Growth Cycle of a Flower
Teacher Names:
Alana Zimmerman and Alyssa Dore
Developmental Characteristics of the
Students
Physical:
 Tasks need slowing down or
repeated practice
 Work in spurts and tire easily
 Enjoy being active
(Wood, 2007, 60).
Social/Emotional:
 Ambitious
 Proud of accomplishments /
highly competitive
 Sensitive- severe criticism
can be traumatic
 Complain frequently / take
part in teasing and tantrums
 Need adult understanding
 Enjoy working and playing in
groups
 Enjoy individual and group
responsibility
(Wood, 2007, 61).
Cognitive:
 Curious; enjoy discovery,
new ideas, asking questions
 Better understanding of past
and present
 Motivated to learn - enjoy the
process more than the product
 Love all forms of art
 Learn best when teachers
value efforts and encourage
risk-taking
 Learn from games and songs
 Produce great quantities of
work but are unconcerned
with quality
 Enjoy recreating things they
saw
Date:
20 March 2019
Implications for Choices in Relation to the Creative Dance
Physical:
 Pause between instruction, evaluate a need for
clarification, repeat movements before moving on
 Take “wiggle breaks” to focus and increase energy
 Utilize bigger, high-intensity movements
Social/Emotional:
 Give equal and fair praise to each student to reduce the
competitive atmosphere
 Motivate and encourage through positive
reinforcement and compliments (acknowledge each
student’s achievements)
 Alternate partners/groups/placements to encourage
positive collaboration
 Promote partner/small group collaboration before
learning routine, bring group ideas to a larger class
discussion
Cognitive:
 Utilize an inquiry-based approach to teaching (pause
to ask questions throughout all points of the lesson)
 Evaluate students’ understanding of a life cycle
through question-asking
 Place emphasis on the cycle and not the flower itself;
do not promote expectations for an end goal (process
versus product)
 Acknowledge and praise students’ individual efforts
and risk taking throughout the process
 Incorporate “guessing games” as a part of inquiry-
based learning throughout lesson
 Utilize their individual perceptions/interpretations of a
blooming flower so that they can each recreate from
their own knowledge and creativity - promote
individuality
(Wood, 2007, 62-63).

In General:
 Capacity for logical thought
developing
 Grasp cause and effect of the
natural world
 Begin to understand other
points of view / consider
rules and behavior with
greater objectivity
 Assignments must change
frequently / have variation
 Work to understand and order
the world in new ways
 Enjoy range of choices with
different degrees of difficulty
 Practice newly learned
techniques from other
curriculum
 Experiment with arts
(Wood, 2007, 57-66)
In General:
 Incorporate logical reasoning into the exploration of
the life cycle of a flower (ex: where does the flower
get its food? What could cause the flower’s seeds to be
spread around?)
 Incorporate cause and effect concept into life cycle of
a flower (ex: if there is a big wind storm, what will
happen to the petals of the flower?)
 Do not focus on one concept or movement for too long
- variation in teaching and instruction keeps interest
and engagement at an optimal level
 Provide range of choices or multiple ways of doing an
action (ex: When moving like the flower would in the
wind, choose how windy it is outside)
 Experiment with the arts by having the students draw
their perception of a flower beforehand- lay the
foundation for what is expected and create room for
individual interpretation and creativity

Student Learning Outcomes (SLOs) Corresponding National Core Arts Standard(s)

(NCAS)

1. Students will clearly identify and Creating:

demonstrate concepts of the
dimensions, planes, cube/diagonal
movement, icosahedron/transverse
movement, the kinesphere and
pathways in one cohesive creative
dance sequence.
2. Students will examine and identify the
different stages and components to the
growth cycle of a flower.
3. Students will clearly apply the different
concepts of space to represent the
different stages of the growth cycle of a
flower in one cohesive creative dance
sequence.
1. Explore movement inspired by a variety of
stimuli (music/sound, text, objects, symbols,
etc.) and identify the source.
2. Explore a variety of locomotor and non-
locomotor movements by experimenting
with and changing the elements of dance.
3. Choose movements that express an idea or
emotion, or follow a musical phrase.
4. Depict several different types of movements
of a dance by drawing a picture or using a
symbol.
Performing:
1. Demonstrate locomotor and non-locomotor
movements that change body shapes, levels,
and facings. Move in straight, curved, and
zig-zagged pathways. Find and return to
place in space. Move with others to form
straight lines and circles.
2. Move safely in general space through a
range of activities and group formations
while maintaining personal space.
 3. Modify movements and spatial
arrangements upon request.
Responding:
1. Find a movement that repeats in a dance to
make a pattern.
2. Select movements from a dance that suggest
ideas and explain how the movement
captures the idea using simple dance
terminology.
Connecting:
1. Find an experience expressed or portrayed
in a dance that relates to a familiar
experience. Identify the movements that
communicate this experience.
2. Observe illustrations from a story. Discuss
observations and identify ideas for dance
movement and demonstrate the big ideas of
the story.
(NCAS)

