Art Integration Unit Plan Template 1

Art Integration Unit Plan Template

LTC 4240: Art for Children Unit Title & Big Idea: Under The Sea Big Idea-Oceanography Unit Overview/Summary: Students will explore the different plants and animals under the sea through research and compilation of facts. Students will demonstrate understanding of plant and animal life under the sea through a creative writing assignment as well as demonstrate their artistic understanding of marine life by creating finger puppets. Grade Level: 4 Class Periods Required: 3-5

Key Concepts (3-4) 1. Science-Interactions with living organisms and their environments 2. Literacy-Writing a narrative with descriptive details and a beginning, middle, and end. 3. Visual Art-Using knowledge of structures and functions to create fish via modeling clay.

Essential Questions (3-4) 1. What are the five oceans in the world? 2. What living organisms live in the particular ocean the student is researching? 3. What are qualities that the students made up fish are required to have based on the ocean they reside in? 4. What colors and textures would best represent the characteristics of the students fish from a particular ocean?

Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1) Science-Students will be able to identify different types of aquatic life in the earths five oceans and be able to list characteristics of each body of water. Literacy-Students will write a creative narrative with details that support the main idea of the passage. Visual Art-Students will be able to recreate an imaginary sea creature through the art of sculpture whilst adding specific details to their finger puppet sculptures specific to a certain ocean.

Grade Level Expectations (GLEs)

(3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)

Core Academic Standards (Common Core State Standards) (3-4)

(http://www.corestandards.org/)

Science- Strand 4: Changes in Ecosystems and Interactions of Organisms with their Environments 1. Organisms are interdependent with one another and with their

Science- N/A

Art Integration Unit Plan Template 2 environment Grade 4: Scope and Sequence Interactions Among Organisms and Their Environment a. Identify the ways a specific organism may interact with other organisms or with the environment (e.g., pollination, shelter, seed dispersal, camouflage, migration, hibernation, defensive mechanism) b. Identify and describe different environments (i.e. pond, forest, prairie) support the life of different types of plants and animals Literacy- Writing: 3. Write effectively in various forms and types of writing Grade 4: Compose a. narrative, descriptive, expository, and/or persuasive texts, using appropriate text features, b. text using an appropriate format Art- Strand I: Product/Performance 2.a. Sculpture, Ceramics, Other Media. Grade 4: Modeling with clay or a similar material; Make organic forms Content Areas Integrated: 1. Visual Art 2. Literacy 3. Science Literacy- CCSS.ELA-Literacy.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-Literacy.W.4.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. Visual Art- N/A

Identify & define common vocabulary/concepts that connect the art form with the other identified subject area(s): Narrative-a story or account of events or experiences, whether fictitious or true Characteristic-feature or attribute of a character that makes them different from others Texture-how an object feels and what makes it different from other objects Research-finding out facts about a specific occurrence or topic Brief Lesson Descriptions (2-3 sentences each) 1. Science- Students will be taught about the five major oceans and then will then be asked to research one particular ocean (via internet or World Books) and find the plant life as well as fish and other underwater living organisms. Students will be asked to identify different characteristics of aquatic life in their specific ocean. 2. Literacy- Students will complete a creative writing assignment about a fictitious sea creature in one of the five major oceans on the earth. The details in this narrative should include what the students sea creature is called, its attributes and adaptations under water, and why it would be able

Lesson Titles in Sequence/Order 1. Science-Aquatic Life in the Earths Oceans 2. Literacy-Life as a Sea Creature 3. Art-Art Under the Sea

Art Integration Unit Plan Template 3 to survive in the particular ocean that it has been placed in. 3. Visual Art- Students will study the artist Nick Cave and his work with sound suits and finger puppets. Students will be given air-dry modeling clay and asked to create a finger puppet that will exhibit characteristics of a made-up fish that they would find in that particular ocean. What student prior knowledge will this unit require/draw upon? Students will need to know basic knowledge about aquatic life and be able to identify plants and animals under the waters surface. Students should also know how to write complete sentences and paragraphs with proper punctuation and spelling. What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit? The art and literacy lessons will allow students to explore and expand on their ideas in terms of how they will create their fictional fish out of the modeling clay as well as expanding their ideas and characterizations through their creative writing assignment. How will this unit permit/encourage students to solve problems in divergent ways? This unit will encourage students to solve problems in divergent ways by allowing students to create their own made-up sea critter finger puppet in whatever way they want with the modeling clay, allowing their creativity to take over. Also, the creative narrative does not have much of a structure, giving the students the ability to make their own critical and creative decisions when it comes to format and sequencing. How will you engage students in routinely reflecting on their learning/learning processes? By having the students create the finger puppets as made-up fish and sea life and then connecting a creative story to it, the students will be reflecting on their work because it is more than just one class period and ties in their creative ideas as well. How will this unit engage students in assessing their own work and the work of peers? During the gallery walk, students will be able to assess their own work with the finger puppets as well as the work of their peers and how each story correlates with each puppet. What opportunities/activities will students be given to revise and improve their understandings and their work? Students will be given the opportunity to revise their writings through optional peer reviews as well as teacher conferences. What opportunities/activities will you provide for students to share their learning/understanding/work in this unit? Students will be able to read their story allowed if they wish, along with a gallery walk of all of the different finger puppet fish that they have created! How will you adapt the various aspects of this lesson to differently-abled students? Gifted students may write a separate narrative for all of the oceans including a different sea creature for each and how each creature would have different adaptations for that particular ocean. Students with an attention disorder may be given extra modeling clay to make more than one sea creature so that their hands are constantly working and

Art Integration Unit Plan Template 4 keeping busy.

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 http://dese.mo.gov/divimprove/curriculum/GLE/documents/cur-sc-gle-k-5-1108.pdf http://dese.mo.gov/divimprove/curriculum/GLE/documents/cur-visual-arts-gle-0407.pdf http://dese.mo.gov/divimprove/curriculum/GLE/documents/cur-ca-gle-1008.pdf http://www.corestandards.org/ELA-Literacy/W/4