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Susan, Chantelle, Karla, Chantry, Tammy, Kirsten, and Barbara Leigh

Lesson Title:

The Scientific Method

Grade Level

Grade 7

Global Objective (I.R.P.)

Music IRP:

·        Apply skills and attitudes appropriate to a variety of roles, demonstrating: audience and performance etiquette, performance skills, respect for other’s contributions.

·        create music for a given purpose (mime events & discuss role of music)

·        apply knowledge of form and principles of design to create compositions

Drama IRP:

Express ideas and emotions using verbal and non-verbal communication.  Demonstrate the ability to collaborate when combining ideas in dramatic work.

Specific Objective(s): 

·        To review The Scientific Method and prepare a performance for the Science Fair

·        To create a musical play i.e. interpret each verse of the song through role play or any other form of dramatic expression; groups may incorporate elements of movement, costumes, and sets to reflect the thoughts, images, and feelings evoked by a song

Materials: 

CD with “The Scientific Method” song, stereo, small props for skits, paper, felts, percussion instruments.  (additional materials will be needed when the class brainstorms about the type of activities they would like to represent during the performance, ex. Dry ice, short experiments, construction giant props like pencils)

Lesson Implementation:

Hook:  Reviewing the scientific method that was learned in science class.  Discussing the presentation for the “act” before the science fair.

Procedure:

·        Review of previous lesson in science class

·        Integration of music, drama, and science

·        Review of song that was introduced at beginning of the unit

·        Song will help students remember the scientific method

·        Remind students how the tune changes, helps students with the tune

·        Explain the scientific methods, things scientists do when they are researching

·        Brainstorm with students about the types of action they can perform to demonstrate the method

·        Visits groups of students to make sure they are on task and to share ideas, giving suggestions and prompting the students to think about their choices

·        Teacher goes over song for individual verses and groups so that during the performance each group know when they are to be performing

Conclusion:

·        Debriefs with students after the initial run through to talk about how things can change or improve (ex.  Sound of drum takes away from original music), think about ways to change this.

·        Discusses how this performance will be rehearsed next class.

Assessment / Evaluation: 

·        Checks on groups to assess the content of what they are doing, any questions or problems. How they are working together.

·        Looked for things to change and advised students on other ideas and possible problems.

Potential Problems:

·        music CD should be set up so that can immediately go from discussion to song - minimize chance for students to get restless. (Barb did, but something to watch for).

·        as splitting up groups, students are put to the “side” in their groups while everything else is sorted out - possibility they could be goofing around and causing a distraction while sorting is occurring.

·        students could become confused about order of events – maybe a schedule or plan could be put on board for reference while planning.

·        need to be clear about what props are available for use, where they can be found, etc. Although students may bring their own props from home or obtain them other than school so defining props may not be necessary.

·        with younger students, may be a danger that groups end up choosing same thing. Although it might be interesting to see different interpretations.

·        what do you do with students who refuses, is very uncomfortable with group work? One needs to talk to these individual students separately so that they can share what they are uncomfortable about before a teacher makes a decision. What can they do?  You can ask them to tell you what they can do for the success of the production. Students must know that they need to be part of the production. With older students, you can ask them what they want to do and then they are more apt to following through with it.

Strengths

·        directly ties into science fair.

·        scientific method song good introductory hook.

·        good that teacher quickly going around and checking on groups so that can ensure they are on task, help out if getting stuck, also determine that not everyone is picking the same thing.

·        great opportunity for students to be creative, think out ideas in a group setting, and work cooperatively.

·        allows students to join in parts of the activity that they are comfortable with but deal with them, and works efficiently, if they won’t be active enough to pick what want to do by quickly assigning parts.

·        at end, explained and emphasized most important part of performance.

·        well planned out, good pacing/timing.

·        presenter at ease with content.

·        variety of student work provided.

·        good integration of curriculum i.e., science, drama, and music.

Justify why you chose this particular lesson to meet your objectives.

This lesson allows the students to meet the objectives of Science, Music, and Drama at the same time. i.e. to review the scientific method, to learn a specific melody, to allow students to become comfortable performing in front of an audience and to end the unit of the study of experimentation. The purpose of this activity was to create an opening activity for the Science Fair. A dramatic musical is a very creative way to allow students to show what they know about science beyond their science projects. The music aids the performance and creates a form for the students.