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NGSS-designed, project-based curriculum for 6th, 7th, and 8th grade. Funded by George Lucas Educational Foundation, SCALE developed the Learning Through Performance curriculum as a way to help 6th, 7th, and 8th grade teachers envision what year-long, NGSS-designedaligned curriculum might look like. Our curricular design embraces the strengths of project-based learning as an effective instructional model, and incorporates rigorous curriculum-embedded performance assessments to provide students with metacognitive access to their own learning. Each unit in this curriculum has a unit essential question closely aligned to the larger course essential question stated above, and the content standards. This enables students to see the connections between each unit and overall focus of the course, and to understand that math and science are an integral part of everyday life. All the units: are project-based include instructionally embedded assessmentsIn addition to our four instructional units, there is a unit devoted to groupwork to help teachers establish classroom norms and expectations around effective collaborative work. The individual 6th grade curriculum files are provided below for your access. You can also access the full curriculum for the 6th, 7th, and 8th grade on Sprocket, a free online portal hosted by Lucas Education Research. Students will: Research and gather information about systems and functions of the human body. Explore creative movement.Examine the relationship between creative movement and the human body.Choreograph a series of dance phrases representing systems and functions of the human boy. Perform a choreographed dance for an audience. Standards AlignmentNational Core Arts StandardsNational Core Arts StandardsA:Cr1.1.6b Explore various movement vocabularies to transfer ideas into choreography. DA:Cr1.1.7b Explore various movement vocabularies to express an artistic intent in choreography. Explain and discuss the choices made using genre-specific dance terminology.DA:Cr1.1.8b Identify and select personal preferences to create an original dance study or dance. Use genre-specific dance terminology to articulate and justify choices made in movement development to communicate intent.Common Core State StandardsCommon Core State StandardsELA-LITERACY.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.ELA-LITERACY.RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each mediums portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).ELA-LITERACY.RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.Next Generation Science StandardsNext Generation Science StandardsMS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.Recommended Student MaterialsEditable Documents: Before sharing these resources with students, you must first save them to your Google account by opening them, and selecting Make a copy from the File menu. Check out Sharing Tips or Instructional Benefits when implementing Google Docs and Google Slides with students.Capture Sheet: Systems of the Body DanceVideosArt in Motion with Kylie MurrayWebsitesHuman Body InteractiveDo You Wanna Dance? Teacher BackgroundTeachers should be familiar with systems and functions of the human body. Review Human Body Interactive and Do You Wanna Dance? article prior to implementing the lesson. Student Prerequisites Students should be familiar with the human body and some body movements. Accessibility NotesModify and adapt movements as needed. Allow extra time and space for dance movements. Dramatically act out body functions: breathing, heart thumping, flexing muscles, etc. Ask students: What do you know about the systems and functions of the human body? Have students explore the Human Body Interactive. Students can select different systems of the body and explore their functions. Have a follow-up discussion with students. What are the five major systems of the body? How can systems and functions of the body be expressed through movement and dramatic play? Build Watch the Teaching Artists Present video, Art in Motion with Kylie Murray. Have students discover how observational skills support the creation of new movements. Ask students: How can we use observation to choreograph dance phrases related to systems and functions of the human body? Have students perform mirror actions in pairs. Have partners face one another, with one as leader and one as follower. Give them one action word at a time. The leader does the action while the follower attempts to move like the leaders mirror image. Alternate who leads as you go through the word list (including words such as: beat, inhale, push, connect, float, digest, flow, churn, etc.) Allow time for partners to discuss afterwards. Have students perform complementary actions in pairs. While partners are still facing each other, repeat the word list (or use new words suggested by the group). This time the leader moves freely as the responder attempts to move in complementary fashion. Example: the leader chews at a high level, and the responder does a similar action at low level. Discuss the activity after each partner has had a chance to lead and respond. Divide students into small groups and designate the group a major system of the body: circulatory, respiratory, nervous, muscular, skeletal, and digestive organs. Distribute the Capture Sheet: Systems of the Body Dance. In the first column students will research and gather information about their designated systems function and parts, such as blood vessels, lungs, muscle fibers, nerve cells, and stomach. Brainstorm movements related to the functions of a system. Students should consider the five elements of dance from the article, Do You Wanna Dance? For example, breathing energy or time (rhythm), circulation and space (pathways), beat, inhale, push, connect, float, churn, etc. Encourage students to move through the general space, using the given words as the movement stimulus. Have them freeze between movements, and call attention to the interesting or unusual or evocative shapes they form as they remain frozen. Apply Choreograph a simple dance that expresses information about how an organ or a major system functions. Review the following guidelines: Each performance must have a beginning, middle, and end; the beginning gets our attention, the middle is the movement content, and the end lets us know you are finished. Only the body can be used; neither props nor vocal sound effects can be used. Give students ground rules for working on choreography within their groups:- Assign roles to each group member: choreographer, music technician, and dancers. Group members can have more than one role. - Use your time wisely. Collaborate and problem solve efficiently.- Be safe and aware of your surroundings. Allow time for students to choreograph their dances. Facilitate through the groups to provide feedback. Ask the groups: What part of the system can you demonstrate? How will you express parts of the system through movement? Which systems, organs, or parts have the most movement possibilities? The most interesting shapes? Reflect Have each group perform for the class or an audience. Ask the audience to interpret the movements or guest the system or functions of the body. Adaptation Jen Westmoreland Bouchard Editor Updated
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