Creative Dance

Dance Lesson:

UVU Lesson Planning Template
Matter Through Movement
Izak Erekson
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:

UVU Lesson Planning Template
Place Value, Decimals, and Movement
Izak Erekson
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.

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