Dance Expectation: A1 apply the creative process (see pages 19–22) to the composition of short dance pieces, using the elements of dance to communicate feelings and ideas;
A1.4 combine the elements of dance in different ways to communicate a variety of ideas
Science Expectation: 2. investigate characteristics of the systems of which the earth is a part and the relationship between the earth, the sun, and the moon; (Grade 6 - Space)
Show short video clip of the planets orbiting the sun. Students recreate the orbit of the planets using the for Rondo (ABACADA). 3 participants will reenact the sun, moon, and Earth using the elements space (between the planets that revolve around the sun) and relationships (in which the planets have in the universe.
Create a whole class rainstorm. Ask the class to brainstorm specific elements of weather. Use Call and Response to have one person perform and another have a response to their movement.
Learning Goal: Students will be working to create a sequence of movements representing weather forms before, during and after the storm.
Students come up with different types of storms (hail, thunder, snow, etc.) Each group of chooses a storm and uses Retrograde to perform their storm.
 |
| Group presentation of orbit. |
Lesson and Activities
Rain Storm Simulation as Minds On activity. From Youtube.
Create a whole class rainstorm. Ask the class to brainstorm specific elements of weather. Use Call and Response to have one person perform and another have a response to their movement.
Learning Goal: Students will be working to create a sequence of movements representing weather forms before, during and after the storm.
Students come up with different types of storms (hail, thunder, snow, etc.) Each group of chooses a storm and uses Retrograde to perform their storm.
Reflection: Retrograde is an effective choreographic form to use to connect to science expectations because it allows students to visualize how a storm begins, progresses and ends in reverse. To extend this further in science curriculum, while students are brainstorming types of storms the teacher could do a whole prior lesson on specific habitats and the types of storms that would affect animal/plant living conditions. From there students would have a background on the types of storms. The teacher could also add a call and response element to this, where one group acted as the storm and the other group acted as the plants/animals in that habitat and their affects from the storm.
Video of my group creating a storm using Retrograde
No comments:
Post a Comment