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This lesson was completed on September 9th in 5th grade. It was all about exponents and powers centered around the Utah Standard: "5 NBT .1 Powers and Exponents "Writing the product of an exponent. Writing a power as a product." When I first met with Mrs. Johnson, she expressed that she wanted the students to integrate dance and music mainly with math in hopes that they would be able to enjoy the process of math better. When I first looked at this standard, it was difficult for me to see how I could integrate dance and music with this concept. I soon thought about levels in dance and pitches in music and how they could relate to the notation and writing of powers.
As I worked on the lesson plans, I found that I was able to understand the concepts better myself as I integrated them with dance and music. The students worked with large paper cards which showed the problem (9^2) then another would demonstrate (9*9) then finally the students would solve the problem. They moved at low levels for base numbers and at high levels as they notated the exponents. Group leaders led the class through the problems using the printed out cards and as they played different pitched instruments which instructed the movement. I loved bringing in a variety of different instruments and watching as the students explored both the differing pitches and levels. It is always a highlight for me to see how students are able to understand concepts as they are creative! One of my favorite parts of the lesson relating to the music was as the students moved around the room to find every day objects that could be used as instruments and discovered their pitches. Students used kick balls, some students found wood, some students used pencils, etc. All the students found different and creative objects, and were enthusiastic to share their findings.
The students then created their own dances using formulas that they were given. They then used pitches using the instruments of their choice from the instruments which I had brought. The class said the formulas as the group danced and they all said the answer. It was so interesting to watch the way in which the students were able to solve the problems to complex exponential problems using dance and music. After all the groups had gone and had used a variety of instruments, I was delighted when the last group stood to perform. These students decided instead of using their instruments, they would use their voices to demonstrate pitch. I loved that! The students had taken what we had discussed concerning music and dance and then had applied it in different and creative ways. I was inspired by the way they were able to jump into the concepts through dance and music and apply it in a way that worked for them personally.
FULL LESSON PLAN: