Lesson
Activities & Instructions

• Overview of unit and review the scientific method

• Review actor's toolbox*

• Movement warm-up

• Create tableaux demonstrating the scientific method

• Share with class and put in order

• Reflection - teacher will reinforce the scientific method and vocabulary

*An actor’s toolbox refers to the fundamental skills, techniques, and tools that actors use to create believable and compelling performances. It is essentially the collection of methods and approaches actors draw upon to bring characters to life on stage or screen. The core components of an actor’s toolbox typically include:

• Voice and Speech - Techniques for projection, articulation, breath control, and vocal variety to convey emotion and meaning clearly to an audience.

• Body and Movement - Physical awareness, posture, gesture, and how to use the body expressively to communicate character traits, emotions, and relationships

• Emotional Connection - Methods for accessing and authentically portraying emotions, often through personal experience, sense memory, or imagination.

• Character Development - Tools for analyzing scripts, understanding motivations, creating backstories, and making choices that bring depth to characters.

• Imagination and Creativity - The ability to make bold, specific choices and commit fully to the imaginary circumstances of a scene.

• Observation Skills - Studying real people and behavior to inform character choices and make performances more truthful.

• Concentration and Focus - Maintaining attention and staying present in the moment, especially when performing in front of others.

In the context of Lesson 1, reviewing the actor’s toolbox serves to remind students of these fundamental performance skills before they apply them to creating tableaux about the scientific method. The movement warm-up would prepare their bodies as instruments of expression, and then they would use various tools from their actor’s toolkit - physicality, facial expression, spatial relationships - to create frozen scenes that communicate the steps of the scientific method without words.

This approach connects theatrical training with academic content, helping students embody and understand scientific concepts through performance.

• Movement warmup

• Creative movement activity exploring the dance element “Energy”

  • For second graders, the teacher would create a movement activity exploring energy by having students physically embody different energy qualities through their bodies. They might start by demonstrating contrasting movements - asking students to move like they’re walking through thick peanut butter (sustained, slow energy) versus moving like popping popcorn (sharp, quick energy).

  • The teacher could guide students to explore smooth, flowing movements like gentle waves, then switch to sharp, sudden movements like lightning bolts or robots. Students would practice moving with different levels of force - from delicate, light movements like floating feathers to strong, heavy movements like stomping elephants. This hands-on exploration helps young learners understand that energy in dance is not just about being energetic, but about the specific quality and texture of how movement flows through the body.

• In groups students will create a thematic dance demonstrating different energy qualities. (Create a thematic dance about a Leaf, Robot, and Volcano)

• Students will Identify and explore movement qualities for each

• Share with class

• Reflection - teacher will use “energy” movement analogy throughout the daily lessons

• Movement warm-up

• Review different ways weather impacts Florida

Using the scientific method, create questions that reflect how weather can affect Florida

• In groups, use activity cards that demonstrate Florida weather. The students create a tableau (or 2) recreating the picture

• Share

• Reflection - classroom teacher will assist groups in determining movement to attach to the weather

• Movement/theater warm-up

• Students continue to work on their weather tableau with movement

• Students add text using vocabulary from the Social Studies unit with a narrator

• Share

• Reflection - teacher will assist groups with the narrative speaking part

• Movement/Theater warm-up

• Practice Lesson 4 activity

• Video projects:

  • Students create short recorded videos that demonstrate their understanding of the scientific method through movement and theater. Based on the previous lessons, students would film themselves performing their tableaux, movement sequences, or mini-performances that show the steps of the scientific method or weather concepts they have been exploring.

  • These video projects would allow students to capture and refine their theatrical work, giving them a chance to review and improve their performances before sharing with the class.

  • The videos might show students acting out scientific experiments, demonstrating weather phenomena through movement, or performing their thematic dances about leaves, robots, and volcanoes from earlier lessons.

  • Creating videos also provides a way for students to document their learning and gives the teacher a tool for assessment, while allowing shy students to perform in a less intimidating format than live presentation.

• Share with class

• Discuss and Reflect

Assessment moment at the end of each lesson:

• “What did you notice about the work of your fellow students?”

• “Did you have any ideas you didn't use?”

• “What do you think others observe in your work?”

• “What would you do differently next time?”

• “What does this work make you want to do next?