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NGSS Standard: Gr 3-5, 3-LS1-1

Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Students (TK/K) can do dance choreography for each life cycle and perform.

Find found nature in the garden and create art to depict the life cycle.

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Room 3: Bere, Carrie, Kimberli, and Arlynn

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Room 3: Bere, Carrie, Kimberli, and Arlynn

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Singing in a round the common life cycle of organisms with music and actions, and then different organisms sing outside of the round and tell their story musically.

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Hook: Why are butterfly important to us?

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ELA/Visual Arts/Theater
(Ties in with Writing Unit on Teen Activism)
Hook: A lot of Environmental waste at our school that can be recycled.
Students perform a skit to encourage students to work together to repurpose found environmental waste into art work.

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Standard: Describe the lifecycle of a butterfly

Theater: Collaborate

with peers to

revise, refine,

and adapt

ideas to fit the

given

parameters of

a

drama/theatre work.

Tableaux of Lifecycle:

1. Caterpillar eating all the food with students being butterfly and the food.

2. Going into the cocoon.
Students would use their bodies to create the cocoon.

3. Emerge into the butterfly
One student is the body, two students are the wings.

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Standards: ELA-Literacy.RL.2.5 & Visual Arts Cr 2.3

Students would repurpose items found at home and school to recreate a scene, setting, building or character from a story.

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CCSS.ELA-LITERACY.RL.2.5

Describe the overall structure of a story, including describing how the beginning of a story and the ending concludes the action.  3.DA:Cr2.a
Identify andexperiment withchoreographicdevices to createsimplemovementpatterns anddance structures.
| 3.DA:Cr2.a
Develop adance phrasethat expressesandcommunicatesan idea orfeeling. Discussthe effect of themovement choices.

Moving Through Stories!

Students in groups of 3 can present a dance for a story: 3 movements to represent the beginning, middle, and end of a story already read in class.

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Theme is life cycle
Students are divided in groups and they choose from a hat different animals which they will have to perform the life cycle. They will use props to

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Going on a treasure hunt - ELA Literacy and visual arts standards. Students creating a map and finding a treasure.

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Engage students in moving into a shape ie, triangle, square etc.

3.TH.Cr3.b
3.DA:Cr2a

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NGSS Standard: Gr 3-5, 3-LS1-1

Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

2.VA:Cr2.3
Repurpose

found

objects to

make a new

artwork

Hook:
Show Video of Monarch Butterfly Migration

Students can repurpose materials from to create artwork describing the life cycle of a butterfly.

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Hook: Discuss change...how it's neither good nor bad. It's transforming, opportunity for growth and rebirth.
Students have a choice board and are broken up into groups.  Choice board options:
1) They can choose either to make a little book where they describe each part of the life cycle process and include pictures from found objects from around their house (or they can use pasta...like bowtie pasta to make butterfly wings, cork screw pasta for caterpillars, etc.)
2) choreograph dance moves to correspond with life cycle as a group and someone from group narrates the process
3) act out life cycle

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Breakout Room 16 Life Cycle of the Monarch Butterfly

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Breakout Room 16 Life Cycle of the Monarch Butterfly

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Hook - Show life cycle video of Monarch Butterfly. Discuss the California Coast and the relationship to the Monarch Butterfly.
I Do - Explain the five cycles of life using visuals and diagrams.
We do - Create a dance or body movement for each cycle. Or act out each life cycle of the Monarch Butterfly. Teacher helps students formulate ideas through the brainstorming process.
You do -

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Dancing Through the Cycle of Life
Hook:  Video of the Monarch butterfly migration
Lesson Sequence: Students create a flow chart of the life cycles of the butterfly.  Students can draw or write the steps in the sequence.
Students look for items (e.g., outdoors, in the home) to create a 3D model of the butterfly cycle.
Students create a dance to demonstrate the butterfly life cycle that they developed. Students can choose music to accompany the dance.

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NGSS Standard: Gr 3-5, 3-LS1-1

Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

3.TH:Cr3. b.

Participate

and contribute

to physical

and vocal

exploration in

an improvised

or scripted

drama/theatre work.

Lesson Theme: 'Compare and Contrast' the life cycle of a plant and animal.

Lesson Hook: (ENVIRONMENTAL MASH UP)- Groups of 4: 2 are the plant and 2 are the animal. Give them creative freedom to physicalize the similarities of plants and animals. ALSO, vocalize through voice the sounds.

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Hook: Children's video about Problem & Solution
I Do- Share a personal story about how myself along with my friends get lost at camp and have to find our way back through the forest.
We Do- Students will listen to a story about 3 friends on a jungle adventure who have to run from a land animal and their only shelter is to climb a tall tree with the items in their back pack. The friends band together to reach safety until help arrives.
You Do- Students have to collaborate as a team and figure out how to get to safety with the two items the adventurers have in their back packs.  Students will act out how to save the kids.
Extension- Students will write out the Solution to the stories Problem and share with the class.
Mrs. Coleman-Wilson 5th Grade Foster

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Hook: Short clip from Finding Nemo where they are going through the Jellyfish

Hitting standards CCSS ELA Literacy & 2VA CR2.3 & DA.Cr2.a

Create jellyfish from recycled materials and tell a story on a mini theater stage about jellyfish.

(Image from Finding Nemo on ice)

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-Big Idea-Understand the lifecycle of a butterfly by creating movements that reflect the different parts of the cycle
standards-NGSS Standard: Gr 3-5, 3-LS1-1, 3.DA:Cr2.a

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Obj - incorporate Dance into required PE
Hook - watch line dance video with choreography
We do - Have kids practice and do the line dance

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Hook: Cartoon Animation of Life Cycles. Or Art Based Inquiry Activity.
I Do: Introduction of the Life Cycle/ Stages of development.
We Do: Teacher leads follow along yoga stretch/ or dance phrase demonstrating the life cycle of one animal (example: Frog).
You Do: Students groups receive different animals and have to use levels in space  and qualities of movement (introduced in dance lesson) to demonstrate the life cycle of their animal.
Reflect and Refine: Students and teacher discuss elements discovered during the process.  Include reflective questions... do different animals have different stages of development?  Why do you think that is? Etc.