Lesson Plan 2Name: Celeste Weinstein

Lesson Title: Life Cycle Dance

Grade: 2nd

Subject: Science

Fine Art: Dance

Connection (Community Resource, Artist or Cultural Art):

Lesson SummaryIn this 45-minute lesson, the students will study the life cycle of a butterfly and learn how to use to dance to represent ideas by watching the “Le Cygne” ballet video clip and performing a dance to represent the life cycle of a butterfly. The students will then apply this knowledge of life cycles and dance to create and perform dances to represent the life cycles of frogs and bluebirds.Essential Question (what is the central inquiry explored in this lesson)How can we represent the life cycles of animals through dance?

Plan for Previous Lesson(s) Plan for Next Lesson(s)In the previous lesson, the students will learn about the lifecycles of amphibians and birds. They will compare the life cycle of amphibians to the life cycle of birds. The students will create drawings to represent each stage of the life cycles.

In the next lesson, the students will analyze and compare the changes that occur in the life cycle of humans and other mammals. The students will compare the life cycles of humans to the life cycles of other animals.

Learning Objectives Students will be able to describe the stages of the life cycles of butterflies, birds, or frogs.

Students will create dances in groups that represent the stages of the life cycles of insects, amphibians, and birds.

Subject Area Standard(s) 3.0 Life Science − The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.

C. Genetics1. Explain that there are identifiable stages in the lifecycle (growth,

reproduction, and death) of plants and animals.c. Given pictures of stages in the life cycle of a plant or an

animal, determine the sequence of the stages in the life cycle.

Art Standards(s) Standard 1.0 Perceiving, Performing, and Responding: Aesthetic Education: Students will demonstrate the ability to perceive, perform, and respond to dance.

1. Demonstrate knowledge of how elements of dance are used to communicate meaning.

a. Identify and demonstrate locomotor and non-locomotor movements that accurately communicate ideas, thoughts, and feelings.

Standard 3.0 Creative Expression and Production: Students will demonstrate the ability to create and perform dance.

1. Develop the ability to improvise dance.a. Improvise movements in response to a variety of

motivational stimuli.

Materials/Resources (Instructional, Supplies, Technology)*Attach additional resources such as images, handouts, music etc.

Vocabulary(terminology and definitions)

o Technological Supplies Computer Projector PowerPoint (attached) Video Camera recorder

o Handouts Life Cycle Worksheet (attached)

o Music Camille Saint-Saëns - Carnaval des

Animaux (links on PowerPoint)o Video

“Le Cygne” ballet performanceo Reflection

Lined Paper Pencil

o Room Space Move tables, desks, and chairs to create an

open space in the room or select an open space elsewhere to allow the children to have enough room to move for their dances.

Life cycle: The parts of an animal’s life and growth. It starts from their birth and ends at their death.

Egg: The oval shaped object that certain animals hatch from. Caterpillars hatch from eggs.

Larva: The early stage in certain animals’ life cycle where the young have to go through many changes before they become adults. For most insects, the larvae look like worms.

Caterpillar: The larva stage of a butterfly. Chrysalis: The stage in a butterfly’s life cycle

where the caterpillar forms a cocoon or case around itself. The adult butterfly will hatch out of the chrysalis after a certain amount of time.

Butterfly: A type of insect that is in its adult stage of the life cycle. The adult butterflies lay eggs at this stage and the cycle begins again.

Ballet: A classical dance form that involves very graceful and specific movements. Many ballet dances use music, movements, and costumes to tell a story.

Camille Saint- Saëns - Carnaval des Animaux: The Carnival of Animals is a musical performance composed by Camille Saint-Saëns. The performance is divided into different musical movements that use specific instruments to represent different animals.

Assessment: Rubric

Evaluation Criteria (Does not meet expectations)

(Approaches Expectations)

(Meets Expectations) (Exceeds Expectations)

I. Life cycle dance: Improvisation of movement (from videotape)

The student rarely moves or displays inappropriate movements for each stage.

