Quintin Imler

Art Integration Unit Plan Template 1

Art Integration Unit Plan: Native American Buildings/Homes

LTC 4240: Art for Children Unit Title & Big Idea: Native American Homes Unit Overview/Summary: Students learning across multiple disciplines will focus on Native Americans and their homes. Grade Level: 5th Class Periods Required: 4 -Learn about Native Americans -Begin research and construction -Share and explain model of home -find volume of various models.

Key Concepts (3-4) Learning The Homes of the Native Americans Learning how to construct a 3-dimensional model from recyclable resources and art supplies. Learning how to analyze volume of Native American homes.

Essential Questions (3-4) What factors caused Native Americans to construct their type of homes? What resources and factors caused you to construct your artwork the way you did? What formula allows us to find volume of a room or box.

Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1) TLW know how Native American lifestyles effect the construction on his home. TLW construct a model using resources to creatively imitate other figures and homes of Native Americans. TLW find the volume of multiple models of Native American Homes. Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/) SS3 1.10 -Summarize the viability and diversity of Native American cultures before Europeans came. MA 3 1.6 -compare related data sets MA 2 3.1 -identify and justify the unit of measure for area (customary and metric) Core Academic Standards (Common Core State Standards) (3-4)
(http://www.corestandards.org/)

Content Areas Integrated: 1. Visual Art 2. Social Sciences

CCSS.ELA-Literacy.RI.5.9 -Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. CCSS.Math.Content.5.MD.C.5b -Apply the formulas V = l w h and V = b h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. Identify & define common vocabulary/concepts that connect the art form with the other identified subject area(s): Construct- to build a structure

Quintin Imler 3. Mathematics Lesson Titles in Sequence/Order 1. Native American 2. Constructing a model of a real-life object 3. Measuring the volume of a 3-D figure

Art Integration Unit Plan Template 2 Resources- materials available to use Dimensions- the measurable attributes of a figure Brief Lesson Descriptions (2-3 sentences each) Social Studies- Find your Native American home and record which Native American Group used this kind of home. Resources involved in the construction of the Home. Find the environmental concerns involved with the need to make this specific home. Art--Students must make a construction of their Native American Homes in partners. The instructor will encourage students to bring in recyclable goods to construct their Native American homes. Math- Use formula to determine volume of Native American houses. Students will imagine they were Native Americans and using the house as a grain shed to store food. Which home would be the best to use. Students will move from home to home and measure each home, using the formula to determine volume.

What student prior knowledge will this unit require/draw upon? Student will have to look at knowledge they have regarding resources available to Native Americans. Students will have to be able think about dimensional understanding and proportionality of their constructed homes. Students will draw upon their knowledge of volume formula as well as area and other measurement concepts. What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit? Constructing the home is very much going to allow for student expression. Students will have to imagine what the home would actually look like as they visualize their model. They will have to use their resources through experimentation to construct an accurate model. I think the fun creation aspect will very much attract students to this assignment.

How will this unit permit/encourage students to solve problems in divergent ways? We will allow students to use whatever resources they want to construct their home. They can compose their project how they would like. Also, they have some variability in which model they will measure. Some students may want to use the formula, while some may want to fill it with legos or another standard unit of measurement. How will you engage students in routinely reflecting on their learning/learning processes? Students will build the assignment off with a scaffold mindset. Building around the central piece, constructing their home. The using resources mindset will help them relate with the construction of actual Native American homes like the Indians. The Math Task also has roots in critical thinking as students will have to consider How volume relates to store houses and other structures for goods.

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Art Integration Unit Plan Template 3

How will this unit engage students in assessing their own work and the work of peers? Students will present their homes to other students. Students will also have to measure and work with others pieces. Students will be challenged to reflect on how the models reflect the Native Americans environmental factors. What opportunities/activities will students be given to revise and improve their understandings and their work? Students will be given the opportunity to think critically about Native American Homes as they improve their model. They will see the benefits of the various homes. As they do that, they will understand factors and trade-offs about constructing homes relating to their quality/size. What opportunities/activities will you provide for students to share their learning/understanding/work in this unit? This is an area where my unit shines. Sharing is central to the construction of the models. How will you adapt the various aspects of this lesson to differently-abled students? There is varying degree of complexity in the homes. The lesson doesnt have to require find motor skills as students can work in partners, with one student looking up more information on the home, rather than focusing on piecing together the model.

References Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf