The Effects of Learning through the Arts on
Transportation Knowledge and Skills of
Elementary School Students, University
Students and Classroom Teachers
By Lynnette Young Overby
A report submitted to the University of Delaware University
Transportation Center (UD-UTC)
December 6, 2013
DISCLAIMER:
The contents of this report reflect the views of the authors, who
are responsible for the facts and the accuracy of the information
presented herein. This document is disseminated under the
sponsorship of the Department of Transportation University
Transportation Centers Program, in the interest of information
exchange. The U.S. Government assumes no liability for the
contents or use thereof.
UDUTC Final Report
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Table of Contents
1.
Introduction .............................................................................................................. 2
2.
Orientation, Training, Placement.............................................................................. 3
3.
Year by Year Overview .............................................................................................. 4
TRANSPORTATION REPORT 2009-2013............................................................................................... 4
2009 ............................................................................................................................................ 4
2010 ............................................................................................................................................ 4
2011 ............................................................................................................................................ 6
2012 ............................................................................................................................................ 7
2013 ............................................................................................................................................ 8
4.
Summary ................................................................................................................. 10
5.
Acknowledgments................................................................................................... 11
6.
Appendix A – Lesson Plans and Assessments ......................................................... 12
LESSON: ABOVE THE SURFACE .......................................................................................................... 12
LESSON: TRANSPORTATION PANTOMIME TIMELINE............................................................................... 19
LESSON TITLE: MOVEMENT MAPS ..................................................................................................... 26
LESSON TITLE: AROUND THE GLOBE ................................................................................................... 37
LESSON TITLE: RED LIGHT, GREEN LIGHT ............................................................................................ 42
LESSON: INDUSTRIAL REVOLUTION .................................................................................................... 55
LESSON: POLLUTION AND TRANSPORTATION ....................................................................................... 61
LESSON: READING A BUS MAP.......................................................................................................... 66
LESSON: HOW TO AVOID AN ACCIDENT .............................................................................................. 68
7.
Appendix B - Presentation ...................................................................................... 72
8.
References .............................................................................................................. 73
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1. Introduction
When the arts are integrated into teaching and learning many benefits occur. With arts
integrated into the classroom, students are engaged in cognitive, affective and psychomotor
domains of learning. (Cornett, 2007). Recent research has demonstrated the power of the arts
to connect and motivate (Deasy, 2002, Deasy, R. & Stevenson, L., 2005).
Interdisciplinary approaches to learning make good sense because most of the problems
in life require specific knowledge and broad application. According to Education researchers,
Mansilla, Miller and Gardner (2000), “students demonstrate interdisciplinary understanding
when they integrate knowledge and modes of thinking from two or more disciplines in order to
create products, solve problems, and offer explanations of the world” (p.18). When curricular
content is linked to the arts disciplines, students are motivated and engaged in the learning
process.
The purpose of this study was to enhance knowledge of geographic and other
transportation concepts, through the lens of dance and theatre. During the last five years 2009
– 2013, elementary and middle school students and their teachers gained knowledge through
an interdisciplinary approach that combined the teaching of transportation concepts with the
arts. Through the lesson plans, research projects, presentations and publications, we have
evidence that this project benefitted elementary and middle school age students and current
and future educators.
This report will be organized as follows:
•
•
•
•
•
Orientation and training for undergraduate artsBridge Scholars
Year by year overview
Summary
Appendix A Lessons created by the ArtsBridge Scholars,
Appendix B Power Point Presentation.
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2. Orientation, Training, Placement
The Scholars were selected as ArtsBridge (Transportation) Scholars year beginning in 2009.
Their training consisted of workshops in arts integration techniques, information about
transportation concepts, Delaware educational standards and benchmarks and research
methods. At the end of the summer session, each ArtsBridge Transportation Scholar had
created a series of lessons that focused on several transportation topics. The students were
also assigned to a school and specific grade. As an ArtsBridge Scholar each student created an
annotated bibliography, abstract and oral or poster presentation.
The students then taught and assessed their lessons in schools. A research project was created
as students pre and post tested students on their knowledge and skills related to dance, drama
and specific transportation concepts.
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3. Year by Year Overview
Transportation Report 2009-2013
For each year the personnel, projects, program coordinator duties, presentations and
publications are listed.
2009
Personnel:
Dr.Lynnette Overby
Pamela D. Oppenheimer
Carrie Winiker
Carrie Wolf
SarahKim Vennard – Program Coordinator
Projects:
“Dance, Drama & Transportation”
Content Focus: lower grades movement maps, red light green light, urban, suburban, rural
School: Thurgood Marshall Elementary School (2nd grade) 30 students
Program Coordinator Duties:
•
•
•
•
•
•
•
•
•
•
Create Scholar Contracts
Order & Organize Scholar Materials
Coordinate Scholar Schedules
Plan Scholar Meetings
Make Travel Plans
Organize Presentations/Dinners
Make Contact with Schools for Placements
Correspond with Placement Teachers
Observe Scholars
Recruit Scholars
Presentations/Publications:
Overby, L. Interdisciplinary Learning through Dance. Learning through the Arts, Annual
Conference, Salisbury State University, November 2009
2010
Personnel:
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Dr.Lynnette Overby
Pamela D. Oppenheimer
Jessica Zerillo
Paige Glassman
Rachel Schotz
Heather Beach –Graduate Student Assistant
Elkneck Elementary School, Elkton, MD (30 students)
41 Racine School Road
Elkton, Maryland 21921
Projects:
“The Way We Move”: Transportation and Integrated Arts
Content Focus: lower grades movement maps, red light green light, urban, suburban, rural
Program Coordinator Duties:
•
•
•
•
•
•
•
•
•
•
Create Scholar Contracts
Order & Organize Scholar Materials
Coordinate Scholar Schedules
Plan Scholar Meetings
Make Travel Plans
Organize Presentations/Dinners
Make Contact with Schools for Placements
Correspond with Placement Teachers
Observe Scholars
Recruit Scholars
Presentations/Publications:
Overby, L. Public Scholarship in Dance Education. National Dance Education Organization,
Annual Conference, Tempe, AZ, October 2010
Overby, L. Student Engagement through Dance. National Dance Association, Annual
Conference, Indianapolis, IN, March, 2010
Overby, L., Vennard, S.K., Schroeder, K. Student Engagement through the Arts. Maryland
Campus Compact Annual Conference, Towson, MD., April, 2010
Overby, L. Vennard, S.K. Arts Integration - ArtsBridge America Annual Conference, UC Irvine,
April 2010
2010 Summer Undergraduate Research & Service Scholar Celebratory Symposium
Dance and Transportation: Interdisciplinary Curriculum for Middle School Students
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2011
Personnel:
Dr.Lynnette Overby
Heather Beach – Graduate Student Assistant
Paige Glassman
Rachel Schotz
Teagan Thomas
Zakkiyah Amirah Johnson
Projects:
“Dance and Transportation”: Interdisciplinary Curriculum for Middle School Students
“The Way We Move”: Transportation and Integrated Arts
Content Focus: Upper Grades, Pollution, Use of bus schedule, Safety
Elk Neck Elementary School
41 Racine School Road
Elkton, Maryland 21921
Teachers: Ms.Groce, Ms.Owens & Ms. Cox
Grade: 5th, 20 students, some special needs
Bayard Middle School, Summer 2011
3 Scholars worked with 3 teachers and over 50 students teaching transportation lessons with
creative movement integrated.
Three scholars will be taught 20 fifth graders at Elk Neck Elementary school in the fall of 2011.
They taught 4-6 lesson arts-integrated transportation unit that fits into the geography
curriculum.
Program Coordinator Duties:
•
•
•
•
•
•
•
•
•
•
Create Scholar Contracts
Order & Organize Scholar Materials
Coordinate Scholar Schedules
Plan Scholar Meetings
Make Travel Plans
Organize Presentations/Dinners
Make Contact with Schools for Placements
Correspond with Placement Teachers
Observe Scholars
Recruit Scholars
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Presentations/Publications:
Overby, L. Assessment in Arts Integration – National Dance Association Annual Conference San
Diego, CA, April 2011
Dance and Transportation: Interdisciplinary Curriculum for Elementary School Students August
2010 University of Delaware
New Orleans Transportation Curriculum – Movin and Groovin - A Transportation Curriculum.
Dance and the Child international – Presentation at Conference July 2011
Presented to 30 dance teachers about arts integration, specifically presented a lesson on
pollution.
Three Scholars presented at the Summer Undergraduate Research & Service Scholar
Celebratory Symposium in August 2011 about teaching transportation through dance at Bayard
Middle School
Presented Pollution lesson at Cecil County Summer Arts Integration Institute to 15 teachers –
August 2011.
2012
Personnel:
Dr.Lynnette Overby
Heather Beach – Graduate Student Assistant
Paige Glassman
Rachel Schotz
Teagan Thomas
Meghan Scully – Graduate Student Assistant
Projects:
“Dance and Transportation”: Interdisciplinary Curriculum for Middle School Students
“The Way We Move”: Transportation and Integrated Arts
Content Focus: Upper Grades, Pollution, Use of bus schedule, Safety
Elk Neck Elementary School
41 Racine School Road
Elkton, Maryland 21921
Teachers: Ms.Groce, Ms.Owens & Ms. Cox
Grade: 5th, 21 students, some special needs
Program Coordinator Duties:
•
•
Create Scholar Contracts
Order & Organize Scholar Materials
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•
•
•
•
•
•
•
•
Coordinate Scholar Schedules
Plan Scholar Meetings
Make Travel Plans
Organize Presentations/Dinners
Make Contact with Schools for Placements
Correspond with Placement Teachers
Observe Scholars
Recruit Scholars
Presentations:
NDEO (National Dance Education Organization) Conference
October 24th-28th 2012
Los Angeles, California
Poster Presentations
UDTC Brown Bag Event
Presentation
CUR (Council for Undergraduate Research) Conference
November 2, 2012
Oral Presentation & Poster Presentation
Arts Integration Institute
2013
Personnel:
Dr.Lynnette Overby
Paige Glassman
Ali Zimmerman
Meghan LaMotte
Cassy Galon
Meghan Scully – Graduate Student Assistant
Projects:
“The Way We Move”: Transportation and Integrated Arts
Elk Neck Elementary School
41 Racine School Road
Elkton, Maryland 21921
Teachers: Mrs.Hartman (25 students)
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Program Coordinator Duties:
•
•
•
•
•
•
•
•
•
•
Create Scholar Contracts
Order & Organize Scholar Materials
Coordinate Scholar Schedules
Plan Scholar Meetings
Make Travel Plans
Organize Presentations/Dinners
Make Contact with Schools for Placements
Correspond with Placement Teachers
Observe Scholars
Recruit Scholars
Presentations:
Colonial Academic Alliance Undergraduate Research Conference
April 12th-14th 2013
University of Delaware
Participants & Poster Presentation
Cecil County Arts Integration Institute
June 17th-21st 2013 8am-4pm
Elkton High School: Elkton, MD 21921
Participants
UD Summer Scholars Symposium
University of Delaware
August 8th, 2013
Poster Presentation
NDEO Nation Conference
Miami, FL
October 24th-27th 2013
Participants & Poster Presentation
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4. Summary
Over the course of five years, nine transportation lessons plans were developed and presented
to elementary school aged children. The lessons plans, assessment and teacher evaluations are
included in Appendix A. A presentation summarizing the project is included in Appendix B.
5. Acknowledgments
The authors would like to thank UDUTC for sponsoring this research.