The student does not always improvise movements for each stage or some of the movements are not appropriate for each stage.

The student improvises most of the movements for each stage and most of the movements are appropriate for each stage.

The student improvises movements for every stage of the life cycle and the movements are appropriate for each stage.

II. Written Reflection: Stages of life cycle and movements

The student describes only 1 or 2 of the stages and the movements used for each stage with very little detail.

The student describes 1 to 2 of the stages and the movements used for each stage with some detail but does not describe all of the stages and the movements used for each stage.

The student includes a somewhat detailed description of 3 to 4 of the stages and movements used for each stage.

The student includes a very detailed description of all of the stages and the movements used for each stage. The student may also Include additional facts about the animal.

III. Written Reflection: Explanation of dance

The student only answers yes or no and provides no further explanation.

The student provides minimal explanation of whether or not the dance was useful for learning.

The student provides a somewhat detailed explanation of whether or not the dance was useful for learning.

The student provides a very detailed explanation of whether or not the dance was useful for learning.

Instructional Sequence Approximate Time Procedure

Introduction:

A. PowerPoint:

B. Swan Video:

Introduction:(10 minutes)

A. PowerPoint: (7 minutes)

B. Swan Video: (3 minutes)

Introduction:

A. PowerPoint: The first slide contains the essential question,

“How can we represent the life cycles of animals through dance?” The teacher will say, “I want you to think about this question during the lesson today” The teacher will read the question aloud to the class.

The second slide is a review of life cycle. The teacher will read the definition of life cycle aloud to the class and say, “Last class we learned about the life cycles of fish, birds, and amphibians. Today we are going to learn about the life cycles of insects like butterflies.”

The third slide shows a picture of the life cycle of the butterfly. The teacher will point to first stage and ask, “What do you think is happening at this stage?” The teacher will allow 1-2 students to respond and then say “The adult butterfly lays her eggs on a leaf.” The teacher will read the definition of the egg. The teacher will point to second stage and ask, ”What do you think is happening at this stage?” The teacher will allow 1-2 students to respond and then say, “The larva, or caterpillar hatches from the egg and eats a lot of food so it can grow.” The teacher will read the definition of larva and caterpillar. The teacher will point to the third stage and ask, “What do you think is happening at this stage?” The teacher will allow 1-2 students to answer and then say, “The caterpillar forms a chrysalis around itself and stops moving or eating for a certain period of time.” The teacher will read the definition of chrysalis. The teacher will point to the fourth stage and ask, “What do you think is happening in the final stage?” The teacher will allow 1-2 students to answer and then say, “When the caterpillar has changed into an adult butterfly, it hatches from the cocoon and flies away.” The teacher will read the definition of the butterfly. The teacher will ask, “Does anyone have any questions about the life cycle of the butterfly?”

B. Swan Video: The fourth slide of the PowerPoint has a link of a

woman performing the ballet dance, “Death of a Swan.” The teacher will click on the link and while it is loading say “We can represent different ideas through dance. In this video, a woman uses ballet to represent the death of a swan.” The teacher will read the definition of ballet.” The teacher will say,

Butterfly Dance:A. Demonstration:

Butterfly Dance:A. Demonstration:

(8 minutes)

“Although the lifecycle charts we have looked at usually don’t show the death of an animal, death is a natural part of the lifecycle for all living creatures. I want you to pay attention to how she uses her arms to imitate a swan.” The teacher will play the video.

Butterfly Dance:A. Demonstration:

After the video the teacher will go to the fifth slide of the PowerPoint and say, “We are now going to show the life cycle of the butterfly through dance. I want you to think about the pictures we saw of each stage of the lifecycle. Everyone stand up and find a space in the room where you are not touching anyone else but continue to face me.” The teacher will click on the link and allow the video to load. The teacher will return to the third slide so the students can reference the lifecycle chart. The teacher will remind the students that they can move around the room but they cannot run into other students and need to be aware of the objects around them.

Once the children have found a space in the room, the teacher will say and demonstrate each stage of the life cycle:

1. Stage 1: The teacher will say, “Can anyone tell me how we can represent the egg stage?” After children show movement the teacher will say, “Now everyone get down on the ground and curl up in a ball like an egg.”

2. Stage 2: the teacher will say, “Now we need show the caterpillar hatching from the egg, how can we do that?” After a few students answer, the teacher will say, “Now everyone show how the caterpillar hatches from the egg, you need to wiggle like a worm.”

3. Stage 3: The teacher will ask, “What is the next stage?” After the students answer, the teacher will say, “How do we show it?” After a few children show it the teacher will say, “Now everyone build a cocoon around yourself, using your hands.”

4. Stage 4: The teacher will ask, “What is the final stage?” After the students answer, the teacher will say, “Yes, now how do we show the butterfly hatching from the cocoon and flying away?” The teacher will have the students describe the movement and then say, “Now everyone begin wiggling and struggling to break out of

B. Performance:

Core Activity:

A. Brainstorm:

B. Performance: (2 minutes)

Core Activity:(15 minutes)

A. Brainstorm: (9 minutes)

your cocoon, stretch your arms out like wings and fly away to a flower”

B. Performance: The teacher will say, “Now we’re going to put all

the stages together and show the whole lifecycle. I’m going to put on a song, and I want you guys to show me each stage of the butterfly’s life cycle. I will tell you when to change to the next stage. The song is very short so be prepared to go through each stage quickly. Are there any questions?”

The teacher will play the music and keep the third slide of the lifecycle chart up for the students to reference. The teacher will say each stage aloud, giving at least 15 seconds between each stage.

1. Stage 1: The teacher will say, “Start as an egg on a leaf.”

2. Stage 2: The teacher will say, “Now you are a caterpillar hatching from the egg and going off to find food.”

3. Stage 3: The teacher will say, “Now you are building your chrysalis.”

4. Stage 4: The teacher will say, “Now you are hatching from your cocoon and flying away.”

Core Activity:

A. Brainstorm: The teacher will go to the sixth slide of the

PowerPoint. The teacher will give the handouts to one student to pass out to the class. The teacher will say, “Now you are going to work in groups and create your own dance for the life cycles we learned about last class.”

Once the handouts have been passed out to every student the teacher will say, “If there is a star next the frog life cycle on your handout you are in the frog group and you will be creating a frog dance. If there is a star next to the bird life cycle on your handout you are in the bird group and you will be creating a bird dance. Please get into groups of 3 or 4 with people who have the same animal as you and sit together.”

Once the students have formed their groups, the teacher will say, “You can discuss with your group how to move for each stage of the animal’s life cycle. Even though you are performing with a group, you can each make your own movements based on how you think the animal moves or acts. You will each be graded based on how appropriate the movements are for each stage. Make sure you

B. Amphibian Group Performance:

C. Bird Group Performance:

Closure Reflection:

B. Amphibian Group Performance: (3 minutes)

C. Bird Group Performance: (3 minutes)

Closure Reflection:(10 minutes)

do a different move for each stage that matches how you think the animal would move in that stage.” The teacher will play the songs the groups will have to dance to while they discuss. The teacher will read the title of the song and read the definition of Camille Saint-Saëns - Carnaval des Animaux. The teacher will say, “The first song I’m playing is the song for the frog group to dance to.” After it has played the teacher will turn on the second song and say, “This song is for the bird group to dance to.” The teacher will walk around and take pictures of the students as they work. The students will be given at least 7 minutes to brainstorm and prepare their dances.

B. Amphibian Group Performance: After the students have brainstormed the teacher

will say, “It is time for the amphibian groups to perform. Who would like to come to the center of the room and show us the life cycle of a frog first?” The teacher will play the song for 1 minute and videotape the group while they perform the dance. The teacher will then call each amphibian group and videotape their performance until there are no more amphibian groups.

