Brewer Elementary Year One
Brown – Elizabeth Reeves
Learning Objective/Exit Outcomes:
- Students will be able to explain the different phases of the moon
- Students will also be able to use their bodies as a way to communicate the different phases.
- Students will collaborate as a group that displays soft skills.
- Students will demonstrate dance as a form of communication.
S4E2. Obtain, evaluate, and communicate information to model the effects of the position and motion of the Earth and the moon in relation to the sun as observed from the Earth.
- Develop a model based on observations to describe the repeating pattern of the phases of the moon (new, crescent, quarter, gibbous, and full).
ELAGSE4SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
ESD4.CR.2 Demonstrate an understanding of dance as a form of communication. a. Use movement to express an idea or feeling.
ESD4.PR.2 Understand and model dance etiquette as a classroom participant, performer, and observer.
- Demonstrate attentiveness, full participation, and cooperation with others in the dance learning and performing environment.
- Demonstrate focus, concentration, and self-discipline in the performance of skills.
Science, ELA, & Dance
Open Space for Movement
PAIR Specialist introduced the concept of Justifying Jumping. Students were asked to spread out around the classroom and listen carefully for instruction. PAIR Specialist would tell students to “Jump” and then “Freeze!” Once the PAIR Specialist says “Freeze,” whatever position that the students land in, they will have to justify or make up a reasoning behind why they landed in that position. (“I am mowing the lawn, reaching for the apple at the top of the tree, doing laundry, etc.).
The unit was introduced by talking about the seasons, and asking students to freeze in positions related to the seasons (What activities can you only do in the Winter? What activity do you like to do in the Summer). Teacher and PAIR Specialist were able to discuss why the Earth experiences seasons, and how it relates to Space Science.
Next, PAIR Specialist and Teacher began to work through the phases of the moon, asking students to freeze in whatever position they call out. (What does a full moon look like versus what does a crescent moon look like). Teacher and PAIR Specialist worked through the phases in sequence, so students could display each phase.
After the phases were established, the teacher and PAIR Specialist could ask questions related to the unit. (If it’s Winter in Australia, show me what season it will be in North America. Show me what happens to the moon after it has become full.)
- Take your time in setting up this strategy. Make sure students are focused and quiet even before introducing the concept of jumping or wiggling. Students should be motivated in their wiggling, not just writhing around. It can sometimes be helpful to do one or two examples, while students are still seated in their desks.
- PAIR Specialist was able to use Justify Your Jump as a classroom management technique. Students that couldn’t control their Jumping or Wiggling would not be called on to share their idea out loud. Experiment with small controlled wiggles, before opening up to bigger wiggles.
- This activity relies on the entire class to participate and follow the rules. If one or two students are being disruptive, you could try to take them out of the wiggling and ask them to provide the category or phase of the moon instead.