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6. Appendix A – Lesson Plans and Assessments
Lesson: Above the Surface
Materials Needed:
Whiteboard/chalkboard,
CD player,
CD,
index cards,
performance space
Standards – Technology:
o Standard Six: Understands the nature and uses of different forms of technology.
o Knows that a transportation system is tailored to a society's needs and consists
of rules (e.g., which side of the road to drive on) and components (e.g., vehicles
and the surface upon which they move).
o Knows that transportation systems include vehicles and the surface on which
they move.
Standards – Dance:
o Standard One: Identifying and demonstrating movement elements and skills in
performing arts.
o Standard Two: Understanding choreographic principles, processes, and structures.
o Standard Three: Making connections between dance and other disciplines.
Learning Objectives:
o Cognitive: Students will:
o Identify and describe modes of transportation.
o Identify and describe surfaces traveled upon.
o Explain similarities and differences.
o Affective: Students will:
o Respect others personal space.
o Work cooperatively together.
o Learn to be respectful audience members.
o Artistic: Students will:
o Choreograph and perform shape-movement-shape sequences.
Assessment Criteria:
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o Cognitive: Can students:
o Identify and describe the modes of transportation and surfaces?
o Affective: Can students:
o Work together and be respectful of one another?
o Artistic: Can students:
o Choreograph and perform their own movement sequences?
Introduce the Lesson’s Target Learning
How will you introduce your lesson’s concept?
This lesson should be taught after an introduction to movement vocabulary. The first thing to
do in this lesson is to review the previously taught movement vocabulary.
Why are you studying this?
The students will know that transportation is a need of a functioning society. They will
understand that transportation vehicles rely on the surfaces upon which they travel.
Integrated Activities:
Outline the steps/instructions that will take place for this activity from beginning to end:
Day One
Introducing the Modes of Transportation:
o Have students brainstorm modes of transportation and write them on the board.
o Circle the ones on which the lesson focuses.
o Train
o Plane
o Boat
o Car
o Describe the physical attributes of each using dance vocabulary.
o Levels- high, medium, low
o Shapes- what shapes do each make
o Force- light, heavy
o Have students stand up between each discussed mode of transportation and act it out
with their bodies.
o Make the shapes.
o Practice movements through general space.
Introducing the Surfaces on Which the Modes of Transportation Move:
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o Have students brainstorm surfaces and write them on the board.
o Circle the ones on which the lesson focuses.
o Tracks
o Air
o Water
o Road
o Describe the physical attributes of each using dance vocabulary.
o Levels- high, medium, low
o Shapes- what shapes do each make
o Force- light, heavy
o Free or bound
o Have students stand up between each discussed mode of transportation and act it out
with their bodies.
o Make the shapes.
o Practice movements through general space.
Target Activity:
o Discuss how the pairs of modes of transportation and surfaces interact using dance
vocabulary.
o Pathways- straight, curved, zig-zag
o Speed- fast, slow, medium
o Force- light, heavy
o Direction- up, down, sides, forwards, backwards
o Call out a mode/surface and students will travel around and act it out with their bodies
using dance vocabulary.
o Demonstrate it.
o Count students off by 2’s.
o 1’s are vehicles first, etc.
o Students will stay with their partner during the exercise.
o No touching, tripping, horsing around.
Culminating Activity:
Day Two
o Give students index cards with either a mode of transportation or a surface written on
it.
o Sit them by index card groups.
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o Tell all those who have ‘car’ to find a ‘road’ friend, etc. until everyone has a
partner.
o Give them 2 minutes to come up with a shape-movement-shape sequence.
o Before rehearsal, talk about keeping choreography consistent.
o Have them do their shapes.
o Have them fake talk, hit the drum and have them freeze again in that exact same
shape to keep the movements the same.
o Rehearse as a class all together.
o Review rules of being a good audience.
o Final performances:
o Land Pairs
o Air Pairs
o Sea Pairs
Assessment:
o Explain how to make a journal entry and provide an example entry on the board.
o Include name, date, title of lesson or prompt.
o Make sure students know that they must write but they may also draw.
o Encourage the use of crayons or markers in drawing.
o Put journal prompt on the board.
o Draw the transportation mode and surface that you and your partner
performed.
o Write descriptive words describing the shape-movement-shape sequence.
o Teachers will fill out comprehensive assessment.
Teacher Reflections:
This was the first lesson that the children were taught by the ArtsBridge scholars. Having
had a movement lesson taught by Sarahkim Vennard prior to this first lesson, the students were
very eager to get out of their seats and listen to us. The children were very well educated on
the subject of this lesson. They understood the concept of vehicle-to-surface relationships and
were quickly bored. A suggestion for future teachers of this lesson is to make it more complex.
Although second graders are early learners, the simplicity of vehicles and their surfaces is
uninteresting. They were very antsy and undermined our authority a few times. Many children
were talking out of turn without raising their hands, and would be unresponsive to the quieting
techniques we had established. Once we reviewed the dance concepts that were previously
taught, the class livened up. They were very eager to show off their dance movements,
pathways, and levels since they were up and moving around. We discovered that the class
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worked better when they were active, as they usually just sit in their chairs all day long during
their normal school day. The class was split up into pairs and were given the task of creating,
rehearsing, and performing shape-movement-shape sequences relating their given vehicle and
surface. This was a little too advanced for the kids. They didn't grasp the concept of "rehearsal"
and would make up new movements and shapes during their final presentations. It was also
difficult getting them into groups because this particular class had a few problems among
students getting along, as well as with being in a group of 3. We figured out that this class could
not choose their own partners, and would have to be randomly assigned to have a peaceful
working environment. In the end, the students performed their pieces, which were actually
very good and well-structured. They needed a lot of coaching to get them up in front of the
others, as well as to actually perform what was being asked of them. In the end they prevailed.
In the future, students should be taught about the content of this lesson less, and should focus
more on the integration of the arts. It is a great lesson to start out the series with because the
topic is so simple. This lesson should be used to have the kids fully understand how to express
educational concepts through the arts.
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Above the Surface
Comprehensive Assessment
Student Name _____________________________________
Area of Assessment
Scoring
Participation
1. Could identify the modes of transportation
4__3__2__1__0__
and surfaces
2. Contributed in brainstorming
4__3__2__1__0__
3. Improvised shapes and movements for
4__3__2__1__0__
their mode of transportation or surface
4. Participated in group exploration activity
4__3__2__1__0__
5. Worked cooperatively with group
4__3__2__1__0__
6. Participated in group performance(s)
4__3__2__1__0__
Total Possible=24
Student total ____
Content
1. Identified mode of transportation and its
4__3__2__1__0__
corresponding surfaces
2. Identified descriptive elements of both
4__3__2__1__0__
3. Identified similarities and differences between
4__3__2__1__0__
other modes and surfaces
4. Identified whether it belongs on land, air, or sea
Total Possible=16
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4__3__2__1__0__
Student total ____
Page 17
Movement Sequences
1. Sequence began and ended with an appropriate shape
4__3__2__1__0__
2. Sequence included appropriate movements that
4__3__2__1__0__
emulate vehicle or surface’s characteristics
3. Sequence corresponded well with the narrative
4__3__2__1__0__
4. Shapes and movements incorporated a variety of
4__3__2__1__0__
dance elements
5. Final group sequences were performed fluidly
Total Possible=20
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4__3__2__1__0__
Student total ____
Page 18
Lesson: Transportation Pantomime Timeline
Length: Two 40-Minute Class Periods
Age Group: 2nd Grade
Materials Needed:
whiteboard/chalkboard,
tambourine/drum,
pictures of a ship, horse and carriage, train, car, and airplane
Standards—History:
o Standard One (K-3): Students will use clocks, calendars, schedules, and written records
to record or locate events in time.
Standards—Theater:
o Standard One: Improvising and writing scenes, scenarios, and/or plays.
Learning Objectives:
o Cognitive: Students will:
o Be introduced to various forms of transportation.
o Put the various forms of transportation in chronological order of when they were
invented, using the pantomime timeline.
o Affective: Students will:
o Work cooperatively in pairs.
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o Learn to be a respectful audience.
o Artistic: Students will:
o Learn the parts of a scene: setting, characters, plot.
o Be able to convey a scene in time through dramatic pantomime.
Assessment Criteria:
o Cognitive: Can students:
o Identify different modes of transportation?
o Put the modes of transportation discussed in chronological order?
o Affective: Can students:
o Work well with their partners?
o Both contribute ideas and participate in creating a pantomime?
o Artistic: Can students:
o Use their creative writing to create a pantomime scene?
o Use body language and facial expression in their pantomime?
Introduce the Lesson’s Target Learning
How will you introduce your lesson’s concept?
This lesson should be introduced after learning the different modes of transportation and their
surfaces.
Why are you studying this?
The students will learn how to put the technologies in a chronological order and recognize the
differences and advances in the transportation as time goes on. They will become familiar with
the parts of a scene, creative drama, and performing the tableaux.
Integrated Activities:
Outline the steps/instructions that will take place for this activity from beginning to end:
Day One
Introducing the Types of Transportation:
o Have the students brainstorm as many different modes of transportation as they can.
Write down all their ideas on the chalkboard.
o Try helping them to start off by writing one on the board, (for example: “Here I’ll help
start our list” and proceed to write “CAR”). Help them expand their ideas by asking
“How did people travel before a car was invented?”
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o Once you have a good sized list (one that covers boat, horse and carriage, train, car,
airplane, and maybe a few extra the students came up with), tell the students they will
focus on the following:
o 1) ship
o 2) horse and carriage
o 3) train/railway locomotive
o 4) car/automobile
o 5) airplane
o Discuss each mode of transportation in the order they were invented (the above order),
what it looked like (PROVIDE PICTURES to show in front of the class), what year it was
invented/introduced, and what its function/use is for.
*For example: (Holding up a picture of an airplane) “The airplane was invented
by the Wright Brothers, Orville and Wilbur Wright, in the year 1903. The very
first planes were very small, seating only one or two people. Planes have two
wings coming out of its sides and propellers to help it travel forward in the air.
The plane was the last to be invented, and was a very important invention
because then people could start to travel not only on land and sea, but also in
the air as well”
Creative Writing:
o Have students write about what it might be like to travel on one of those modes of
transportation (keeping in mind SETTING, CHARACTERS, and PLOT) on the attached
CREATIVE WRITING sheet.
o After passing out the Creative Writing Sheet, read the directions aloud to the class and
explain them before the students begin.
o After the students have begun, go around the room to help them with their writing.
o While going around to students as they write, try helping them along as you ask
these questions:
o SETTING- where are you, what’s in the environment around you, are you
out in the middle of the ocean? Is there a dark tunnel you have to go
through? Are you traveling through the village? Are you on a busy
highway traffic jam? Are you high up in an airplane? Also, what time
period is it, keeping in mind the order of transportation.
o CHARACTER- Are you the captain of the ship, are you the pilot of the
plane, or a passenger, or a flight attendant who helps put away people’s
luggage? Are you in the backseat of your mom’s car, or driving on your
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way to work? Are you the person inside the carriage, or sitting at the top
of the carriage with the horses’ reigns in your hands?
o PLOT- what is your character doing? Are they enjoying their ride? Are
they feeling seasick, carsick, or even train sick? Are they scared of
heights? Are they getting on or off their transportation, are they riding in
it?
Introducing the Concept of Pantomime:
o Once all the students are done with their creative writing, ask for two volunteers who
would like to act one of their stories in front of the class.
o Explain to the two volunteers that they must pick one of their stories to act out, but
they are not allowed to talk. Remind them to use their whole body and facial
expressions to describe what is going on in their story.
o Have them plan out their pantomime away from the rest of the class. While the
volunteers are planning out their story, explain to the class what the students are about
to do and that it is called “pantomime.”
