assessment.
Teacher will write a number on a piece of
paper, project it, and ask students questions about the value, and the
relationship between different place values.
B. Ongoing Formative Assessment.
As the instructor teaches, he will pay
attention to see if students seem confused, and ask comprehension questions to
see if students are understanding.
C.
Final
Formative Assessment (as needed).
After teaching, the instructor will again ask
students questions about the value of digits in a number, and the relationship
between different place values.
IV. Preparation
A.
Students’
prior knowledge and skills.
This is review, so students should be able to
remember something about place value.
B.
Teacher
preparation.
a.
Materials
Projector
Document camera
Paper
Pen or pencil
C.
Plan for
Differentiation
The teaching of the mnemonic phrase and
movement will be whole group instruction. As students appear to struggle, they
will be given additional help.
D.
Academic
Language
a.
Language
Function
Spoken: students will verbally share what they
are understanding, and will speak as they perform the dance as a whole class.
b.
Language
Demand
i.
Syntax
Students will understand the syntax that as
they move to the left in place value, the value of the digit increases by 10,
and that as they move to the right the value is 1/10 what it was before.
ii.
Vocabulary
Place value, decimal, one-tenth,
one-hundredth, one-thousandth, ones, tens, hundreds, thousands.
iii.
Discourse
Spoken: Students will speak the mnemonic
phrase, and discuss as a whole group.
c.
Language
Support
The instructor will tell students the
vocabulary and syntax necessary to understand.
E.
Technology
Use and Purpose
Instructor will use a document camera to show
students a number, and to discuss the value of its digits, as well as
demonstrating multiplying or dividing by 10.
F.
Student
preparation (if applicable).
Students should have their math notebooks, and
something to write with.
V.
Instructional Procedures (including differentiation)
A.
Instructional
model(s)
a.
The
instructor will project a paper from the document camera, and will write a
number.
b.
Instructor
will ask students to volunteer to say the number.
c.
Instructor
will ask if anyone can say the value of a specific digit in the number. For
example: 1111.111. The first one has the value of one thousand.
d.
Instructor
will repeat this question for a few different place values.
e.
Instructor
will ask students if they can see the relationship between the place values as they
go to the left, and to the right.
f.
If students
are unable to recognize the pattern, then the instructor will teach the concept
that as you go left by one place value, the digit is worth 10 times what it
started as, and as you go right it is 1/10 what it was.
g.
Instructor
will stand up in front of the class and have students first watch the
demonstration of the movement and phrase.
h.
“On the left,
I have 5 fingers and 5 toes. That makes 10.” Instructor will lift right hand
and right foot (mirroring that students should do).
i.
“If I go
left,” instructor drops to their right onto their foot, right of their original
position. The instructor will shift his position and stand up straight again “then
my value is 10 times greater.”
j.
The
instructor will then repeat the movement, but opposite. Raising the left hand,
and left foot, the instructor will say “On the right, I have 5 fingers and 5
toes. That makes 10.”
k.
“If I go
right,” instructor will drop to the left (mirroring what students will do).
l.
The
instructor will stand up straight and say, “then my value is 1/10 what it was.”
m.
The
instructor will repeat the movements twice, and say “Right, 10 times greater.”
“Left, 1/10 what it was.”
n.
The
instructor will end by raising both hands and saying “Base 10!”
o.
The
instructor will then have students stand up and practice the movement and
phrases together twice.
p.
Instructor
will return to the document camera, and will write down a different number:
2222.222, and ask students the value of the different digits, explaining the
names as tenths, hundredths, and thousandths for the decimal values.
q.
Students will
write the phrase from the movement in their math journals as this: “If I move
right, then my value is 10 times greater. If I move left, then my value is 1/10
what it was. Base 10!”
●
Attach any
supplementary materials you will use in your lesson.
VI. Accommodations
Students will be able to see, not only hear,
the phrase and the numbers that are being discussed. If a student were unable
to perform the movements, they will be allowed to modify the movement to their
capabilities.
RESOURCE:
I have not used this resource, hardly at all, but it is simply Dr. Escalante's website page for dance, which I imagine will be useful later.
No comments:
Post a Comment