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									                             I Dare You to DANCE!

                                 Merceda Gomez
                            Pittsburgh Gifted Center


Overview
Rationale
Objectives
Strategies
Classroom Activities
Proposed Reading List/Resources/Materials
Standards


Overview

       Did you ever wonder how breakdancers can execute power moves such as
windmills and flares? Have you ever been intrigued by the double full
handsprings done in rhythmic gymnastics? If you answered “yes” to any of these
questions, then this course should interest you.

         Physics, Math, and the art of creativity in performance-based Humanities
all act as the backbone and foundation for a variety of dance forms, from Ballet to
Krump. Daring dance forms have recently swept the nation. Throughout the
media and the streets, in theaters and in homes, these intriguing dance moves and
techniques are ever present.

        I Dare You to DANCE is an interdisciplinary course designed for 3rd-4th
grade students at the Pittsburgh Gifted Center; however it can be used with and
modified for students of all ages in all types of classroom settings. At the
Pittsburgh Gifted Center, this course will be used as a Spring Interest Course in
conjunction with the course, Mathletes in Action. The Spring Interest Courses
take place during the 2nd semester, which run from February until May. I Dare
You to DANCE will allow students to enhance their interest in and knowledge of
dance. It will also show students how Science and Math play a major part in many
of the extracurricular activities that they take part in on a daily basis.

        During the course, we will study the following daring dance forms: Hip-
Hop dance such as Breakdancing & Krump, Ballet, Trapeze & Aerial Silk
Acrobatics, Rhythmic Gymnastics, and Figure Skating. Within the collaboration
component, we will compare some of the sports movements from Mathletes in
Action to the dance movements studied in I Dare You to DANCE.


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Rationale

        Having an understanding of Science, Math, and the Humanities (in
reference to the Pittsburgh Gifted Center’s curriculum this subject represents
Creative Writing, Literature, Cultural & Social Studies, Visual & Performance
Arts, and Technology) is an important attribute of life. The three subjects help
people, both young and old, build an awareness of the world and its contents.
Each of the three subjects can be found in every aspect of our daily lives from
shopping at the local market to having a fun-filled day at Kennywood Park. For
instance, at the local market we are exposed to Math when analyzing prices,
measurements, nutritional values, etc. Science can be noted by the technology
present (registers, scales, food preservation, etc.). Lastly, the Humanities can be
seen up and down the aisles in variety of ways, like Math and Science can.
Cultural Foods sections and the visual elements of the food packaging can
showcase the Humanities. As a result of the daily exposure to these subject areas
(Math, Science, Humanities), kids must be taught to utilize their environment and
everyday activities in a way that supports their understanding of the world we live
in and those content areas that they find “dull and boring” or “hard and
challenging” in the school setting such as Math, Science, and Reading (which is
an intrical part of the Humanities).

         As the K-4th Grade Instructional Teacher Leader at the Pittsburgh Gifted
Center, I have several duties, which require me to analyze student progress and
achievement. One of these duties includes scheduling students into classes. The
students are scheduled into both Strength Classes (a class that students are
enrolled in based on an area in which they show significant progress or advanced
skills) and Interest Courses (a course that students voluntarily sign up for because
they are highly interested in the subject). The Strength Classes are similar to a
core class. Strength Classes are the student’s focus area; they have the class all
school year for a 2 ½ hour block of time each session. The Interest Courses, on
the other hand, last for only one semester; students select one Interest Course for
the Fall semester and a new one for the Spring semester). The Interest Courses are
about 2 hours in length each session. Typically, students are placed in their
Strength class based on their GWR (Gifted Written Report which contains the
student’s Full scale IQ score), standardized test scores, and academic grades.
Because of this, it is easy to place students in Math and Humanities classes
because there is data and records to support proof of advanced abilities and
strength in those content areas. Moreover, since there is not much data to support
Science as being a student’s strength area, many parents request Science for their
child and based on their recommendations, we provide Science as a Strength class
for students.


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        From year to year, we normally see a trend. Students who take Math
classes stay in Math. Those students who are in Humanities only, take it the next
and the same goes for the Science students. There are times when students switch
their Strength area, but for the most part they are set. In my opinion, at ages 8-10
or younger, a child hasn’t fully developed a strength. One might do better in one
subject over another, but I think strengths are still developing.

