Key Elementary, Year One
Ortiz – Jen Weisphal
Learning Objective/Exit Outcomes:
- Students will recall Constructive and Deconstructive Elements learned and create a story based on that content.
- Students will collaborate to create theatre art connected to science elements.
S5E1. Obtain, evaluate, and communicate information to identify surface features on the Earth caused by constructive and/or destructive processes.
- Construct an argument supported by scientific evidence to identify surface features (examples could include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or destructive processes (examples could include deposition, weathering, erosion, and impact of organisms).
TA5.PR.1 Act by communicating and sustaining roles in formal and informal environments.
- Use vocal elements (e.g. inflection, pitch, volume, articulation) to communicate thoughts, ideas, and emotions of a character.
- Use body and movement to communicate thoughts, ideas, and emotions of a character.
- Collaborate and perform with an ensemble to present theatre to an audience.
TA5.RE.1 Engage actively and appropriately as an audience member.
- Participate as audience.
- Demonstrate appropriate theatre etiquette.
Science & Theatre
Playing space in front of classroom
The PAIR Specialist asked students to share what they new about Improv. The goal answer to the question is that improv is a form of theatre arts where the content is completely made up on the spot. The improv game, Conducted Story, is a game where a group of students creates a story beginning as any good story does with “Once Upon A Time.” The ‘conductor’ of the stories is the teacher. The teacher controls how long a student will add onto the story by pointing to them and when the teacher pulls her hand back, the student must stop telling their story, even if it is in the middle of a sentence! Pointing to another student, the story continues on where the last student left off. Student 1: “Once upon a time there was a lion who was walking down” Student 2: “the street to the circus. Then he ran into a girl lion and he” Student 3:, etc, etc. The PAIR Specialist emphasized that this story would be unique and exceptionally creative because it was not being created by a single storyteller, but by many, which means that the story would be something even greater because of collaboration. The PAIR Specialist also emphasized the importance of listening to make sure that the story stays connected and makes sense from beginning to end.
The teacher chose five students to create a story that had never been told before and would never be told again. This story had no boundaries and was a completely improved creation.
The teacher then chose five more students to play Conducted Story, but this time added a layer of information to the story being told. This layer was to create a story about constructive and deconstructive properties. This layer created a connection to content that was learned in November for a strategy used in January to see how much information students had retained since they last learned in depth about constructive and deconstructive properties.
Conducted Story is a great tool to gauge how much students know about a topic prior to teaching a unit and can then be used after teaching the unit to have students directly connect how much they learned from the first time they played Conducted Story.