*For example: “Pantomime is when you act out a scene, meaning you are the
character in a certain setting, and there is a plot going on. But unlike acting we
see in movies and on TV, in pantomime you CANNOT talk. It’s almost like a silent
movie.”
o Have the students put their heads down while you shake a tambourine (or consistently
pat a drum) until you make a certain sound (stop the tambourine, bang the drum loud
twice for example) and then by the time they put their heads up the two students will
begin their pantomime.
o After the pantomime is finished, ask the students to guess what mode of transportation
each student is traveling on.
o Once the students come up with the answer of the pantomime scene, have them clap
for the two volunteers and have the volunteers go back to join the rest of the class.
Group Pantomime Activity:
o Divide the class into halves and have one group create a pantomime scene where they
are one mode of transportation, and the other group where they are a different mode.
(Example, one group is on horse-driven carriages, the other on airplanes.)
o Give the groups 5 minutes to come up with how they will act out their scene.
o Then have Group 1 perform their pantomime for Group 2, and Group 2 try to figure out
their mode of transportation. Repeat this for Group 2, and have Group 1 try to figure
out their mode of transportation.
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o Make sure after each group performs, the group that is the audience will applaud them.
Remind them applause is respectful after you watch any performance.
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Culminating Activity:
Day Two
o Write on the chalkboard the different dates of invention for all 5 modes of
transportation, leaving enough space for students to stand in groups under every
written mode.
o 1) ship
o 2) horse and carriage
o 3) train/railway locomotive
o 4) car/automobile
o 5) airplane
o Review the list as a class.
o Split the class in half, then split each half into 5 groups (one for each method of
transportation).
o Explain that they are going to do another pantomime activity today. This time, half of
the class will act out modes of transportation and the other half will have to figure out
which method it was.
o Then put the groups standing in a line in order of when their transportation was
invented.
o After each of the 5 groups pantomime performances, the audience will have 2 minutes
to figure out what method was acted out, and ask the groups to stand where they think
that method belongs on the timeline (either under 1,2,3,4,or 5).
o Once all 5 groups are placed on the timeline, have the performing students reveal their
mode of transportation and, if needed, move around to their proper place on the
timeline.
o The audience group will applaud for the performing group.
o Then repeat the activity with the other half of the class.
o After the activity is done with both groups, review as a class how the timeline of
transportation should look (1- ship, 2- horse and carriage, 3- train, 4- car, 5- airplane).
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Assessment:
o Have the students put the different modes of transportation in chronological order
o Have the students do a self-evaluation form.
o Observe and video tape (if possible) the students as they work in partners, and as they
work as a class to try and put together the Transportation Timeline
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Lesson Title: Movement Maps
Length: Four 40-Minute Class Periods
Age Group: 2nd Grade
Materials Needed:
whiteboard/chalkboard
three compasses
at least seven very large sheets of paper already labeled (for the students to fill in their maps)
pictures of obstacles- waves, a hurricane, fog, and clouds
index cards labeled with modes of transportation, locomotor movements, and obstacles
markers
music for performance
Standards—Geography:
o Standard One (K-3): Students will understand the nature and uses of maps, globes, and
other geo-graphics.
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Standards—Dance:
o Standard One: Identifying and demonstrating movement elements and skills in
performing arts
o Standard Seven: Making connections between dance and other disciplines.
Learning Objectives:
o Cognitive: Students will:
o Identify the cardinal directions.
o Create a legend/key for a map.
o Locate the compass rose and legend on a map.
o Read and follow a map’s directions.
o Distinguish and identify different modes of transportation- the boat, airplane,
and train.
o Affective: Students will:
o Work cooperatively in groups while creating their maps.
o Respect others in the general space during any movement activity.
o Learn to be a respectful audience.
o Artistic: Students will:
o Depict a boat, train, and airplane through shapes and movement.
o Portray obstacles that transportation vehicles may face through shapes and
movement.
o Use movement to follow directions on a map.
Assessment Criteria:
o Cognitive: Can students:
o Identify North, South, East, and West?
o Create a set of symbols for their map?
o Follow directions on a map?
o Explain the difference between different modes of transportation?
o Affective: Can students:
o Work together in groups, with everyone participating and offering ideas for their
maps?
o Use their general space effectively, while respecting the self-space of others?
o Act as a respectful, attentive audience member while their peers perform for
them?
o Artistic: Can students:
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o Use their knowledge of boats, trains, and airplanes and transform their
characteristics into shapes and movement qualities?
o Apply movement qualities to their maps?
o Perform their shape-movement-shape sequence in front of the class, according
to the maps they drew?
Introduce the Lesson’s Target Learning
How will you introduce your lesson’s concept?
This lesson should be introduced after students have knowledge of different modes of
transportation and are familiar with the shapes of these different modes. The students should
already be familiar with different types of locomotor movements.
Why are you studying this?
This lesson will further explore transportation, the obstacles transportation modes face as they
travel, and how that affects them. This lesson shows how those who operate different modes
of transportation read and follow maps. They use a legend to explain the representation of
obstacles transportation might face and locomotor movements. Students will gain
transportation and dance knowledge.
Integrated Activities:
Outline of the steps/instructions that will take place for this activity from beginning to end:
Day One
Introducing the Concept of Direction
o Have students move their desks out to the walls, leaving a large open area. Have them
sit in a large circle.
o Take out the three compasses, and hold up one compass.
o Explain to them a compass is a device used to find directions, with a needle always
pointing north. When you hold the compass, it will always tell you where North, South,
East, and West are, so you know which direction you are facing.
o Explain the use of a compass. Allow the students to use them.
o Ask the students to all point to where the compass says North. Explain that South is the
opposite of North. Explain that to find East or West, one has to travel to the side instead
of up and down.
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o Explain that any method of travel needs to know which direction they are traveling in.
o Modes of transportation like trains, airplanes, and boats, use maps to see what direction
they are traveling.
o Explain the function of a compass rose on a map.
Movement Exploration Activity
o Have the students stand up and spread out in the general space. Remind them to
respect other’s space by making sure they have enough room around them to not touch
others.
o Ask the students to recall the shapes of a boat, train, and airplane.
o Have them make the shape of a boat, train, or airplane facing a different direction each
time. Encourage them throughout this activity, and help them to remember what the
shapes might look like. The teacher would use their compass to remember which way is
north, south, east, and west.
o After all three modes of transportation and the four directions are explored, have the
students sit back down where they are in space, remembering to give praise for their
good job on making the different shapes while facing all the different directions.
*For example: the teacher could say “Staying where you are, let’s make a boat
shape facing north. A boat is wide, with a pointed front. Maybe your boat shape has
a big sail full of wind, or paddles for rowing. Now can you make that same boat
shape facing south? To face south, we have to face the opposite of North. Very
good! Now let’s all make a train shape facing east. Remember, east cuts between
the middle of north and south. Trains are very straight, and usually very long. This
time, let’s make an airplane shape facing west. West is the opposite of east, so we’d
face this way. What does your airplane shape look like? Is it high up in the air?
Taking off the runway? Coming down for a landing? Are the wings straight across, or
tilted for a turn? You all are great airplanes! Good job! Now let’s shake it all out, and
have a seat right where you are, facing me.”
o Explain that while traveling, there are often obstacles, or things that make it difficult to
keep going as quickly as we want to. Give them an example, like if a boat were to get
caught in a hurricane and be tossed around, or if there were a fog a train would have to
move slowly through it, or when an airplane goes through clouds it can get shaken up.
o Tell them that when they stand up, they will make the shapes like they just did, but then
they will travel in a certain direction using locomotor movement, until the teacher uses
a signal (saying freeze, two claps, etc.) and calls out an obstacle while holding up its
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picture. When they see the picture of the obstacle, they have to act out an according
movement.
o Do this for all three modes (train, boat, airplane) and for all four directions.
o Then have the students sit down where they are in space after the exploration is done.
*For example: the teacher could say “Ok now let’s stand up and make that boat
shape again. Let’s be big boats, traveling north slowly. You can walk slowly, gallop
slowly, and skip slowly. (Then teacher claps twice holds up a picture of big waves)
Oh no, there are HUGE WAVES! What does a boat do when it’s on giant waves?
Good job. (Claps twice) Now you’re off the waves (and the teacher puts the picture
down), and can make your boat shape traveling south. (Then teacher claps holds up
a picture that would symbolize a hurricane, like a lot of rain and wind). Now we’re
stuck in a hurricane! The wind is tossing us all over the place! Whoa… that hurricane
was rough. (The teacher claps puts picture down). This time, let’s make our train
shape. Let’s be trains moving fast, going to the east and west. (Then teacher claps
twice and holds up a picture of fog). Now we have to start moving very slowly to see
clearly through this fog. Great job. (Claps twice) This time let’s make our airplane
shape. Your airplane can travel in any of the four directions, as long as it doesn’t
crash into another airplane! You can travel straight, or it can turn slowly. Is your
airplane high up in the sky? (Then teacher claps twice holds up a picture of many
clouds) Uh oh! Now you have to go through all these clouds, and it’s making your
plane shake all over! Then we finally get through the clouds (and teacher claps twice
and lowers picture down), and land on the ground. Once you land have a seat. You
guys really looked like you were getting caught in those obstacles! Good job!”
o Have the students sit in a circle again.
o Review what they have learned that day, having the children talk to the person sitting
next to them first, and then asking for them to raise their hands once they come up with
an answer together.
o Ask these questions:
o What a compass is and what it is used for?
o What the name is of a compass drawn on a map?
o Why do we use maps?
o What is an obstacle, and can you name a few a boat might have, or a train?
o Can anyone think of any other obstacles a person driving a car, or riding a bike
would have?
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o Ask them to name all four directions. Then as a class, repeat the four directions
aloud: NORTH, SOUTH, EAST, and WEST.
o Have the students move their desks back to their original place.
Day Two
Create a map together as a class on the chalkboard/whiteboard.
o Draw a big rectangle, with a “start” and “finish”, and two empty boxes- one for a
compass rose and the other for a legend.
o Tell the students as a class they’re going to tell the teacher what to draw on the
board for their movement map. Tell them the map is for a school bus traveling
on its way from a student’s house to their school.
o Begin by reminding them that all maps need something on them to tell them what
direction they are traveling in: a compass rose. Draw the compass rose in the lower right
hand corner of the map.
o Ask the students to think of any obstacles a school bus might face, and make a list on
the board next to the map- ex: getting stuck in traffic, having to make another stop to
let another student on the bus, getting caught in heavy rain and having to drive very
slow
o Tell the students that in order to place these obstacles on their map, they have
to come up with little pictures- or symbols- to represent the obstacles. Explain
that it’s just like yesterday when the teacher held up a picture to represent the
obstacle and they had to act it out. Except now, the symbol must be made
smaller to fit on the map.
o As a class, decide what the symbols should be (maybe a traffic light for getting
stuck in traffic, a raindrop for getting caught in the rain, etc.)
o Tell the students that the symbols must be placed in a box called the legend or
sometimes called a key. A legend tells people who read the map what a symbol
means.
o Draw one of their obstacles’ symbols, for example a raindrop, and then write out next to
the symbol the corresponding meaning, for example “rain.”
o Proceed for them to instruct you on how to fill out the rest of the legend.
o After creating the legend, label it with the word “LEGEND” on top. Then ask individual
students to come up to the board and draw the symbols somewhere on the map.
o After the symbols are drawn, ask the students to think of three locomotor movements
that could represent the car moving, like skipping, hopping, walking, running (if the car
is going fast), galloping, leaping, etc.
