Angles and Lines
November 20, 2019
Animal Homes Lesson Plan
November 20, 2019

Angles Through Movement Lesson Plan

Author: Tina Misaka

Year: 2015

Artform: Dance

Subjects: Math

Grade: 3rd and 4th

Duration: 45 minutes

Overview: Using elastic or stretchy strips of fabric, students will identify, move and create a dance of types of angles, midpoint, line segments, rays and types of lines.

Standards and Objectives

STANDARD 1:
Body awareness

Standard 2:
Investigating - The student identifies and demonstrates the dance elements of time, space, and energy.

Standard 3:
Creating - The student understands and demonstrates choreographic principles and processes in the art form of dance.

Standard 4:
Contextualizing
Geometry 4.G.A:
Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
  • Students will be able to execute the basic locomotor steps of dance and make angular shapes with their bodies and partners.
  • Students will be able to identify the different types of angles and their parts.


TEACHING AND TIMELINE

INTRODUCTION

Review basic vocabulary of basic geometry concepts of line segments, rays, lines, parallel lines, perpendicular lines, and midpoint. Show pictures of vocabulary in real-world situations

DEMONSTRATION

Warm-up - Create a body part warm up using patterns (repeatable) moving the joints in different types of angles - i.e. move your arms from straight to right angle, can you do the same with your legs? torso?

Investigating-

Introduce the stretchy strips - Be sure you give them procedure rules of how to work with them, such as do not wrap the strip around your neck.

Explore the different parts of angles and lines, working in partners with one strip.

Line segments - Working with a partner have one partner make a stationary shape and the other partner skip, slide or jump away.

Angles - explore right angles, acute, obtuse, straight angles, transverse (point out how to tell if the angle is transverse) by making shapes with the elastic strip. Encourage the students to change levels, make different degrees of angle, make them small and large, they can even make many angles of the same kind in one shape. Ask the students to involve their body in interesting ways as part of the angle.

After exploration... assess their knowledge by randomly calling out a type of angle and see if they can make it. Between call-outs have students skip to a new place.

WORK PERIOD

Creating-

Create an angle dance.

  1. Partners must show 2 examples of 3 types of angles - right angles, acute, obtuse, straight angles or transverse
  2. Partners must have a locomotor step (skip, slide, jump, leap, hop, gallop) separating each type of angle
  3. Have a clear beginning shape and ending shape.

Example of dance: Beginning overlapping shape - skip to a place - make 2 acute angles together - slide to another place and make a right angle- Jump to a 3rd place and make a straight angle , freeze in an ending shape.

CLOSURE/SUMMARY

Perceive and Reflect -

Divide the class into groups - have each group perform for each other. Use various music to accompany each dance.

After watching each group, perceive and reflect about what they saw. What did they like about the dance? Was everyone focused and involved in the dance? What angles did you see in their dance? What locomotor steps did you see in their dance? How did the music effect the dance? How could they make it better?

Students will use dance and their math/geometry curriculum to enhance their learning about lines and angles. Information and Research will be at the classroom teachers discretion
Where are examples of lines, segments and rays, parallel and perpendicular lines and midpoints found in the real-world?
Teachers may accommodate and adapt by modifying the content (what is being taught), the process (how it is taught) and the product (how students demonstrate their learning), to meet all student needs.
  • Point
  • line
  • line segment
  • ray
  • parallel lines
  • perpendicular lines
  • intersecting lines
  • midpoint
  • angle
  • vertex
  • degree
  • protractor
  • acute
  • right
  • obtuse
  • congruent
Pre-Assessment - Formative and performance Assessment - students will do a peer-peer Perceive and reflect after watching each other compositions.
This lesson plan could be extended by working in larger groups, with multiple stretchy strips creating an abstract art shape and relating it to visual art artists such as Piet Mondrain.

SUPPLIES, EQUIPMENT AND RESOURCES

  • CD/iPod/music source
  • Variety of music suggested
  • Drum for signaling
  • Chart of vocabulary words.
  • Pictures of vocabulary real-world situations.
  • 3-4 yard elastic/tricot strips, enough for half your class