C. Bird Group Performance: After the amphibian group has finished the teacher

will say, “Well done. It’s now time for the bird group to perform. Who would like to come to the center of the room and show us the life cycle of a bluebird first?” The teacher will play the song for 1 minute and videotape the group while they perform the dance. The teacher will then call each bird group and videotape their performance until there are no more bird groups.

Closure Reflection: After the bird group has performed the teacher will tell the

students to go back to their seats. The teacher will say “I now want you to take out a piece of lined paper and pencil.”

Once the students have done this, the teacher will go to the final slide of the PowerPoint and say, “I want you to write a reflection about the dances you did today. Describe the stages of the life cycle for your group’s animal. Then describe the movements you did for each stage and why you chose that movement. Did dance help you learn the life cycle of these animals? Explain why or why not. You can include any facts you know about the animal.“

The teacher will say, “ Don’t forget to put your name on the paper and give it to me when you are finished. Are there any questions?” The teacher will let the students

have 7 minutes to write their reflections and hand them in. For the last 3 minutes of the lesson, the teacher will ask, “What did you think about using the dance to represent animals? How do you think the music helped add to the story?” The teacher will allow 2-3 students to respond and then ask, “Was there anything you liked or didn’t like about the lesson?” The teacher will allow 2-3 students to respond.

Plans to Display/Exhibit Student WorkStudent reflections will be rewritten on blank white paper in black sharpie. The paper will be glued to different colored construction paper and mounted onto a bulletin board with a black background outside the classroom. The bulletin board will have the title, “The Life Cycle Dance.” The pictures of the groups performing will be stapled slightly overlapping the written reflections. Information and images about the life cycles of frogs and birds will be included on the display. There will be a brief explanation next to the bulletin board that says, “Second grade students learned about the life cycles of different animals. They used this knowledge to create dances that represent each stage of the life cycles of frogs and birds. They then wrote reflections about the life cycle and the process of representing the stages through dance. This written work and pictures represent the performances and reflections of each student in this class.“

Analysis:What did the data from the assessment tools indicate about student learning? (include quantitative data- analyze class rubric outcomes)

The data from the assessment tools indicated that the majority of the students met the learning objectives for the lesson and learned about how to connect the lifecycles of animals to dance. The majority of the students received 10/12 or higher on the rubrics for the dance and written reflection. Therefore, most students earned a “Meets Expectations,” or “3 points” or an “Exceeds Expectations,” or “4 points” for each of the 3 categories. The students were very

To what extent did the students explore the essential question and meet the lesson objectives?(include qualitative data –your observations and student feedback)

good at improvising movements for every stage of the lifecycle. The groups performed very enthusiastically. Many students went above and beyond the requirements by using the chairs or other class materials to further emphasize their movements. The analyzed each student’s performance through the videotapes, and every student participated and completed individual movements. Although most students received high scores for the life cycle dance improvisations of movement category, some students received lower scores for the written reflection portion. Although the students were given ample time to complete the reflection, some of the reflections contained very little details about the specific stages and movements of the life cycle or an explanation about the usefulness of dance for learning the life cycle. I believe these lower scores are mainly caused by the way the directions were displayed on the PowerPoint. The directions were displayed in a paragraph form, rather than bulleted or numbered steps. I believe the students would not have missed as many points in these two sections of the rubric if the directions had been more clearly displayed.

The students deeply explored the essential questions and were able to meet the lesson objectives. The students performed very enthusiastically and did not need to be reminded of the stages while they performed. Many of the students would also follow the steps of the other group’s life cycle with their finger or by speaking aloud as the other group performed. This indicated that the students were not only able to understand their own group’s life cycle, but they were able to understand the other group’s life cycle as well. The feedback I received from the class also showed extensive student learning and understanding. Most of the feedback from the class stated that the pictures of the life cycles and performing the dance as a group were very helpful for learning. Some students also said that ballet dance example and the music used for the frog and bird performances were very helpful for connecting dance to the life cycles. Most of the students agreed the dance was a very fun and engaging way to get students involved and better understand the different stages of the life cycle.

