NEXT GENERATION SCIENCE STANDARDS

• SEP 2: Developing and using models
• PS1 A: Structure and Properties of Matter
• CCC 5&6: Energy and Matter; Structure and Function

MARYLAND ARTS STANDARDS

• Dance Standards: E:P-2:4: Demonstrate creative solutions to movement problems by working independently and collaboratively with others.

SABES LEARNING OBJECTIVES

• Use information from observations to construct a definition of a gas, solid, and liquid and the properties of a gas, solid, and liquid.

MATERIALS

• Student-created Solid, Liquid, and Gas Chart from previous lesson

TEACHER BACKGROUND

• Teachers should have an understanding of the different states of matter and how to encourage students to use movement (improv) on how to use their bodies to make a model.

STUDENT PREREQUISITES

• Students should have some general knowledge of the different states of matter.

ACCESSIBILITY

• Anchor charts with illustrated representations of each state of matter are visible in the classroom.

BRAIN TARGETED TEACHING IN THE CLASSROOM

Embodied Cognition

This activity supports embodied cognition. Our brains learn through the body. When students use movement, gesture, or hands-on exploration, they’re not just “acting out” learning—they’re wiring knowledge more deeply. Embodied cognition means the body helps the brain understand, remember, and apply ideas. In arts-integrated lessons, students physically experience concepts, which boosts engagement and long-term understanding.

The Emotional Climate:

• We suggest a start of the day check-in (like a mood board or other technique) before engaging in the lesson

The Physical Space:

• Performance space in the classroom where students are able to work with each other and move to model the molecules.

Learn More:

Learn more about Brain Targeted Teaching via Dr. Mariale Hardiman’s site and explore the arts integrated overlay below:

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

KAMMERAN TYREE GIGGERS

Kammeran Tyree Giggers, a native of Baltimore Maryland. She completed her Masters of Education in Diverse Leadership in Education from Notre Dame of Maryland. She also received her Masters of Fine Arts Degree in Performing Arts from Savannah College of Art and Design, and her Bachelors of Arts Degree in Acting from North Carolina Central University. Some of her acting credits in productions at various repertory theatre’s across the south and Midwest include: Dreamgirls, Shrek the Musical, The Color Purple, Clybourne Park, and Ragtime to name a few. Kammeran also enjoys giving back to her community through teaching and directing. After traveling around the world as a professional actress, she moved back to Maryland and began her teaching career as a Performing Arts Teacher and Director at The Harbour School. There she coordinated and directed numerous musicals and performances for youth with intellectual disabilities. All of these endeavors have encouraged her to start her own arts nonprofit called R.I.S.E Arts Center of Baltimore Inc. which nurtures the social emotional well being and the creative skill set of neuro-divergent youth and young adults in underserved communities through a multifaceted arts education. Kammeran currently serves as the Executive Director of R.I.S.E where she has impacted over 100 Baltimore City youth and teachers by providing access and inclusion through the arts.

LINDSEY WINAND

Lindsey Winand is a high school science teacher who has taught 11 out of her 12 years of teaching in Baltimore City Public Schools. She has had the privilege of teaching at City Neighbors High School, an arts-integrated, project-based school where each student is known, loved, and inspired. Throughout her time, she has been encouraged by her administration to focus on arts-integrated learning that meets each student where they are and use different modes of learning while integrating arts techniques to encourage creativity and exploration. She has worked with different teaching artists in residencies or different programs through Arts Every Day or Young Audiences, to design projects that inspire her students to pursue learning in a different way and express their strengths. She is a huge science nerd who uses different modes of learning and how the brain works to meet her students where they are and encourage their lifetime learning. She is a proud Colombian who is also the step team coach and a proud dog mom to her pitbull, Karma.

NEXT GENERATION SCIENCE STANDARDS

• PS1 A: Structure and Properties of Matter
• PS1 B: Chemical Reactions
• CCC 2: Cause and Effect

MARYLAND ARTS STANDARDS

• Music Standards – I:P-2:1: Communicate purpose through music performance.

SABES LEARNING OBJECTIVES

• Carry out an investigation to observe changes in properties of matter caused by a chemical reaction.

MATERIALS

• Lyrics slide
• Instrumental version of “Twinkle Twinkle Little Star”

ACCESSIBILITY

• Play a version of the complete song before teaching the new lyrics to ensure all the children know the original piece.
• Ensure lyrics are visible, print them as well if desired.
• You can add movements to the lyrics for important terms to help with recall and memory.

BRAIN TARGETED TEACHING IN THE CLASSROOM

Using Mnemonics in the Classroom:

This activity supports memory through music & repeated rehearsal. Mnemonics are powerful memory tools that help students recall important information by connecting new learning to patterns, rhythms, or images. Incorporating songs or simple musical phrases into instruction strengthens memory through repetition, melody, and movement—activating multiple parts of the brain at once. When students sing or chant key concepts, they are more likely to store and retrieve that information later, making learning both more engaging and more enduring.

