Arts Integrated Lesson Plans

What’s the Matter!?

Lisa Willis Carpenter, Natalie Beckett, Torsha Lenix

The student will be able to identify the various of states of matter, how they change, and be able to compare and contrast the states of matter. Students will be able to create dance phrases that express ideas use locomotor and non-locomotor movement to create dance pathways.

Materials

Chart Paper and markers
Music (up to the individual teacher)

Activities

Day 1: Discuss and describe the various states of matter.
1. Establish classroom norms to include a dance warm-up, dance vocabulary, personal space, and locomotor and non-locomotor movement.
2. Whole group, students create body movements for all three states of matter.

Day 2: Classes will be divided into three cooperative groups.
1. In groups, students will create their dance for the first state of Matter: Solid.
2. Share out. Critique and edit.

Day 3: In groups, students will create their dance for the second state of Matter: Liquid.
1. Create a transition for between Solid and Liquid.
2. Share out. Critique and edit.

Day 4: In groups, students will create their dance for the third state of Matter: Gas.
1. Create a transition for between Liquid and Gas.
2. Share out. Critique and edit.

Day 5: Perform. (Teacher Assessment)

Differentiation Approaches

1. Kinesthetic learning, group work, rehearse if finish early, create transitions, differentiation is inferred in dance because children do what they are willing and able to do.
2. Remember, students for whom the work is easy can mentor other students. However, it’s also good to find ways they can go deeper into the lesson, so that each lesson is challenging to them.

Assessment

1. Their performance at the end will show what they learned.
2. Dance 2.R.1: Use images or words to describe possible meanings observed in dance.
3. Create a rubric.

Follow Up and Extension Ideas

Unit: this is a lesson within a unit where the students could integrate poetry about the states of matter, math, literacy, and social studies. This lesson can be extended to Magnets and Magnetism. The students will have background knowledge of dance concepts to carry over into future lessons. The ideas I have drawn from this lesson are that students can move or dance to just about anything they learn.

Additional Details

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