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o Then have them think of symbols that could represent the locomotor
movements (like a dashed line, a bold and shaded line, a dotted line, a wavy line,
etc.). Ask students to individually come up to the board and draw these symbols
in the legend, and make sure to write the word for the symbol’s meaning next to
the picture.
o After each student has drawn the symbol in the legend, have him or her draw out the
locomotor movements on the map where they choose, from one marked stop to
another (ex: “start” to the first obstacle, obstacle to obstacle, obstacle to “finish”).
Movement Exploration Activity
o The students will become the school bus and follow the map they drew as a class as a
review for how to follow a map’s directions.
o Have them spread out the desks so there is a large space for everyone to move.
o Have the students stand together in lines so that each student is standing alongside
another (to mimic the seats on a school bus). Remind them to respect each other’s
space and not bump into each other and to keep your movements to yourself.
o The teacher will be at the front of the bus, facing the students so you can make sure
they are make the correct shapes and moving on the correct pathways. Make sure to
use signals (clapping twice for example) as a transition between moving and making
shapes. Follow the directions as a class.
*For example: “(Claps twice) First we make a school bus shape here where
“start” is. (Claps twice) Then we skip this way until we get to another bus stop
and let another student on the bus where this symbol is. Let’s act this out by
opening and closing our arms. (Claps twice) Next, we would walk this way on a
curved pathway until we hit the traffic light symbol, which means we got stuck in
traffic and have to wait for a while. Let’s act this out by waiting in place and
standing still. (Claps twice) Once we get out of traffic, we run along this pathway
(maybe because we’re running late because of the traffic!) until we get to school
where it says ‘finish’. (Claps twice) At ‘finish’ we’d end with that same school bus
shape we started with. (Claps twice)”
o After doing this exploration activity as a class, explain to the students they will be split
into groups and will all have to create their own maps and perform them in front of the
class next day.
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Culminating Activity:
Day Three
o Divide the students into assigned groups of four or five. Have each group sit at their own
table (clump the desks that were moved from the class exploration activity into tables
for each group)
o Give out the directions sheet (see attached) to each group, along with their large poster
paper you have previously labeled with a box for a compass rose, legend, a start, a
finish, and two circles big enough to draw symbols in to represent obstacles. Give each
group scrap paper to draw on when creating their symbols before putting them on the
map. Give each group markers or crayons of five different colors (provided there are
enough to do so). Also hand out to each group the following index cards:
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o one with their mode of transportation: either a train, boat, or airplane,
o three with different locomotor movements (walk, run, jump, hop, leap, gallop,
slide, skip, crawl, roll)
o two with different obstacles, corresponding to that group’s mode of
transportation
o a boat’s obstacles: giant waves, hurricane
o a train’s obstacles: fog, pick up passengers at a train station
o an airplane’s obstacles: lots of clouds, thunderstorm
o Tell the students to work cooperatively in their groups, and follow the directions sheet
in order to create their maps. (see attached Movement Map Directions sheet)
o After finishing their maps, give the students time to rehearse them before their
performance tomorrow. (10 minutes)
Day Four
o If possible, have the class go to the gym, cafeteria, or auditorium with a stage. Any large
area for performing space will do.
o Give the students practice time of 10 minutes to rehearse acting out their maps as a
group. Tell the students one person will hold the map and call out what it says to do so
the rest of the group can know how to follow it. “For example, if I was the map holder, I
would say out loud ‘My group is a bus. First, we skip this way. Then we hit traffic’. Just
like what we did with our big school bus map on the board.”
o Remind them they have to start out in their group’s shape, which would be either a boat
shape, train shape, or airplane shape.
o Then they have to follow the map using their locomotor movements. Once they come to
an obstacle, they have to act it out.
o At the end, they have to end in their boat/train/plane shape.
o After rehearsal time is over, have the students perform in front of their classmates.
Assign each group a number for their order of performance.
o Before the performing begins, remind the students how to be a respectful audience: by
paying attention and watching each performance, not talking during a performance,
watch each group how you would like the audience to watch your own group, and to
clap after each group is done their performance.
o Also, after each performance, the audience will be asked to name one thing they
thought the group did very well, and one thing the group could do to make their
performance even better.
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Assessment:
o The Group Evaluation Form in “101 MOVEntures” will be used to assess how well they
worked in groups while creating their maps.
o The Comprehensive Assessment Rubric in “101 MOVEntures” will be used to assess their
performance.
Teacher Reflections:
This lesson was taught only by me because my partner, Carrie Winiker, was very sick
that day. A lot of behavioral problems occurred in this lesson, and some probably having to do
with the ratio of ArtsBridge teaching artists to students. Doing a movement map as a class
worked well on the whiteboard, with ONE PERSON performing the map (in this case, me as the
teacher). However, when trying to perform the class-made map in two groups, there was not
enough space for the children to really move. It was hard to follow the map correctly because
this lack of space and, since the students could not move much, they became bored and
restless. It would have been better to have done this lesson in a much larger space. There were
many problems involved when the class was split into different modes of transportation groups
and tried to draw their own maps. The teacher, Mrs. McCord, became over-involved in their
maps. She gave too many suggestions of what to put on the map and the key. For example, she
told the plane group they have to include a symbol for the plane's takeoff, and when the
wheels go up, and then the landing as well, in addition to the symbol I assigned them for
turbulence. Due to her interference, this particular group became very confused and frustrated
with completing their map on time. It also was frustrating to me as a teaching artist, because I
had assigned specific directions to the children that Mrs. McCord did not take seriously. I felt it
would be wrong to undermine her authority in front of the students, so once she interfered
with the groups, I felt there was not much I could do. The students grasped the concept of a key
very well, and aside from the teacher's interference, did very well in drawing their maps.
Behavioral problems happened frequently this day, and Mrs. McCord would interrupt the
lesson, take certain students out of class, then bring them back in later, which wasted time. I
personally felt the students she took out weren't misbehaving at all, but were merely asking a
lot of questions because they were interested in the activity we were doing. So much time was
wasted correcting behavioral problems that there was hardly any time for rehearsal. Ideally,
each group should have 5 minutes to rehearse their movement map. The performances of the
movement maps went well, aside from when Mrs. McCord made the students repeat part of
their dancing because she felt they didn't execute it accurately. At the end of the lesson, the
children seemed more upset and frustrated then happy and excited they were dancing and
moving.
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I feel this lesson would have gone MUCH better if there were 2 teaching artists as usual, but
more importantly if there were far less interference from the teacher, especially when the
teacher did not have any part in creating this particular lesson plan. Also, if time had allowed, it
would have been better to have the kids fill out a group/peer assessment
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Lesson Title: Around the Globe
Length: Two 30 to 40-Minute Class Periods
Age Group: 2nd Grade
Materials Needed:
overhead of a world map,
globe,
10 strips of paper- listing twice the name of 5 places in the world (this example uses Australia,
the North Pole, Florida, China, and Africa)
Standards—Geography:
o Standard One (K-3): Students will understand the nature and uses of maps, globes, and
other geo-graphics.
Standards—Dance:
o Standard One: Identifying and demonstrating movement elements and skills in
performing arts
o Standard Seven: Making connections between dance and other disciplines.
Learning Objectives:
o Cognitive: Students will:
o Know the properties of a globe: it is 3-D, round(a sphere), it spins, and it rotates.
o Know the differences between a map and a globe: a map is flat/2-D, while a
globe is 3-D. A globe is an accurate depiction of earth, a map is not.
o Recognize that it is necessary to use different modes of transportation to travel
to different parts of the world.
o Affective: Students will:
o Work cooperatively in groups.
o Learn to be a respectful audience.
o Artistic: Students will:
o Create a shape-movement-shape sequence using shapes and locomotor
movements.
Assessment Criteria:
o Cognitive: Can students:
o List the differences between a map and a globe?
o Remember which mode of transportation travels on what kind of surface?
o Affective: Can students:
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o Work well with their groups?
o Act as a respectful, attentive audience member while their peers perform for
them?
o Artistic: Can students:
o Create a shape-movement-shape sequence using shapes and locomotor
movements?
Introduce the Lesson’s Target Learning
How will you introduce your lesson’s concept?
After having just learned about maps, the students will be introduced to globes by visually
seeing a globe and acting like they are travelling around the world.
Why are you studying this?
The goal of this lesson is for the students to understand the differences between a map and a
globe, for the students to gain knowledge of the world, and for them to review different modes
of transportation match with different environments (land, air, and sea).
Integrated Activity:
Outline the steps/instructions that will take place for this activity from beginning to end:
Day One
Introduce the Globe
o On an overhead projector, show a world map. Review what a map is with the class (a
map shows us where we are in the world, whether it’s our classroom, our
neighborhood, or our country, and so on). Explain that you are showing them a world
map.
o Ask the children to help you identify some countries and continents (a total of 5
different places) by asking them where they might find a famous person that lives there,
or an animal that lives there, or even a famous landmark.
*For example: Ask the children if they know where you can find where Mickey
Mouse lives on the map (DisneyWorld, Florida, USA), and point out the location
on the map. Also ask the children if they know where Santa Claus lives (the
North Pole), and point that out on the map. Ask the class if they know where
kangaroos live, (Australia) and point out Australia on the map. Ask the children if
they know where they can find elephants and lions (Africa), and point out the
location on the map. Ask the children to find a really easy one- The Great Wall of
China!, and point out China on the map.
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o Then, take out the globe and introduce it to the children. Explain to them that the globe
shows the world too, like the map did they just saw on the overhead screen.
o Ask them what they notice is different about the globe and while they identify
differences and similarities, explain the globes’ properties.
*For example: What do you notice about the shape of the map? What about the
shape of the globe? Then explain that the map is flat, also called 2-dimensional,
while the globe is a round and like a ball, also called 3-dimensional.
o Explain a globe is 3-D, and it spins and rotates. Also explain the globe is the actual
version of what earth looks like, because earth is not flat, it’s round like a ball.
o Further explain that unlike on a flat map, when we travel, we are actually traveling on a
curved surface because the earth is round. Demonstrate this by tracing your finger from
Delaware and England on the globe, showing how your finger travels on a curve, then by
tracing your finger from Delaware to England on the overhead’s map, and noting how
on a map, it looks like you’re traveling in a flat straight line.
o Review the countries and continents you just identified on the flat overhead map.
o Go around to each of five groups, let them gently spin the globe so they can get a feel
for using it, and ask them to identify one of the five places on the globe if they can,
based off of where it was located on the world map (help them out, saying things like
“you’re close, try looking at the map again to see what the shape of _____ looks like,
and see if the map says there is an ocean or sea around it, or what other places are
around it).
o After all 5 groups have identified the location designated to them on the globe, ask the
class to think of how they would travel to those places.
o Review modes of transportation with them: a car or train travels on land, a plane travels
through the air, and a boat travels on water. Would you take a boat to get from
Delaware to Disneyland? Would you take a train from China to Africa?
o Tell them to just THINK about the correct answers in their heads, but not to say them
out loud.
Culminating Activity:
Day Two
o Explain that for the next activity, they are going to use shapes and locomotor
movements to create a shape-movement-shape sequence to show how you are
traveling from one place on the globe to another to go on a vacation.
o Do an example together as a class.
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*For Example: “Let’s stand up behind our desks and make a shape to show we’re
in New York. Maybe you’re a tall building, or the statue of liberty, or a train in
the subway. Freeze in that shape! Stay frozen, now let’s think of how we would
travel from New York to Hawaii. Hawaii is very far, and you have to cross an
ocean. Maybe we’ll take a plane, and your movement will be very high up, or
maybe you’ll take a cruise ship, and your movement will be slow and sway back
and forth. Plan what you are about to do. When I say “Go!”, do your movements
around your tables/desks in a circle, then come back to your desk and freeze.
