You are on page 1of 20

Unit Title: Name: Kerry Hill

Space Integrated Unit

Number of Lessons: 20 Subject(s): Science Sun, Earth, Moon, Planets and Stars

Time: (in weeks) Grade(s):

8 3

Rationale: This integrated unit allows students to explore the moon and constellations in a variety of subject areas. Integrating the science curriculum within various subject areas allows for efficiency within the school day, and encourages students to make connections to science in all areas of their lives. Overview: This unit is designed to help students explore the moon and constellations in a multifaceted way that caters to all learning styles. Students will participate in a variety of cross-curricular activities including lessons in Science, Language Arts, Visual Art, Music, Drama, and PE. Prescribed Learning Outcomes from IRPs: Science Process of Science S-A1 - ask questions that foster investigations and explorations relevant to the content Earth and Space Science: Stars and Planets S-B1 - describe characteristics and movements of objects in our solar system S-B2 - compare familiar constellations in seasonal skies S-B3 - demonstrate awareness of the special significance of celestial objects for Aboriginal peoples Language Arts LA-A4 use a variety of strategies when interacting with others, including: accessing prior knowledge; making and sharing connections; asking questions for clarification and understanding; and taking turns as speaker and listener. LA-A6 use a variety of strategies when listening to make and clarify meaning, including: accessing prior knowledge; making predictions about content before listening; focussing on the speaker; asking questions; and recalling and summarizing. LA-A9 use speaking and listening to extend thinking, by: acquiring new ideas; making connections; inquiring; comparing and contrasting summarizing LA-B2 read fluently and demonstrate comprehension of grade-appropriate information texts ,
C:\Users\Owner\Documents\Space-Moon and Constellations Integrated Unit Plan.doc

Page 1 of 2

LA-C3 create a variety of imaginative writing and representations following patterns modelled from literature, featuring: sentence fluency developed through experimenting with some smooth patterns, and phrasing that is beginning to sound natural; experimentation with word choice by using new, unusual words and varied descriptive and sensory language; an emerging voice demonstrating a developing writing style an organization that develops logically from an engaging opening through to a satisfying ending LA-C6 use a variety of strategies after writing and representing to improve their work, including: checking their work against established criteria; revising to enhance writing traits (e.g., ideas , sentence fluency , word choice , voice , organization ); and editing for conventions (e.g., capitals, punctuation, spelling). Drama D-A1 use imagination, exploration, and reflection to create drama D-D1 engage actively in drama presentations Music M-A1 sing and play classroom repertoire M-B2 sing simple melodies Visual Arts VA-A1 use a variety of image sources to create images, including feelings, imagination, memory, observation, and sensory experience VA-A4 experiment with materials, technologies, and processes to create particular effects VA-B2 describe and apply specific visual elements and principles of design in images and in natural and human-built environments, including: colour; shape; line; pattern; and texture. VA-C1 describe a variety of reasons people make and use visual arts Mathematics MA-B2 demonstrate an understanding of decreasing patterns by: describing; extending; and creating patterns using diagrams. Physical Education PE-B2 demonstrate proper technique for performing specific locomotor movement skills PE-C1 demonstrate safe behaviours while participating in a variety of physical activities Prerequisite Concepts and Skills: This Moon and Constellation Integrated Unit will be introduced after students have participated, studied and completed lessons in the following units: The Sun; Earth; Solar System; and Stars. Students should be able to read, identify and highlight important information, have a basic understanding of sequence, write creative stories, use basic questioning and exploration skills, and build upon grade 2 PLOs.
C:\Users\Owner\Documents\Space-Moon and Constellations Integrated Unit Plan.doc

