ALEX Classroom Resource

  

Graph a Dance

  Classroom Resource Information  

Title:

 Graph a Dance

URL:

 https://aptv.pbslearningmedia.org/resource/ket-5dance/graph-dance/

Content Source:

 PBS
Type: Lesson/Unit Plan

Overview:

Students will compare and contrast quilting and square dancing.  This lesson has three options based on time allotment.  Students will graph a figure, choreograph and perform a square dance.     

Content Standard(s):
Arts Education
ARTS (2017)
Grade: 3
Dance
6) Illustrate directions or spatial pathways in a dance phrase by drawing a picture map or using a symbol.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • prompts
  • use elements of dance
  • movement problem
  • choreographic devices
  • structure
  • dance phrase
  • concept and inspirations for choreography
  • feedback and revision
  • dance study
  • notation
  • dance phrase
Skill Examples:
  • Use a variety of prompts for inspiration (i.e., music/ sound, text, objects, images, notation, observed dance experiences).
  • Find a way to travel across the floor only using a low level.
  • Select a choreographic device and create a dance phrase (i.e., retrograde, scramble/ deconstruct, transposition, inversion, or fragment).
  • Create a short movement phrase and perform with "sad" emotion then "happy" emotion. Discuss how the movement changed.
  • Discuss and use peer feedback or instructor feedback.
  • Create a floor map, using different colors for different levels of movement.
Arts Education
ARTS (2017)
Grade: 4
Dance
6) Illustrate the relationship between two or more dancers in a dance phrase by drawing a picture or using symbols.

Example: Draw a formation or pathway of dancers using symbols.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • choreography
  • prompts
  • movement problem
  • elements of dance
  • choreographic devices
  • dance study
  • artistic intent
  • dance phrase
Skill Examples:
  • Use music, sound, text, objects, images, notation, observed dance, or experiences to create a dance phrase.
  • Perform a dance phrase using three different levels.
  • Perform a dance phrase that alters the timing of the movement.
  • Create a trio from a solo by performing movements in a three-part canon.
  • Create a dance based on the maid idea of "water" or "fire" and explain how the movement choices that were made express your topic.
  • After performing short dance study, reflect on possible changes that could have been made and use peer feedback to revise movement.
  • Draw a formation or pathway of dancers using symbols.
Arts Education
ARTS (2017)
Grade: 5
Dance
6) Illustrate changes in a dance sequence through media technology, written symbols, or words.

Example: Record changes in choreography in dance journal.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • choreography
  • prompts
  • movement problems
  • choreography
  • elements of dance
  • choreographic devices
  • structure
  • codified movement
  • style
  • dance study
  • concept and inspiration for choreography
  • dance study
  • feedback and revise
  • notate
Skill Examples:
  • Create movement from spoken word, text, poetry, images, or nature.
  • Create a dance with a beginning, middle, and end that includes zigzag pathways and changes in energy.
  • Manipulate movement by utilizing choreographic devices such as retrograde, mirroring, or transposition.
  • Utilize ballet movement to create a story.
  • At the end of a dance study, reflect in a journal what changes were made during the process, why were they made, and what was the end result.
  • Record changes in choreography in a dance journal.
Mathematics
MA2019 (2019)
Grade: 3
16. For a given or collected set of data, create a scaled (one-to-many) picture graph and scaled bar graph to represent a data set with several categories.

a. Determine a simple probability from a context that includes a picture.

b. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled graphs.
Unpacked Content
Evidence Of Student Attainment:
Students
  • Organize data and draw a scaled picture graph (with scales other than 1) to represent a data set with several categories.
  • Organize data and draw a scaled bar graph (with scales other than 1) to represent a data set with several categories.
  • Given a scaled picture graph or bar graph, solve one-And two-step problems using information presented in the graphs.
  • Determine simple probability from a context that includes a picture or information displayed in a graph.