Go!.....Freeze! Now we’re in Hawaii. Let’s make a shape to show we’re in Hawaii.
Are you a palm tree, or a hula girl, maybe you’re the waves on the beach, or a
big volcano! Make your shape, now freeze in that shape! Good job, everyone sit
down in their own chairs.”
o Divide the children into 5 groups.
o Give each group a strip of paper with their group’s location on it to remind them which
group they are. (Remind each group whether they are in DisneyWorld in Florida, seeing
lions and elephants in Africa, and so on).
o Hand out another strip of paper, with a location different than the one the group
originally received.
o Explain that the group must figure out what method(s) of transportation is best in order
to get to their ending location.
o The groups must first create a group shape to show they are in their first location,
(maybe one person in the group is a kangaroo hopping around in Australia, or maybe
the group links together to form a long line like Great Wall of China).
o Then everyone in the group has to use locomotor movements to move throughout their
classroom space to represent them traveling on whatever mode of transportation they
thought is best to reach their final destination (maybe they are on a high level with their
arms out going very fast, like an airplane for example).
o Finally the group must make another group shape to show their ending location.
o Give the students a time limit to plan out their sequence.
o After all the groups are done planning, each group will perform their sequence in front
of their peers, but NOT tell the class where they started, where they ended, or how they
got there.
o At the end of each performance, the class will be allowed to raise their hands and try to
figure out the locations of each of the places based on the beginning shapes,
movements, and ending shapes of the performing group.
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o After the group’s performance is done, ask the performance group to identify their
starting and ending point on the globe, and then have the children clap and be a
respectful audience.
Assessment:
o Create a multiple choice test:
o Is a map flat/round?
o Is a globe flat/round?
o Which one spins, a map/globe?
o Which one is closer to what earth really looks like, a map/globe?
o What is the best way to get from (place A) to (place B)? Boat/plane/car
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Lesson Title: Red Light, Green Light
Length: Two 40-Minute Class Periods
Age Group: 2nd Grade
Materials Needed:
Whiteboard/chalkboard,
physical traffic signs,
CD and CD player,
slips of paper with character roles on them,
note cards with scenarios on them,
paper,
pencils,
chalk,
paper steering wheels
Standards – Technology:
o Standard Six – Understands the nature and uses of different forms of technology.
o Knows that a transportation system is tailored to a society's needs and consists
of rules (e.g., which side of the road to drive on) and components (e.g., vehicles
and the surface upon which they move)
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Standards – Dance:
o Standard One: Identifying and demonstrating movement elements and skills in
performing dance.
o Standard Three: Understanding dance as a way to create and communicate meaning.
o Standard Seven: Making connections between dance and other disciplines.
Standards – Theater:
o Standard One: Demonstrates competence in writing scripts.
o Standard Two: Uses acting skills.
o Standard Three: Designs and produces informal and formal productions.
Learning Objectives:
o Cognitive: Students will:
o Identify road signs and their meanings.
o Identify the term traffic and provide examples of its occurrence.
o Identify traffic violations and reasons one would get a traffic ticket.
o List the rules of the road and the rules of the stage.
o Identify similarities and differences between the road and the stage.
o Affective: Students will:
o Respect one another’s personal space when participating in the Roundabout
activity.
o Be respectful of their fellow classmates when a performance is taking place.
o Cooperatively work in groups to write a script.
o Cooperatively work in groups to block a scene.
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o Cooperatively work in groups to act out a scene.
o Artistic: Students will:
o Act as moving transportation vehicles based on previous knowledge of such
vehicles.
o Act as a given character in a written scene depicting the rules of the road.
o Write a group script that encompasses street signs, directions, and violations.
Assessment Criteria:
o Cognitive: Can students:
o Identify road signs and their meanings?
o Identify the term traffic and provide examples of its occurrence?
o Identify traffic violations and reasons one would get a traffic ticket?
o List the rules of the road and the rules of the stage?
o Identify similarities and differences between the road and the stage?
o Affective: Can students:
o Respect one another’s personal space when participating in the Roundabout
activity?
o Respectful of their fellow classmates when a performance is taking place?
o Cooperatively work in groups to write a script?
o Cooperatively work in groups to block a scene?
o Cooperatively work in groups to act out a scene?
o Artistic: Can students:
o Act as moving transportation vehicles based on previous knowledge of such
vehicles?
o Act as a given character in a written scene depicting the rules of the road?
o Write a group script that encompasses street signs, directions, and violations?
Introduce the Lesson’s Target Learning
How will you introduce your lesson’s concept?
Start the lesson by asking the students to name some of their classroom rules and laws. This
will be a good warm-up for the kids, as they will have already learned and applied these rules.
Ask them why the rules they mentioned are important for the classroom. Ask them what
happens if they violate a rule.
Why are you studying this?
Rules and laws are important in our society because they give us a boundary and set of
standards so that there is order. If we didn’t have rules for the road, chaos would ensue and
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accidents would be even more frequent than they are now. It is important for the students to
learn the rules of the road at such an early age because it is all too often that teenagers and
even adults do not know what certain street signs mean or what certain signals imply. Learning
about these particular signs will give these students a good idea as to how the road functions
and how to drive safely.
Integrated Activities:
Outline the steps/instructions that will take place for his activity from beginning to end:
Day One
Introducing the Geography Content:
o Begin the lesson with the teacher asking the students to name some of their classroom
rules/laws. Explain that there are laws everywhere and that they will be learning about
the laws of the road.
o Ask the students why they think that traffic signs are important, and discuss their
responses. Explain to students that it is important to learn certain basic traffic signs so
that they stay safe on the road.
o Provide physical traffic signs for the lesson. Only the most basic signs should be used:
stop, yield, u-turn, one way, railroad crossing, speed limit, and school crossing ahead.
There should also be a sign for a traffic light so that students can become familiar with
the meanings of the different colors.
o Ask the class to raise their hand and explain what the term traffic means. Have the
students then give examples of why there might be traffic on the road.
o Discuss the ways you can get a ticket from a police officer. Ask the students to raise
their hands and give examples of that as well.
o Discuss that some roads have one lane, and some roads have many lanes. Talk about
the reasons why some roads might have more lanes than others.
o One by one, the teacher will hold up traffic signs and explain the function of each.
He/she will ask the class to repeat the description of each sign after him/her.
Target Activity (Roundabout):
o Push desks to the middle of the room so that there is room to walk around the desks.
Instruct everyone to find a partner. One student will represent the driver and one will
play the role of the car. The car should put his/her hands on the shoulders of the driver.
o Students will begin driving on the imaginary road going in one direction. Instruct the
students that it is a one lane highway, so the pairs must travel in a single file fashion. As
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it is the goal on the road to avoid contact with any other vehicle or object, the same rule
must be applied in the classroom.
o The teacher will not travel on the road, but will stand outside the “lane” just as a real
street sign wouldn’t be on the road. The teacher has the freedom to change locations as
the students continue to circle around the desks with their partners.
o As the students ride around the track, call out signs and signals that the students should
follow once they approach the teacher.
*For Example: If the teacher says “STOP SIGN”, the students must stop when
they approach the teacher, wait for 3 seconds, and then continue. This does not
mean that when the teacher yells ‘stop sign’ that all the pairs should stop when
it is called out. It is only when they get up to the sign that they should perform
the action that corresponds.
o Hold up the corresponding sign when calling it out (if the command is a street sign).
o Before the game begins, tell the students to walk at a normal pace. Explain to them that
a normal walking pace is 10 miles per hour. 20mph means speed walking. Tell them that
the speed limit is 20mph.
o Each and every command that will be given during the game must be explained and
taught in the content portion of the lesson prior to the activity.
o Sample commands include:
o Stop sign (the students must stop, wait three seconds, and proceed)
o Yield (the students must slow down and then proceed)
o Red light (the students must stop until green light is called out)
o Green light (the students can proceed as they were)
o Yellow light (the students must slow down in preparation for a red light, or speed
up to miss the read light)
o U-Turn (the students who approach the u-turn will approach the teacher, and
make a mini “u” and proceed in the opposite direction. This does not mean to
travel the other way in the same lane (other cars will still be coming and that
would cause a collision). The students who make the u-turn will create a new
lane outside of the other lane and will continue in this new direction)
o One Lane (the students must remain in a single file fashion)
o Two Lanes (the students can now ride side-by-side from one another in the same
direction)
o Railroad Crossing (the students must wait until the teacher announces that the
train has passed)
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o Speed Limit 10mph (the students must walk)
o Speed Limit 20mph (the students can go up to a speed of a fast walk)
o Feel free to incorporate music into this activity. Sample songs that could be fun to
incorporate are “Life is a Highway”, “Stop in the Name of Love”, and “The Wheels on the
Bus”.
o Stopping and starting the music whenever a sign is announced would also be a
good way of teaching the kids to focus and listen.
Culminating Activity:
Day Two
o After the students have a pretty good understanding of the content portion of the
lesson, focus on teaching about drama.
o Ask the students to raise their hands if any of them have ever been in a play. Call on a
few and ask them what part they played in the play. Talk about how in dramatic plays,
actors play different roles and have different emotions.
o On the board make a two-column chart. In the first column at the top write “Rules of
the Stage”. Have the students raise their hands if they know any rules that you follow
when on stage. Examples include:
o Do not turn your back to the audience, they don’t want to see your butt
o Face the audience
o Speak loudly and clearly
o Don’t stand in front of other people when they are talking
o Stay in character
o You may have to ask them prompt questions in order to get these
answers.
o In the second column write “Rules of the Road”. Since this activity will be on a different
day than the previous activities, this will be a good time to review the content that has
been previously taught. Have the students raise their hands and say sample rules of the
road. Examples include:
o Stop at a stop sign and wait 3 seconds before going
o Obey the speed limit
o Do not hit other cars
o Slow down at a yellow light or at a yield sign
o Stop at the railroad crossing
o Wear your seatbelt
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o Discuss how both being on the road and being on stage are similar because you have to
obey rules and pay attention to others.
o All the desks should be pushed to the outskirts of the classroom to leave a big open
performance space in the middle of the room.
o Hand every student a slip of paper and instruct everyone to put it in their fist without
looking at what it says. On each slip of paper, there will be a number (either 1, 2, or 3)
and a character role. When the teacher says “green light”, the students should open
their papers, which will reveal what group number they are in and what character they
will be playing. Before saying “green light”, instruct them what they will find on their
slips of paper so they understand what it means. Instruct them that when they are told
to go, they are to get into their groups without talking and sit down. When all of the
groups are correct, proceed with further instructions.
o Hand each group a piece of paper with their scenario on it. Each group’s scenario will be
different. The students must take their scenario and their parts, and come up with a
scene. They can use desks, chairs, or anything available in the classroom as props. In
fact, props are encouraged. Have construction paper and markers on hand and let them
know that that, too, is available if needed.
o Give the students about twenty minutes to come up with and practice their scenes.
Encourage creativity and let the students know that their scenarios are only the basis to
their scenes; they can expand or change certain elements if needed.
o Each group should write down the script of their scene. It would be helpful if everyone
had their own script so that they did not have to share. This will also make for a
smoother, more put together, and less improvised scene.
o The three scenarios are as follows (each scene must include 3 street signs/signals in
their scenes):
o Violations: People are in a car and they get pulled over by a cop for speeding.
o Laws: People are in a car and get pulled over for not obeying a street sign.
o Directions: People are driving, get lost, and ask people on the side of the road
for directions.
o Once all of the groups are ready with their skits, have everyone sit down together.
o Review the rules of the stage that are on the board and make sure that everyone obeys
those rules when performing their skits
o One by one, the groups will get up to perform their skits for the audience. Audience
members must be quiet and pay attention while another group is performing. Audience
members must also clap at the end of a performance.