        Dovetailing off that, when students select their Interest Courses, they
usually select courses that aren’t normally offered at their home school. For
instance, classes such as Explore the World of Art, Animation, CSI, and Fashion
Designing are amongst the favorites. Scream Machines: Physics of Rollercoasters
used to be a class of choice but it is no longer offered at the school.

        After observing and analyzing the types of students who take Science-
related classes at the Pittsburgh Gifted Center, I decided to create a unit that was
more appealing to a wide variety of students. According to our student database
and records, the majority of the students enrolled in Science classes at the
Elementary level who attend the Pittsburgh Gifted Center are white males. As a
minority female who was always intrigued by Science, I must say I never took a
class in it voluntarily. This is because the subject intimidated me. I always wanted
to stick to the content areas that I was confident in. This is one main reason why I
wanted to create a course that would be appealing to all students interested in
Science, but a course that wouldn’t “scare” a student who never really dove into
Science. This unit, I Dare You to DANCE, will hopefully appeal to a wide variety
of students, both male and female from all ethnic backgrounds and economic
statuses. This course will show students how you can connect several different
subject areas to a past time that most people enjoy, dancing.

Why use an interdisciplinary approach?

        There are many different approaches teachers can use for classroom
instruction. This unit takes an interdisciplinary approach to teaching and learning.
The reason I selected this approach for my unit is because it helps to connect
curriculum objectives to a number of content areas at one time. Interdisciplinary
units allow teachers to teach the whole child from a number of different aspects
and angles. It also helps to show students the link between to content areas and
topics. Interdisciplinary approaches helps to promote school-wide unity because
topics and concepts can be studied in all classes, which helps to build open lines
of communication around one central thing.




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Why study Dance?

        In this day and age, more and more Americans are becoming obese and
out of shape. It is important to get students focused on being health conscious and
learning to develop healthy habits (eating, fitness, social).

        Dance is a great way to stay fit. It is a natural and stress free way to get
daily exercise. It enhances one’s cardio and muscles. It is also a very fun activity.
Throughout history and all around the world many forms of dance are used and
have become a part of everyone’s culture in some way.

        As it is a grand part of early childhood education, I feel that dance should
be a major element in all students’ education. Learning about dance helps students
focus on the arts while being encouraged to move and be physical (bodily
kinesthetic learners). It also helps to develop creativity and intellect. As early as
children can move, they are drawn to dance and movement. Dancing helps
students to develop self-esteem and physical well being. Dance education
provides opportunities for students to develop their imaginations, encourages
them to cooperate, helps them develop friendships, and makes them appreciate
their own and others’ abilities and cultural identities.

         Like Howard Gardner, I too believe that students learn through a variety
of ways and that each individual has his/her own strength intelligence(s).
According to Gardner, intelligence doesn’t necessarily have to be defined by a
high IQ score. There has been increasing evidence in the past half century that
proves that intelligence is not all one piece; there is more than one intelligence,
more than just an IQ. According to researcher Joan Walton, in 1967 there was a
group formed to challenge the belief about IQs. Howard Gardener acted as a co-
director over a group of Harvard University graduate students. They looked at
IQs, as well as, creativity and arts education. Their group was called “Project
Zero.” Howard believed that if the brain reacted or showed that it was linked to
creating skills, then that skill set could be considered “an intelligence”. To tie into
that statement, a number of people would need to show that they were using the
same set of skills. Therefore, this theory was/is twofold. Both things must occur in
order for Dr. Gardner to classify the skills as “an intelligence”.

        Out of Gardner’s nine intelligences (linguistic, musical,
logical/mathematical, bodily/kinesthetic, spatial, interpersonal, intrapersonal,
naturalist, and existential), dance teachers usually only focus on the linguistic and
bodily/kinesthetic intelligences. In my opinion, dance involves and can attract
learning with spatial, and logical/mathematical, as well as, those linguistic and
bodily/kinesthetic learners. Therefore, this is a subject/topic that can help teachers
address the multiple intelligences found in the classroom environment. It was


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once said that “intelligence is like a building with seven doors (before the other
two intelligences were discovered), all of which lead to the same place. There is
no right or wrong way to get there, there is only the way that is best for you.”

