Isaac Newton's Little Apple Circus (elementary)Last changed: 05/29/2019 8:38am
|3 , 4 , 5|
|Grade Level Program||Access|
|This is a 50 minute interactive program (can be done in 45 minutes if schedule requires) which combines performance and student participation. Intended for the entire grade level at once in an open space or auditorium.|
|In-School Performance||In-School Performance (intended for the entire grade level to experience together) which combines performance and student participation.|
|no||Email , Phone|
|All circus equipment, costumes, performers, sound system and soundtrack.|
|Open space such as gymnasium or auditorium with easy access to the stage for the audience. This program is a hybrid: part-performance, part-interactive workshop. Students will be brought on stage to learn and demonstrate several skills.||Gym or auditorium. Open space in which students can participate. The program is very interactive. See "materials school is responsible for".|
I can explain Newton's Three Fundamental Laws of Motion and how they effect our daily interactions with the world.
I can demonstrate centripetal force and give examples of centripetal force.
I can define what a force is and identify several different kinds of forces at play in the world and the universe.
I can use simple circus skills to explore and demonstrate basic laws of motion and forces on objects.
"Isaac Newton's Little Apple Circus" is an exciting ARTFARM program in which students in grades three through five are introduced to the basic principles of Classical Mechanics through comedy and circus arts. Not only do they meet Sir Isaac Newton, but students also discover the less-famous but equally impressive 18th Century French physicist Emelie du Chatelet, who does her best to steal Isaac’s show.
This 50 minute assembly program is equal parts performance, workshop, and interactive demonstration. The two ARTFARM circus performers present a series of impressive and entertaining circus skills such as partner acrobatics, juggling, plate spinning, diabolo, and the balancing of various objects (including peacock feathers, long poles, chairs, and one another).
The real fun and learning begins as we bring students on stage to help demonstrate the principles of Newtonian Mechanics which are at play in the execution of all these skills. Students are introduced to Newton's fundamental Laws of Motion, the discoveries of Galileo which preceded them, and the work of Emelie du Chatelet which Newton inspired.
Concepts introduced and explored include inertia, gravity, force, mass, energy, friction, velocity, gyroscopic stability and centripetal force – all through the very practical, interactive, skillful and fun interplay of the rival Scientist/Clowns.
The program comes with a Study Guide which allows teachers to review the concepts and vocabulary after the presentation, as well as re-create some of the stunts performed.
This program is intended to be performed in an auditorium or gymnasium as an assembly for an entire grade level (or more than one grade level), and classroom teachers are asked to stay for the presentation. If they're lucky, they may even get to participate in it.
|This program is intended to be performed in an auditorium or gymnasium as an assembly for an entire grade level. Classroom teachers are asked to stay for the presentation. If they're lucky, they may even get to participate in it.|
|Caregivers are welcome to join as audience members, and may be asked to join the fun onstage.|
|Grade 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. DCI: PS2.A: Forces and Motion Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (PS2-1) PS2.B: Types of Interactions Objects in contact exert forces on each other. (3-PS2-1)|
|Grade 3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. DCI: PS2.A: Forces and Motion The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it.|
|Grade3: Theatre: Responding: Anchor Standard 7: Perceive and analyze artistic work a. Understand why artistic choices are made in a drama/theatre work.|
|Grade 3: Theatre: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding a. Identify connections to community, social issues and other content areas in drama/theatre work.|
|Grade 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. DCI: PS3.A: Definitions of Energy The faster a given object is moving, the more energy it possesses. (4-PS3-1)|
|Grade4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide. DCI: PS3.A: Definitions of Energy Energy can be moved from place to place by moving objects or through sound, light, or electric currents.(4-PS3-3) PS3.B: Conservation of Energy and Energy Transfer Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced.(4-PS3-3) PS3.C: Relationship Between Energy and Forces When objects collide, the contact forces transfer energy so as to change the objects’ motions. (4-PS3-3)|
|Grade 4: Theatre: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. a. Respond to community and social issues and incorporate other content areas in drama/theatre work.|
|Grade 4: Theatre: Responding: Anchor Standard 9: Apply criteria to evaluate artistic work. c. Observe how a character’s choices impact an audience’s perspective in a drama/theatre work.|
|Grade 5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down. DCI:PS2.B: Types of Interactions The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center. (5-PS2-1)|
|Grade 5: Theatre: Responding: Anchor Standard 7: Perceive and analyze artistic work a. Explain personal reactions to artistic choices made in a drama/theatre work through participation and observation.|
|Grade 5: Theatre: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. a. Investigate historical, global and social issues expressed in drama/theatre work.|