South Carolina Assessment Program

Task Details

Objects in Motion Science Dances (Dance and Science Integration Unit)

In this unit, students will practice solving a science problem by choreographing and performing a dance to communicate energy and motion science vocabulary words. Students will learn how to

  • create a 2-phrase duet with a beginning, middle, and end;
  • demonstrate understanding of science vocabulary words using movement;
  • apply science vocabulary words to their lives; and
  • perform their science dances for the class

This unit is written using content related to energy and motion standards for 4th grade; however, it is adaptable to a variety of science topics and grade levels. By substituting other science vocabulary words, this unit can be used multiple times with the same group of students. By tailoring the standards to other science topics, this unit is appropriate for 3rd through 6th grade students.

This unit was created in collaboration with Safari Montage and Arts Grow SC. Every public school teacher in South Carolina has access to Safari Montage through their school district. To view the full unit and resources, log into your Safari Montage account and search for the "Objects in Motion Science Dances" lesson.


Content Area, Artistic Process, & Anchor Standard

Arts Integration
Artistic Process Connecting
Anchor Standard N/A Knowledge of arts processes and curriculum standards
Dance
Artistic Process Creating
Anchor Standard 1 I can use movement exploration to discover and create artistic ideas and works.
Artistic Process Performing
Anchor Standard 3 I can perform movements using the dance elements.

Targeted Grade Level(s)

  • Upper Elementary
  • Middle School

Documents

Classroom Piloting Status

  • Piloted

Supplemental Materials

  • No prompts

Rubric and Sample Student Work

PLANNING PAGE CHECKLIST
Proficiency Level Description Sample Student Work Justification
Explanation of Planning Page Checklist

Use the Planning Page Checklist to determine if students have completed their choreography. Students who have not completed the planning page may not be ready to perform their science dances. Checkmark the criteria completed correctly, and do not provide partial credit.

Word Bank

  • The students chose two (2) science vocabulary words.

Beginning Section

  • The students circled either “shape” or “entrance.”
  • The students chose how many dancers would begin on stage.
  • The students annotated their shape or entrance using words and/or illustrations.

Middle Section

  • The students annotated the first 8-count phrase using words and/or illustrations.
  • The students annotated the second 8-count phrase using words and/or illustrations.

End Section

  • The students circled either “shape” or “exit.”
  • The students chose how many dancers would end on stage.
  • The students annotated their shape or exit using words and/or illustrations.
 Highly Detailed Planning Page Sample

Mostly Completed Planning Page Sample

Partially Completed Planning Page Sample

 Highly Detailed Planning Page
Science Vocabulary: Push/Pull
The students clearly indicated their beginning and ending positions. They annotated a variety of movements for both middle sections, and they included counts for their movements so that each middle section included 8 beats. Although not required, the students annotated their movements through both words and illustrations.

Mostly Completed Planning Page
Science Vocabulary: Push/Speed
The students annotated the beginning and ending of their dance, but they did not clearly indicate how many dancers would be on stage. They annotated specific movements for phrase 2. However, the illustrated annotation of phrase 1 did not indicate the movements they planned to perform.

Partially Completed Planning Page
Science Vocabulary: Push/ Speed
The students indicated their choice of vocabulary words in the middle section of the page, but the beginning and ending positions were unclear. For both phrases, their annotations were unclear and included a limited variety of movements.
SCIENCE VOCABULARY WORKSHEET CHECKLIST
Proficiency Level Description Sample Student Work Justification
Explanation of Science Vocabulary Worksheet Checklist

Use the Science Vocabulary Worksheet Checklist to determine if students understand energy and motion vocabulary words. Checkmark all criteria completed correctly, and do not provide partial credit. For each vocabulary word, rate the following:

  • The student wrote the scientific definition.
  • The student wrote a sentence connecting the vocabulary word to their own life.
  • The student drew an illustration of the vocabulary word.
 High Level Example

Middle Lecel Example

Low Level Example

 High Level Example
Science Vocabulary: Force
The student wrote the scientific definition from the classroom textbook. The sentences used the vocabulary words correctly and applied them to real-life experiences. The illustration for energy showed a figure running, and the illustration for force showed a person being pushed over by the wind.