Why study Physics?

        Physics is everywhere in our lives. It is in our bodies, our homes, cars, and
a major part of the technological world, too. The study of Physics helps students
to understand important aspects of the world and environment. It provides them
with the reality of the world around us, inside of us, and beyond us. It shows
students how things affect one another through a variety of situations. Physics
helps to keep our minds challenged and thinking.

       Physics is such a vast and ever present topic. It focuses on our Universe,
near and far. It is the foundation for many of the other Sciences such as
Astronomy, and Chemistry. Almost all branches of Science include some form of
Physics. Physics experiments help to enhance and hone skills at performing
experiments.

        Aside from honing performance skills, Physics also hones thinking skills.
Different from some of the other content areas, Physics thinking requires students
to use their entire brain; it is not just done with the left or right side of the brain,
but both simultaneously. Since students have to think about mathematical
concepts, verbal lecture, and visuals, that is how this left and right brain thinking
comes into play.

       Physics is involved in the most modern forms of technology. It is the basis
for many technological discoveries and advancements such as with the cellular
phones, medical tools like MRIs, and the Internet. It can also be found in any
technology that involves electricity, magnetism, force, pressure, heat, light,
energy, sound, optics, and more.

        Another reason why students should study Physics is because it leads to a
brighter future. Students who take Physics classes before college perform better
on the SATs, obtain higher GPAs, and are more marketable in the job market
because of their strong Physics background. That of course means that these
students would have taken Physics and continued to do so, once they gained that
love and passion for the subject, as most people do.




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Why study Physics and Dance together?

       Knowledge of Physics is helpful for understanding the Arts. Combining
Dance and Physics is a wonderful way to pull two totally different subjects
together and show how they relate to one another.

        Using dance to teach Physics’ concepts can make those concepts appear
clearer to the learner. It can help them to see, in action, or through diagramming,
what a Physics teacher is attempting to explain during a class lecture. Moreover,
dance can help students think about the common sense behind Physics.

      Using Physics to teach dance can help dancers see and realize how certain
moves are possible. It can also show them how to improve various moves,
movements, and techniques. Dance techniques can be restated using Physics
vocabulary.

       Furthermore, both subject areas seek to challenge our imaginations;
through the Arts with dance and through wonderment with Physics.


Objectives


    At various points throughout this unit of study, the students will have the
opportunity to accomplish many learning objectives. There are learning objectives
for each of the three content areas featured in this unit. The learning objectives are
as follows:

   After learning Physics equations, the students will be able to complete physics
    equations based on dance movements.
   The students will be able to define the following key terms with 100% of
    accuracy: velocity, angular velocity, momentum, angular momentum, force,
    vector, friction, inertia, torque, centrifugal force, and static balance.
   The students will be able to discuss the health benefits and fitness associated
    with dancing.
   After viewing media on various types of dance, the students will be able to
    relate the key terms to dance movements.
   The students will be able to demonstrate Newton’s Law of Gravitation
    through a visual (i.e. diagram, picture) or presentation (i.e. skit,
    demonstration, etc.).
   The students will be able to explain Newton’s 3rd Law of Motion with 80-
    100% of accuracy.



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   The students will be able to explain Newton’s 2nd Law of Motion with 80-
    100% of accuracy.
   After reviewing problem solving strategies, the students will be able to use
    mathematical problem solving strategies such as graphing, diagramming, and
    charting when connecting Math and Physics.
   The students will be able to compute age appropriate math equations.
   The students will be able to view media that showcases different types of
    daring dance forms.
   The students will be able to analyze different types of dance forms.
   The students will be able to relate Physics to Dance.
   The students will be able to reflect on how Physics relates to their everyday
    life and world.
   The students will be able to create an e-book, PowerPoint, or simple html that
    showcases a daring dance form of their choice and its connection to Physics.
   The students will be able to study the history of different types of dance.
   The students will be able to further develop the process skills of Self-Directed
    Learning, Decision Making, Higher Level Thinking, Interaction, Creative
    Thinking, and Problem Solving.