Page 2 of 2

Teacher Preparation Required: Prepare letter home to parents introducing unit and explaining lessons students may need to continue at home: Moon Journal, Constellation activity and creative writing lessons. Photocopy worksheets and other materials. Schedule and book Elder speaker. Gather supplies for various lessons. Cross-Curricular Connections: The foundation of this unit stems primarily around Science, however this integrated unit explores lessons across the curriculum including: Language Arts, Visual Art, Music, Drama, and PE. Extensions to Unit: After this unit, students could participate in a Learning Centres unit as a wrap-up and/or extension to their learning about Stars and Planets. Students could extend their Constellation Tableaus and write skits, practice and perform them for another class. Students could also compile a class Constellation Book and create pictures and include good copies of their creative writing. A further exploration of Van Goughs artwork, including brush strokes, color mixing and interpretation would also be a fun extension. Students will continue their Moon Journal and explore constellations in the night sky their findings should be discussed and shared at Calendar Time throughout the rest of the month/year. Differentiated Instruction (Universal Design for Learning UDL): Remedial: Adaptations to lessons will be made for students who experience learning difficulties. There will be an emphasis placed on quality of student work, not quantity. The lessons in this unit were designed with Universal Design for Learning in mind, and are comprised of a mix of individual, whole class, group, and student-centred work which allows students a variety of ways to enhance their learning. Quesntions will be adjusted to foster the different levels of learners. Furthermore, a variety of supports will be put in place and available for students use such as: specialized worksheets, a Learning Resource Teacher, a special quiet working area, flexible grouping, and scaffolding from teacher, and/or other students where appropriate. Aboriginal Learners: This unit includes various connections to Aboriginal ways of knowing. A special guest Elder will provide their expertise on the constellations and links to local aboriginal connections to celestial objects. A focus and special attention to an aboriginal connection will be celebrated throughout this unit. Aboriginal students will be given the option to share their personal connections if they so chose. Enrichment: Gifted students will be provided with open-ended and tiered assignments to foster a desire to delve deeper into the subject area or specific projects. Students may be given a greater choice (eg. represent their finished product in a different way, use different strategies to acquire information, etc). Students may be given the option of working at an accelerated pace. Furthermore, students will be given the choice to act as a peer tutor or resident expert to assist their peers.
C:\Users\Owner\Documents\Space-Moon and Constellations Integrated Unit Plan.doc

Page 3 of 2

Resources: So Thats How the Moon Changes Shape Allan Fowler Moon Song author unknown Stars author unknown Stars and Planets Teachers Guide and Student Resources Pan Canadian Science Place Team Sensationally Simple Science Barbara Ann Novelli Various other resources and ideas taken from Lorraine Brooks School District 73 teacher NASA Kids Space Place Website: http://spaceplace.nasa.gov/menu/space/ Starry Starry Night Painting by Vincent Van Gough Vincent Don McLean Super Teacher Worksheets http://www.superteacherworksheets.com

Overview of Lessons:
Lesson # and Title (time in minutes) PLOs in lesson (a) Instructional Objectives (b) Teaching Strategies Lesson Activities Assessment Strategies Materials (Specific to This Lesson)

C:\Users\Owner\Documents\Space-Moon and Constellations Integrated Unit Plan.doc

Page 4 of 2

#1-2 (Depending when art work is done) What is Space?

S: D1 VA:A5

(a) TSWBAT describe what objects are found in the daytime and nighttime sky -create a self-portrait of themselves to illustrate falling in space b) Song/Dance KWL Direct Teaching Questioning Art Gallery Walk

Song/Dance The teacher and students will listen to Space Jam by Quad City DJs. Students will freestyle dance to the music as they do in some of their DPA activities. KWL Students will fill out the know and wonder sections of a KWL chart about space. The teacher will try to answer wonder questions throughout the unit. Direct Teaching/ Questioning The teacher will explain to students what the solar system is. He/she will read page 4 and 5 of the Stars and Planets textbook then ask students questions about what objects they see in the daytime and nighttime sky. Art Students will create a Falling Back in Space Portrait. First, students will trace their hands facing outwards near the top of their paper. Next, they will trace their feet facing outwards slightly near the bottom of the page. After, students will draw their

Teacher Observation: -Participation in class discussion -Understanding of objects found in daytime or nighttime sky KWL: Complete/Incomp lete -To observe what students know or wonder about space Artwork Rubric: -Complete drawing of falling in space -Complete painting of pictures -Decorations are added to show they are in space -Effort shown in work Each criterion will be marked on a 1-2-3-4 scale (1Not yet meeting expectations, 2Approaching

Stars and Planets Textbook Space Jam by Quad City DJs KWL charts Poster paper Markers Water colour paint/paint brushes Water containers Newspapers to lay across desks while painting Assessment sheet

C:\Users\Owner\Documents\Space-Moon and Constellations Integrated Unit Plan.doc

Page 5 of 2

face slightly above the hands (in the middle) then add a neck, arms, body, and legs. Students will then outline their pictures in markers then paint them with water colours. They will also decorate the rest of the page to look like they are falling in space. The teacher will have a sample to show the class.

expectations, 3Meeting expectations, 4Exceeding expectations)

#3 Sun Movement

S:D1

a) SWBAT: Multimedia/Questioning: -describe how the sun moves in The teacher will show a short the sky NASA video of the Sun. He/she

