Third grade students will dance about six simple machines: incline plane, wedge, wheel and axle, lever, screw and pulley. They will also choreograph dances that contain all six simple machines.
The student will identify and demonstrate movement elements (time, space, energy and motion) in performing dance.
The student will improvise, create, perform, and respond to movement solutions in the art form of dance.
c. Investigate how forces applied through
simple machines affect the direction and/or
amount of resulting force.
Third grade students will understanding examples of simple machines and how they function, through dance improvisation and choreographic experiences.
Teach a simple folk dance (it is not traditional – I made it up) that includes movement that represents each of the following simple machines:
Dance the above movements in the following order to “Rakes of Mallow” – Rhythmically Moving 2, Phyllis Weikart.
Start in an open circle, facing line of dance (CCW). (Dance it without explaining the simple machines. That will come later).
Have the students walk through the space to the beat of the music or to the drum. Then start this pattern:
When the students are making the shapes with their partners, give them the following objectives to create: (Try each objective about 3-4 times with variations of the same idea before moving on to the next objective).
Incline Plane / Wedge / Wheel and axel / Lever / Screw / Pulley
As they start creating the shapes, they will need more information about the simple machines. Define and give examples for each. (Resource: http://quizlet.com/3067101/simple-machines-examples-definitionsflash-cards/).
|INCLINE PLANE||A sloped surface||Wheelchair ramp, playground slide, sloped road|
|WEDGE||Two sloped sides positioned back to back||Knife, ax, fork, nail, doorstop|
|WHEEL & AXLE||Wheel with a rod attached to the center of it||Doorknob, eggbeater, bicycle wheel, steering wheel|
|LEVER||Bar that moves on a fulcrum||Crowbar, broom, hammer, shovel, bottle opener|
|SCREW||Inclined plane that is wrapped around a center rod||Swivel chairs, base of jar lid, light bulb base|
|PULLEY||Wheel with a rope around it for lifting things||Flagpole, elevator, window blinds, crane|
Now tell the students they need to get a big job done and they need simple machines to help them accomplish the task. Have them get into small groups of about 4-5 students and create a dance using simple machines. All 6 machines must be used at least one time in each dance. Remind the students that their bodies create the machines (don’t have them pantomime using the machine). The kids can either create the machines as group shapes or movements, individual shapes or movements, or a mixture of both.
Each group will be assigned to accomplish a different task. Let them choose from the following list:
Give an example of how this can be done. The more creative the better! You can try this first example with the whole class.
Your teacher gave you too much homework this weekend and you are overwhelmed.
You decide to create a homework machine!
First the worksheet goes through a slot that sends it down the incline plane into a basket.
A pulley then pulls the basket up to your dad’s desk.
Then a wheel and axle moves the paper into a special “homework helper machine”.
Screws covered in ink wind and turn to place all the correct answers on the paper.
When the answers are complete, a lever pops the paper out of the window and the wind blows the paper into your bedroom.
Then a wedge trims the he paper to perfection and your homework is complete!
Have each group perform their dance for the rest of the class.
Dance the folk dance again. This time explain which movement goes with which simple machine.
Review all 6 simple machines, their definitions and examples of each as you dance the folk dance.