Strategies


   Students learn in a multitude of ways. For this unit, it is necessary to use a
wide variety of strategies to keep the students actively engaged in the learning
process. The following strategies will be used throughout the duration of this unit:

    1. Direct Instruction/Lecture- This strategy is one of the most commonly
       used strategies in a regular teaching setting. It is an approach that is highly
       teacher-directed which is a totally different teaching approach than the
       normal one used at The Pittsburgh Gifted Center. However, since this
       strategy is effective for providing information or developing step-by-step
       skills, I thought it would be beneficial to use during some of the lessons in
       this unit. For instance, when teaching the Physics components to the
       students, I would infuse direct instruction with diagrams and models. This
       would assist both visual and auditory learners in learning the material.
       Lecture can also be a valuable part of a teacher’s instructional practices.
       According to researchers at the Saskatchewan Board of Education, if the
       teacher is very knowledgeable, perceptive, engaging, and motivating, then
       lecture can stimulate reflection, challenge the imagination, and develop
       curiosity and a sense of inquiry.



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2. Whole Group Discussions- After viewing media on dance, hearing a
   lecture, or reading a passage, the class will be engaged in discussions. It is
   important for students to share information, debate and discuss topics. It
   allows them to learn from one another and develop communication skills.

3. Pair Sharing- Students will work with partners to disseminate various
   pieces of information. They will also complete activities together and
   share different things with their partner as they work through the unit.

4. Small Group Exercises- In order to develop good leadership and
   interaction skills, the students will work in groups to complete various
   projects from the unit. Small groups allow students to learn how to
   effectively be a team player and cooperate with one another while learning
   together.

5. Visual Displays (Diagrams, Models, Charts, and Graphs)- To get the
   students to fully understand the physics and math behind dance, they will
   be exposed to several visuals and be required to create their own visuals
   that help them examine positions.

6. Media- Throughout the unit, the students will view various types of media
   that showcase the different dance forms to be studied in the unit. They will
   view snippets from movies like Step Up and Stomp the Yard, as well as,
   taped performances. Many websites will be used to show animated and
   live videos on Physics and on various types of dance. This strategy will
   show the students dance techniques so they can view physics in motion. It
   will also help them during activities where they will have to make
   predictions and estimations.

7. Performances- The students will be able to view live performances from
   resident artists. They can use questioning techniques to ask the
   performances clarifying questions after experiencing it.

8. Hands-On Activities- Activities that will get the students actively engaged
   in the learning process will be detrimental to the students learning and
   understanding basic physics behind dance. The students will be introduced
   to dance moves and they will try out some of the simple steps.

9. Technology- Technology is a great tool to use in the classroom.
   Throughout it, technology will be used fro a variety of purposes. The
   students will use various word processing programs, spreadsheets and
   graphs, the Internet, Unitedstreaming, and more. The students will also be
   trained and taught to create their own ebooks, HTML, and PowerPoint


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      presentations. Technology helps to enhance learning and it is also daily
      evidence of Physics.


Classroom Activities/ Student Work


   Lesson One
       In this lesson the students will be introduced to the unit, I Dare You to
   DANCE. They will be given a pretest on what they know and understand
   about Physics and Dance. We will discuss the purpose of the unit and students
   will be given an overview into what will be expected of them throughout the
   unit.
       Materials: Teacher Created PowerPoint with the course overview and
   tentative syllabus, Pretest

   Lesson Two
       In this lesson the students will be involved in a jigsaw activity about the
   history of dance. They will break into focus groups to discover how dance
   came into play and more. The students will create a history of dance timeline
   as well.
       Materials: History of Dance handouts, chart paper, computers (Timeline
   Maker)

   Lesson Three
       This lesson will begin to show the students how dance connects to Physics
   and vice-versa. The students will be introduced to Newton and his laws. We
   will discuss gravity, velocity, momentum, and force in this lesson. After
   lecture on Newton’s Laws, we will discuss how the laws relate to our daily
   lives and most importantly how they relate to dance.
       Materials: Teacher-made diagrams (Posters of Newton’s Laws),
   Vocabulary Chart

   Lesson Four
       We will begin this lesson by reviewing Newton’s Laws. We will conduct
   three hands-on experiments that relate to the laws. The students will work
   with small groups during the experiment. Discussion will act as the conclusion
   to the lesson.
       Materials: Newton’s Laws posters, experiment materials

