Music:
Learning Thru Music | State to State. (n.d.).
Retrieved September 6, 2015, from
http://www.learningthrumusic.com
Manipulatives:
Vocabulary posters/cards
Writing pencils/pens
Adaptive materials (pencil grips, slant boards for writing, etc.) as needed
Arts Areas:
Visual Arts: text illustrations, vocabulary posters, real objects
Drama/Theater Arts: use of imagination (i.e. pretend to be melting ice) as part of dance/movement activity
Dance: explicit teaching: use of space, non-locomotor movement, locomotor movement
Music: part of energizer and exploration/activity
Multiples Intelligences:
Visual-Spatial text illustrations, vocabulary posters, real objects
Bodily-kinesthetic dance and movement learning activity
Musical music part of energizer and exploration/activity
Interpersonal understanding social norm/expectations of interacting with others while working/moving
Intrapersonal - understanding one's own interests; awareness of personal interpretation in dance/movement
Linguistic - listening to/understanding text, using words effectively in discussion
1
Listen to the song: State to State (using the lyrics displayed, have students sing along); review/continue
discussion of the properties of matter and the characteristics of liquid, gas, and solids per lyrics.
ELABORATION/APPLY
Movement Activity
Have students create and perform dance movements to represent a change in the state of matter OR
movement in matter (examples: liquid ice freezing and becoming a solid, solid melting, liquid
flowing, evaporation, etc)
During the activity:
Play the instrumental version of the song State to State (to connect science concepts previously sung in the
lyrics to thedance activity). Note: Using instrumental version encourages student creative
interpretation/imagination without their listening to/being influenced by specific lyrics.
Encourage students to include both nonlocomotor and locomotor movements in their creative dance. Ask
them to think of ways to use their body to represent the motion of matter either changing its state
(freezing, melting) or moving through space (water flowing, solid rolling, etc..).
After:
Ask students how they decided to match their movements to the concepts.
Discuss what parts of their body they chose to use to represent certain ideas (example: arm movements to
create direction, twirling entire body to represent a concept, etc..).
Ask if there was a reason why in some parts of the dance they used nonlocomotor movements versus
locomotion.
Discuss how the music did or did not- direct or shape their movements.
Discuss how creative/interpretative dancing is different from performing specific movements at specific
times (such as in a dance like The Hokey Pokey or Macarena).
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References:
Cornett, C. (2011). Creating meaning through literature and the arts: Arts integration for classroom teachers (4th
ed.). Boston, MA: Allyn & Bacon/Pearson.
Home - National Dance Education Organization. (n.d.). Retrieved September 6, 2015, from
http://www.ndeo.org
Anecdotal Records
Observation/ Notes:
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