OBJECTIVES:
The student should be able to:
•Investigate and describe what happens when light strikes an object.
(PS-E-C2)
• Examine the physical effects of Earth-Sun relationships. (G-1C-H1)
• Create simple text using prior knowledge by drawing, dictating to the
teacher, and/or writing using developmental/inventive spelling. (ELA-2-E3)
• Arts objectives are described under “Integration/Correlation of Content”.
TIME: 35-40 minutes
MATERIALS
Groundhog puppet
Box
LCD projector
Book entitled Shadow Making
Tissue
Block
Teddy bear
Picture cards of movements and animals
Props such as scarves, hats, shakers, musical instruments, etc.
CD of song “Aquarius”
Drawing tools such as markers and colors
Drawing paper
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will use a puppet of a groundhog to review prior knowledge about Groundhog Day and how the groundhog sees his shadow. The teacher will use a box as the groundhog’s hole. She will knock on the box and the groundhog (puppet) will pop out. She will sing to the groundhog, “Were you sleeping, were you sleeping little groundhog?” He will shake his head “no” and then she will ask how they can help him get to sleep. The groundhog will “whisper” into the teacher’s ear that he wants the lights off so that he can sleep (pretending that it is night). They will turn the lights off and she will review with the students that when the lights are off the groundhog cannot see his shadow. They will further explain that a light (the sun) must be shining for the groundhog to see his shadow. The teacher will turn on the LCD projector light and the puppet will come out of his “hole”, creating a shadow on the wall. Students will be encouraged to think about how the groundhog’s shadow was made.
ACTIVITY:
Teaching Model: The teacher will ask, “How was the groundhog’s shadow made?” After several suggestions, she will explain to them that an object can make a shadow if the sun or light is shining on it; that the light goes around the object. She will read a book to them entitled Shadow Making. They will discuss how the little girl made the shadows and the different shadows she made. The teacher will assist them in discovering that some shadows are darker than others (if the light doesn’t go through the object).
Guided Practice: The teacher will make shadows with her hands, body, a tissue, a block, a teddy bear. The teacher will show that if the object moves, the shadow moves. She will encourage students to attempt to make shadows with different objects. They will discuss which shadows of objects are dark and which are light and why. She will suggest that they try to make shadows using their bodies. Students will be guided to further explain what people believe if the groundhog sees the shadow of his body.
Independent Practice: Students will be given the opportunity to choose a method of creating a shadow, with their body and/or with an object. The teacher will explain that everyone will take part in the “Shadow Show”, performing their movements to music (“Aquarius”) in front of the LCD projector. The children will be divided into 2 groups, lined up on each side of the room. When the music begins, they take turns moving across to the other side of the room while performing a movement/shadow independently. Then they will perform with a group of 4 or 5 when directed by the teacher. Groups will be divided up according to animals, movements (marching, swimming, skating, tiptoeing), those with props, and those with stuffed animals. When each group’s performance is done, the light will go out and that group will “melt” to the ground. Then the whole class will perform together, following the teacher’s moves. When the music is over, the light will be turned off and the teacher will “melt” to the ground, with the students following.
Closure: At the completion of the “Shadow Show”, the teacher will elicit that light is needed to make shadows of their bodies. When asked what was needed for the groundhog to see his shadow, the students will reply that the sun needed to be shining.
EVALUATION/ASSESSMENT:
none provided
ART CONTENT/CONCEPTS:
Explore and demonstrate basic movements and the elements of dance (space, time, and energy). (D-CE-E2)
Execute improvised and set movement patterns with concentration and focus individually and in groups. (D-CE-E5)
Use kinesthetic awareness, proper use of space and the ability to move safely. (D-CE-E1)
Participate in organized musical activities including singing, playing, and movement. (M-CE-E5)
Demonstrate understanding of information in texts read aloud using a variety of strategies, including: a. making predictions using prior knowledge and pictures; b. drawing conclusions from text; c. using pictures to resolve questions. (ELA-7-E1).
Perform basic rhythmic skills alone, with a partner or within a group. (Benchmark 1-P-4)
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Illustrate safety/injury prevention techniques related to daily activities. (3-E-3)
Make statements about how previous reading and life experiences relate to information read in texts. (ELA-1-E6)
Participate enthusiastically in independent and interactive physical activities. (Benchmark 7-E-3)
MODIFICATIONS | ACCOMODATIONS:
Developmentally delayed students will receive additional assistance from peers or teachers to perform movements and answer questions.
Developmentally delayed students and students reluctant to participate will be given the opportunity to choose a movement from a selection of pictures.
Advanced learners will be asked to give suggestions of movements and to lead a group in performing their movements.
Culturally diverse students will be asked to name pictures/objects particular to this lesson in their first language.
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
What a high interest level activity this was! The students were very attentive and eagerly participated in every aspect of the lesson. They were very motivated to create shadows through movements, objects, and body parts. They were able to answer specific questions such as, “What is needed to create a shadow?” and high level questions such as, “Why couldn’t the groundhog see his shadow?” They drew pictures including the sun, the object, and the shadow and wrote a sentence to describe their pictures. This lesson created excitability in the students that many lessons do not. It was also exciting for the teachers involved.
Each part of the five part lesson plan was rather lengthy. The time it took to implement the entire lesson was longer than anticipated. There were problems with the technology. The LCD projector periodically reverted to “standby” for some reason unknown to the teachers. The song played on the CD player skipped throughout the entire production. It is suspected that burned CD’s do not work well in that player. Even though these problems persisted throughout the lesson, the students did not show frustration or disinterest. Their focus remained on the lesson in spite of these technical difficulties and the teacher was able to keep them involved in a discussion while working on the problem.
I would definitely teach this lesson again in the future, incorporating the same technology. However, I would become more familiar with the equipment before attempting to use it in my lesson. Because I am the special education inclusion teacher, I do not have access to this equipment on an ongoing basis and I do not use the equipment regularly. I would also put more focus on the “Shadow Show” (Independent Practice) of the lesson and shorten the other parts of the five part lesson plan to remain within the allotment of time given for implementation.
When asked if they enjoyed themselves, the students gave a resounding “Yes!”. The regular education teacher was complimentary and also commented on how much she enjoyed the lesson. Therefore I would consider this lesson to be a success and would recommend it to others.
REFERENCES:
"Standards, Assessment and Accountability." Louisiana Department of Education. 2007. 2 Feb 2008 http://www.doe.louisiana.gov/lde/saa/1222.html
National Standards for Arts Education (2007): 23-29.
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