Life in Bloom

Grade Level: 4
th

Teacher: Nicole Swenson
Academic Focus: Health and Fitness

Common Core Standards (Academic focus and Music):
Component 1.5: Understands relationship of nutrition and food nutrients to body composition and physical
performance.
GLE: 1.5.1. - Understands how the bodys function and composition are affected by food consumption.
Classifies nutrients found among food groups.
Example:
Recognizes protein and Vitamin D are two nutrients in the dairy group. Explains how serving size
impacts a healthy body.
Example:
Understands excess calories lead to weight gain; moderating calories leads to weight
maintenance. Explains information found on a food label.
Example:
Describes serving size, nutrients, fiber, calories.

3.1 Component: Uses music to express feelings and present ideas.
GLE: 3.1.1 - Remembers and understands how music is used to express ideas and feelings.
Recognizes that feelings can be expressed through music
Example:
o Shares feelings after hearing various types of musical pieces, such as the Flight of the Bumble Bee
by Nikolai Rimsky- Korsakov.

Learning Targets: Recognize when the music is expressing different ideas/feelings.
Demonstrate the different ideas/feelings in the music through creating movements that
correspond to that story/feeling.

Resources Needed: Hungarian Rhapsody No. 2
https://www.youtube.com/watch?v=7H99FM6S8rU
Speakers
Space to move around

Instructional Sequence
Teacher Tasks
Activate prior knowledge reference nutrition classes
regarding food consumption. Discuss quickly what
students recall about how the body interacts with
the food consumed. Which foods fuel a well-
functioning body, which foods bog the body down?
Relate to overarching theme of life in bloom.

Share learning targets I can recognize when the
music is expressing different ideas/feelings.
I can demonstrate the different ideas/feelings in
the music through creating movements that
correspond to that story/feeling.

Student Tasks

Sharing what they remember from the life in bloom
unit. Discussing different types of food and how they
affect with the body.








Following along with the movements, when teacher
Communicate lesson expectations/progression
(Looks like, sounds like) Within this song you will
hear two parts the first part I want you to imagine
the day after thanksgiving, walking around the
house in your pajamas exhausted from eating all the
mashed potatoes, stuffing, gravy, and pumpkin pie
from last nights feast. Your body is super lethargic.
You go into the kitchen looking for something tasty
for breakfast that will make you feel better, you
grab a glass of water and (have students call out
different possible foods that would be healthy to
eat). You take a bite of that _____ and suddenly,
your body starts to liven up. You feel a little more
awake, your body feels ready to move. You start to
dance around the kitchen, the living room, you may
even run outside! Then the sound will change again,
maybe you saw a lingering piece of pie, and you ate
it. How does your body react? Throughout this song
we will be showing how the music is related to the
way our bodies feel when they eat something
healthy and how they react when eating something
not so healthy. When the music stops you will
freeze in some pose that shows how your body is
feeling when it has eaten something healthy like we
have been talking about in our health class.

Engage in phenomena -
https://www.youtube.com/watch?v=7H99FM6S8rU

Making sense of activity How did you know when to
move slowly as if you had eaten junk food? How
about when to move quickly? What are some
musical aspects of the music that helped evoke this
story? Could you see this song relating to any other
story? Why?

Extension Youre going to get into groups and create
your own story for this song. It should be
something related to our larger unit, life in bloom.
Maybe you see photosynthesis when you hear this
song, or the process of plants decomposing, or the
plant parts. Maybe you are visualizing some sort of
story about gardening; get together with your
groups and talk about what you are hearing and
visualizing. Well share then well move around the
room acting out our different stories.

Coming to concluding ideas Have closure discussion
relating todays activities back to learning targets
of the day.

shares one idea, students will test out that concept
through movement. This will prepare the students to
interact with the music.





















Students will create movements that tell the story
previously described, they will move about the room
safely without bumping into peers. (because of course
we talked about looks like sounds like beforehand)

They will be discussing what things they heard in the
music that related to the story. They will share their
ideas about different musical elements that helped to
tell the story. Engage in thoughtful discussion.


In groups they will create a different storyline to move
to with the music related to life in bloom. The
students will listen to the song 1-2 more times, share
their storylines, then participate in the movement
activity one more time.






Students will discuss one more time how music can
tell a story by changing tempo, pitch, texture etc.

Formative Assessment: Students will demonstrate proficiency in these learning targets through the way their
bodies move while the music is playing. They will demonstrate recognition of change in storyline by changing their
body movements accordingly. They will discuss how changes to musical features of the song can tell a story or
create a feeling for the listener. Their understanding of these topics will be assessed through observations during
the movement portion of this lesson as well as a record of their discussion about how music can tell a story.