Justify how the activity below effectively integrates the dance standard below and the academic standard below into one cohesive learning experience. Dance Standard DA:Cr1.1.1 (a) Explore movement inspired by a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance, experiences) using various body parts. Identify the source. DA:Cr1.1.1 (b) Explore a variety of locomotor and non-locomotor movements by experimenting with and varying the elements of dance. Science Standard Use observations of the sun, moon, and stars to describe patterns that can be predicted. This activity will integrate the dance standards DA:Cr1.1.1 (a) and (b) with the science standard of observing and describing patterns in the sun, moon, and stars. The students will be tasked with creating a dance that represents the movements and patterns of these celestial bodies. Role of the Teacher Introduction: The teacher will introduce the topic of celestial bodies and their movements. This can be done through a short lecture, video, or reading. Demonstration: The teacher will demonstrate different locomotor and non-locomotor movements that can be used to represent the movements of the sun, moon, and stars. Guidance: The teacher will guide the students in exploring different movements and identifying their sources. This can be done through prompts, questions, and feedback. Facilitation: The teacher will facilitate the creation of the dance, ensuring that all students are participating and that the dance accurately represents the movements of the celestial bodies. Assessment: The teacher will assess the students' understanding of the celestial bodies and their movements, as well as their ability to explore and experiment with different dance movements. Role of the Students Observation: The students will observe the movements of the sun, moon, and stars and describe the patterns they can predict. Exploration: The students will explore different locomotor and non-locomotor movements that can be used to represent these patterns. Creation: The students will create a dance that represents the movements of the celestial bodies. They will experiment with and vary the elements of dance to accurately represent these movements. Identification: The students will identify the source of their movements, explaining how they represent the movements of the sun, moon, and stars. Performance: The students will perform their dance for the class, demonstrating their understanding of the celestial bodies and their movements, as well as their ability to explore and experiment with different dance movements. Assessment The teacher will assess the students' understanding of the celestial bodies and their movements, as well as their ability to explore and experiment with different dance movements. This can be done through observation, discussion, and feedback. The students' dance performance will also serve as a form of assessment.
Justify how the activity below effectively integrates the dance standard below and the academic standard below into one cohesive learning experience.
Dance Standard
DA:Cr1.1.1 (a) Explore movement inspired by a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance, experiences) using various body parts. Identify the source.
DA:Cr1.1.1 (b) Explore a variety of locomotor and non-locomotor movements by experimenting with and varying the elements of dance.
Science Standard
Use observations of the sun, moon, and stars to describe patterns that can be predicted.
This activity will integrate the dance standards DA:Cr1.1.1 (a) and (b) with the science standard of observing and describing patterns in the sun, moon, and stars. The students will be tasked with creating a dance that represents the movements and patterns of these celestial bodies.
Role of the Teacher
Introduction: The teacher will introduce the topic of celestial bodies and their movements. This can be done through a short lecture, video, or reading.
Demonstration: The teacher will demonstrate different locomotor and non-locomotor movements that can be used to represent the movements of the sun, moon, and stars.
Guidance: The teacher will guide the students in exploring different movements and identifying their sources. This can be done through prompts, questions, and feedback.
Facilitation: The teacher will facilitate the creation of the dance, ensuring that all students are participating and that the dance accurately represents the movements of the celestial bodies.
Assessment: The teacher will assess the students' understanding of the celestial bodies and their movements, as well as their ability to explore and experiment with different dance movements.
Role of the Students
Observation: The students will observe the movements of the sun, moon, and stars and describe the patterns they can predict.
Exploration: The students will explore different locomotor and non-locomotor movements that can be used to represent these patterns.
Creation: The students will create a dance that represents the movements of the celestial bodies. They will experiment with and vary the elements of dance to accurately represent these movements.
Identification: The students will identify the source of their movements, explaining how they represent the movements of the sun, moon, and stars.
Performance: The students will perform their dance for the class, demonstrating their understanding of the celestial bodies and their movements, as well as their ability to explore and experiment with different dance movements.
Assessment
The teacher will assess the students' understanding of the celestial bodies and their movements, as well as their ability to explore and experiment with different dance movements. This can be done through observation, discussion, and feedback. The students' dance performance will also serve as a form of assessment.
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