    • Example: A picture graph displays data to represent the type of transportation for students traveling to school as 10 students walk, 8 students ride bikes, 38 ride the bus, and 12 ride in cars. Another student enrolls in school. What is the least likely way they will travel to school? Why?
    Note: Students are expected to reason about probability, not calculate a probability.
    Teacher Vocabulary:
    • Data set
    • Scale
    • Picture graph
    • Scaled bar graph
    • Category
    • Probability
    Knowledge:
    Students know:
    • Strategies for collecting, organizing, and recording data in picture graphs and bar graphs.
    • Describe and interpret data on picture and bar graphs.
    • Strategies for solving addition and subtraction one-And two-step problems.
    Skills:
    Students are able to:
    • Collect and categorize data to display graphically.
    • Draw a scaled picture graph (with scales other than 1) to represent a data set with several categories.
    • Draw a scaled bar graph (with scales other than 1) to represent a data set with several categories.
    • Determine simple probability from a context that includes a picture.
      Example: A bar graph displays data to represent students' favorite colors with data showing 4 students choose red, 11 students choose blue, 2 students choose green, and 4 students choose purple. If Jamal is a student in the class, what do you think his favorite color might be? Why?
    • Solve one-And two-step "how many more" and "how many less" problems using information presented in scaled graphs.
    Understanding:
    Students understand that:
    • Questions concerning mathematical contexts can be answered by collecting and organizing data scaled pictographs and bar graphs.
    • Understand that logical reasoning and connections between representations provide justifications for solutions.
    Diverse Learning Needs:
    Essential Skills:
    Learning Objectives:
    M.3.16.1: Define picture graph, bar graph, and data.
    M.3.16.2: Interpret the data to solve problems.
    M.3.16.3: Identify the parts of a graph (x-axis, y-axis, title, key, equal intervals, labels).
    M.3.16.4: Locate the data on a picture graph and a bar graph.
    M.3.16.5: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
    M.3.16.6: Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference.

    Prior Knowledge Skills:
    • Describe picture graph and bar graph.
    • Use vocabulary related to comparing data.
      Examples: more than, less than, most, least, equal.
    • Recognize attributes of data displays.
    • Locate information on data displays.
    • Classify objects into given categories.
    • Sort the categories by count.
    • Recognize different types of data displays.
    Alabama Alternate Achievement Standards
    AAS Standard:
    M.AAS.3.16 Measure lengths of objects using non standard tools (paper clips). Limit to whole numbers.
    M.AAS.3.17 Using vocalization, sign language, augmentative communication or assistive technology, represent and interpret data on a picture or bar graph when given a model or a graph to complete.
    Mathematics
    MA2019 (2019)
    Grade: 4
    20. Interpret data in graphs (picture, bar, and line plots) to solve problems using numbers and operations.

    a. Create a line plot to display a data set of measurements in fractions of a unit (1/2,1/4,1/8).

    b. Solve problems involving addition and subtraction of fractions using information presented in line plots.
    Unpacked Content
    Evidence Of Student Attainment:
    Students:
    • Create a line plot to represent a given data set in fractions of a unit (1/2, 1/4, 1/8) and solve problems involving addition and subtraction with the data set.

      • Example: Data on the line plots shows the shortest measurement length of 13 1/2 inches and the longest measurement length of 14 3/4, students may solve problems such as, "What is the difference in length between the longest and shortest measurement shown in the data set?"
    • Generate a data set and create a line plot to represent the data set and solve problems involving addition and subtraction with the data set.
    • Interpret data presented in graphs (picture, bar, and line plots) and use the data set to solve problems.
    Note: Students may need to label the measurement scale in eighths to use equivalence in like units of eighths to solve problems using the data set.
    Teacher Vocabulary:
    • Interpret
    • Data
    • Picture graph
    • Bar graph
    • Line plot
    • Data set
    • Scale
    • Frequency
    • Key
    • Partition
    Knowledge:
    Students know:
    • how to Measure objects to the nearest half, quarter, and eighth of an inch.
    • Partition a number line to show halves, fourths, and eighths.
    • Interpret data displayed in graphs to solve problems related to the data set.
    Skills:
    Students are able to:
    • Interpret data in graphs (picture, bar, and line plots) to solve problems using numbers and operations.
    • Create a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8).
    • Interpret data in line plots to solve problems involving addition and subtraction of fractions.

