Teaching Machine
Based on the work of Judi Garratt
1. Ask students to name various machines they see in the room.
2. Establish that movement of machines is mechanical, repetitive, and often
stationary.
3. Model a sound and movement that could be part of a machine. Have a student
take over the sound and movement so you can coach others.
4. Send volunteers to add on to the machine without touching one another. Each
player establishes an original movement and sound but keeps the same rhythm as
the first.
5. Coach the students to sit on the floor, move farther from or closer to the
audience, face different directions, etc.
6. Once the machine is established add conditions such as: the machine is happy,
sad, confused, excited, etc.
7. Freeze the players and ask the audience questions such as:
Which player(s) are on the lower level?
Which player(s) is closest to the audience?
Which player(s) are not facing the audience directly?
8. Repeat steps 4-7 several times until students are comfortable and understand
variety.
This can be used solely as a cooperative activity or to create a specific type of
machine.
The Water Cycle Bracelet and Water Cycle Machine
Standards:
(Next Generation Science Standards, Grade 2) 2-LS2-1: Plan and conduct an
investigation to determine if plants need sunlight and water to grow. LS2.A:
Interdependent Relationships in Ecosystems
Earth Sciences (California Science Standards, Grade 5):
3. Water on Earth moves between the oceans and land through the processes of
evaporation and condensation. As a basis for understanding this concept:
a. Students know most of Earth's water is present as salt water in the
oceans, which cover most of Earth's surface.
b. Students know when liquid water evaporates, it turns into water vapor in
the air and can reappear as a liquid when cooled or as a solid if cooled
below the freezing point of water.
c. Students know water vapor in the air moves from one place to another
and can form fog or clouds, which are tiny droplets of water or ice, and
can fall to Earth as rain, hail, sleet, or snow.
d. Students know that the amount of fresh water located in rivers, lakes,
under-ground sources, and glaciers is limited and that its availability can
be extended by recycling and decreasing the use of water.
e. Students know the origin of the water used by their local communities.
Development of Theatrical Skills (California Theatre Content Standards, Grade 5):
2.1 Participate in improvisational activities to explore complex ideas and universal
themes in literature and life.
Objectives:
Students will develop both a visual representation (visual cue) using a
bracelet that they will wear to remember the water cycle. Students will also
make a “machine” by breaking down the parts of the water cycle into
movements and sound effects (if needed).
Materials Needed:
Seven beads: two light blue, one royal blue, one green, one yellow, one
clear, and one white; elastic beading cord with knot already tied at one end;
little Ziploc bags labeled with each child’s name used to store bracelet; little
containers to store beads (one color of bead per container).
Procedure for Bracelet:
• Explain to students that they will be learning about the water cycle. Ask
them what they already know about this cycle.
• Tell them that you have a way for them to easily remember the steps of
the cycle. Hold up the bracelet for them to see.
• Explain to them that each bead is a symbol for a step in the water cycle
and that they will have the chance to make their own bracelet.
• Tell them that making the bracelet is a weeklong project. Only one or two
beads will be placed on their beading cord per day since not all of the
steps will be introduced at one time. By the end of the week, all
concepts will have been introduced, and all beads will be strung onto
their bracelets. At this point, their bracelets can be worn and brought
home.
• Tell them that today; they will be placing a light blue bead on their cords.
• Hand out the elastic beading cords to each student, along with the name
labeled Ziploc bags.
• Pass around a container of light blue beads, and tell them to string it on
their cords, and then to place their bracelet into the Ziploc with their
name on it. Either have the students to place the bag on the corner of
their desks, or you may collect them if you wish.
• Question the students why they think you asked them to put the light blue
bead on the cord. “What does the blue bead symbolize?” Give them
clues. For example, “_____, _____ go away, come again another
day!”
• Explain that the blue bead symbolizes rain, which is a form of
precipitation. Discuss definition and the types of precipitation.
• Follow up with other activities to reinforce this concept.
• Explain that each day more beads will be added to explain the steps in
the cycle.
• Everyday, hand out each child’s Ziploc bag, and have them add the bead
that symbolizes the concept you will be talking about. Some beads
may be introduced on the same day. For example, the royal blue
bead, and the green bead, which both symbolize ‘collection’,
collection of water by bodies of water, and collection of water by
plants, grass, trees, and the ground. Before adding the new bead
however, have the students tell you what the beads that are already
on their bracelets symbolize or represent. Also, at the end of the
discussion of the new concept, have them tell you the steps by
looking at their beads
• Once the last bead has been strung on, they may put the bracelet on.
Have them go through all the steps with you. They can point to each
bead as they explain the water cycle.
• Ask them to show their bracelet to a family member when they get home,
and to explain the steps of the water cycle.
• Encourage the students to wear their bracelets to class.
Water Cycle Bracelet:
Light blue- rain- precipitation
Royal blue- lakes, rivers, puddles- collection
Green- plants, grass- collection
Yellow- sun
Clear- water vapor- evaporation and transpiration
White- clouds- condensation
Light blue- rain-precipitation (the cycle starts over!)
Procedure for Water Cycle Machine:
1. Students will be divided into group of 16 (this can be adapted to be less
or more with particular groups).
2. In the group of 16, divide into 5 groups of 3 students and assign a part of
water cycle to each group.
•
•
•
•
•
Bodies of water (collection)
Plants/grass (transpiration)
Water vapor (evaporation)
Clouds (condensation)
Rain (precipitation)
3. The remaining student becomes the sun.
4. Have each small group develop their part of the water cycle machine
using movements and sounds (if desired). This step should take about 5
minutes.
5. In a large circle (following the pattern in the bracelet) have each small
group show their part of the machine to the members of the large group.
6. Here comes the rain! Look out the water cycle machine! J
*If there are two large groups, have students take turns being the audience.
Have a conversation about movements; compare the movement of one
group to the other.
Scientific Vocabulary:
• Precipitation- Occurs when there is so much water vapor in the air that it
cannot be held by the clouds anymore and it falls to the ground in the
form of rain, snow, hail or sleet.
• Collection- When water falls back to earth as precipitation, it may fall back
into the oceans, lakes, rivers, or it may end up on the ground
• Evaporation- Occurs when the sun heats up water and turns it into vapor
or steam. The water vapor leaves bodies of waters i.e. lakes, rivers,
oceans, puddles etc. and goes into the air.
• Transpiration- The process where plants lose water out of their leaves in
the form of vapor.
• Condensation- When the water vapor in the air gets cold and changes
back into liquid and forms clouds.