Earth and Space Science, Grades PreK-2  The “Earth and Space Science” curriculum
(According to Massachusetts Curriculum framework set by the Massachusetts
Frameworks): Department of Elementary and Secondary
1. Recognize that water, rocks, soil and Education for grades PreK-2 outlines what
living organisms are found on the students of our focused age generally
earth’s surface. learning in their Earth and Space Science
2. Understand that air is a mixture of gases classes. This framework aligns with our
that is all around us and that wind is theme and lesson plan, as the growth cycle
moving air. of a flower relates to all 5 main points
3. Describe the weather changes from day provided by MassDoe.
to day and over the seasons.
4. Recognize that the sun supplies heat
and light to earth and is necessary for
life.
5. Identify some events around us that
have repeating patterns, including the
seasons of the year, day and night.
(MassDoe)

Resources/Materials/Technology/Tools/Pre-Preparation Needed (Includes Props )

For our background music, we will be utilizing our phones which have the music saved onto them and
a portable bluetooth speaker (incase we are not provided with one) so that we can play the music out
loud to the class. As a backup, the music is also uploaded onto YouTube, and can be accessed online
through our phone or a classroom computer. We also provide the option of utilizing scarves to
represent the colorful pedals as they bloom through the growth cycle of a flower.

Link: https://www.youtube.com/watch?v=2-YH_SbnDHs&feature=youtu.be
 Music, Sound and/ or Silence

What is the choice? and, Why this choice for this dance and this age group?
The music being utilized for this lesson is a custom-made soundtrack that incorporates different
background sounds (soil digging, water trickling, wind blowing, etc.) that correspond directly to each
movement sequence in our dance. Our choice to develop a custom-made soundtrack with specific
noises stems from the cognitive development characteristic of 6 year-olds that states they learn better
with songs or games. Creating a “song” with such structure allows the students to maintain some level
of freedom and creativity while simultaneously staying on track with timing and performing the steps
in the correct order. Additionally, having background noises of digging soil with a shovel, water
running and wind blowing enhances the level of imagery for the students’ experience, allowing them to
further connect the theme to each individual movement.

A Creative Movement Dance Based on Space

Space Element(s) Description of Content of the Creative Dance Time

Focused (Another teacher could recreate it from the description.)
on in chronological
order

Beginning Shape: Students begin in an asymmetrical shape, shown by “holding planting 0:01
equipment in both hands” as they prepare to plant a flower.

Asymmetrical Shape: shapes are different on either side down the

midline of the body.

Planting/Watering: Students move along a curved pathway while demonstrating the act of 0:03-
“searching for a spot in their garden to plant their flower seed.” 0:10
1. Curved
Pathway Curved Pathway: a pathway of movement through the general space
that uses an arc, bend or curve.

Planting/Watering: Students move along a linear pathway while demonstrating the act of 0:11-
“digging up the soil with a shovel.” 0:14
1. Linear
Pathway Linear Pathway: a straight pathway of movement through the
general space.

Planting/Watering: Students move along a zig-zag pathway while demonstrating the act 0:15-
of “planting/spreading out the seeds along the soil.” Students utilize 0:22
1. Zig-Zag their near-reach space while spreading out the seeds.
Pathway
2. Near-Reach Zig-Zag Pathway: a pathway of movement through general space
Space that creates sharp edges or angles.
 Near Reach Space: closest distance that you can reach to in relation
to the body.

Planting/Watering: Students move along a random pathway while demonstrating the act 0:23-
of “watering the seeds with a watering can.” 0:31
1. Random
Pathway Random Pathway: a pathway of movement through general space
that combines all other pathway concepts to create an original path.

Growing: Students move within sagittal dimension to represent “the roots 0:32-
growing outward from the planted seed”; this is shown through arm 0:34
1. Sagittal and leg movements that extend forward and backward from the center
Dimension of the body. The students are on a low level to represent being planted
2. Low Level within the soil.

Sagittal Dimension: 1 spatial pull per place in space in the

dimension; front (forward) / back (backward).

Low Level: movement or positioning that takes place on the floor

level.

Growing: Students move within the horizontal dimension to represent “the 0:35-
1. Horizontal leaves growing and extending outward from the stem”; this is shown 0:37
Dimension through arm and leg movements that extend to the right and left sides
2. Middle Level while the body remains non-locomotor. The students are on the
middle level to represent the flower beginning to grow from the
ground upwards.

Horizontal Dimension: 1 spatial pull per place in space in the

dimension; side (right) to side (left).