Understanding of the movement of the sun in the sky

- Stars and Planets Textbook -YouTube Video:

C:\Users\Owner\Documents\Space-Moon and Constellations Integrated Unit Plan.doc

Page 6 of 2

b) Multimedia/Questioning Direct Teaching Group Work Activity Discussion

will ask students if they know what this is a video of then will explain it is the Sun. Direct Teaching: The teacher will read page 6 to 9 of the Stars and Planets textbook. He/she will discuss characteristics of the sun and how it moves in the sky. The teacher will ask students questions about the sun: What would earth be like without the sun? How does the sun help us? Group Work Activity: In groups of 3, students will get two balls, one large and one small. The person with the small ball will hold it to one side, and the person with the larger ball will hold it to the same side behind the smaller ball. After lining the balls up, the person holding the larger ball will slowly step backwards. The other student will observe what happens to the size and appearance of the balls then record the results. Each student will take turns holding the balls and observing to see what happens. Discussion The class will have a brief

Amazing Video: Giant solar flare erupting from Sun surface -Elmo to connect laptop to play video -Large ball (softball) and small ball (table-tennis ball) for each group -Block the View activity directions

C:\Users\Owner\Documents\Space-Moon and Constellations Integrated Unit Plan.doc

Page 7 of 2

#4 Earth Food Model

S-B1

(a) TSWBAT Understand the different layers of the earth and participate in a discussion about the earth (b) Direct Teaching Modeling Diagram

#5 Day and Night

S:B1

a) SWBAT: Demonstrate what causes night and day on Earth b) Interactive Reading Direct Teaching Discussion Group Work/Activity Ticket Out

discussion about their exploration activity. The teacher will help them understand that this is why the sun appears to be smaller than it actually is Nectarine Food Model Have a class discussion about the Earth, ask students how many layers make up the earth. Have students ask questions about the Earth. Dissect the nectarine showing and discussing each layer as you go. Have students draw a diagram or record their findings on paper. Plastecine Model of the Earth Have students make a plastecine model of the Earth (start with a red ball of clay, cover it with yellow, cover that with green and blue, cut in half to show layers) Interactive Reading: The teacher will read What Makes Day and Night by Franklyn M. Branley. Direct Teaching: The teacher will read page 10 and 11 in the textbook to students.

Collection of students findings of the Food Model. Completion of the Plastecine Model.

Collect plastecine Nectarines

-Participation in activity -Demonstrates what causes day and night (rotating the globe and shining the flashlight) Ticket Out:

Stars and Planets Textbook What Makes Day and Night by Franklyn M. Branley 4 sets of activity materials (one globe and one flashlight per group) Assessment sheet with

C:\Users\Owner\Documents\Space-Moon and Constellations Integrated Unit Plan.doc

Page 8 of 2

Discussion: The teacher will discuss with students the orbit of the Earth around the Sun and how the rotation of the Earth causes night and day.

-Understanding of what causes day and night: The Earths spin/rotation causes day and night. When my home faces the Group Work/Activity: Students will work in groups of Sun, it is day, and when my home six to demonstrate their faces away from understanding of the day and night positions of the Earth with the Sun, it is night. the Sun. Groups will use a globe of the Earth and a flashlight as the Sun. Students will rotate the globe and shine the light, showing when it is night and day in particular areas on the globe. The teacher will rotate to each group and ask for them to demonstrate the positions for day and night. Ticket Out: Students will write down what causes day and night. See separate Unit Plan for Centers. Centers will include: 1) Alien Adventure Creative Writing 2) Astronaut Interview 3) Post Card from Outer space 4) Space Foldable 5) Planet Memory 6) Pick a planet and research 7) Explore the Net!
Page 9 of 2

checklist Ticket out sheet

# 6 Centers (For 2 Weeks)

C:\Users\Owner\Documents\Space-Moon and Constellations Integrated Unit Plan.doc

#7 3D Planet Art

S:B1 Art

(a) TSWBAT Create 3D art using the information about the planets learned from the center activities. (b) Hands-on Art Individual Work

#8 What is the Moon Like?

M-A1 M-B2 S-A1 S-B1 LA-C3

(a) TSWBAT Describe characteristics and movements of objects in our solar system. Communicate their observations, experiences, and thinking in a variety of ways. Show scientific interest and curiosity. (b) Questioning Song Read and respond Creative writing Individual work

#9 How does the Moon Move?