   Lesson Five
       In this lesson the students will once again work in small groups to create
   original “Newton’s Laws” Movie Vignettes. The students will plan, rehearse,


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and tape small vignettes that showcase their understanding of the one of the
laws. Each small group will discuss and devise a way to get other students to
understand the laws. They can be taped doing a demonstration, act out the
law, or use visuals.
   Materials: Moviemaker, computers, videocamera, digital camera, student
handout

(From Lesson Six-Ten, various performers and/or resident artists may be
available for school visits. Also, media such as films, videos, and online
materials will be necessary.)

Lesson Six
    In this lesson the students will hear a lecture and view media based on
ballet. We will discuss various moves and the physics behind the moves. The
students will complete a teacher-developed activity sheet/assignment on
ballet.
    Materials: One or more of the following-Video, DVD, Guest speaker,
Website

Lesson Seven
   In this lesson the students will hear a lecture and view media based on
gymnastic floor dancing. We will discuss various moves and the physics
behind the moves. The students will complete a teacher-developed activity
sheet/assignment on gymnastic floor dancing.
   Materials: One or more of the following-Video, DVD, Guest speaker,
Website

Lesson Eight
    In this lesson the students will hear a lecture and view media based on
aerial acrobatics and trapeze. We will discuss various moves and the physics
behind the moves. The students will complete a teacher-developed activity
sheet/assignment on aerial acrobatics and trapeze.
    Materials: One or more of the following-Video, DVD, Guest speaker,
Website

Lesson Nine
    In this lesson the students will hear a lecture and view media based on
figure skating. We will discuss various moves and the physics behind the
moves. The students will complete a teacher-developed activity
sheet/assignment on figure skating.
    Materials: One or more of the following-Video, DVD, Guest speaker,
Website



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   Lesson Ten
      In this lesson the students will hear a lecture and view media based on
   Krump dancing. We will discuss various moves and the physics behind the
   moves. The students will complete a teacher-developed activity
   sheet/assignment on Krump dancing.
      Materials: One or more of the following-Video, DVD, Guest speaker,
   Website

   Lesson Eleven
      In this lesson the students will hear a lecture and view media based on
   Breakdancing. We will discuss various moves and the physics behind the
   moves. The students will complete a teacher-developed activity
   sheet/assignment on Breakdancing.
      Materials: One or more of the following-Video, DVD, Guest speaker,
   Website

   Lesson Twelve
       Review the dance forms. Students will be required to think about the
   following: How are they similar and different? Does one require more Physics
   than another?
       Materials: Venn Diagram, Comparison Charts, and Discussion Cards

   Lesson Thirteen
       The students will be required to select one of the dance form studied in the
   unit. They will be required to conduct research on their selected dance form.
   They will then create a PowerPoint presentation, E-book, or Simple HTML to
   display their dance form. They will also be required to give a classroom
   presentation on their dance form. Students may work on this project
   individually or in groups of two-three.
       Materials: Computers, SmartBoard or Projector & Screen


Proposed Reading List


Annotated Bibliography

   1. Anderson, Bob. Stretching. Shelter Publications, Inc, 1984. This book
      discusses the importance of stretching for effective fitness and sports. A
      variety of sports are featured in this book, but pages 121-123 specifically
      relate to Gymnastics, Figure Skating, and Dance.




                                       35
2. Epstein, Lewis Carroll. Thinking Physics: Understanding Practical
   Reality. Insight Press, 2009. This book discusses natural experiments and
   shows a ton of illustrations to show the Physics.

3. Ehrlich, Robert. Why Toast Lands Jelly Side Down. Princeton University
   Press, 1997. This book addresses questions that have been posed by
   children throughout the ages. It answers the questions while explaining the
   Physics behind it all.

4. Gilmore, C.P. Exercising for Fitness. Time Life Books, 1981. This books
   talks about ways to stay fit. It tracks fitness throughout history and in a
   variety of realms. A great part to reference would be the chapter on T’ai-
   chi ch’uan, a Chinese dance-like ritual.