    Note: Students need to mark the line plot in eighths to use equivalence with common denominators of eighths before adding or subtracting with data set.
    Understanding:
    Students understand that:
    • data can be collected, organized and analyzed in data displays to generate and answer questions related to the context of the data.
    Diverse Learning Needs:
    Essential Skills:
    Learning Objectives:
    M.4.20.1: Display data by making a line plot where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.
    M.4.20.2: Interpret data using graphs including bar, line, and circle graphs, and Venn diagrams.
    M.4.20.3: Identify the parts of a line plot.
    M.4.20.4: Recognize a line plot.
    M.4.20.5: Draw a scaled picture graph and a scaled bar graph to represent a data set.

    Prior Knowledge Skills:
    • Define picture graph, bar graph, and data.
    • Interpret the data to solve problems.
    • Identify the parts of a graph (x-axis, y-axis, title, key, equal intervals, labels).
    • Locate the data on a picture graph and a bar graph.
    • Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference.
    • Define line plot.
    • Identify the parts of a line plot.
    • Measure objects to the nearest inch.
    • Identify one-inch units on a ruler starting with 0.
    • Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
    • Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference.
    • Use addition and subtraction within 20 to solve addition and subtraction word problems with an unknown number.
    • Describe picture graph and bar graph.
    Alabama Alternate Achievement Standards
    AAS Standard:
    M.AAS.4.20 Using vocalization, sign language, augmentative communication or assistive technology, represent and interpret data on a picture or bar graph when given a model or a graph to complete.
    Mathematics
    MA2019 (2019)
    Grade: 5
    20. Graph points in the first quadrant of the coordinate plane, and interpret coordinate values of points to represent real-world and mathematical problems.
    Unpacked Content
    Evidence Of Student Attainment:
    Students:
    • Use the first quadrant in a coordinate plane to identify coordinates of a given point.
    • Use the first quadrant in a coordinate plane to explain how the location of an ordered pair is determined.
    • Given a real-world situation involving a relationship between two variables, graph a representation of the situation and interpret coordinate values of the points in the context of the problem.
    • Given a graph representing a real-world situation, interpret the coordinate values of the points in the context of the situation.
    Teacher Vocabulary:
    • Coordinate system
    • Coordinate plane
    • First quadrant
    • Points
    • Lines
    • Perpendicular
    • X-axis
    • Y-axis
    • Origin
    • Ordered pair
    • Coordinate plane
    • Horizontal
    • Vertical
    • Intersection of lines
    Knowledge:
    Students know:
    • Specific directions and vocabulary to explain ordered pair location.
    • The first number of an ordered pair indicates how far to travel from the origin in the direction of one axis and the second number indicates how far to travel in the direction of the second axis.
    Skills:
    Students are able to:
    • Graph points in the first quadrant.
    • Interpret coordinate values in context of the problem.
    Understanding:
    Students understand that:
    • graphing points on a coordinate plane provides a representation of a mathematical context which aids in visualizing situations and solving problems.
    Diverse Learning Needs:
    Essential Skills:
    Learning Objectives:
    M.5.20.1: Define ordered pair of numbers, quadrant one, coordinate plane, and plot points.
    M.5.20.2: Label the horizontal axis (x).
    M.5.20.3: Label the vertical axis (y).
    M.5.20.4: Identify the x- and y- values in ordered pairs.
    M.5.20.5: Model writing ordered pairs.

    Prior Knowledge Skills:
    • Graph points in the first quadrant.
    • Interpret coordinate values in context of the problem.
    Alabama Alternate Achievement Standards
    AAS Standard:
    M.AAS.5.20 Identify a point on a horizontal number line representing the horizontal x-axis (no greater than 5) and identify a point on a vertical number line representing the y-axis (no greater than 5).

    Tags: choreograph, graph, picture graph, quilting, square dance
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    Comments

    Log into the website https://aptv.pbslearningmedia.org/.  It will align the standards to the Alabama COS. Also, more activities and lessons were provided once logged in.

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    Author: Tiffani Stricklin