Minds On

Today’s vocabulary

Press the following tabs to access today’s vocabulary.

The part of the body that is supporting the rest of the body. When someone is kneeling, for example, the knees are the body base.

The force or power with which the body moves (e.g., heavy/light, sharp/smooth, tight/loose).

Tempo is how fast or slow a dance is performed or music is played.

The space in which the body moves; includes the area around the body and the larger dance space.

Levels are how far away the dancer's movements are from the floor, usually measured as high, medium, and low.

Let’s get started!

Explore the following video clip to learn more about how seeds grow into a plant.

Brainstorm

What do you think?

After exploring the video clip, respond to the following questions:

  • What do you notice?
  • What do you wonder?

Record your ideas in a notebook or another method of your choice.

Action

Get ready, get set…

Let’s think about the life cycle of a plant.

Check out the following video clip from the Minds On section, to learn more about how seeds grow into a plant.

Consider the different stages that occur from the seed to the plant.

What stages did you notice the plant go through in the video clip?

Record your ideas in a notebook or another method of your choice.

Plant cycle

Check out the following stages of the life cycle of a plant:

The life cycle of a plant. First, there is a seed. The seed is followed by a seedling with roots. Next is the sprout, which has roots and a stem continuing to grow and leaves beginning to open up. The seed is eventually pushed off. After the sprout is a fully grown plant with many roots, leaves, and flowers. With the plant’s seeds, the plant cycle continues.

Did you notice the same stages in the video?

Task 1: Plant dance

How can the life cycle of a plant be told through dance?

Check out the following images of dance positions.

Each dance position represents a different stage of the plant life cycle.

For each stage of the plant life cycle, select the corresponding dance position.

Go!

Access this video entitled “Flowers” to learn more about movements and dance.

While exploring the video clip, notice the stages of the plant life cycle.

Dance group performing a dance piece called “Flowers.” The dancers begin on the floor in a curled-up position. The dancers begin to move slowly. They start reaching one arm upward and one leg begins to stretch out. Next, their head and shoulders begin to slowly rise. Their movements begin to get slightly faster. They move to their knees with one arm moving in a wave like motion, and then the other arm joins in. Finally, they rise to a standing position.

Portfolio

Task 2: Plant dance elements

How are the dancers showing the plant life cycle through dance?

Let’s consider the following elements of dance:

  • body bases
  • energy
  • tempo
  • space/levels

Describe how the elements of dance are used in the dance piece to demonstrate each stage of the plant life cycle.

Complete the Task 2: Plant Dance Elements Activity in your notebook or using the following fillable and printable document. If you would like, you can use speech-to-text or audio recording tools to record your thoughts. Consider adding your work to your dance portfolio.

Task 2: Plant Dance Elements Activity

Describe how the elements of dance are used in the dance piece to demonstrate each stage of the plant life cycle.

You may explore the video “Flowers” again to help guide your responses for this activity.

Plant life cycle through dance

Body base

(feet, legs, hands, knees, etc.)

Energy

(smooth, light, gliding, etc.)

Tempo

(fast, slow, or freeze)

Space

(levels – high, medium, or low)

Seed

A seed in soil.

Seedling

A seedling with a root going down into the soil.

Sprout

A sprout with roots going down into the soil.

Plant

A plant with a leaf and a flower.

Press the ‘Activity’ button to access Task 2: Plant Dance Elements Activity. 

Activity(Open PDF in a new window)

Consider adding this Task 2: Plant Dance Elements Activity to your portfolio.

Consolidation

Making connections

  • Based off the plant life cycle, what similarities did you notice between the growth of a plant video and the “Flowers” video?
  • Based off the plant life cycle, what differences did you notice between the growth of a plant video and the “Flowers” video?
  • Do you feel that the video did a good job of explaining the life cycle of a plant? Why or why not?

Record your thoughts in a notebook or another method of your choice.

Reflection

How do you feel about what you have learned in this activity? Which of the next four sentences best matches how you are feeling about your learning? Press the button that is beside this sentence.

I feel…

Now, record your ideas about your feelings using a voice recorder, speech-to-text, or writing tool.

Press 'Discover More' to extend your skills.

Create your own movements that share the life cycle of a plant.

You may use the videos we explored throughout the learning activity, or the Task 2: Plant Dance Elements Activity document.

Safety reminder

Always be sure to do your safety checks before any physical activity!

If possible, try out your movements, and use a method of your choice to record your movements.

Let’s think!

How did you use the videos and the chart to help you with your own movement choices?

Record your ideas in a notebook or another method of your choice.