sound study guide template reflection form template video
marker white board or large paper pad to write on smart board with video capability. Sound playback if possible.
Classroom spaces can be used for the first four lessons provided that they are cleared of desks ahead of of time with ample room for the students to move. For the fifth and final performance day, space such as an auditorium or gymnasium are preferred as classes and invited audience will experience the performance together.
Depending on grade level: I CAN describe the water cycle. I CAN describe how weather changes in different regions and why. I can tell how humans affect climate. I CAN tell how water, ice and wind changes the shape of the land and affects living things in the region I live in. I CAN list ways in which I can reduce, reuse and recycle. I CAN describe the properties of a water molecule. I CAN dance the properties of a water molecule. I CAN show the water cycle through movement. I CAN show how climate change affects all living things through dance and word and story.
What are the properties of water? What are the phases of the water cycle? What percentage of our body is made up of water? Can you move like a water molecule in liquid form? How about in a gaseous form? These are some of the questions that students explore in this program. Workshops begin with a group discussion about water themed topics, including the water cycle, climate change and water scarcity in underdeveloped countries. Students are then taken through a physical warm-up, followed by an exploration of movement that"s related to the theme of water. The class is then broken into small groups to create dances based on their discoveries. On the fifth and final day of the residency, students will present their work to ALL of the classes in that particular grade. Friends and parents are invited to attend. During the residency a video will be shown of a performance of "Water Wars" by Sonia Plumb Dance Company demonstrating our creative expression and giving the opportunity for students to see professional dance. Facts and concepts explored are based on grade level curriculum. For example, Grade 6 focuses on molecular structure of H2O and Grade 3 focuses on weather.
Water Wonder was developed in conjunction with Sonia Plumb Dance Company's full-length performance "Water Wars" based on water and climate change. "Water Wars" premiered at the University of Saint Joseph in 2012. In 2015, Artistic Director Sonia Plumb was one of nine artists nationwide to receive a Community Legacy Project for the Water Wars residency program.
Caregivers may be involved as audience members on the final day of the program when students are presenting their work.
Grade K
K-ESS1-1. Use and share observations of local weather conditions to describe patterns over time. DCI: Weather and Climate. Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.
ESS3.A: Natural Resources
 Living things need water, air, and resources from the land, and
they live in places that have the things they need. Humans use
natural resources for everything they do. (K-ESS3-1)
DA:Cn10.1.K
a.Recognize and name an emotion that is experienced when watching, improvising, or performing dance and relate it to a personal experience.
DA:Cr1.1.K
b. Explore different ways to do basic locomotor and non-locomotor movements by changing at least one of the elements of dance
Grade 1
Grade 1: Content Suggestion: Family as a context to expand knowledge of geography, history, human interdependence: Strand 1.5 - Interaction of humans and the environment: GLE # 8: Identify the changes humans have made in one's town or neighborhood and how they affect the environment.
Grade 1: Content Suggestion: Family as a context to expand knowledge of geography, history, human interdependence: Strand 1.5 - Interaction of humans and the environment: GLE # 10: Observe weather changes and examine how these affect people's lives.
DA:Cn10.1.1
a.Find an experience expressed or portrayed in a dance that relates to a familiar experience. Identify the movements that communicate this experience.
DA:Cr1.1.1
b. Explore a variety of locomotor and non-locomotor movements by experimenting with and changing the elements of dance.
Grade 2
2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid. DCI. The Roles of Water in Earth's Surface Processes. Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.
2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an area.DCI. Earth Materials and Systems. Wind and water can change the shape of the land.
DA:Cn10.1.2 Respond to a dance work using an inquiry-based set of questions (for example, See, Think, Wonder). Create movement using ideas from responses and explain how certain movements express a specific idea.
DA:Cr1.1.2
a. Explore movement inspired by a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance, experiences) and suggest additional sources for movement ideas.
Grade 3
3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.DCI: Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years.
3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. DCI: A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts.
DA:Cn10.1.3 Ask and research a question about a key aspect of a dance that communicates a perspective about an issue or event. Explore the key aspect through movement. Share movements and describe how the movements help to remember or discover new qualities in these key aspects. Communicate the new learning in oral, written, or movement form.
DA:Cr1.1.3
a. Experiment with a variety of self-identified stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences) for movement.
Grade 4
4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. DCI: Earth Materials and Systems. Rainfall helps to shape the land and affects living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around.
DA:Cn10.1.4 Develop and research a question relating to a topic of study in school using multiple sources of references. Select key aspects about the topic and choreograph movements that communicate the information. Discuss what was learned from creating the dance and describe how the topic might be communicated using another form of expression.
DA:Cr1.1.4
a. Identify ideas for choreography generated from a variety of stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences).
Grade 5
MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past center. DCI: Global Climate Change: Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature. Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. DCI Human Impacts on Earth Systems. Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But, changes to Earth's environments can have different impacts (positive and negative) for different living things.
DA:Cn10.1.5 Choose a topic, concept, or content from another discipline of study and research how other art forms have expressed the topic. Create a dance study that expresses the idea. Explain how the dance study expressed the idea and discuss how this learning process is similar to, or different from, other learning situations.f
DA:Cr1.1.5
a.Build content for choreography using several stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences, literary forms, natural phenomena, current news, social events).