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Assessment:
o The students will be assessed based heavily on their participation and cooperation in
the writing, blocking, and acting in the scenes they create. This will be assessed in the
performance critique (see attached).
o The group will fill out Group Evaluation Forms (see attached) to evaluate their own
participation and group input. The Comprehensive Assessment (see attached) is also a
way to evaluate the participation and content learned.
Teacher Reflections:
This was the last lesson that we taught at Thurgood Marshall. I had to teach this lesson
myself because my partner, Pam, was very sick. This lesson provided the basics of Drivers Ed. I
discussed the various street signs that are on the road and their meanings. I was surprised to
learn that most of the students could properly identify most of the signs and their meanings.
We also discussed the rules of the classroom and related the two. They contributed a lot to the
discussion but talked out of turn and were rude. Pam and I believe that the students only
worked well and were semi-behaved when there were two of us in control. The students were
split into pairs, and each pair was given a fake steering wheel. As I called out commands of
street signs, the pairs (as cars) would have to move around the general space and obey the
called out commands. This was a bit rough, and many of the students felt that this was a time
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to play around rather than to listen. They bumped into each other even when instructed not to,
and they were talking, even when they were told not to talk. We played music which was a
great incorporation to the lesson, but I think it riled them up a bit too much. The teacher, Mrs.
McCord, got involved too much and started telling the students what to do. She even took one
of them out of the room and talked to him. The students grasped the concept of the rules of
the road, but it was a bumpy road getting there.
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Red Light, Green Light
Group Evaluation Form
Name _______________________________________________________
Group Name ___________________________________
1. We all talked in our group.
Yes
No
2. We kept track of time and completed our task.
Yes
No
4. We listened to each other.
Yes
No
5. We praised each other when we had a good idea.
Yes
No
6. To be a better group next time we might _______________________________
___________________________________________________________________
_________________________________________________________________
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Red Light, Green Light
Performance Critique
Script Writing/ Blocking
1. Is the intent clear?
Yes
Partially
_____
No
_____ _____
2. Is there unity?
_____
_____ _____
3. Is there continuity?
_____
_____ _____
4. Is there a beginning, middle, and end?
_____
_____ _____
5. Is the scene an appropriate length?
_____
_____ _____
6. Is the space used effectively?
_____
_____ _____
7. Are all of the actors used equally?
_____
_____ _____
1. Are the actors clear in their acting?
_____
_____ _____
2. Are the actors expressive?
_____
_____ _____
Performance
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3. Do the actors show an understanding of
the rules of the stage?
_____
_____ _____
4. Do the actors stay focused?
_____
_____ _____
5. Are the actors working as an ensemble?
_____
_____ _____
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Red Light, Green Light
Comprehensive Assessment
Student Name ___________________________________
Area of Assessment
Scoring
Participation
1. Could identify road signs and their meanings
4__3__2__1__0__
2. Contributed in traffic discussion
4__3__2__1__0__
3. Contributed in group brainstorming
4__3__2__1__0__
4. Participated in Roundabout activity
4__3__2__1__0__
5. Worked cooperatively with group
4__3__2__1__0__
6. Participated in group performance(s)
4__3__2__1__0__
Total Possible=24 Student total ____
Content
1. Identified mode road signs and their meanings
4__3__2__1__0__
2. Identified traffic terms and violations
4__3__2__1__0__
3. Identified the rules of the road
4__3__2__1__0__
4. Identified the rules of the stage
4__3__2__1__0__
5. Identified similarities and differences between
4__3__2__1__0__
the road and the stage
Total Possible=20 Student total ____
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Lesson: Industrial Revolution
Length: two 70 minute periods
Age Group: 6t
Materials Needed:
Index Cards for facts
Giant Poster of the US
Timeline worksheet
Drawing paper for movement maps
Markers
Hello My name is stickers
Speakers or Boombox
Example movement map
Cones/Placemats
Word search copies
Standards: Social Studies 1, 3 ; Geography 1,3,4
Standards – Arts: 1,2,3,7
Learning Objectives: Performance Tasks for this Lesson:
The Student Will:
Cognitive
•
•
Affective
Understand the
transportation modes
that were created
during the industrial
revolution
Understand how
transportation
affected the
geography of the US
and the economy
•
•
•
Follow directions
Cooperate
Work together
Artistic
•
Choreograph a
movement map
depicting different
modes of
transportation using
pathways, levels,
speed, locomotive and
nonlocomotive
movements, energy,
flow, weight
Assessment Criteria for this lesson:
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When we review the second
day we’ll know whether or
not the information ‘stuck’
If they complete the tasks
given correctly
We’ll realize if the kids are not We’ll ask each to group to
acting well and take the
highlight their movements;
necessary steps to resolve it
we will know whether they
have learned or not
Also questions will be asked
about this on the post test
How will you introduce your lesson’s concept?
•
We will begin by asking:
o What are some different transportation modes that you can use?
o Do you know when they were invented?
o What do you know about the industrial revolution?
•
Show map (http://www.animatedatlas.com/movie2.html)
o While showing map, ask:
 Why people were able to move west?
 How were people able to move out west
Why are you studying this?
•
It’s very important to understand the industrial revolution as it was an integral part in
our nation’s history. The revolution would not have occurred without transportation
Integrated Activities:
Exploration Activity: Review of dance concepts/industrial revolution/website
Target Activity: First, we’d give each group an index card set and have them set up the cards in
order of when each mode of transportation came about. The cards will have facts about each
transportation mode on them. Once everyone understands, we will summarize. As a group, we
will then go over the movements for each mode of transportation: human, animal (horse and
buggy, covered wagon), raft/steamboat, car, train, plane. Breaking up into smaller groups,
students will embody one of the transportation methods and work with their team members to
create a movement piece using the dance concepts of shape, locomotor movement, pathway
and level.
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Culminating Activity: Day 2: review previous day’s information, split into groups and come up
with movement maps using multiple transportation modes.
Assessment:
•
•
have students write what they learned on the board and in their notebooks
ask follow up questions about activity
Start to Finish:
Day 1:
1. Write Questions on board/index card
: Name your two favorite locomotor movements and explain why you like them
: What are different types of transportation you can use?
: What do you know about the Industrial Revolution? Explain
2. Students come in, have them sit and hand out journals (8 min)
: make sure they write the date
3. Have students answer questions on board in journals
4. Go over answers, write answers for two on board (2 min)
5. Show poster board (3 min)
: “Notice how the map is broken up. This represents how people during the 1700s and 1800s
(beginning of the United States) moved from East to West in order to own their own land and
have a better life. They did this using different modes of transportation. What transportation
do you think they used? (walking, rafts, wagon, horses)
: As time went on, and population grew throughout the US, people felt congested and
wanted to move out west. In order to do that, there needed to be an easier way to travel
longer distances. What was this time period called? (Industrial Revolution)
6. Our Lesson today is centered about the Industrial Revolution and Transportation. You’ll be
broken into groups of five in order to complete the next task
7. Break up into groups
8. Hand out index cards (5-7 mins)
: five index cards per group
: car, train, steamboat, plane, covered wagon [facts on each card]
: have them arrange the cards by timeline and name three movements or words to describe
each mode (adjectives, shapes, feelings, -ing, level etc.)
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: go over with class, see what everyone gets
9. “We’re going into the gym, and we’re doing a warm up exercises, and then we will come
back to this timeline”
10. Put students into five groups: give them a mode of transportation (20-25 min)
: pick one locomotor movement, one shape, one level, and come up with 8 count phrase
incorporating their transportation mode. They need to start and finish in a shape. We will go
around and make sure they are on task
11. Once they are done, they’ll sit and we’ll go over and watch them.
12. Then they’ll have to incorporate a pathway and follow each other. One person at a time
like follow the leader [signs for leaders]
13. They’ll go over it, show it to us, and if it’s good, they can sit on the bleachers, and
journal/reflect on what they did etc.
Day 2:
1. Journal: what did you learn about the industrial revolution and transportation yesterday? ,
Describe in your own words/pictures how you would move like each of the following modes of
transportation (wagon, steamboat, train, car, plane). (8 min)
2. Share journal entries as a whole ( 2 min )
3. Hand out posters, set them into groups of five (15 mins)
4. Explain:
: task is to get from one end of the US to the other using a movement map
: A movement map is a map that uses different pathways and movements to show how you
get from one place to another
: In your groups of four or five, you are starting at the star on the east coast, because that’s
where most people settled when they moved from across the Atlantic Ocean
: There are four obstacles on your map: the Appalachian mountains, the Mississippi river, the
rocky mountains, and the Columbia Plateau
: You are required to incorporate all of the movements, pathways, and transportation mode
described on your Map and Key. The modes of transportation will be shown in time order.
Here is our example:
: talk about including color matching mode of transportation and design matching
locomotor movement.
5. Have students complete map
6. Move into gym, set up cones/mats as obstacles.
7. Have each group sit on bleachers, and watch groups one at a time with us. (20 min)
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8. During this time they may complete a word search or watch the other groups perform
9. Block out map, turn on music, run through it again [each group] in order of modes.
10. After everyone is done, have students reflect on today’s lesson.
Important fact to include: 2800 miles from Bayard to Hollywood by car (44 hours driving, 888
hours (37 days) walking, 6 hour flight)
Index Cards Information:
Covered wagon:
- A covered wagon was also known as a “prairie schooner” and was used by pioneers during the
mid 18th century to early 19th century.
-These wagons, while previously used for short distance traveling, were the main source of
transportation on the Oregon Trail to California.
-Fun Fact: Wagons mainly were meant to carry goods, not people, because of the rough roads.
Steamboat/Canals:
- In the mid-1700’s the first construction of canals between major cities began; a cheap way to
move heavy items.
-Robert Fulton invented the first steam-powered engine for the steamboat in the early 1800’s.
-Fun Fact: Ever since two steamboats passed each other on the Mississippi River in 1870, pilots
and owners have competed to see whose boat was faster and could carry more cargo.
Steam Engines (trains):
-In 1802 Richard Trevithick invented the first steam locomotive, while James Watt is known as
the inventor of the actual steam engine.
-Coal and iron were the main items carried by steam engines during the early parts of the
Industrial revolution.
-Fun Fact: The first human passengers were carried on a train between the cities of Stockton
and Darlington.
Cars:
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-Henry Ford’s “Model T” automobile was invented in 1908, however the very first car was
invented by Karl Benz in 1885.
-Steam powered cars were in made in America since before the Civil War, but the early ones
were like miniature locomotives.
-Fun Fact: The Rolls Royce “Silver Ghost” of 1906 represented the best engineering and
technology available at the time and these cars still run smoothly and silently today.
Airplanes:
-The Wright brothers make first powered flight in 1903 and were the first to invent aircraft
controls.
- In 1920, the first airmail service arrives in New York from San Francisco in 33 hours and 20
minutes, nearly 3 days faster than by train.
-Fun Fact: On their best flight of the day, Wilbur Wright covered 852 feet over the ground in 59
seconds.