Reflection:What worked in this lesson? Why?

What did not work well? Why?

Performing the butterfly dance as a class worked very well because it allowed the students to feel comfortable dancing together rather than feeling too shy or embarrassed. The butterfly dance also served as a warm-up for the frog and bird dances later in the lesson. I believe that the song and ballet video choices also worked really well for this lesson because the music helped the students think about the animal they were trying to portray and the type of movements they would make based on the beat of the music. Finally, I believe the group dance performances were very successful because they got the students engaged in the lifecycle while they performed it, and the students could better understand the other group’s lifecycle by following along the stages on the chart as the other group performed. Using the frog and bird life cycles as the dance options also was a good way to connect prior lessons.

The introduction to the butterfly life cycle did not work was well when I taught it to the class because it required the class to sit and listen for a long time. This could be difficult for some students to process all that information just by listening. Another aspect that did not work as well was the time given for the students to write the reflections may have been to long. The students did not need as much time for the writing, and a more interactive closing activity would have been better. Also, the directions for the reflection were initially written in a paragraph form rather than steps on the PowerPoint, so some students did not cover every point they needed to for the reflection.

What adjusts did you make to the lesson while teaching? Why?

What changes would you make to your lesson based on your experience of teaching it?

How effective were your assessment tools? What modifications could you make to help students better demonstrate their learning?

What insights about yourself and your teaching did this experience help you develop?

One adjustment I made while teaching the lesson was to videotape the dances rather than just take pictures of the performances. I had originally just wanted to take pictures of the performance so that the pictures could be included on the display. However, once I began taking pictures of the students brainstorming and practicing their dance moves, I realized it would be easier to assess the students’ performances by using a video camera recorder. This way I could go back over the performances after the lesson was completed to properly assess each student.

One change I would make to my lesson based on my experience of teaching it is I would have the groups be made up of only 3 to 4 students. Although the 2 large groups were able to successfully perform their dances when I taught the lesson, I believe it would work better in smaller groups. This way, each student’s talents and dance moves would be showcased rather than some students feeling left out. Another change I would make to my lesson is I would have a more interactive introduction. I would ask the students questions about the butterfly lifecycle and then define the stages, rather than just defining each stage and then showing the picture of the life cycle. I would also try to make the closing reflection more interactive. I would still include the written reflection, but I would divide the requirements for the reflection with bullet points on the PowerPoint so that the students could clearly see what they needed to include. I would give at least 3-5 minutes for a class discussion about how they thought the lesson went and their opinions on using music and dance to tell stories.

I believe my assessment tools were very effective. The students mainly received 10/12 or higher on the rubrics, because they were able to show different movements for the stages and include all or most of the written requirements for the reflection. Some modifications I could make to help students better demonstrate their learning is I would allow the students who are unable to perform for physical or other health reasons to be used as managers or create art for each stage of the cycle to be used in the performance. These students would then be assessed for their involvement in creating the dance moves or drawing pictures to assess each stage. This would allow students who are unable to perform to still become involved in the process and demonstrate their learning.

This lesson showed me that while I am very good at developing lesson plans that can get students engaged in learning, I can still improve in having an interactive and engaging beginning and ending to my lessons. The main activity of my lesson was very engaging, but based on the feedback from the class, I realize the introduction needed more questions and less of a lecture to help the students become more involved. The class feedback on the closure activity also shows me that I need to focus more on keeping the lesson engaging at the end of the activity as well, particularly for students who may have trouble simply expressing themselves in written format. This experience also taught me that I should make improvements to my teaching style. I work well with my students, and I am good at being active during the main activity. However, I stayed behind the desk during the introduction PowerPoint. I believe the lesson would have been better if I had been more interactive for this introduction and moved in front of the desk so that the students could clearly see my movements for the butterfly dance. Overall, I think this experience has improved my teaching style and has helped me become very detailed when creating lesson plans.