Developed by Teresa Love, K-6 Drama specialist BYU, and Matthew Love, 5th grade classroom teacher, Entheos Academy, Magna, Utah.
(Utah Core Science) # 5: Students will understand that traits are passed from the parent organisms to their offspring, and that sometimes the offspring may possess variations of these traits that may help or hinder survival in a given environment
Lesson is integrated so as to also address the following standards:
TH:Cr2.1.5, TH:Cr3.1.5 TH:Pr6.1.5
RI 5.1, 5.4, SL 5.1, 5.2, L5.4
Four or five 30-45 min. sessions (Session 1:Steps 1-2, Session 2:Steps 3-4, Session 3: Steps 5-7, 8-9, Optional 45 min Session: Step 10.)
Students will correctly use scientific vocabulary associated with the subject of heredity, and use the vocabulary in meaningful ways.
White Board Race, Listening to Illustrate, Machine, Museum Tour (Tableau) with Teacher-in Role, Building a Story with Vocabulary
Team points are accrued throughout the entire activity. See Assessment Scheme at the end of this lesson. Also S= Student(s); T=Teacher
Include all the readings from the menu at the left of the page.
Note: Any good reading on Traits/Heredity and an associated vocabulary list can be used.
Students should have a knowledge of and success at performing the theatre game “Machine.” If students are unfamiliar with this exercise, introduce it a few days before and let them play the game a few times successfully prior to this lesson.
Most S can grasp Tableau work easily. However, T may want to use tableau technique previous to this lesson. Here is a description http://www.theteachertoolkit.com/index.php/tool/tableau
After the T reading, pass out the text (or if digital, give students access to the text); encourage S to use the information in the text to make their group pictures richer with many and various examples, with labels included. Once students are satisfied their artwork sufficiently illustrates and explains their assigned reading, T assesses and awards points. (We did this as a team while S were at recess.)
It would be good if the T and class collaborate on many different examples of what could be a part of this machine before asking the class to make this machine. A few non-examples will be useful also. However, anything that is used during the example phase may not be used again in the machines the class creates. But if the example of life cycle is “Egg, tadpole, frog” with appropriate motions, it’s perfectly acceptable for someone else to use “baby, kid, teen, adult.”
Let S begin to make machines, with one person beginning, and other students adding on about every five seconds. T side-coaches, encouraging students to engage in the machine, “freezing” the machine occasionally to point out good work, or work which needs improvement. T can also identify when work is being repeated or unclear. Be sure to call performers out if their work is not specific enough to communicate their understanding of the vocabulary. Praise those who exhibit both clearness and creativity in their work. T awards points as seems appropriate for S who show original thinking or fine execution.
Occasionally award participation points for those who are shy or for whom this sort of work is especially challenging. Points are awarded to S individually, but tallied for their own team totals.
Task S with creating a frozen picture (tableau) with their group that demonstrates the main ideas in the reading. The each group creates the tableau as if it is an exhibit in a museum. One S from each group will be a Museum Director, who is tasked to give a tour to the new docent (Classroom teacher in-role). The Docent asks questions, points out things he/she notices that help make meaning for the rest of the class (who observe as audience), each time he tours an “exhibit.” Note: Every time a Museum Director (or if the exhibit itself has a talking component) uses one of the vocabulary terms correctly, points can be added to the running team scores. Remind the class that rattling off a list of words is not using vocabulary in a meaningful way.
Continue until all exhibits have been “toured.” At any point, if the observing S are not exhibiting appropriate audience manners, T may take away a point. Good audience behavior can be rewarded.
Same rules as before. T can decide if the list of terms should be viewable or not. T can also decide if spelling counts. (You might try 3 points for spelled correctly.) You may want to try the opposite more challenging way to play: T says the vocabulary word, students write short answer.
If reward has been promised to the winning team, award it.
Assessment Scheme (Much of this can be tracked by points S earn/don’t earn.) Note: T can set rubrics or checklists for any of these steps with or without help from S. Rubrics would be individualized for the particular classroom of S and for T’s chosen emphasis on associated standards noted at the beginning of this lesson.
1.-2.Note incorrect answers. Give points for correct answers.
5.-6. Effective group work during rehearsal (usually just attached to classroom rules), number of vocabulary words used meaningfully during the “tour,” clearness of concepts in the exhibits, behavior as an audience.