Classy Classifying of Artsy Animals “Animal Dances” Grade Level 5th

Project 1 of 4

Approx. Duration of Project: 30 -45 minutes

Project Description
(Describe in a brief paragraph what the project entails. Think of this as an elevator pitch for teachers to read and get excited about the instruction. Include the art forms, science content and writing skills.) / Learning Targets
(Consider Bloom’s Taxonomy higher order thinking skills when creating these “I Can” statements)
In this project, students will form non-locomotor dance shapes to represent each vertebrate group (fish, bird, mammal, reptile, amphibian) when presented with a picture clue. / “I Can…”:
●  form a non-locomotor dance shape to represent each vertebrate group.
●  recognize and label different animals using the five vertebrate group names (mammal, fish, bird, reptile, amphibian).

ESSENTIAL QUESTIONS (These are the open-ended deepening questions that guide instruction in this particular project. Consider 21st Century Skills and higher order thinking skills in Bloom’s Taxonomy.)

•  How can I form a non-locomotor dance shape to represent each vertebrate group?

STANDARDS

Curriculum Standards (Spell out the complete standard, not just the code. Include science standard and at least one focused writing standard and math standard that is addressed in this project). / Arts Standards (Spell out the complete standard, not just the code. Refer to GA DOE Fine Arts Standards)
S5L1. Obtain, evaluate, and communicate information to group organisms using scientific classification procedures.
a. 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.
ELAGSE5SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. / DA:CR1.1.5
b. Develop a dance study by selecting a specific movement vocabulary to communicate a main idea. Discuss how the dance communicates non-verbally.

KEY VOCABULARY

Content Vocabulary (bulleted list of science, writing or math content specific vocabulary words) / Arts Vocabulary (bulleted list of words with definitions for words, refer to ArtsNow Vocab sheets)
•  classify
•  group
•  characteristics
•  attribute
•  similarities
•  differences
•  organism
•  vertebrate
•  backbone
•  warm-blooded
•  cold-blooded
•  reproduce
•  mammal
•  bird
•  fish
•  reptile
•  amphibian / ●  non-locomotor
●  shape
●  asymmetrical
●  symmetrical

TECHNOLOGY INTEGRATION (Include technology that is integrated directly into the project. Ex: apps, websites for research, virtual fieldtrips, mystery skype calls, etc..)

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ASSESSMENTS

Formative (bulleted list of strategies for formatively assessing students throughout project) / Summative (bulleted list of finished products from the project, include rubric and specific writing task/ assignment)
●  Teacher will observe the students for the understanding of correct animal classification / This activity is meant as an introductory lesson; therefore, a summative assessment is not applicable.

MATERIALS (include bulleted list of all materials needed including websites, vendors, quantities)

●  Teacher-created PowerPoint of animal images for identification
Activating Strategy (5- 10 min)
*Prior to teaching this lesson, students should already have knowledge of each animal group’s characteristics/attributes.
●  Teacher demonstrates locomotive and non-locomotive movements, asking students to verbally describe the difference(s) between the teacher’s movements.
●  Teacher will show PowerPoint images of animals and have students verbally give the common name for each animal shown.
Main Activity (Bulleted list of one step directions for each part of project, think about the parts as if they are “day 1” “day 2”. This should include a balanced process of whole group modeling and small group project-based learning.)
PART I
●  The teacher will group students into three groups.
●  The teacher will begin with a mini-lesson reviewing non-locomotive dance shapes. The teacher will remind students that dance shapes can be either asymmetrical or symmetrical.
●  The students will brainstorm dance shapes that will represent some characteristic of each vertebrate group.
●  Each group will develop a non-locomotive dance shape to represent each of the five vertebrate groups (fish, mammal, bird, amphibian, reptile).
●  The teacher will display different animals using the teacher-created PowerPoint (see attached).
●  The students will recognize and label each animal shown using their group’s non-locomotive dance shape.
●  Teacher will do a visual assessment for understanding.
Classroom Tips: (Include classroom management directions or how to prepare the classroom space for the project.)
●  Be sure to have mixed ability groups.
●  Be sure to have adequate space for students to form their dance shapes.
●  Be sure to model and review group expectations for participation.

REFLECTION

Reflection Questions (Include a bulleted list of open-ended reflection questions that you will ask students to respond to either thru class discussion or written activity. This reflection should help students synthesize their understanding of how the arts helped them understand the concept being taught.)
●  Why did your group choose each particular dance shape to represent the different animal groups? (i.e. “I noticed your group chose to put your arms straight out to the side for the bird group. How did that dance shape represent the bird group?)
●  How could you change your dance shape(s) to better represent each vertebrate group?

DIFFERENTIATION (Describe how the main activity could be differentiated for the different sub-groups, include bulleted lists of modified steps.)

BELOW GRADE LEVEL:
Provide these learners with pictures of invertebrates and invertebrates. These pictures should be of animals in different environments. They need to sort the pictures in 2 categories. Draw one line in the middle of a piece of paper and then write the 2 categories invertebrate and vertebrate on each side of the paper. They will sort the pictures under each category. Encourage students to consider habitat/environment when choosing motion, level, and shape movements.
ABOVE GRADE LEVEL:
EL STUDENTS:
Provide anchor chart with picture support for unknown vocabulary words (e.g. vertebrates=picture of backbone, invertebrates=picture of crossed out backbone).

ADDITIONAL RESOURCES (Includes items that would further extend/ enrich instruction on this project, it could include suggested book lists, youtube videos, virtual fieldtrips, etc..)

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APPENDIX (Include the list of attachments, below are the items that are required to be attached for every project.)

●  PowerPoint

CREDITS (List the authoring teachers names here.)

Virginia Diederich
Sarah Weiss