1. Major Art Modality Utilized: Creative Movement Multiple Intelligences Addressed: Bodily-Kinesthetic, Interpersonal, Intrapersonal, Visual- Spatial Lesson Abstract: Using creative movement and dance language, students design and develop a sequence of creative movements which reveals the four parts of the water cycle. Materials Needed: large open space, instrumental music to play during performances Prior to this lesson, students have been introduced to and should require some background knowledge of the four parts of the water cycle: evaporation, condensation, precipitation, accumulation. The focus of this lesson should on the process of creating a dance, not solely the end product. Students use their bodies to express ideas. Students form a circle. To increase student’s awareness of space, ask them to get into their own personal “bubble” and to be mindful of their movements, they should not “pop” anyone else’s personal “bubble”. Start by warming up the body and getting the blood moving with a flow activity. [Alternatively the Brain Dance could be used as a warm up] Ask students: “Where do we see flow in nature? In our body?” Respond to verbal answers with… “Everyone show me what you think that would look like….” Following the hear it (a river), see it (show a movement to represent), say it (I am….), do it (students make the movement they saw). Continue this using a few teacher prompts thematically related. Standards Addressed in this Lesson:  AKS  differentiate between the states of water and how they relate to the water cycle and weather (GPS, ITBS) (4SC_B2006-10)  exhibit an increasing ability move creatively to music (4GM_H2005-39)  create movements for musical dramatizations and interpretations (QCC, CE) (4GM_H2005-40)  create and demonstrate movement sequences to a rhythm (QCC, CE) (4PE_C2009-6)  participate in health- enhancing fitness activities (QCC, CE) (4PE_A2009- 1) Standards Addressed in this Lesson:  AKS  differentiate between the states of water and how they relate to the water cycle and weather (GPS, ITBS) (4SC_B2006-10)  exhibit an increasing ability move creatively to music (4GM_H2005-39)  create movements for musical dramatizations and interpretations (QCC, CE) (4GM_H2005-40)  create and demonstrate movement sequences to a rhythm (QCC, CE) (4PE_C2009-6)  participate in health- enhancing fitness activities (QCC, CE) (4PE_A2009- 1) SUBJECT AREA/ SUGGESTED GRADE LEVEL: Science 4 th grade Water Cycle Dance SUBJECT AREA/ SUGGESTED GRADE LEVEL: Science 4 th grade Water Cycle Dance Page 1 of 3

2. Standards Addressed in this Lesson:  AKS create relationships by understanding self, space, and equipment (QCC, CE) (4PE_D2009-9) Area for Teacher Notes: See critique for Creative Movement – Charles Burchfield lesson Standards Addressed in this Lesson:  AKS create relationships by understanding self, space, and equipment (QCC, CE) (4PE_D2009-9) Area for Teacher Notes: See critique for Creative Movement – Charles Burchfield lesson Procedures continued Using the B.E.S.T acronym for learning and remembering dance elements (Cornett,2007, p.285). B=Body (parts, shapes, actions), E=Energy (attack, weight, strength/tension, flow), S=Space (level, direction, size, place or destination, pathway, focus), T=Time (rhythm, speed, accent, duration, phrases). [See Instructional Strategies section] The class brainstorms ideas for kinesthetic movements for each of the four parts of the water cycle. For example, evaporation: What would evaporation look like if we used only our arms? What would it look like if we used our entire body? Divide the class into groups of 3-5 students. Each group collaborates and designs a sequence of movements to represent the water cycle. They should focus on combining movements, exploring concepts, and reflecting on their work. The amount of time the students are given to choreograph their dance is dependent on the depth of information. Teacher should guide the students in the process; moving from group to group, offering suggestions and addressing concerns. Each group performs for the class. Students may critique their peer’s performance as well as their own. If possible, record performances so students are able to see themselves perform. SUBJECT AREA/ SUGGESTED GRADE LEVEL: Science 4 th grade Water Cycle Dance SUBJECT AREA/ SUGGESTED GRADE LEVEL: Science 4 th grade Water Cycle Dance Page 2 of 3 Assessment: Teacher assesses learning by observing student planning and collaboration for signs of understanding. Student’s will perform for the class. Students will critique their own work and the work of their peers.

3. Standards Addressed in this Lesson:  GPS/State Standards Area for Teacher Notes: See critique for Creative Movement – Charles Burchfield lesson Standards Addressed in this Lesson:  GPS/State Standards Area for Teacher Notes: See critique for Creative Movement – Charles Burchfield lesson Resources/ Links: AIMS, (2007). Earth Science 4 th Grade Georgia. AIMS Education Foundation. [See Creative Movement Critique in Instructional Resources section] The following video shows a teacher guiding first graders through the water cycle using creative movement. This is a good resource to begin with, as it shows how to use some of the dance language to develop student’s thinking about movements: http://www.youtube.com/watch?v=6h5FfPwUR-o&feature=related The following youtube videos containing songs and music about the water cycle. These videos were created by teachers and students: http://www.youtube.com/watch?v=Jc5ElFD8WGk http://www.youtube.com/watch?v=gwoy_nxLPLw&NR=1 http://www.youtube.com/watch?v=Yw275056JtA http://www.youtube.com/watch?NR=1&v=KQ8KRznrXiA SUBJECT AREA/ SUGGESTED GRADE LEVEL: Science 4 th grade Water Cycle Dance SUBJECT AREA/ SUGGESTED GRADE LEVEL: Science 4 th grade Water Cycle Dance Page 3 of 3