Integrated Objective: Students will demonstrate their ability to collaborate and understand the water cycle by devising an original water cycle play by asking questions about character and plot.
Theater Objective: Students will demonstrate their ability to collaborate by devising an original play by asking questions about character and plot.
Science Objective: Students will demonstrate their understanding of the water cycle by creating a water cycle piece.
Standards:
Standard Cr2-4.a. Collaborate to devise original ideas for a drama/theatre work by asking questions about characters and plots.
Standard 1 Objective 2 Describe the water cycle.
Locate examples of evaporation and condensation in the water cycle (e.g., water evaporates when heated and clouds or dew forms when vapor is cooled).
Describe the processes of evaporation, condensation, and precipitation as they relate to the water cycle.
Identify locations that hold water as it passes through the water cycle (e.g., oceans, atmosphere, fresh surface water, snow, ice, and ground water).
Essential Questions: How do you devise in theatre? How do water molecules move when heated or cooled? Where do you find the effects of evaporation and condensation?
Materials:Open Space, Paper, Pencils, Water Cycle picture(or markers to draw it on board)
Hook/Pre-Assessment: Becoming Water
Find your own spot in the room
Now imagine yourself as a water molecule
Start my moving your head, how would a water molecule move its head and neck
Now move your shoulders like a water molecule. Arms. Hands. Hips, Legs, Feet, Toes.
Begin to move around the room as a water molecule. What kind of pathways does water make. Does water change levels? Remember to keep moving all parts of your body as a water molecule. When you pass by another water molecule, how do you respond?
The room is starting to heat up and the ice melts. But the room keeps heating up. Hotter and hotter until all of the water in the room does what: evaporates. What does water turn into after evaporating? Water vapor. How does water vapor move differently from liquid water? More quickly, floating, bouncing off walls.
Now the room is cooling down a little bit and the water molecules change into liquid again. This is called what? Condensation.
The room is becoming colder. How does this affect a water molecule? Colder and colder until it changes states. Shout out the name of frozen water: ice.
Water molecules do not stop moving when frozen, they just move slower. What kind of structure do water molecules form when frozen? Crystalized structures. Think about a snowflake, a lot of intricate straight lines. How can you move like water molecules in a crystalized structure? Sharp movements, angular. Now freeze completely.
Discussion/Transition
Let’s group up and talk about your experience
How did you show you were a water molecule? What did you discover about how water molecules move?
Lesson: Reviewing the Water Cycle
When you were water molecules, I tested in about some of the water cycle vocabulary. Let’s review the entire water cycle so we can do more drama work with it.
Water cycle picture with missing words
Invite students up to fill in words (evaporation, condensation, participation)
What is evaporation? When water is heated, it becomes water vapor
Where does water vapor go, what do they become when they group together? (clouds)
What is condensation? When water vapor cools, it turns back into liquid water.
Where can you find the effects of condensation? (Dew on leaves, water drops on the outside of a can)
What is the participation? (Rain or snow)
Activity: Devising
We going to devise a performance about the water cycle
Devising means improvising a scene. Creating a play by pretending.
Pass out paper and pencils
Before we begin devising, write down some questions that you could ask a water molecule that is going to through the water cycle. Also, write down questions that you have about the process of the water cycle and making it into a play?
Turn to a partner and read your questions. Try to answer them together!
Now as a group, are there any interesting or difficult questions we could discuss as a class?
Next, we are going to dividing into three groups: Evaporation, Condensation, and Precipitation.
In your groups, start devising a short scene about your word. How can you move your bodies in interesting ways to show your part of the water cycle? How can you answer some of your questions?
Give time to devise
Assessment:
Each group shares their scene. (Record scenes to help students remember them in future lessons)
Did any new questions come up while watching the scenes? (questions about character and plot)
