Thomas – Beth Reeves
Learning Objective/Exit Outcomes:
- The students will be able to explain how heat is measured.
- The students will be able use creative movement as a tool that reflects the operation of a thermometer.
- The students will be able to show how temperature affects people.
- The students will be able to work together in small groups to communicate an idea.
Science & Dance
S3P1. Obtain, evaluate, and communicate information about the ways heat energy is
transferred and measured.
ESD3.CR.1 Demonstrate an understanding of the choreographic process.
- Create a sequence of three or more movements utilizing body, space, time, and energy.
Open space around students’ desks
This activity began with an intro of what a Machine is: a Machine has 1) a movement and 2) a sound. Students were led to brainstorm about machines that they knew already (washing machine, vending machine, etc.) One of these examples was used to create a class example, while highlighting that machines use SEQUENCE and ORDER. To create this machine, each student had their own movement and sound as an individual part of the machine.
After students were introduced to the activity, the teacher told students they would be building “Temperature Machines.” The teacher sectioned students into groups of 3- 5 stationed throughout the room. After discussing temperature and thermometer, the teacher assigned each group a particular time of day, year, and month. The group must create a machine that shows how a person who is affected by the season (weather), on a person who reflects the particular weather, the remaining students represent how the thermometer is affected. The other students in the room must guess what time of year or season that is taking place based off of the creative movement that is taking place.
It is important to specifically assign what student will carry which role in the machine. Students may need to begin sitting at a table with basic sound, while the thought of creating a movement piece might be intimidating to some.