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Lesson: Pollution and Transportation
Length: 70 mins
Age Group: 6th-8th Grade
Materials Needed: construction paper, markers, yarn, hole puncher, journals, tambourine
Standards: History 2, 3, 5, 9, 10
Standards – Arts: Dance 1, 3, 4, 6, 7
Learning Objectives: Performance Tasks for this Lesson:
The Student Will:
Cognitive
Affective
Artistic
Understand how population
and cars affect air pollution
Follow directions
Demonstrate circular
pathways
How to remedy this problem
using carpooling and public
transportation
Work together
Cooperate
Free and bound movements
Locomotor (walk, slide)
Non-locomotor (shake)
Assessment Criteria for this lesson:
An oral quiz where they
analyze how the activity
represents real life.
Tell them there are
consequences for not
following directions.
In the oral quiz, they will
answer questions about how
their specific movements
benefited their
understanding.
How will you introduce your lesson’s concept?
•
We are going to dive straight into the activity (after a warm up) in an “outrageous lesson
plan” style and introduce the topic afterwards.
Why are you studying this?
•
It is an essential topic in today’s environment.
Integrated Activities:
Exploration Activity:
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•
After a brief warm-up, where we move the desks, have the kids find their own space,
and teach them the essential movements needed for the later activities (walk, slide,
circular pathways, shaking, free & bound energy), we will have do the Kaleidoscope
warm up activity. Paige and I will demonstrate and then they will do the activity on
their own.
Target Activity:
•
Next we will organize people into People, Cars, and Pollution (use signs for each role).
First the People will enter the floor and they will move freely around the room. But
then, we will release the Cars. For every Person, three Cars will circle around them,
because it is estimated that every household in America has three cars. At this point,
the People will stop and only use non-locomotor movements. As the cars circle them,
their movements will still be fairly free, but getting more 4bound. Then we will release
the Pollution, who will make a giant circle around everyone. They will slide in a circle
with free movements, like gas. The pollution will taunt the people, moving in on them
slowly. The people will respond by becoming more and more bound with their
movements. Before the activity gets out of hand, Paige and I will tell them to freeze.
Culminating Activity:
•
Now we will have them redo the previous activity, but instead of each Person being by
themselves, we will group four of them together. Four people together will still only
require 3 cars because they carpool. We will send in a quarter of the pollution we sent
in before, and this time they won’t enclose the People. The rest of the kids will watch,
and we will ask them to explain what has happened.
Assessment:
Reflection questions:
•
We will give an oral exam asking them:
What happened?
Logistically, do they think carpooling is a feasible way to lower pollution?
What about taking advantage of public transportation?
What are examples of public transportation?
How can we make people more aware of the pollution problem?
How can we get people to carpool more, or can we?
What else can we do to fix this problem?
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Which setting has more pollution, urban, suburban, or rural, and why?
Start to Finish:
1. Set up gym
2. Write Questions on the board:
a. Explain pollution in your words/pictures
b. What things cause pollution?
c. Is carpoolinag producing less pollution than driving individually? Explain your
answer
3. Students come into the classroom and sit down
4. Hand out Journals, have students write name and date
a. Journal Format: name, date, one page per question
5. Give ten minutes for journaling
6. After journaling, share with a partner
7. Ask if anyone wants to share
a. Three people share, one for each question
8. Break up into groups of four
9. Explain Kaleidoscope Activity
a. “We are moving into the gym. We are doing an activity called Kaleidoscope. In
your group of four, you will be responsible for remembering four shapes, two
nonlocomotor movements and two locomotor movements”
b. Who remembers what a locomotor movement, nonlocomotor movement is?
c. After the Kaleidoscope activity, we will be doing a pollution activity, which will
incorporate ideas from this activity as well as from your journaling”
10. Move to the gym
11. Explain Boundaries
a. gym area
b. self space/general space
12. Get into groups of four
a. Have them create four shapes; one at a time
i. Teachers give demonstration: no actual touching
ii. “Remember your shapes”
b. Add tambourine, go from shape to shape (eight counts each)
c. FREEZE: Demonstrate the movements they will do: walk, twist, jump, stretch
d. Practice movements with tambourine (eight counts each)
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e. MAKE SURE THEY REMEMBER
f. IN PLACE: Alternate walk, shape 1, twist, shape 2, jump, shape 3, stretch, shape 4
g. “Now we are going to repeat this, but you can move around the room. After
you do your fourth shape, you will have sixteen counts to get into your first
group shape. You will hold each of your group shapes for eight counts”
h. Do the activity
i. If it isn’t quite successful, do it again.
13. Talk about free vs. bound. Like how when they’re in general space they can move
around, whereas they are bound in their groups
14. “Now we’re doing our next activity”
15. Everyone sits down.
16. “This is a pollution activity. There will be people, cars and pollution. For every one
person, there will be three cars surrounding them, because for every one new car that is
driven, there are three times as many miles travelled, and essentially one person is
driving three cars at once. If you are given a people sign, you are to do non locomotor
movement. The cars surrounding each person can move in a circle around the person.
The circle can be big or small, as long as it is in the space. If you have a pollution sign,
you can move freely using locomotor movements in the space.
17. Demonstrate/give out signs
18. Eight counts for the people to find spot
19. Eight counts for non locomotor movement
20. Eight counts for the cars to find your person
21. Eight counts to circle/locomotor movement
22. Eight counts for pollution to find their space
23. Sixteen counts for locomotor movement
24. Sixteen counts of faster locomotor movement
25. Sixteen counts to move in closer
26. Sixteen counts to move in closer
27. Sixteen counts to invade move around the cars.
28. FREEZE: SIT DOWN
29. Do it again, with music, by themselves
30. Sit down
a. How did you feel?
b. What was going on?
c. Generally get them to understand what went on…
31. Go back to original spots
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32. Redo with carpools
33. Do not allow pollution to cross into their space
a. Eight counts for people to come to the space
b. Eight counts for people to move
c. Eight counts for cars to come out
d. Eight counts for cars to move
e. Eight counts for pollution to come out
f. Sixteen counts pollution to move around
i. Pace will stay the same
ii. Slow down.
1. Eight counts of slower
2. Eight counts of even slower
34. STOP. REDO WITH MUSIC
35. Sit down, explain what happened, ask them to explain what they did and how they felt.
36. Have them journal their thoughts, what they learned.
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Lesson: Reading a Bus Map
Grade Level: 6th
Time: Two 70 minute classes
Materials Needed:
•
•
•
•
•
•
Maps
Large construction paper
Bus Map worksheets
Markers
Chairs
Yarn & tape
Standards: 1,3,9
Standards – Arts: 1,2,3,4,7
Learning Objectives:
The Students will:
Cognitive:
Affective:
Artistic:
Learn how to read a map
Work well in groups
Follow directions
Create a movement map that
utilizes locomotive, nonlocomotive movements, and
pathways
Have each group explain their
map, requiring each student
to talk
Create a checklist with
requirements for the
movement map.
Assessment Criteria:
Review questions during the
second lesson, asking
students to name each part of
the map
Target Learning:
How will you introduce your lesson’s concept?
•
Ask:
o How many students have utilized public transportation?
o How many students have been confused by a bus map?
Why are we studying this?
•
These are bus routes that these students may need to utilize in their lifetimes. Also,
once the students understand how to read these bus maps, they should have no
problem understanding any bus map.
Integrated Activities:
Exploration Activities:
•
Begin class two with a review of locomotive, non-locomotive, and pathways.
Have the students name what these movements are and demonstrate examples.
Culminating Activities:
•
The students will receive a bus map worksheet (easy route) working in groups of 3-4.
They will have to match the bus route with its position on the map.
•
They will have to answer the following on a separate piece of paper:
o “What are the first and last stops on your route and their times?”
o “Does this route run on Saturdays?”
o “How much does it cost to ride the bus one way?”
o “Can you find this bus route on the internet?”
Target Activities:
•
The students will have to find their way through a simple bus route that the teachers set
up on the floor using different movements. We will also take into account construction,
extreme weather, traffic as obstacles. A small group of students will go at a time while
the others watch. One student from the group will start the route and each will go once
the one before gets to a “stop” point.
•
Every time they hit a stop, they must do a non-locomotor movement and a shape, and
while moving from stop to stop, they must use locomotor movements.
•
Then the students will have to create their own movement bus map. They will be given
a map of Wilmington, along with certain stops they have to include on their movement
map
•
The students then will trade maps with other groups and follow the map using the
movements that it requires.
UDUTC Final Report
Page 67
Lesson: How to Avoid an Accident
Length: 70 min
Age Group: 6th-8th grade
Materials: copies of movement concept chart; signs for policemen, someone on cell, distracted
mother, someone eating while driving, pedestrian
Standards: Social Studies: 5, 8
Standards – Arts: Dance Education: 1, 3, 4, 6, 7
Learning Objectives:
The Student Will:
•
•
•
Cognitive: understand traffic, the dangers of distracted drivers, how accidents occur,
how accidents affect traffic patterns
Affective: have fun, follow directions
Artistic: Understand the movement of traffic and levels associated with each part of the
accident
Assessment Criteria:
•
•
•
Cognitive: The students will successfully create a moving traffic pattern, accident, and
recovery from the accident
Affective: It will be obvious if students do not follow directions; ground rules about
personal space will be given before moving
Artistic: Students will demonstrate knowledge of movement patterns and levels; if it is
not known the activity will not be successful
How will you introduce the lesson?
•
The lesson will be introduced by asking a series of questions about accidents and traffic.
Examples of this are “Who has been stuck in traffic?”, “Who has been in an accident?”
“Who’s seen a driver talking on his/her cell phone?”
Why are you studying this?
•
As of January, driving while on a cell phone is illegal in Delaware. With most of these
children owning cell phones, it is essential to teach them from a young age what safety
with driving entails.
Outline Steps/Instructions from beginning to end:
•
•
Exploration Activity:
We will quickly review the dance concepts relevant to this lesson as seen on the chart
attached.
UDUTC Final Report
Page 68
•
•
•
•
Target Activity:
First, we will ask the questions as part of introducing the topic.
o Then, we will explain all of the aspects of the accident (cars, accident,
traffic, police/ambulance), in terms of movement with a movement
chart, which will be filled in by the students. The chart is attached.
o Culminating Activity:
Next, we will assign different students to different parts of an accident. These
include two that get in the accident (one of whom was on his/her cell phone),
cops, and passersby.
Then we will have the students act out all different aspects of the accident in
movement.
Assessment:
•
•
We will reflect on what happened, having the students reason why traffic built
up and discussing ways to prevent accidents.
Questions will include:
o What happened during the activity?
o What caused the accident?
o Why did traffic slow down? (We will discuss gaper delay with them).
o How can we prevent accidents and traffic from occurring?
Movement Chart
Dance Concepts:
Concept: (cars)
Concept: (crash)
Concept: (traffic)
Concept: (cops)
Space - Place,
Levels,
Directions,
Pathways,
Negative,
Positive
(middle level,
straight
pathway)
(low)
(medium,
straight, curved)
(high/low)
Time – Slow,
medium, fast,
patterns
(medium)
(fast, then stop)
(slow with stops)
(fast)
Force – energy,
weight, flow
(smooth, free)
(sharp, strong,
bound)
(bound, smooth)
(free)
Body Movement
– locomotor,
nonlocomotor,
body shapes
(jog)
(shapes, shake,
twist)
(walk, jump,
shapes)
(run)
UDUTC Final Report
Page 69
Start to finish:
1. Set up gym
2. Write journal questions on board (first group in class, second in gym):
•
•
•
•
“What causes car accidents?”
“What are ways to avoid accidents?”
“Slowing down to observe an accident on the opposite side of the road jam and causing
a traffic jam is called: rubbernecking, tailgating, speeding…”
“Explain what Click it or Ticket means.”