Learn More:

Learn more about Brain Targeted Teaching via Dr. Mariale Hardiman’s site and explore the arts integrated overlay below:

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

KAMMERAN TYREE GIGGERS

Kammeran Tyree Giggers, a native of Baltimore Maryland. She completed her Masters of Education in Diverse Leadership in Education from Notre Dame of Maryland. She also received her Masters of Fine Arts Degree in Performing Arts from Savannah College of Art and Design, and her Bachelors of Arts Degree in Acting from North Carolina Central University. Some of her acting credits in productions at various repertory theatre’s across the south and Midwest include: Dreamgirls, Shrek the Musical, The Color Purple, Clybourne Park, and Ragtime to name a few. Kammeran also enjoys giving back to her community through teaching and directing. After traveling around the world as a professional actress, she moved back to Maryland and began her teaching career as a Performing Arts Teacher and Director at The Harbour School. There she coordinated and directed numerous musicals and performances for youth with intellectual disabilities. All of these endeavors have encouraged her to start her own arts nonprofit called R.I.S.E Arts Center of Baltimore Inc. which nurtures the social emotional well being and the creative skill set of neuro-divergent youth and young adults in underserved communities through a multifaceted arts education. Kammeran currently serves as the Executive Director of R.I.S.E where she has impacted over 100 Baltimore City youth and teachers by providing access and inclusion through the arts.

LINDSEY WINAND

Lindsey Winand is a high school science teacher who has taught 11 out of her 12 years of teaching in Baltimore City Public Schools. She has had the privilege of teaching at City Neighbors High School, an arts-integrated, project-based school where each student is known, loved, and inspired. Throughout her time, she has been encouraged by her administration to focus on arts-integrated learning that meets each student where they are and use different modes of learning while integrating arts techniques to encourage creativity and exploration. She has worked with different teaching artists in residencies or different programs through Arts Every Day or Young Audiences, to design projects that inspire her students to pursue learning in a different way and express their strengths. She is a huge science nerd who uses different modes of learning and how the brain works to meet her students where they are and encourage their lifetime learning. She is a proud Colombian who is also the step team coach and a proud dog mom to her pitbull, Karma.

NEXT GENERATION SCIENCE STANDARDS

• SEP 7: Engaging in Argument from Evidence
• ETSI.B: Developing Possible Solutions
• CCC 6: Structure and Function

MARYLAND ARTS STANDARDS

• Theater Standards – I:P-2:1: Engage in basic theater exercises related to imagination, movement and vocal exercises to inspire creativity in developing a guided drama/theatrical experience based on a known story.

SABES LEARNING OBJECTIVES

• Record and compare information about food scientists and packaging engineers

TEACHER PREPARATION

• Become familiar with the “yes, and…” technique. See this video for quick and helpful tips!
• Gather food props (plastic fruit or other models) and preservation materials like plastic wrap, aluminum foil, containers, etc.
• Set up a clear acting/presentation space.
• Display visuals of common preservation methods.
• Have the vocabulary from the previous lesson visible.
• Prepare groups and organize materials so each group receives one food item and a set of preservation materials.

ACCESSIBILITY

• Allow students to use their notes to help with claims
• Post sentence starters to help students begin to form their ideas

BRAIN TARGETED TEACHING IN THE CLASSROOM

The Emotional Climate:

• When preparing for and facilitating this activity, teachers should ensure that the emotional climate feels safe, supportive, and judgment-free, especially because the Yes, And improv technique requires students to take creative risks. Students may feel unsure or self-conscious about performing or sharing ideas in front of peers.
• To support the emotional climate:
  • Normalize silliness and experimentation by modeling playful responses yourself.
  • Remind students that in Yes, And, all ideas are accepted first, which reduces fear of being “wrong.”
  • Establish clear norms such as active listening and encouragement.
  • Be mindful of students who feel shy about performing; offer roles with varying levels of visibility (prop holder, narrator, idea generator) so everyone can participate comfortably.
  • Celebrate effort and collaboration rather than “perfect” performances.
• This helps students feel emotionally safe to take risks, collaborate, and engage fully—supporting strong learning and creativity.

The Physical Space:

• Space in the classroom for performance and presentation.

Learn More:

Learn more about Brain Targeted Teaching via Dr. Mariale Hardiman’s site and explore the arts integrated overlay below:

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

KAMMERAN TYREE GIGGERS

Kammeran Tyree Giggers, a native of Baltimore Maryland. She completed her Masters of Education in Diverse Leadership in Education from Notre Dame of Maryland. She also received her Masters of Fine Arts Degree in Performing Arts from Savannah College of Art and Design, and her Bachelors of Arts Degree in Acting from North Carolina Central University. Some of her acting credits in productions at various repertory theatre’s across the south and Midwest include: Dreamgirls, Shrek the Musical, The Color Purple, Clybourne Park, and Ragtime to name a few. Kammeran also enjoys giving back to her community through teaching and directing. After traveling around the world as a professional actress, she moved back to Maryland and began her teaching career as a Performing Arts Teacher and Director at The Harbour School. There she coordinated and directed numerous musicals and performances for youth with intellectual disabilities. All of these endeavors have encouraged her to start her own arts nonprofit called R.I.S.E Arts Center of Baltimore Inc. which nurtures the social emotional well being and the creative skill set of neuro-divergent youth and young adults in underserved communities through a multifaceted arts education. Kammeran currently serves as the Executive Director of R.I.S.E where she has impacted over 100 Baltimore City youth and teachers by providing access and inclusion through the arts.

LINDSEY WINAND

Lindsey Winand is a high school science teacher who has taught 11 out of her 12 years of teaching in Baltimore City Public Schools. She has had the privilege of teaching at City Neighbors High School, an arts-integrated, project-based school where each student is known, loved, and inspired. Throughout her time, she has been encouraged by her administration to focus on arts-integrated learning that meets each student where they are and use different modes of learning while integrating arts techniques to encourage creativity and exploration. She has worked with different teaching artists in residencies or different programs through Arts Every Day or Young Audiences, to design projects that inspire her students to pursue learning in a different way and express their strengths. She is a huge science nerd who uses different modes of learning and how the brain works to meet her students where they are and encourage their lifetime learning. She is a proud Colombian who is also the step team coach and a proud dog mom to her pitbull, Karma.