Lesson Overview:

In this lesson, students will utilize their knowledge of basic physical science concepts to create movement patterns that simulate the movement of atoms and molecules. They will formulate and answer questions about how movement choices communicate abstract ideas in dance and demonstrate an understanding of how personal experience influences the interpretation of a dance.

Length of Lesson:

Four 45-minute class periods

Instructional Objectives:

Students will:

• utilize their knowledge of basic physical science concepts to create movement patterns that simulate the movement of atoms and molecules.
• formulate and answer questions about how movement choices communicate abstract ideas in dance.
• demonstrate understanding of how personal experience influences the interpretation of a dance.
• create a dance that effectively communicates physical science concepts.

Supplies:

• CD or tape player
• Poster boards illustrating the structure of helium and hydrogen atoms and elements incorporated into the movement activities (optional)
• Chalkboard for illustrating spontaneously, as needed
• An enlarged version or handouts of the Atomic and Molecular Structure Diagram demonstrating structures of polymers

Instructional Plan:

Always begin with a warm-up, preferably one that focuses students on the topic to be explored through movement. Be sure students know the basic vocabulary and concepts of physical science. It may help if a physical education or dance teacher works cooperatively with the science teacher on a lesson such as this.

Warm Up

You may play music or not during the "Pathways in Space" activity, depending on the class.

Direct, indirect, straight & curving: Have the students locate a point "A" in space, then move through the space to a point "B." Return to point A. Note that most pathways were probably direct, i.e., a straight line. Ask them to move to point B with an indirect (meandering) pathway. Have them return to A using a curving pathway and then back to B using an indirect pathway with straight segments (zig-zag).

Pair up the students with partners. One partner will be the "place" dancer, the other the "space" dancer. Ask the "place" dancer to move without leaving her or his "place" (changing levels, moving arms, legs, etc.). The "space" dancer will move around the "place" dancer, also changing levels, using different locomotors (walk, hop, skip, etc.).

Show students the Chem4Kids pages related to the structure of an atom. Ask them to describe what protons, neutrons, and electrons are. Have the students describe positive and negative charges in protons, neutrons, and electrons.

While still in pairs, each duo should create a hydrogen atom, which consists of 1 proton with 1 electron circling it. Be able to show the idea of positive and negative charge somehow (shape, energy, action). Then all pairs show their solutions. As a class, agree on a "vocabulary word" for the day: What shape (or action) will indicate a particle that is positively charged (a proton) and negatively charged (an electron)? Then take suggestions and decide on a shape or action to represent a neutrally charged particle (neutron).

In groups of six, have students create a helium atom (2 electrons circling 2 protons with 2 neutrons). Any leftover students should work on ways to show how neutrons keep the like-charged protons from flying apart in the nucleus of an atom. Show and discuss results.

Through directed practice, create an oxygen atom, then show bonding with two hydrogen atoms to form a water molecule (first draw the design on the board; use a single person for each nucleus for simplicity).

Show a chemical reaction in movement. Water and sulfur trioxide combine to form hydrogen sulfate, or sulfuric acid. The chemical equation is H₂0 + SO₃ = H₂SO₄. Using one person per atom, show this process.

Try showing polymer structure with the entire group: form units of polyethylene (HDPE—no branching), Teflon, Delrin, or PVC (let them choose; see below) and chain them together to form a very large molecule. Leave others for class or small groups to do on their own. Again, use one person for each atom.

Polymers that can be "choreographed" are formed from the repeating units as seen on the Atomic and Molecular Structure Diagram developed for this lesson.

Summarize and discuss with students what they learned in the lesson. Use leading questions to help students evaluate how their movements simulate the movement of molecules.

Assessment:

Each student should play an important role in the creation of the dance and in the execution of the dance.

Students should participate in class discussion and analysis.

A rubric could be developed to assist students and the teacher in knowing the parameters for the grade received.

Extensions:

Have students explore chemical reactions through dance. Have students in pairs observe a chemical reaction. Then have them use descriptive words to demonstrate the reaction (volatile, bubbly, exciting) and then choreograph movements demonstrating that chemical reaction. Have students pay particular attention to equilibrium and reaction rate.

Have students visit the Webelements™ Perodic Table Web site. Allow them to explore the interactive periodic table. Have each student create an image of an element from the table.

Authors:

• Randy Barron
  Las Vegas, NM