Patterns in the Universe

Learning Resource Type

Classroom Resource

Subject Area

Arts Education
Science

Grade(s)

1

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.        

Science (2015) Grade(s): 1

SC15.1.8

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).

UP:SC15.1.8

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.

Scientific and Engineering Practices

Analyzing and Interpreting Data

Crosscutting Concepts

Patterns
Arts Education (2017) Grade(s): 1 - Dance

AE17.D.1.1

Respond with movement to a variety of prompts.

UP:AE17.D.1.1

Vocabulary

  • Prompts
  • elements of dance
  • choreography
  • structure
  • content and inspiration for movement
  • improvisation
  • dance phrase
  • feedback and revision
  • notation

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?

Skills 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 ↶).

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 1 - Dance

AE17.D.1.4

Select movements that express an idea or emotion or follow a musical phrase.

UP:AE17.D.1.4

Vocabulary

  • Prompts
  • elements of dance
  • choreography
  • structure
  • content and inspiration for movement
  • improvisation
  • dance phrase
  • feedback and revision
  • notation

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?

Skills 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 ↶).

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 1 - Dance

AE17.D.1.18

Select and demonstrate several movements in a dance and explain why they were chosen.

UP:AE17.D.1.18

Vocabulary

  • Elements of Dance
  • Connect dance to a familiar experience.
  • Connect dance to an illustrated story.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy

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?

Skills 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.

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

CR Resource Type

Learning Activity

Resource Provider

The Institute for Arts Integration and STEAM

License Type

Custom
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