From Science to Stage | Choreographing Life | Carnival of Animals Lesson Plan Collection

Learning Objective(s) aligned to standard(s):  Students will use music and movement to support examples of how animal behavior increases their survival.

The students will pick an animal (section of music) from a part of The Carnival of the Animals by Camille St. Saens.  The students will determine the types of movements that would go along with this specific animal based on the animal they chose. 

Success Criteria: 

The student's success will be measured by:

1. their ability to verbally communicate why the music that they chose represents that animal.

2. their ability to create a movement for that animal based on the music and the animal behaviors.

3. their ability to demonstrate how this behavior (movement) helps the animal survive.

Student Check-in Strategy (ies): 

Check-ins will be done as students are selecting pieces of music (animals).  They may have a specific animal in mind if the piece of music is more general – the aquarium for example has a leeway for them to pick a specific fish or animal that lives in/near the water.

Check-ins will also happen as students are determining the type(s) of movement/survival skills that will go along with the music/animal.

Connections to Prior Learning/ Setting Purpose (Opening):  The students will utilize previously acquired knowledge of animal adaptions.  They will be reminded that humans have lots of verbal communication; however, we rely on non-verbal communication as well.  Animals do make sounds, but often rely on movement and displays to communicate with others.

New Learning:

DIRECT INSTRUCTION:

1. Begin with a brief discussion on animal behaviors and how they relate to survival.

2. Play a short excerpt from "Carnival of the Animals" and ask students to describe how the music makes them feel and what movements it inspires.

3. Pose the question: "How can we express animal behaviors through dance?"

4. Explain key concepts of animal behaviors and plant structures related to survival.

5. Show video clips of animals exhibiting various behaviors (e.g., courtship dances, defensive actions).

6. Discuss common misconceptions, such as believing that all animal behaviors are instinctual without considering the environmental context.

GUIDED PRACTICE:

In small groups, students will choose an animal or plant and discuss its behaviors/structures

Practice:Each group will create a series of movements that represent their chosen concept.

Prompt questions: "What movements can show this animal's behavior?" "How can we use our bodies to mimic this plant's structure?"

Monitor groups as they create, providing support and feedback on their movement choices.

Differentiation: The students can be paired with flexible groupings to enhance all student learning, and think, pair, share utilized. Students will be given opportunities to respond individually, with their partner, and in group settings. All accommodations will be applied.

Lesson Reflection/Closure: Groups will share their dances and explanations with the class. Other students will be able to make observations about how the chosen movements assist the animal with their desired outcome (food, survival, courting, etc.) Facilitate a reflection discussion: "What did you learn about the connection between dance and science?"

Students will choreograph a 30 second to 2-minute solo or group dance that illustrates the animal behavior or plant structure they researched.

They will write a paragraph explaining the scientific connection to their dance, including evidence from class discussions and materials.  A diagram of the movement will be included.