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Props needed for Drama activities to supplement available classroom resources

Originals for handouts or prompts for activities during class or to be conducted by the Classroom Teacher(s) to deepen student learning between sessions

Additional reference materials on selected topic

Easel and large pad of paper

Copies of handouts for students as needed

Copies of key reference materials/resources from the classroom for the specific content selected to help the Teaching Artist support each Classroom Teacher's approach and priorities

Open space in classroom or multi-purpose space large enough for entire class to participate on their feet simultaneously or spread out to work in small groups

If selecting a Sharing for the entire grade, will need a large enough space for all classes to meet together to present and view. Could be a stage, but not required. Should be scheduled for each class to use in Session 4 and for the entire grade for Session 5.

I can use size and shape (realistic/abstract) to explore and demonstrate an element, structure or organism from a scientific topic such as Animals, Habitats or Space.

I can use movement qualities (rate, weight, energy) to explore and demonstrate a scientific process or procedure, such as Forces, Changing Landscapes or the Water Cycle.

I can work with partners to use shapes and movement to create a group drama/theatre work to share with peers that shows stages of a cycle, interactions in an environment, steps in a process or how a system works.

Being and Doing support student Understanding.

In the How and Why of Everything, each student overcomes the challenges of abstract scientific concepts by visualizing and experiencing what is too big, too small or too far away to actually see. Acting and movement exercises tap into natural curiosity to effectively make the invisible, visible and the misunderstood, understandable.

Combining facts and imagination, students go beyond writing, speaking and drawing to turn difficult concepts into exciting discoveries. The focus on every child"s exploration assures equal participation, as each gains insights, makes connections, clarifies sequences and builds comprehension and retention throughout the creative process.

Students will:

Drama activities naturally nurture self-regulation skills as students initially work simultaneously "alone together" , focusing on their own participation and allowing others to do the same.

Based on guided reading of selected texts and images, students then work creatively and collaboratively with partners and in small groups to "become" the relevant structures, elements, forces, organisms, systems or processes.

Facilitated by the Teaching Artist and supported by the Classroom Teacher, students brainstorm, improvise, problem-solve, demonstrate, observe, reflect and give/receive feedback as each class integrates movement, sound, poetry and/or narration to create its own unique sharing of scientific concepts.

This short-term residency stands alone, but also provides a foundation for larger long-term projects.

Teachers may select any Science Unit or Topic and a Related Text from the Language Arts Curriculum

Most requested Units and Topics:

Habitats "“ creating levels of the Rainforest or Ocean and the unique animal life each supports
Hydrological Cycle "“ demonstrating evaporation, condensation and precipitation
Properties of Matter "“ transforming from solid to liquid to gas
Solar System - exploring patterns and cycles of the sun, moon and stars or understanding rotation/revolution

*See Additional Notes for Alternate Topics, Reading Connections, and a recent Long-Term Project.

1-3 are welcome, if the classroom teacher desires. They can be most helpful in the 4th and 5th sessions to facilitate preparing and implementing the grade level Share.