Marvelous Transformations: Caterpillars to Butterflies (elementary)
Last changed: 05/20/2020 12:39pm
| PK , K , 1 , 2 , 3 , 4 , 5 | Dance Theatre Visual Art Phy. Education |
| Theatre | Science |
| Both Grade Level and Arts/PE Program | Access |
| 2 | 45 min |
| 2 | 30 min |
| In-School Short Term Residency |
In-School Performance (intended for the entire grade level to experience together) & Workshops (to follow will be done in individual classrooms) |
| All year | |
| $5 | 0 |
| $250 | 0 |
| no | In-Person , Phone , Other , Email |
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Day 1 - posterboard/cardstock, puppet rods, tape, wire Day 2: set pieces for the students to use during their puppetry workshop & "informance" & portable sound system |
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Day 1 - In Classroom Workshops: Markers & scissors Day 2 - Open Space appropriate for movement like gym or theater |
Day 1 - In Classrooms students will construct puppets at their tables/desks after I introduce the program on the rug. Day 2 - Auditorium or open space suitable for movement. |
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I CAN create my own puppets. I CAN work individually and in a group to create artwork and theater. I CAN see this transformation in nature, including the work of three generations of butterflies needed in order to complete this long journey from Mexico to Canada. I CAN see what affect humans may have on the butterflies’ habitats and how we can help their survival. I CAN create dances and understand techniques of puppetry to explore the natural world's patterns. |
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The students pretend to be flowers with open hands welcoming the butterfly to different points on the migratory path as acted out in a large open space following immediately by learning how to make their own caterpillar & butterfly puppets in the classroom. The residency culminates in a dance & puppetry technique workshop where they get to recreate the multi-generational migration of the monarchs with self-designed movements & choreography that they create in groups. In our first session in the classrooms we will create our caterpillar & butterfly puppets. The students will view images of monarchs & more butterflies in the region along with their caterpillars in order to figure out how they want to depict these creatures from paper, tape, markers and rods. The artist will return for a second & final session in order to bring the students back to an open space with their puppets in order to construct a puppet dance theater piece to show the migration path of butterflies. The students will work in three groups, representing each generation of butterflies on this great migration. They will present this drama and the teacher can document it to share and playback for the students to see later in the classroom for reflection. Discussions will vary based on grade level and the way it relates to their core curriculum. |
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PE class: The students journey through a monarch butterfly’s migratory path as mapped out in a large open space while learning how to make their own caterpillar & butterfly dance performance. The residency culminates in a dance retelling of the multi-generational migration of the monarchs with self-designed movements & choreography that they create in groups. We will discuss the amazing transformation from caterpillar to butterfly and the flight of the monarchs from Mexico to the USA/Canada. Then the students will get to travel that path created in the gymnasium or open space together along with the distinctively different movement of the caterpillar and butterfly in the second and final session. The students get to create a dance drama together. The students will work in three groups, representing each generation of butterflies on this great migration in the gym or outdoors. They will present this drama and the teacher can document it to share and playback for the students to see later in the classroom for reflection. Arts classes: If we are serving an Arts classroom, then I would prepare more options than only butterfly puppets. The puppets could also become masks for the students to wear as butterflies or wings that they can wear. They can choose from a slightly larger scope of materials to depict a monarch caterpillar and butterfly. See Grade Level Program Description for details as the structure is more similar than in the PE classes. |
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| If selected for PE classes, the students do not need to create their own puppets. Puppets will be provided for them by Teaching Artist. | |
| Volunteers can help on Day 1 with making the puppets in the classrooms. They can also help to organize the students and lead/follow as needed in each group. | |
Grade PK |
| Grade PrK: (pulled from K) Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment: K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Grade PrK: (pulled from K) Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment: K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. |
| Grade PK: Visual Arts: Creating: VA:Cr1.1.Pk: Engage in self-directed play with materials. Grade PK: Visual Arts: Creating: VA:Cr2.3.Pk: Create and tell about art that communicates a story about a familiar place or object. |
| Grade PK: Theatre: Performing: TH:Pr4.1.Pk: a. With prompting and support, identify characters in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama). Grade PK: Theatre: Performing: TH:Pr5.1.Pk a. With prompting and support, understand that imagination is fundamental to dramatic play and guided drama experiences (e.g., process drama, story drama, creative drama). b. With prompting and support, explore and experiment with various technical elements in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama. |
Grade K |
| Grade K: Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment: K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. |
| Grade K: Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment: K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. |
| Grade K: Visual Arts: Creating: VA:Cr1.1.K: Engage in exploration and imaginative play with materials. Grade K: Visual Arts: Creating: VA:Cr2.3.K: Create art that represents natural and constructed environments. |
| Grade K: Theatre: Performing: TH:Pr4.1.K: a. With prompting and support, identify characters and setting in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama). Grade K: Theatre: Performing: TH:Pr5.1.K b. With prompting and support, explore and experiment with various technical elements in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama). |
Grade 1 |
| 1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. LS3.B: Variation of Traits: Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. (1-LS3-1) |
| K-2-ETS1-2. Structure and Function: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. The shape and stability of structures of natural and designed objects are related to their function(s). (K-2- ETS1-2) |
| TH:Cr1.1.1.c. Identify ways in which gestures and movements may be used to create or retell a story in guided drama experiences. |
| TH:Cn11.1.1. Apply skills and knowledge from different art forms and content areas in guided drama experience. |
Grade 2 |
| K-2-ETS1-2. Structure and Function: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. The shape and stability of structures of natural and designed objects are related to their function(s). (K-2- ETS1-2) |
| 2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. LS2.A: Interdependent Relationships in Ecosystems. a)Plants depend on water and light to grow. (2-LS2-1) b)Plants depend on animals for pollination or to move their seeds around. (2-LS2-2) |
| Grade 2 - TH:Cr2-2. Contribute ideas and make decisions as a group to advance a story in a guided drama experience. |
| Grade 2 - TH:Cn11.1.2.a. Determine appropriate skills and knowledge from different art forms and content areas to apply in a guided drama experience. |
Grade 3 |
| Grade 3: Inheritance and Variation of Traits: Life Cycles and Traits - Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. LS1.B: Growth and Development of Organisms. a)Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. (3-LS1-1) |
| Grade 3: Interdependent Relationships in Ecosystems 3-LS2-1. LS2.C: Ecosystem Dynamics, Functioning, and Resilience. When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (secondary to 3-LS4-4) |
| TH:Cr2-3.a.Participate in methods of investigation to devise original ideas for a drama/theatre work. |
| TH:Cn11.1.3.a. Identify connections to community, social issues and other content areas in drama/theatre work. |
Grade 4 |
| 4-LS1-1. LS1.A: Structure and Function. a) Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1) |
| 4-LS1-1. LS1.D: Information Processing. d) Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions. (4-LS1-2) |
| Grade 4 - TH:Cr2-4.b. Make and discuss group decisions and identify responsibilities required to present a drama/theatre work to peers. |
| Grade 4 - TH:Cn11.1.4.a. Respond to community and social issues and incorporate other content areas in drama/theatre work. |
Grade 5 |
| Grade 5 - Earth Systems: 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. ESS3.C: Human Impacts on Earth Systems. a)Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. (5-ESS3-1) |
| 5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. LS2.A: Interdependent Relationships in Ecosystems. a) The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. (5-LS2-1) |
| Grade 5 - TH:Cr2-5.a. Devise original ideas for a drama/theatre work that reflect collective inquiry about characters and their given circumstances. |
| Grade 5 - TH:Pr4.1.5.b. Use physical choices to create meaning in drama/theatre work. |
