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The Magic of Science (K-5)

Last changed: 08/16/2021 4:49pm
K , 1 , 2 , 3 , 4 , 5
Theater Science
Grade Level Program Access
1 45 min
In-School Performance In-School Performance (intended for the entire grade level to experience together)
All year. In-School,
$10 0
no Email , Phone
I will e-mail a simple, one page study guide to my contact who will print and copy it for teachers. Study guides are not necessary to address for the watching of the show but a nice addition to it. I will also provide all the necessary props and an excellent sound system.
A 6ft table. That's it!!
Access to space, stage preferred one hour and a half prior to the show to set up. And as mentioned before, a 6ft table is required.
I can demystify the scientific process. I can explain the art of experimenting and how artist and scientists are alike in that they both experiment and create. I can problem solve and further my critical thinking.
"The Magic Of Science" demystifies the scientific process, enhances critical thinking, nourishes creativity, explains the art of experimenting and describes how artists and scientists are alike in that they both experiment and create. This show is a great foundation for students to understand how to approach problem solving. Within the program there are mini-lessons about photosynthesis, air pressure, famous inventors and inventions. From 20 years of experience writing, designing and performing my own shows and 30 years of performing in front of children, I have created performances that have been able to bridge the age gap. With constant surprises, excellent visuals, my rhyming text and a knack for talking to kids (not at them), I am able to keep the attention of younger audiences, keep older students interested and teachers smiling. "The Magic Of Science" lasts 45 minutes. I have had kindergarten through 5th graders sit through the show with no problem.
Loading into and out of a show is always a lot of work. Any volunteers that want to meet me when I arrive to help unload is more than appreciated. Any volunteers that want to help me breakdown and load out is appreciated also.

Grade K

Grade K: Interdependent Relationships in Ecosystems: Animals, Plants and their Environments: K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. DCI: All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.
Grade K: Theatre: Responding: Anchor Standard 7: Perceive and analyze artistic work: a. With prompting and support, express an emotional response to characters in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 1

Grade 1: Structure, Function and Information Processing:
1-LS1-1: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. DCI: All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
Grade 1: Theatre: Responding: Anchor Standard 7: Perceive and analyze artistic work: a. Recall choices made in a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 2

Grade 2: Engineering Design: K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. DCI: Asking questions, making observations, and gathering information are helpful in thinking about problems.
Grade 2: Theatre: Responding: Anchor Standard 7: Perceive and analyze work: a. Recognize when artistic choices are made in a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 3

Grade 3: Forces and Interactions: 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: 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. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.)
Grade 3: Theatre: Responding: Anchor Standard 7: Perceive and analyze artistic work: a. Understand why artistic choices are made in a drama/theatre work.

Grade 4

Grade 4: Energy: 4-PS3-4: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. DCI: Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.
Grade 4: Theatre: Responding: Anchor Standard 7: Perceive and analyze artistic work: a. Identify artistic choices made in a drama/theatre work through participation and observation.

Grade 5

Grade 5: Structure and Properties of Matter: 5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances. DCI: When two or more substances are mixed, a new substance with different properties may be formed.
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.