5. Haas, Jacqui Greene. Dance Anatomy. Human Kinetics Books, 2010. This
   book discusses the movement and motion of dance. It also focuses on the
   human body and how it needs to be developed for certain movement to be
   performed correctly.

6. Harvey, Cynthia (Author), Swope, Martha (Author). Physics, Dance, and
   the Pas De Deux. Schirmer Books, 1994. This book discusses the physics
   behind dance, especially the dance move of Pas De Deux. It discusses the
   dance from a physicist’s standpoint but also teaches dancers how to
   properly position themselves to affectively execute the dance moves.

7. Keller, Rebecca W. Real Science 4 Kids: Physics Level 1, Student Text.
   Gravitas Publications, Inc, 2005. This book is geared for 4th and 5th grade
   students who have an interest in Physics. It breaks challenging Physics
   terms and equations down to an age appropriate understanding.

8. Morris, Bruce. HTML in Action. Microsoft Press, 1996. This book is a
   great reference when one is trying to develop a personal website. When
   the students create their website, as a part of their culminating project, this
   book will definitely come in handy.

9. VanCleave, Janice. Physics for Every Kid. Wiley Publishing, 1991. This
   book offers a variety of experiments and activities that demonstrate
   Physics. Teachers can do the activities or students can engage in them
   independently.

10. Walker, Jearl. The Flying Circus of Physics. Wiley, 2006. This book
    shows and talks about everyday Physics. It is filled with authentic pictures



                                      36
         of real people demonstrating amazing stunts and acts, backed up by
         Physics.


Additional Resources (Websites)

Aerial Acrobatics

http://www.lessonopoly.org/svef/?q=node/9336 (actually about aerial skiing)
This site is for teachers. It describes a lesson that can be used to show the Physics
related to Aerial skiing which can be used as a cross reference for Aerial
Acrobatics and Figure Skating.

http://www.physicsdaily.com/physics/Circus_%28performing_art%29
This site can be used by teachers and students. It discusses facts and figures
associated with Aerial Acrobatics and circus acts.

http://en.wikipedia.org/wiki/Acro_dance
This is an encyclopedia page (Wikipedia) that discusses Aerial Acrobatics, from
history to present.

Ballet

http://ed.fnal.gov/trc_new/demos/present/physofballet.pdf
This is a great PowerPoint presentation to use with students. It explains and
showcases (via diagrams and pictures) the Physics of dance.

http://academic.reed.edu/physics/courses/Phys100/Lab%20Manuals/Physics%20o
f%20Dance/physicsdance.pdf
This is a site for teachers. It contains a lesson plan that can be used when
discussing Physics and Dance.

Breakdancing

http://www.howeverythingworks.org/journal/Article1.1.pdf
This is a site for teachers and upper level students. It discusses the Physics behind
kicks and karate which are both associated with Breakdancing moves.

http://library.thinkquest.org/TQ0311461/
This is a great animated site that focuses on several Breakdancing moves. It
discusses the Physics used in each type of move.
http://clackhi.nclack.k12.or.us/Physics/projects/NewtonsLaws_2004/Tim_Brando
n/index.html


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This is an informative site for both teachers and students. It discusses Physics and
Breakdancing. There is also a video linked to the site.

General

http://www.twosteptidewater.com/Dance_Tips/dance-tip-81-physics-as-applied-
to-dancing.htm
This site wasn’t that great, but someone may get use out of it. It relates Newton’s
Third Law to dance.

http://artsbeat.blogs.nytimes.com/2010/06/03/on-dance-a-physics-lesson-from-
karole-armitage/?ref=science
This site can be used by students. It is an article of an interview done with a
famous dance instructor. She gives her take on dance and throws in a tad bit of
Physics.

http://www.ivanhoe.com/science/story/2009/07/600si.html
This is a brief article on Physics. The full article must be purchased (and may be
worth it) because it fully describes Physics found in dance.

http://www.discountdance.com/frame_set.php3?mf=http://www.discountdance.co
m/dancewear/cd-dvd/page1?gclid=CPmsyfidiqICFQXG3AodvUKp0g
This is a retail site where movies, DVDs, and tutorial videos can be purchased for
every type of dance form. There are videos on every type of dance.

http://www.stanford.edu/group/dance/vintage/resources/essays/teach_learn.html
This was one of my reference materials. It is an article on the purpose of learning
and teaching dance to students.

http://www.bced.gov.bc.ca/irp/dance810/darati.htm
This is another reference site. It discusses the benefits and rationale for teaching
dance.