3. Students come in and sit down quietly
4. Hand out journals. Have students write date on a new page. Ten minutes to answer
questions
5. Go over questions as a class
6. Hand out movement chart s (use poster as well). Fill out chart with them
7. Explain Warm-Up activity and then bring into gym
•
•
•
•
“We will now do a warm-up activity using the movement concepts we have been talking
about these past couple of weeks.”
“Using self space, you will be responsible for doing whatever movement concepts I call
out, while moving to the beat of the tambourine. Examples of such concepts are levels,
force, and pathways of movement.”
“Who remembers what a pathway is? Can you name one for me?”
“After this warm-up activity, we will then begin our main lesson on car accidents, which
will incorporate the chart we just filled out as well as the questions you answered in
your journals.”
8. Set boundaries in gym
•
•
Gym area- lines etc.
Self space/general space
9. Improvisation Warm-Up activity
•
•
•
•
•
•
•
Have them first find self-space, using entire boundary area
Using tambourine, have students walk to the beat for 16 counts or more just to get
started
Walk faster for 16 counts
Walk slower for 16 counts
Move at a low level for 8 counts
Move at a high level for 8 counts
Move on a straight pathway for 16 counts
UDUTC Final Report
Page 70
•
•
•
•
•
•
•
Move on a curved or/and zigzag pathway for 16 counts (Remember self space!)
Do non-locomotor movements for 16 counts
Do locomotor movements for 16 counts (no walking)
Move free/smooth for 16 counts
Move bounded/strong/sharp for 16 counts
Finish will a cool down by having students simply walk for 16 counts
Students sit down
10. “Now we will begin our main lesson on Car Accidents”
11. Everyone sits down while we explain the main lesson
12. Car Accident Lesson step-by-step:
•
•
•
•
•
•
•
Explain boundaries and the set up of the lesson. This lesson will be done is groups of 5
to 6 students.
Hand out the signs to the most behaved students
“When I say (for example on cell phone), the person with that sign will start to zig
zag. When I say CRASH, the person with the sign and the person in front of them will
make a shape. When a crash occurs, everyone has to stop moving, because you won’t
be able to go around the accident. The police and ambulance will walk fast to the scene,
and they’ll get back in line and everyone will continue to move. When you are moving
you can get creative...
Run through all of the signs except for pedestrian crossing
Freeze
Tell the students about the intersection. The pedestrian can cross the street at any
time, but there can’t be any cars on the road. If pedestrians aren’t paying attention,
they could get hit. When I yell crash, whoever is next to the pedestrian will make a
shape. Once again, everyone will have to freeze because you are not able to go around
the accident.
Run through the pedestrian scenario
13.
Ask questions about lesson after it’s finished: “how did you feel?”, “What caused the
accidents”, “describe the types of movements we used”
14. Everyone sit down, explain and conclude lesson
15. Hand out worksheets and journals for reflections
UDUTC Final Report
Page 71
7. Appendix B - Presentation
The following PowerPoint presentation summarizes the project.
UDUTC Final Report
Page 72
12/8/2013
Teaching
The Way We Move!
Grade Transportation Through
Dance Integration
5th
TEAGAN THOMAS, PAIGE GLASSMAN,
RACHEL SCHOTZ
DR. LYNNETTE OVERBY
ARTSBRIDGE
Arts Integration
 Kennedy Center’s Definition for Arts Integration:
“Arts integration is an approach to teaching in which students
construct and demonstrate understanding through an art form.
Students engaged in a creative process which connects an art
form and another subject area and meets evolving objectives in
both.”
(The Kennedy Center, 1996)
Appendix B
1
12/8/2013
Arts Integration
 History
 The four types
 Subservient approach
 Affective style
 Social integration style
 Co-equal, cognitive integration style
(Bresler, 1995)
ArtsBridge
 Our Project
 UD Transportation Center (UTC) grant
 Dance integration and transportation
Appendix B
2
12/8/2013
Purpose
Transportation
Dance
5th Grade Curriculum
Retention
Comprehension
Preliminary Research
 Constructivism
 Resources
 Michelle Oswald
 Online publications
 Dance (Labanotation)
 History and Geography standards
(Learning Theories Knowledgebase, 2012)
Appendix B
3
12/8/2013
The Setting
 Elementary school in Cecil County, 5th Grade
 Fall/Winter term
 1 experimental group, 1 control group
 20-26 students in each class
 1-2 lessons a week
 60 minute periods
 Conditions
 Limitations
Lessons Taught
 Fall/Winter 2011-2012
 Introduction to Dance
 Air Pollution
 Accident Prevention
 Natural Disasters Unit
 The Industrial Revolution Unit
 Cells Unit
Appendix B
4
12/8/2013
This Summer
 Data analysis
 Lesson and assessment revision
 Organization
 Future implications
Methods of Assessment
 Quantitative

Pre/Post Tests
Overall
 Unit

 Qualitative
Rubrics
 Journaling
 KWL Charts

Appendix B
5
12/8/2013
Overall Pre & Post Tests
Fall/Winter
 10 questions
 3 questions on natural disasters
 3 questions on the Industrial Revolution
 2 questions on cells
 1 question on air pollution
 1 question on driving safety
 10 points total
Appendix B
6
12/8/2013
Results
Average Score
Experimental Group
8.6
8.4
8.2
8
7.8
7.6
7.4
7.2
7
pre test
25 students
Minimum score: 4/10
Maximum score: 10/10
post test
Average pre score: 7.52
Average post score: 8.36
Results
Average Score
Control Group
7.5
7.4
7.3
7.2
7.1
7
6.9
6.8
pre test
21 students
Minimum score: 5/10
Maximum score: 10/10
Appendix B
post test
Average pre score:7.43
Average post score: 7.05
7
12/8/2013
Significance
 Between Groups
 Pre
Test = .824
 Post Test = .012
Appendix B
8
12/8/2013
Data
 Journaling
Coding Key:
3= fully comprehends topic
2=slight misconception or not completely explained, but on
the right track
1=stays on topic, but incorrect response
0=doesn’t know/off topic/no answer
A=artistic
B=behavioral/affective
C=cognitive
Appendix B
9
12/8/2013
Journaling
 “Today we did like a scene and so at the end there
was less pollution because there was only one car
and so it was less crowded [2A]. There is air,
chemical, and waste pollution [3C].”
Appendix B
10
12/8/2013
Artistic
Number of Responses
180
160
140
120
100
80
60
40
20
0
3A
2A
1A
0A
1C
0C
Cognitive
Number of Reponses
250
200
150
100
50
0
3C
Appendix B
2C
11
12/8/2013
Conclusions/Implications
 Experimental and control groups
 Transportation
 Dance
 Arts Integration
The Future
 Revising lessons
 Creating new lessons
 Training new scholars
 Working with a new school
 Analyzing data
Appendix B
12
12/8/2013
Acknowledgements
 Dr. Lynnette Overby
 Heather Beach
 Yael Haislip
 Paige Glassman
 Rachel Schotz
 Ashlee Groce
 Jessica Owens
Bibliography

















Appendix B
Brehm, M., McNett, L. Creative Dance: A Collage of Learning. Retrieved from
http://www.dancecreative.org/index.php?option=com_content&view=article&id=67:creative-dance-a-collage-of-learning&catid=38:articles&Itemid=68
Bresler, L. (1995). The subservient, co-equal, affective, and social integration styles and their implications for the arts. (5 ed., Vol. 96, p. 31).
Arts Education Policy Review.
Christopher, R., Biehl, S., Cherwek, V., & Schick, J. R. (n.d.). Environmental issues in transportation law. Retrieved from
http://onlinepubs.trb.org/onlinepubs/millennium/00037.
Learing Theories Knowledgebase (2012, July). Constructivism at Learning-Theories.com. Retrieved from http://www.learningtheories.com/constructivism.html
Oswald, M. (2009). Transportation adaptation in response to climate change. (Master's thesis, University of Delaware)Retrieved from
http://www.ce.udel.edu/UTC/Presentation 09/Literature Review Climate Change Adaptation _Oswald_090728.pdf
Overby, L. Y., Post, B. C., & Newman, D. (2005).Interdisciplinary learning through dance: 101 moventures.
Robelen, E. Schools Integrate Dance Into Core Academics. Retrieved from
http://learninginafterschool.org/documents/Education%20Week_%20Schools%20Integrate%20Dance%20Into%20Core%20Academics.pdf
Rodrigue, J. P., & Comtois, C. (2012). The environmental impacts of transportation. Retrieved from
http://people.hofstra.edu/geotrans/eng/ch8en/conc8en/ch8c1en.html.
The Kennedy Center. (1996). What is arts integration?. Retrieved from http://artsedge.kennedy-center.org/educators/how-to/artsintegration-beta/what-is-arts-integration-beta.aspx
West, L. (2012). Public transportation: Fast track to fewer emissions and energy independence. Retrieved from
http://environment.about.com/od/greenlivingdesign/a/public_transit.htm.
13
8. References
Brehm, M., McNett, L. Creative Dance: A Collage of Learning. Retrieved from
http://www.dancecreative.org/index.php?option=com_content&view=article&id=67:creativedance-a-collage-of-learning-&catid=38:articles&Itemid=68
Bresler, L. (1995). The subservient, co-equal, affective, and social integration styles and their
implications for the arts. (5 ed., Vol. 96, p. 31). Arts Education Policy Review.
Christopher, R., Biehl, S., Cherwek, V., & Schick, J. R. (n.d.). Environmental issues in
transportation law. Retrieved from http://onlinepubs.trb.org/onlinepubs/millennium/00037.
Cornett, C., (2007). Creating Meaning through Literature and the Arts. New Jersey:
Prentice Hall
Merrill
Deasy, R., (Ed.) (2002). Critical Links: Learning in the Arts and Student
Academic and social development. Washington, DC: Arts Education
Partnership.
Deasy, R., & Stevenson, L. (2005). Third Space: When Learning Matters
Washington, DC: Arts Education Partnership
Learning Theories Knowledgebase (2012, July). Constructivism at Learning-Theories.com.
Retrieved from http://www.learning-theories.com/constructivism.html
Mansilla, V., W. Miller, and H. Gardner, 2000. On disciplinary lenses and
Interdisciplinary work: In Interdisciplinary Curriculum : Challenges to implementation, eds. S.
Winburg and P. Grossman. New York: Teachers College Press.
Oswald, M. (2009). Transportation adaptation in response to climate change. (Master's thesis,
University of Delaware)Retrieved from http://www.ce.udel.edu/UTC/Presentation
09/Literature Review Climate Change Adaptation _Oswald_090728.pdf
Overby, L. Y., Post, B. C., & Newman, D. (2005).Interdisciplinary learning through dance: 101
moventures.
UDUTC Final Report
Page 73
Robelen, E. Schools Integrate Dance Into Core Academics. Retrieved from
http://learninginafterschool.org/documents/Education%20Week_%20Schools%20Integrate%20
Dance%20Into%20Core%20Academics.pdf
Rodrigue, J. P., & Comtois, C. (2012). The environmental impacts of transportation. Retrieved
from http://people.hofstra.edu/geotrans/eng/ch8en/conc8en/ch8c1en.html.
The Kennedy Center. (1996). What is arts integration?. Retrieved from
http://artsedge.kennedy-center.org/educators/how-to/arts-integration-beta/what-is-artsintegration-beta.aspx
West, L. (2012). Public transportation: Fast track to fewer emissions and energy independence.
Retrieved from http://environment.about.com/od/greenlivingdesign/a/public_transit.htm.
UDUTC Final Report
Page 74