Freeze Frames: Slowing Down Fast Processes
Content Area & Arts Discipline:
Science & Theatre
Overview of the Lesson:
Students will use the art of tableau to represent slow and fast processes which change the earth, focusing on the beginning, middle, and end of these epic events. Students will work together to create frozen images and create slow movement transitions to link the ideas which will then be put together in a PowerPoint.
Grade Level: 2nd or 3rd
Proposed Time Frame:
1- 45 Minute Class Period
Date Lesson Created:
Spring 2013
Lesson Author:
Alaina Smith-Garick
Room RequirementsArrangement:
Whole Group and Small Group (4 students)
Desks arranged around the perimeter of the room where students will have space to collaborate and develop a series of frozen images
Materials & Equipment:
The Storm: Students of Biloxi, Mississippi Remember Hurricane Katrina Compiled by Barvara Barbieri
Story of a Storm a Book About Hurricane Katrina by Reona Visser & Children of the Mississippi Gulf Coast
Computer with Projector and PPT
Digital Camera
Grade Level Texts on Fast/Slow Processes
Science Textbook
Resources:
VideoClip Fast Land Changes From:
science/land/fastlandchanges/grownups.weml
Video Clip on a Child’s Perspective of a Storm:
Hurricane Katrina What Kids Remember:
Vocabulary:
Fast Processes
Slow Processes
Hurricane
Landslides
Flood
Wildfire
Earthquake
Volcano
Eruption
Weathering
Erosion
Tableau / BIG IDEALEARNING OBJECTIVES
Students will be able to identify the difference between a slow and fast process which changes the earth and provide examples of each.
Students will use tableau to represent the beginning, middle, and end of processes which changes the earth.
PROCEDURES
Engaging Students (“The Hook”): Students will watch an online video about Hurricane Katrina which depicts the powerful storm through the eyes of children. After the video segment, the teacher will ask the students to recount some of the details in the video. The teacher will ask the students probing questions, such as: How many days did the children mention being away from home or How long did the children watch the news to see where the storm was going? After the students answer these questions, the teacher will explain that in science, a hurricane is considered a fast process which changes the earth in a rapid manner. The teacher will ask the students for several examples seen in the video which depict how the hurricane rapidly changed the areas hit.
Building Knowledge: Next, the teacher will introduce the students to several other phenomena which are considered fast process that shape the earth, such as earthquakes, landslides, floods, wildfires, tsunamis, and volcanic eruptions. The teacher will then show the students a brain pop video on these fast changes to stimulate knowledge on these topics. The teacher will then explain that earth is shaped by other processes such as erosion and weathering, but these are considered slow processes because they take place over an extended amount of time.
Modeling the Experience: As a whole group shared reading, the teacher will introduce the students to the book Story of a Storm a Book About Hurricane Katrina which highlights the events prior to the storm, during the storm, and after the storm. Then teacher will draw a table on the board with three columns and label each #1 Prior to the Storm #2 During the Storm #3 After the Storm. In these columns, the students will recount details or thoughts from the text or the videos shared in class. The teacher will lead discussion with the students and write the answers in the appropriate column of the table.
Applying Understanding: Once the table is complete, the teacher will explain to the students that just as the book about the storm had illustrations and the videos had live footage, we are able to merge these two visual concepts together to create a tableau, which is a still image created by using bodies to represent a scene. The teacher will then explain to the students that they will be retellingthe account of a fast process, Hurricane Katrina, by creating three freeze frames which shows what happened prior to the hurricane, during the storm, and afterwards. The teacher will encourage the students to refer to the information on the table to gain ideas as to what they might want to depict using their bodies but no words. As the groups work and collaborate, the teacher will peruse the room and provide feedback or offer assistance as needed.
Opportunities for Reflection (Closing): Once each group has created their tableau representing a Hurricane Katrina – a fast process, the groups will be asked to perform their three freeze frames for the entire class. Once a group completes their tableau performance, their classmates will be given a chance to reflect upon things which they thought were great and offer praise to the group participants. In addition, the teacher will take a photograph of each group’s three frozen frames. This will be used at a later time.
Assessing the Learning:
- Can the student explain the difference between a fast process and slow process that changes the earth?
- Is the student able to identify examples of each process?
- Did the student participate in the group tableau creation?
- Did the tableau accurately depict events which might occur during a fast process in the correct order?
STANDARDS & PRINCIPLES
State Content Standards: Science
2nd Grade / 3rd Grade
4d Distinguish how actions or events related to the Earth’s environment may be harmful or helpful / 4b Compare and contrast changes in the Earth’s surface that are due to slow processes (erosion, weathering, mountin building) and rapid processes (landslides, volcanic eruptions, earthquakes, floods, asteroid collisions)
Arts Standards: Theatre
2nd Grade / 3rd Grade
1a Create real and imaginary scenes with a beginning, middle, and end from life experience
2d Use skills in pantomime, tableau, and improvisation
2a Develop body awareness and spatial perception through movement / 6a Understand how theatre can be an interpretation of actual events in history and everyday life
Principles of Universal Design for Learning:
1.1, 1.2, 2.1, 2.5, 3.1, 5.3, 7.1, 7.2, 8.3, 9.3
APPENDIX
Extended Learning Activities: The teacher will provide the groups with their three freeze frame photos. The students will then work to create a PowerPoint presentation which showcases their tableau in the correct order, using an appropriate background, and slide transitions.
References: Drama Resources Website
KID smART – Arts Integration Program with Teachign Artists
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