Dimon Elementary Year One
Pitts – Jen Weisphal
Learning Objective/Exit Outcomes:
- Students will be able to explain differences between vertebrates and invertebrates.
- Students will be able to list vertebrates and invertebrates.
- Students will be able to move creatively to show they are vertebrates or invertebrates.
- Students will practice spatial awareness.
S5L1. Obtain, evaluate, and communicate information to group organisms using scientific classification procedures.
- Develop a model that illustrates how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal) using data from multiple sources.
ESD5.CR.1 Demonstrate an understanding of the choreographic process.
- Create shapes and levels through movement.
- Create movement phrases with or without music.
ESD5.CR.2 Demonstrate an understanding of dance as a form of communication.
- Use movement to tell a story.
- Use improvisation to discover and invent movement.
- Discuss the experience of performing a choreographed work.
Science & Dance
Ball, Classroom space
PAIR Specialist started Cat-Ball by asking students if they knew what the word “Category” meant. We played a practice round of Cat-Ball to facilitate understanding of the game. PAIR Specialist asked students to name “Animals in the Jungle” by tossing the ball to a student, to encourage quick thinking and provide an answer before they catch the ball. The student then tosses the ball back to the PAIR Specialist. The PAIR Specialist continued to use the strategy of Cat-Ball to have students explain what they know about vertebrates and invertebrates to “teach me,” the PAIR Specialist.
PAIR Specialist then invited Ms. Pitts to facilitate Cat-Ball, having them give examples of vertebrates and invertebrates, including asking students to give examples in sub-categories within these categories.
With all of the vertebrate/invertebrate knowledge, PAIR Specialist stepped in to introduce the strategy, Why I Wiggle. Having students stand by their desks, pushing in their chairs, we played a couple practice rounds just having students wiggle and freeze on the word “Freeze!” Then, PAIR Specialist informed students that each freeze would either be a vertebrate or invertebrate and their frozen positions should explain as clearly as possible what they are representing. PAIR Specialist did a couple of rounds directing with “Wiggle, wiggle, wiggle: VERTEBRATE!” and “Wiggle, wiggle, wiggle: INVERTEBRATE!” visiting students around the room with especially clear poses to also verbalize what they were portraying. PAIR Specialist then invited Ms. Pitts to lead some rounds as well.
PAIR Specialist led a discussion with students about how these activities enhanced their learning process. Students were very receptive to both strategies and got some great wiggles out in the process!
- Students stayed sitting at their desks for Cat-Ball as there was not a large enough area to stand in a circle. This did not impede the activity for this group, however some class groups have better focus if they are able to stand/sit in a circle to improve their focus and listening skills.
- These students only needed a quick reminder that they would get the ball if they were quiet, and not shouting out answers, or saying “pick me, pick me!” On the flip side of the coin, some students were specifically not making eye contact, so its important to reach out to these students and encourage team support for all players and that it’s important to try!