Middle Level: movement or positioning that takes place halfway

between the low and high levels.

Growing: Students move within the vertical dimension to represent “the stem 0:38
growing and extending upward from the stem”; this is shown through
1. Vertical the extension of the arms above the head within the vertical
Dimension dimension. The students are on the high level to represent the flower
2. High Level stem extending upwards toward the sky as it grows. The students are
3. Far-Reach utilizing far-reach space as they reach upward above their heads.
Space
Vertical Dimension: 1 spatial pull per place in space in the
dimension; up (high) / down (low).
 High Level: movement or positioning that takes place while reaching
or aiming upwards.

Far-Reach Space: farthest edges to which our bodies can extend.

Developing: Students utilize the transverse approach to kinesphere to represent 0:39-

“the roots beginning to spread out and grow stronger”; this is shown 0:43
1. Transverse as students move their arms and legs throughout the area between
Approach their bodies and the edges of their kinesphere. Students utilize mid-
2. Mid-Reach reach space in order to further demonstrate the growing and
Space strengthening of the roots.

Transverse Approach to Kinesphere: movement that defines the

area between our bodies and the edges of the kinesphere; about our
relationship with space and ourselves.

Mid-Reach Space: distance you can reach halfway between the

farthest edge of the kinesphere and the body.

Developing: Students utilize a central approach to kinesphere to represent “water

dispersement through the stem into the leaves”; this is shown through 0:44-
1. Central movement of the arms and legs that moves into and away from the 0:47
Approach center of the body.

Central Approach to Kinesphere: movement that moves into and

away from the core of the body; bridges us from self to world/others.

Developing: Students demonstrate diagonal movement within the cube to represent

“petals forming and growing in all directions from the center of the 0:49-
1. Cube flower”; this is shown as students extend their arms to 8 different 0:59
corners of the cube in the diagonal cross of axes.

Cube: crystalline structure formed by connecting the different 3-

dimensional diagonals on the periphery.

 Left/front/high
 Right/back/low
 Right/front/high
 Left/back/low
 Left/front/low
 Right/back/high
 Right/front/low
 Left/back/high

Developing: Students utilize the peripheral approach to kinesphere to represent

“the petals of the flower fully blooming”; this is shown as the 1:00-
1. Peripheral students extend their arms and move to create outer edges/boundaries. 1:04
Approach
 Peripheral Approach to Kinesphere: movement that happens which
creates the outer edges of our kinesphere; creates edges/boundaries.

Wind Blowing: Students move within the sagittal plane to represent “the flower
blowing in the wind”; this is shown as the students move their limbs 1:05-
1. Sagittal and body forward/backward and up/down simultaneously. 1:09
Plane
Sagittal Plane: primary pull is forward/backward and secondary pull
is up/down; utilizes central and peripheral movement.

**Note: build off of knowledge of sagittal dimension**

Wind Blowing: Students move within the horizontal plane to represent “the flower
blowing in the wind”; this is shown as the students move their limbs 1:10-
1. Horizontal and body side to side and forward/backward simultaneously. 1:15
Plane
Horizontal Plane: primary pull is right side/left side and secondary
pull is forward/backward; utilizes central and peripheral movement.

**Note: build off of knowledge of horizontal dimension**

Wind Blowing: Students move within the vertical plane to represent “the flower
blowing in the wind”; this is shown as the students move their limbs 1:16-
1. Vertical and body up/down and side to side simultaneously. 1:21
Plane
Vertical Plane: primary pull is up/down and secondary pull is
side/side; utilizes central and peripheral movement.

**Note: build off of knowledge of vertical dimension**

Wind Storm: Students move within the form of an icosahedron in order to represent
“the flower being blown harshly in a windstorm”; this is shown as 1:22-
1. Icosahedron students use transverse movement to move randomly through all 3 1:28
planes in space.

Icosahedron: crystalline structure formed by connecting all points in

space on the planes; movement is transverse and alternates between 2
and 3 dimensions.

**Note: build off of knowledge of planes and curved pathways**

Ending Shape: Students end in a symmetrical shape (legs outward in second position,
arms open to second position from high fifth) to represent a grown 1:31
flower in full bloom.

Symmetrical Shape: mirrored shapes on either side of the midline of

the body.
 Bibliography

Massachusetts Department of Elementary. (n.d.). Current Frameworks. Retrieved from

http://www.doe.mass.edu/frameworks/current.html

What Are The National Core Arts Standards? (n.d.). Retrieved from

https://www.nationalartsstandards.org/content/national-core-arts-standards

Wood, Chip. “Developmental Considerations.” In Yardsticks: Children in the Classroom ages

4-14, Turners Falls, MA: Northeast Foundation for Children, Inc., 2007.