LESSON PLAN FORM

CSUDH - Teacher Education Department

Candidate:

Subject(s): Grade
Date:
Dance
level(s): 04/16/12
Science
11th12th

Lourdes Andrade
Kiara Cummings
Erica Fox
Rae Shonda Levingston
Rocio Medina
Natalie Montalvo
Jessica Parker
Jose Rodriguez
Jessica Zamora
Standard(s):

DANCE
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and
Skills Unique to Dance
Students perceive and respond, using the elements of dance. They demonstrate movement
skills, process sensory information, and describe movement, using the vocabulary of dance.

1.1 Demonstrate refined physical coordination when performing movement phrases (e.g., alignment, agility, balance, strength).

1.2 Memorize and perform works of dance, demonstrating technical accuracy and consistent artistic intent.

Single/MultiDay Lesson:
Single

Comprehension and Analysis of Dance Elements

1.4 Demonstrate clarity of intent while applying kinesthetic principles for all dance elements.

SCIENCE/CHEMISTRY
2.0 CHEMICAL BONDS
h.* Students know how to identify solids and liquids held together by van der Waals
forces or hydrogen bonding and relate these forces to volatility and boiling/
melting point temperatures.
4.0 GASES AND THEIR PROPERTIES
a. Students know the random motion of molecules and their collisions with a surface
create the observable pressure on that surface
c. Students know how to apply the gas laws to relations between the pressure, temperature, and volume of any amount of an ideal gas or any mixture of ideal
gases
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Teacher will teach the Properties of Matter through dance, demonstration, and lecture to students in Chemistry Class.
II. LEARNING OUTCOME (Objective):
Students will understand, identify, explain, and simulate the movement of atoms in 3 states of matter and what happens
when those atoms are heated or cooled.

III. CURRICULUM CONNECTION (How This Lesson Fits into Unit Plan):
Introduction to High School Chemistry and Preparation to future education (College/University)

IV. INSTRUCTION

A. ENGAGEMENT (Motivational Activity):

Teacher will ask what matter is and about the different elements of matter.

Teacher Dialogue:
Natalie Montalvo-"Good Afternoon class, please gather around so we can begin."
"Can anyone explain to me what matter is?"
"What is the difference between an atom and a molecule?"
"What are the different phases of Matter?"

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):

Step #1: Write key terms on board
Atom
Boiling Point
Chemical reaction
Condensation
Density
Element
Energy
Evaporation
Freezing point
Gas
Liquid

Mass
Matter
Melting point
Phase
Physical reaction
Solid
State
Vapor
Volume
Molecule
Heat-Evaporation

Condensation-Cold

Teacher Dialogue:
Lourdes Andrade
"Matter is everything that is around us. It is anything that has mass and takes up space. Some things we can see and others we
cannot. Matter is made of atoms and molecules
When a chemical reaction occurs these molecules and atoms change form. "

Energy
Rocio Medina/Lourdes Andrade
"Solid- is hard to compress, holds a shape, has a certain size, and might be hard. Atoms in solids don't move very much. "
"When heat/energy is given to it the solid reaches its Melting point, temperature, and the solid becomes a liquid."

Kiara Cummings/Jose Rodriguez

Liquid-"Liquid takes the shape of the part of the container it is in, and its atoms have more energy than a solid but less than a
gas. When heat/energy is given; evaporation changes the liquid reaches its Boiling Point becomes a gas."
Liquid- "When energy is removed from a liquid the temperature reaches its Freezing point and becomes a solid."

Erica Fox/Jessica Parker

Gas- "A gas is a state, phase, or property of matter easy to compress, spreads out evenly to fill out a container of any size and
shape, and its atoms have more energy than liquids or solids".
Gas- "when energy is removed, condensation occurs which allows gas to cools back into a liquid"

Lourdes Andrade- "Remember that when the physical properties of matter are changed, its chemical properties/make-up does
not. If you freeze water it is still water. "

C. APPLICATION ACTIVITY (Practice and/or Reflection):

Song-"All the Right Moves" by One Republic
"This will be an interpretative dance on the movement of molecules. Please stand in rows"

Dance Steps: 3 counts of 8

a. Solid- Rocio Medina-Join arms to symbolize a solid. Take a step to the right (2 counts), a step to the left
(2 counts), then a step forward (2 counts), and a step back (2 counts). (Total of 8 counts)
b. Liquid- Erica Fox-Now you've reached the melting point so you've become a liquid. Wind down as if you
are melting (4 counts) Wave your arms as if you are the liquid (4 counts). (Total of 8 counts)
c. Gas-Jessica Parker-Now you've reached evaporation. Sway your arms as though you are vapor (4 counts).
Then take 4 steps in any direction (4 counts). (Total of 8 counts)
*Students will be encouraged for participating, "Good Job everyone! Pat yourself on the back for being
so awesome! Give the person next to you a high five!"
*"Put it into your brains" is repeated after each movement is taught
*After teaching the movements, students need to be taught the beat of the song being used
D.

MATERIALS & RESOURCES:

Dance Studio
Writing Board and Utensils
Music
Comfortable clothes

V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):

Teacher will review the lesson taught:
Jose- "What did we learn today?"
"What are different states of matter?"
"What are the differences in the properties of Matter?"
Students will be separated and asked to simulate a: Solid, Liquid, Gas
"Show me what a molecule will look like as a : Solid, Liquid, Gas"
Teacher will evaluate if student's understand and can identify and demonstrate each property of matter
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, PRACTICE):
Teacher will pay close attention to help students that may be struggling to understand key terms.
Handout will be available with key terms (Spanish words if needed for ELD students).
Translation will also be available for students in class (Spanish & ASL if needed).
Immediate feedback will be given to students that have questions and need additional information.
Students will be allowed to change movement/s that is/are appropriate for their needs.

VII. HOMEWORK (IF APPROPRIATE): Kiara Cummings-"On a sheet of paper make a list of Solids,
liquids, and gasses (at least 3 of each) and what can be done to change it from one state to another."
**The whole group participated in putting the routine together, coming up with the sentences, and
making any changes necessary to make our dance/lesson work.
Lourdes Andrade
Kiara Cummings
Erica Fox
Rocio Medina
Natalie Montalvo
Jessica Parker
Jose Rodriguez

Came up with the dance moves

and corrected the dialogue

Jose Rodriguez-choose song

*Typed/created the dialogue- Lourdes Andrade