S-A1 S-B1 LA-A4

(a) TSWBAT ask questions that foster investigations and explorations, make and share

8) Planet Board Game 3D Planet Art Review with students the technique of creating 3D art. Explain rules and criteria. Direct students in creating a 3D Planet painting. Students will have 3D glasses to help them create their 3D art. Encourage students to use colors and features that involve the planets they explored throughout the centers. Moon Song Teacher will introduce students to the Moon Song Invite students to follow along (lyrics on chart paper) Moon Conversation Teacher will lead students in a discussion about the Moon. Teacher will guide students in reading and highlighting text and answering questions on a worksheet Creative Writing Students will write an imaginative story about how the Moon came to be. Wrap-up Students share their stories with an elbow buddy Story book Teacher will start discussion by asking students if they

Completed 3D Art; Rubric.

3D art example 3D glasses for everyone Paint Paper Paint Brushes

Collection of the reproducible: What Is the Moon Like? Observation on students ideas and language.

Moon song on chart paper Stars and Planets workbook Reproducible: What Is the Moon Like?

Collection of the Moon light experiment

So Thats How the Moon Changes Shape Allan Fowler

C:\Users\Owner\Documents\Space-Moon and Constellations Integrated Unit Plan.doc

Page 10 of 2

60 minutes

LA-A6 LA-A9 LA-B2

connections. Describe, recognize and label the different phases of the moon. (b) Experiment Hands-on Guided instruction

ever notice the Moon worksheet to changing. Ask students check for student what types of shapes they understanding. see. Teacher will read So Thats How the Moon Changes Shape stopping at predetermined spots to discuss Light Experiment Students will each get a Styrofoam ball. Teacher will direct students through experiment, stopping at the half moon, first quarter, new moon and last quarter. Students record their observations and questions. Teacher then guides students through the other 4 phases. Students record their observations and questions. Cut and Paste Moon Phases Teacher will review with students material covered in previous lesson. Discussing the different Moon phases. Students will cut out Moon phases and put them in the correct decreasing pattern. Overview of Calendar Teacher will review the calendar with students. Pointing out the Moon Collection and mark of the Moon Phases Quiz.

Styrofoam balls Moon phase template 120watt bulb Observation worksheet.

#10 Phases of the Moon 60 minutes

S-A1 S-B2 MA-B2

(a) TSWBAT demonstrate an understanding of decreasing patterns. Show an understanding of the different Moon phases. (b)Hands-on manipulatives Quiz Homework preparation

Moon Phases worksheet Scissors Glue Calendar showing phases of the moon Moon Journal Template Moon Quiz

C:\Users\Owner\Documents\Space-Moon and Constellations Integrated Unit Plan.doc

Page 11 of 2

phases. Encouraging them to make observations and ask questions. Introduce Moon Journal Teacher will explain the Moon Journal- students will be taking their Moon Journals home to record their observation of the Moon each night. Moon Quiz Students individually write the Moon Quiz #11 Abstract Moon Art 60 minutes VA-A1 VA-A4 S-B1 (a) TSWBAT experiment with Introduce Abstract Art different materials to create an Teacher guides students abstract piece. Use their through a review of the knowledge on the different Moon phases. Moon phases to create their art. Teacher shows examples of (b) Individual work abstract art. Having students Art comment on the different examples. Teacher explains the art activity. Teacher/students set criteria for the art piece. Moon Phase Abstract Students pick a moon phase and represent using various multi-media: crayon, paint, tear newspaper/tissue, glitter, pastel, etc. Students share with the class their Moon phase. Teacher collects the art to display. Collection of the abstract art pieces. Teacher will mark pieces based on the class made criteria. Examples of abstract art Crayons Paint and brushes Pastels Newspaper Tissue paper Glitter Glue

C:\Users\Owner\Documents\Space-Moon and Constellations Integrated Unit Plan.doc

Page 12 of 2

#12 Moon Review PE 35 minutes

PE-B2 PE-C1 S-B2

(a) TSWBAT use their locomotor movement skills to safely take part in a PE game. Use their knowledge of the Moon phases while playing the game. (b) Physical activity Interactive game

Name the Walls/Warm up With the students help teacher will name the four walls in the gym. Using the different phases for names. Students will help put up pictures as a reminder while playing the game. Teacher will lead students in a warm up. Game Teacher will review the rules of the game: - Each wall is phase of the Moon. - When the teacher yells, Moon jump to the half-moon All students must moon jump to the corresponding wall. - There will be 4 different commands all corresponding to the phases on the wall. - Teacher may also call out other commands such as, blast off students will then have to stop whatever locomotor skill they are doing and squat down then jump up like a rocket. The teacher and students can come up with different commands that relate to space. Students participate in the game. Cool Down Star of the week leads the class in a cool down/stretch.

Teacher will observe students while playing game. Teacher will look to see if students are going to the correct wall. Students will give themselves a selfassessment effort mark out of 4.

Large pictures showing the phases of the moon Tape

C:\Users\Owner\Documents\Space-Moon and Constellations Integrated Unit Plan.doc

Page 13 of 2

#13 What Are Constellations? 45 minutes

M-A1 M-A2 LA-B2 S-A1 S-B2

(a) TSWBAT sing a simple melody, and demonstrate comprehension by answering most questions correctly. (b) Song Read & Respond Partner Work Preparation Homework

#14 Aboriginal Celestial Story Time 90 minutes

S-A1 S-B2 S-B3 LA-A4 LA-A6

(a) TSWBAT ask questions that foster investigations and explorations, make and share connections, and begin to create an imaginative piece of writing following patterns modeled from literature. (b) Guest Speaker Storytelling Questioning Individual Work

Star Songs Teacher will ask students to recall songs about stars, and introduce and teach students a new Star Song. Pictures in the Sky Teacher will guide students in reading and highlighting text and answering questions on a worksheet. Constellation Creation Students will draw 20 star dots, switch their paper with a partner, and create and name their constellation. Preparation Homework Tell students about guest speaker tomorrow and discuss examples of appropriate questions they might want to ask the Elder. Students will write out questions, and finish their questions for homework. Introduction Discuss appropriate behaviour and expectations for guest speaker. Special Helper of the day will get to introduce the guest speaker. Elder Speaker & Story Time Students will listen to the Elder tell stories about the aboriginal peoples connection to and

Teacher mark of completeness and understanding of worksheet.

Song lyrics Pictures in the Sky worksheet Highlighters Blank paper Pencils

Teacher observation of student behaviour and participation during Elder visit

Guest speaker Prepared questions Paper Pencils

C:\Users\Owner\Documents\Space-Moon and Constellations Integrated Unit Plan.doc

Page 14 of 2

#15 Star Finder Origami 60 minutes

S-A1 S-B2

significance of celestial objects. Questioning Students will ask questions they have prepared. Creative Writing Using their constellation from yesterday, students will begin to write a story about how their constellation came to be. Students will take inspiration for the Elders stories. Wrap Up Students will share their story ideas with their elbow partner and hand in their work. (a) TSWBAT assemble an Origami Star Finder origami star finder, select a Teacher will show example of constellation, and prepare a can Origami Star Finder and star finder. provide information on seasonal (b) Guided Instruction constellations. Hands-on Manipulatives Teacher will provide a step-bystep guided lesson on folding an Ticket Out origami star finder. Partner Exploration Students will play the origami (fortune teller) game to select a seasonal constellation. Can Star Finders Students will use the constellation chosen for them during the origami game, and prepare a Can Star Finder by poking holes in paper to represent their constellation for tomorrows activity.

Ticket out name of constellation and self assessment on origami skills

Example of origami star finder. Star Finder printout according to month Cardstock paper Nails or push pins Cans Elastic bands Tape Ticket Out

C:\Users\Owner\Documents\Space-Moon and Constellations Integrated Unit Plan.doc

Page 15 of 2

#16 Constellation Projectors 50 minutes

S-A1 S-B2 LA-C3 LA-C6

#17 Starry Starry Night 1 90 minutes

VA-A4 VA-B2 VA-C1

Ticket Out Students will clean up supplies and complete a Ticket Out students will name their constellation and write a brief assessment of their origami skills. Instruct students to try to find their constellation in the sky tonight. (a) TSWBAT produce a light Can Star Finders reflection of their constellation Teacher will review the on the ceiling, compare seasonal constellations and constellations in seasonal skies, demonstrate how to use their and revise their writing to Can Star Finders. enhance writing traits. Students will take turns using (b) Hands-on Manipulatives their Can Star Finders to reflect Individual Work/Partner their constellation on the Work/Conferencing ceiling. Creative Writing Students will be given time to revise their writing by adding details, editing for sentence structure, spelling, etc. Partner Review Students will exchange their writing with a partner for further review and editing. Students will hand in their writing draft for teacher review. (a) TSWBAT describe the Introduce Van Goughs Starry specific techniques Van Gough Starry Night & Vincent Poem used in his art work, and Teacher will show painting and experiment with the process to read the poem to students. create a particular effect. Exploration and Questioning