Gymnastics

http://www.topendsports.com/sport/gymnastics/physics.htm
This site contains a quick explanation of Physics and gymnastics. There are also
links to Physics and other types of sports, etc.

http://www.physicspost.com/science-article-214.html
This site contains an informative article on Physics, Math, and gymnastics. It
discusses the two content areas and how they pertain to the sport.



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http://www.life123.com/sports/team-sports/gymnastics/physics-of-
gymnastics.shtml
This site contains information on Physics and gymnastics. It connects Newton’s
1st, 2nd, and 3rd law to the sport. There are also other articles about gymnastics, as
well as, videos on Physics and gymnastics.

http://www.unc.edu/~reet/physicsside.html
This site references Cheerleading flips which are also seen in Rhythmic
Gymnastics.

Krump

http://www.funkphysics.co.uk/events.php?page=79
This is a foreign site which shows Krump dancing, tournaments (upcoming and
video clips from previous), pictures, and other information.

Skating

http://btc.montana.edu/olympics/physbio/biomechanics/bio-intro.html
This site discusses and shows the Physics of jumps and turns.

http://www.exploratorium.edu/skateboarding/trick_midair_activity.html
This site provides teachers and students with an activity that can be tried and
tested. The activity actually related to skateboarding, but it can help students
understand the Physics behind jumps and turns in an interactive way.

http://www.madsci.org/posts/archives/feb98/887635696.Ph.r.html
This site has an article about Physics and figure skating.

http://figureskating.about.com/b/2007/08/25/the-physics-of-skating.htm
This site discusses figure skating. There are several different articles about skating
and how Physics relate to different types of skating moves.

http://www.bsharp.org/physics/spins
This site actually has several everyday activities that contain Physics. The initial
linked page is about figure skating. There are two videos on the page and tons of
information, as well as, formulas.

http://users.obs.carnegiescience.edu/jrigby/skating/main.html
This site is great. It appears bland, but it answers a lot of questions that teachers
and students may pose about Physics and skating. There are a ton of links on the
site, too.



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Additional Resources (DVD/Videos)

   1. Standard Deviants. The Standard Deviants: Physics Part I and II.
      Cerebellum Corporation, 2000 (release date). This video is a tutorial for
      Newton’s Law, Universal Law of Gravitation, Kiplers’s Law, and more.

   2. Hip Hop Handbook, Vol. 1: Breakdancing for Beginners. 2008 (release
      date). This video show Breakdancing moves and explains how to execute
      them.


Standards/Eligible Content


Arts & Humanities
9.1.5.C- Know and use fundamental vocabulary within each of the art forms
9.1.5.E- Know and demonstrate how arts can communicate experiences, stories,
and emotions through the production of work in the arts
9.2.3- Historical & Cultural Context
9.3.5.B- Describe work in the arts, comparing similarities and contracting
characteristics
9.3.3.G- Recognize the function of rehearsals and practice sessions
9.4.3- Aesthetic Response

Health
1.8.1- Analyze the relationship between healthy behaviors and personal health
2.8.5- Analyze how messages from media influence health behaviors
6.8.1- Assess personal health practices
6.8.3- Apply strategies and skills needed to attain a personal health goal
10.5.6.A- Explain and apply the basic movement skills and concepts to create and
perform movement sequences and advanced skills
10.5.6.C- Describe the relationship between practice and skill development
10.5.6.E- Identify and use scientific principles that affect basic movement and
skills using appropriate vocabulary

Language Arts Literacy
1.4.A- Write narrative pieces
1.4.B- Write informational pieces
1.5.B- Write using well-developed content appropriate for the topic

Math
M4.A.2.1.1- Using Mental Math to Add and Subtract


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M4.A.3.1.3- Estimating Sums and Differences of Whole Numbers
M4.E.1.1.1- Data and Graphing
M4.B.2.2.1- Measurement

Physics
3.4.7.C- Identify and explain the principles of force and motion




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