ALEX Classroom Resource

  

Patterns in the Universe

  Classroom Resource Information  

Title:

 Patterns in the Universe

URL:

 https://artsintegration.com/2016/11/10/patterns-universe-lesson/

Content Source:

 Other
The Institute for Arts Integration and STEAM
Type: Learning Activity

Overview:

Students will describe the way the sun and moon move in the sky. Working in groups, they will create a dance to show how the sun rises and sets in the sky. They will describe the levels in the morning, midday, and sunset. Another group will create a dance to show how the moon rises and sets in the sky and describe the levels that could be seen. The groups will combine their dances to show the complete process.        

Content Standard(s):
Science
SC2015 (2015)
Grade: 1
8 ) Observe, describe, and predict patterns of the sun, moon, and stars as they appear in the sky (e.g., sun and moon appearing to rise in one part of the sky, move across the sky, and set; stars other than our sun being visible at night, but not during the day).

NAEP Framework
NAEP Statement::
E4.1: Objects in the sky have patterns of movement. The Sun, for example, appears to move across the sky in the same way every day, but its path changes slowly over the seasons. The Moon appears to move across the sky on a daily basis much like the Sun.

NAEP Statement::
E4.2: The observable shape of the Moon changes from day to day in a cycle that lasts about a month.

Unpacked Content
Scientific And Engineering Practices:
Analyzing and Interpreting Data
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Earth's Place in the Universe
Evidence Of Student Attainment:
Students:
  • Observe, describe, and predict patterns of objects visible in the day and night sky.
  • Observe, describe, and predict the position of the sun and moon in the day or night sky.
Teacher Vocabulary:
  • observe
  • describe
  • predict
  • pattern
  • sun
  • moon
  • star
  • sky
  • day
  • night
  • sunset
  • sunrise
  • motion
  • appear
Knowledge:
Students know:
  • Stars are not seen in the sky during the day, but are seen in the sky at night.
  • The sun is at different positions in the sky at different times of the day, appearing to rise in one part of the sky in the morning and appearing to set in another part of the sky in the evening.
  • The moon can be seen during the day and at night, but the sun can only be seen during the day.
  • The moon is at different positions in the sky at different times of the day or night, appearing to rise in one part of the sky and appearing to set in another part of the sky.
Skills:
Students are able to:
  • Organize data from observations in order to describe objects in the day/night sky
  • Use patterns found in data from observations to describe and predict the position of objects in the day/night sky.
Understanding:
Students understand that:
  • Patterns related to the appearance of objects in the sky can be observed and used to provide evidence that future appearances of those objects can be predicted.
AMSTI Resources:
AMSTI Module:
Organisms, STC
Wild Feet, ETA/hand2mind
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.1.8- Identify major celestial objects (e.g., moon, sun, other stars) and when they can be seen in the sky.
Arts Education
ARTS (2017)
Grade: 1
Dance
1) Respond with movement to a variety of prompts.

Examples: music/sound, artwork, tactile

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • Prompts
  • elements of dance
  • choreography
  • structure
  • content and inspiration for movement
  • improvisation
  • dance phrase
  • feedback and revision
  • notation
Skill Examples:
  • Create movement based on music/ sound, artwork or tactile prompts.
  • Demonstrate a leap in a different direction, a turn on a different level or a run in different timing.
  • Observe a dance and discuss how it began (low level in stillness), what happened in the middle (became fast) and how it ended (dancer exit).
  • Discover how movements and elements can change the emotion of a dance, such as slow and curved movements can express sadness.
  • Perform a dance in different ways, changing the elements of the movement.
  • Create a personal key of symbols for movements (i.e., Jump ↑, turn ⟲, bend ↶).
Arts Education
ARTS (2017)
Grade: 1
Dance
4) Select movements that express an idea or emotion or follow a musical phrase.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan
Essential Questions:
EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?
Concepts & Vocabulary:
  • Prompts
  • elements of dance
  • choreography
  • structure
  • content and inspiration for movement
  • improvisation
  • dance phrase
  • feedback and revision
  • notation
Skill Examples:
  • Create movement based on music/ sound, artwork or tactile prompts.
  • Demonstrate a leap in a different direction, a turn on a different level or a run in different timing.
  • Observe a dance and discuss how it began (low level in stillness), what happened in the middle (became fast) and how it ended (dancer exit).
  • Discover how movements and elements can change the emotion of a dance, such as slow and curved movements can express sadness.
  • Perform a dance in different ways, changing the elements of the movement.
  • Create a personal key of symbols for movements (i.e., Jump ↑, turn ⟲, bend ↶).
Arts Education
ARTS (2017)
Grade: 1
Dance
19) Identify the movements in a dance that communicate an experience and relate the movements to a familiar experience.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Synthesize
Essential Questions:
EU: As dance is experienced, all personal experiences, knowledge, and context are integrated and synthesized to interpret meaning.
EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us?
Concepts & Vocabulary:
  • Elements of Dance
  • Connect dance to a familiar experience.
  • Connect dance to an illustrated story.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Perform a dance to express the coming of spring.
  • Utilize shapes and movements of the body to improvise the metamorphosis of caterpillar to butterfly.
  • Utilize dance to show a plant's life cycle.
  • Utilize shapes to create a setting for a story.
  • Demonstrate the shapes and movement of a dance that was performed at school or in the community.
  • Identify attributes of cultural dance that was taught in class.
Tags: levels, moon, move, sun
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  This resource provided by:  
Author: Tiffani Stricklin