Teacher observation of students demonstration of skill using their star finder

Star Finders from previous day Creative writing draft Pencils Flashlights

Teacher observation of student involvement and effort

Van Goughs Starry Starry Night painting and other examples of his work Vincent poem

C:\Users\Owner\Documents\Space-Moon and Constellations Integrated Unit Plan.doc

Page 16 of 2

(b) Direct Teaching Discussion & Questioning Skill Development & Practice Art

#18 Starry Starry Night 2 60 minutes

VA-A4 VA-B2 VA-C1 LA-C3 LA-C6

(a) TSWBAT create an authentic piece of artwork using Van Goughs techniques, and review and revise their creative writing. (b) Art Individual Work/Partner Work/Conferencing

Teacher will guide the students in exploration and questioning of the painting, techniques, mood of the poem, etc. Assignment Teacher will introduce Crayon Resist Activity and show example. Teacher will model how to use crayons to achieve the look of Van Goughs brush strokes. Practice Time Students will use a scrap piece of paper to practice the crayon strokes, trying to mimic Van Goughs technique. Pencil Sketch Teacher will show example of a pencil sketch of Starry Starry Night and ask students to begin sketching their own version of the painting in preparation for tomorrows lesson. Clean up. Starry Starry Night Show completed Crayon Resist Starry Starry Night and introduce next steps of art project: crayon markings and black paint. Students will finish their sketch, do crayon drawing, and paint. Finished projects will be hung to dry. Students will clean up their

Crayons Practice paper Pencils Cardstock

Written comments on finished art product

Example Sketch from previous day Paint and brushes Creative writing draft Pencils Crayons

C:\Users\Owner\Documents\Space-Moon and Constellations Integrated Unit Plan.doc

Page 17 of 2

#19 Space Authors Chair 60 minutes

LA-A4 LA-A6

(a) TSWBAT interact effectively with others, taking turns as the speaker and the listener, and express their response to a piece of work by providing a vote and constructive feedback. (b) Authors Chair Response Card

#20

D-A1

(a) TSWBAT engage actively

work station. Final Writing Revisions Students will make final revisions of their creative writing, and take it to complete for homework if they are not done. Teacher will introduce Authors Chair lesson tomorrow and tell students they can practice reading their stories outloud. Story Time Teacher will review expectations of students during presentations (listening, protocol for applause, etc) and hand out Voting Response Cards. Names will be drawn for order of presentations, and students will each read their story to the class. Teacher will make anecdotal written comments as each student presents their work. Anonymous Vote During the reading, students will choose their 2 favourite stories and write a brief reason why they chose each story. Wrap-Up Teacher will explain next days drama assignment and reveal what the votes will be used for. Introduction to Tableaux

Written comments on students written work Peer assessments of students work in the form of their feedback and vote on Response Card for the teachers eyes only.

Special chair Creative Writing pieces Voting ballots/Response Cards Pencils

Checklist of

Copies of 4 stories

C:\Users\Owner\Documents\Space-Moon and Constellations Integrated Unit Plan.doc

Page 18 of 2

Constellation Tableaux 60 minutes

D-D1

in dramatic tableau presentations, and use their imagination to create an effective tableau of their Constellation Story. (b) Direct Teaching Group Work Drama - Tableau

presentation and Teacher will explain components of tableaux and use Tableau elements volunteers to model a Tableaux performance. Reveal the 4 chosen Constellation Stories for performance. Explain variation of Tableaux using a narrator to tell the story. Assign students into 4 groups. Group Work & Practice Students will choose narrator and tableaux actors. Divide story into 3 parts: beginning, middle and end. Create and practice 3 freeze scenes. Performances Audience: class lights out, use overhead with coloured cellophane as spotlight, audience heads down and eyes closed, look up when light clicks on or when group leader snaps fingers. Presenters: narrator to give name of title, read narration and to snap when actors are in place and frozen, quiet during tableau scene changes, turn BTA back to audience if an actor is not in the scene/tableau. Wrap-Up Teacher will commend students on participation and a job well
Page 19 of 2

Overhead projector with colored cellophane. Pick-a-Person popsicle sticks to draw names.

C:\Users\Owner\Documents\Space-Moon and Constellations Integrated Unit Plan.doc

done.

C:\Users\Owner\Documents\Space-Moon and Constellations Integrated Unit Plan.doc

Page 20 of 2

You might also like