Middle Level Example
Science Vocabulary: Force
The student wrote the correct scientific definition. The meaning of the student’s definition was clear despite writing errors. The student’s illustration indicated that the joystick on a video game controller could be pushed or pulled. The student did not include a sentence with a real-life example.
Note: The checklist does not include handwriting, spelling, or grammar as part of its criteria. Students should be encouraged to use appropriate writing mechanics; however, these errors should not lower their ratings so long as the science content is clear.

Low Level Example
Science Vocabulary: Speed
The student’s definition was accurate. Neither the sentence nor the illustration indicated that the student knew how the vocabulary word applied to a real-life situation.
PERFORMING A SCIENCE DANCE
Proficiency Level Description Sample Student Work Justification
Exemplary

The student always does the following:

  • Clearly communicates both science vocabulary words throughout the entire dance.
  • Performs a variety of movement qualities, locomotor movements, and nonlocomotor movements with intention.
  • Accurately performs the choreography annotated on the Planning Page.

 

 Sample 1

Sample 1
Science Vocabulary: Push/Pull
The students clearly communicated the science vocabulary words push and pull, and their movements accurately matched their planning page. They performed a variety of locomotor movements (e.g., spinning together and exiting by running to opposite sides of the performance area) and some non-locomotor movement (e.g., pushing against the floor and against one another).
Proficient

The student mostly does the following:

  • Communicates both science vocabulary words throughout the dance.
  • Performs movement qualities, locomotor movements, and non-locomotor movements with intention.
  • Performs the choreography annotated on the Planning Page.

 

 Sample 1

Sample 2

Sample 1
Science Vocabulary: Push/Pull
The students mostly communicated the science vocabulary words push and pull using a wide variety of movement qualities, locomotor movements, and non-locomotor movements. In phrase 1, they demonstrated push individually through arm and leg movements and then together as one student pushed the other into a back walkover. Phrase 2 did not fully demonstrate pull. The girls briefly pull their hands and legs backward, but their intention is not clear in the rest of the phrase. The performance matched their annotated choreography.

Sample 2
Science Vocabulary: Push/Speed
Although their movements lacked variety, the students demonstrated push and speed throughout the performance. The students pushed against one another in phrase 1, and they showed changes in speed in phrase 2. The students clearly demonstrated both vocabulary words, and their planning page matched the performance.
Approaching Proficient

The student sometimes does the following:

  • Sometimes communicates the science vocabulary words.
  • Performs some movement qualities, locomotor movements, and non-locomotor movements.
  • Performs some choreography annotated on the Planning Page.

 

 Sample 1

Sample 1
Science Vocabulary: Push/Speed
The students sometimes communicated their chosen vocabulary words. The first movements in phrase 1 demonstrated push (e.g., bumping hips and pushing against the floor). The students did not clearly demonstrate changes in speed in phrase 2. The annotations from the planning page match parts of the performance.
Emerging

The student rarely does the following:

  • Rarely communicates the science vocabulary words.
  • Performs few movement qualities, locomotor movements, and non-locomotor movements.
  • Performs little choreography annotated on the Planning Page.

 

 SCAAP does not display videos of students rated at the Emerging proficiency level. The following is a written description of the performance with a copy of the planning page.

Sample 1
Science Vocabulary: Push/Speed
The students’ movements rarely communicated the vocabulary word push but did show some changes in speed as they moved faster while kicking their feet. The students performed some locomotor movements (e.g., running and twirling) and few non-locomotor movements. Many of the movements they performed were not annotated on the planning page, and vice versa.
Needs Major Support

The dance is off-topic, incomplete, or does not adequately address the task.

 SCAAP does not display videos of students rated at the Needs Major Support proficiency level. The following is a written description of the performance with a copy of the planning page.

Sample 1
Science Vocabulary: Position/Push
The group of students did not communicate an understanding of their chosen vocabulary words. Push was shown only once when they pushed their hands together, and they did not move around the performance area to demonstrate position. Their movements were often unclear and did not match the planning page. The choreography included very few locomotor and non-locomotor movements.