Water and Erosion with Lynne

Lynne shares a creative movement lesson based off of water and erosion.

Science Standard
ESS2.D Standard K.1.1: Obtain, evaluate, and communicate information about local, observable weather conditions to describe patterns over time.
ESS2.D Standard 3.1.1: Analyze and interpret data to reveal patterns that indicate typical weather conditions expected during a particular season.


Use water imagery as warm-up material. Water falls, it drops, it flows, travels in currents, pools, drips, fills up the space provided, erodes,

Investigating #1:

Discuss the various places water is stored on the earth, glaciers, oceans, ponds, etc. Discuss the processes of evaporation, condensation, and precipitation. Using movement, have the students ex-plore the concepts just discussed using their bodies. For evaporation, explore slow ascending motions, that use all parts of the bodies different directions ascending in spiral way, a wavy way in a straight way…for condensation, explore ways that the water molecules condense to form clouds, and how they fall to earth in different forms of precipitation. Explore, rain, hail, snow, fog, etc. At this point, discuss with the students the types of clouds (cirrus, cumulous, stratus, etc.). What are their characteristics? How are they different from one another? What are their shapes? Which of these produce precipitation?

Create #1:

Put students in small groups, first have them create cloud shapes that match the cloud types dis-cussed above, how would these clouds change shape as the moved through the atmosphere by the wind? Then, have them create their own water cycle, moving through each part, showing the characteristics of each phase. They can choose their form of precipitation and cloud formation.

Investigating #2

Discuss positive and negative space. The positive space is the space the body takes up, negative is the space that is empty. Have the students in pairs and then using shaping ideas, have one partner create a shape and have the 2nd partner connect to the person’s negative space. Trade who is the leader and go through this a few times. You can repeat this exercise with positive space as well.

Create #2

Have the students practice creating a giant landform using positive and negative space, and many levels. Select yourself (teacher) or another student to be the water that will erode away part of the landform. Tap students on the shoulder and have them remove themselves from the formation. Select about half the class and then see what is left of the “eroded” landscape.

Feel free to share these videos, embed them for your students, or link to this page. New online educational resources are being developed every day. If you have suggestions for what you’d like to see let us know: rdt@rdtutah.org.

Lynne Larson received a BFA in Dance from Western Michigan University and a MFA in Dance from University of Illinois at Champaign-Urbana. She danced professionally with Martita Goshen’s Earthworks, Repertory Dance Theatre, SBDance and Koester & Dancers. In 2007, she was named Education Director for Repertory Dance Theatre, and in 2014, Artistic Associate as well. She coordinates all arts-in-education activities for RDT, directs RDT’s annual Summerdance and Winterdance Workshops, High School and Young Dancer Summer Workshops, rehearsal directs numerous pieces in the RDT repertory and assists in artistic long range planning for the company. Lynne is an accomplished teacher of students K-professional in creative movement and modern dance. She has been a presenter for the last four years at Utah State Board of Education’s Secondary and Elementary Annual Physical Education Conferences. Lynne is an Adjunct Assistant Professor at the University of Utah in the School of Dance for the Teaching Methods/Pedagogy Elementary Education Classes. In 2019, she was named Dance Educator of the Year by UDEO for the Professional/Private Sector.

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