Art Integration Unit Plan Template 1

ECE Integration Unit Plan Template BY: SARAH BEHNEN

LTC 4240: Art for Children Unit Title & Big Idea: Animals Habitats on our Earth Unit Overview/Summary: The students will learn about different habitats and which animals live in each habitat. We will first read a book that introduces a variety of different animals that cannot be pets because of their habitat. We will have a science lesson to learn about the different habitats, and explore the habitats around our school. Finally, the students will create a piece of art, using a variety of different materials, which shows an animal living in their natural habitat. The art projects will be presented to their peers, so we can learn about a variety of different animals and their natural habitats. Grade Level: First grade Class Periods Required: A week to teach the unit plan: Reading and discussing the book Monday (30 minutes). Exploring the habitats on Tuesday/ Wednesday (Two 45 minute each day). Start art project on Wednesday and finish by Friday (Three 40 minutes each day).

Key Concepts (3-4) 1. Animals live in habitats. 2. There are four main habitats: grasslands, forests, deserts, and wetlands, and characteristics of each. 3. There are many different types of animals that live in each habitat.

Essential Questions (3-4) 1. What is a habitat? 2. What type of animals live in each habitat? 3. What are the similarities and differences between each habitat?

Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1) 1. The students will be able to discuss, describe, and label the four main natural habitats we are learning about. 2. The students will be able to compare and contrast the similarities and differences between the habitats. 3. The students will be able use a wide variety of materials to create a drawing of an animal in its natural habitat. 4. The students will be able to define and explain what a habitat is. 5. The students will be able to place animals in their correct habitat. 6. The students will participate in classroom discussion about habitats, and present their drawings to their peers. 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 3: Characteristics and Interactions of Living Organisms 1. There is a fundamental unity underlying the diversity of all living organisms. A. Organisms have basic needs for survival. a. Identify the basic needs of most animals (i.e., air, water,

Integration of Knowledge and Ideas CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

Art Integration Unit Plan Template 2 food, shelter.) D. Plants and animals have different structures that serve similar functions necessary for the survival of the organism. d. Identify the relationship between the physical structures of animals and the function of those structures (e.g., taking in water, support, movement, obtaining food, and reproduction.) Reading: 1. 1 Develop and apply skills and strategies to the reading process a. Develop and apply post-reading skills after readings or readalouds to respond to text: Art: STRAND I: Product/Performance 2. Select and apply three-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems a. Use glue with control 3. Communicate ideas about subject matter and themes in artworks created for various purposes a. Create original artwork that communicates ideas about the following themes: Animals (e.g., pets, farm, zoo, wild) Content Areas Integrated: 1. Visual Art 2. Literacy 3. Science

Lesson Titles in Sequence/Order 1. Literacy- Exploring animals environments. 2. Science- Natural habitats.

Identify & define common vocabulary/concepts that connect the art form with the other identified subject area(s): Habitat-the natural home or environment of an animal, plant, or other organism. Grasslands-a large open area of country covered with grass. Wetlands-land consisting of marshes or swamps Forests-a large area covered with trees. Deserts- A dry, often sandy region of little rainfall. Wildlife- wild animals and vegetation, especially animals living in a natural, undomesticated state. Pet- An animal kept for amusement or companionship. Water Colors- is the medium or the resulting artwork in which the paints are made of pigments suspended in a water-soluble vehicle. Brief Lesson Descriptions (2-3 sentences each) 1. I will start off the lesson by reading a book to the students called, What Pet to Get? By Emma Dodd. We will then have a class discussion of why the animals in the book did not work as pets, and talk about the different

Art Integration Unit Plan Template 3 environments the animals live in. I will record what the students say on chart paper. 2. For the science lesson, we will explore different natural habitats that animals live in, such as: forests, deserts, wetlands, and grasslands. To introduce this lesson, we will watch a YouTube video about habitats. (Located in references along with other resources I will use.) Once the students have a clear understanding of the different habitats, I will ask them to draw a picture of the habitat they would like to visit, and label it. Then we will discuss the types of animals that live in each habitat. We will then go outside and explore the animal habitats surrounding our school, and talk about the similarities and differences of the habitats we just talked about. 3. The art lesson will be similar to the Eric Carle lesson we did in class. The students will get to pick whatever animal they want to draw, but they will have to include the animals habitat in the drawing. The students can use many different materials to create their animal and habitat, such as: water colors, tissue paper, crayon resist, crayons, markers, etc. To introduce the lesson, I will show a YouTube video (listed in references along with other resource I would use) and present examples, so the students have something to look at. I will also demonstrate the activity to the students before they get started.

3. Visual Art- An animals habitat.

What student prior knowledge will this unit require/draw upon? - The students will use their prior knowledge they have with animals, both pets and wild animals. They will also use their prior knowledge about different habitats they have seen animals live in, and how they are similar and different to and from other habitats. They will use their prior knowledge about drawing when they have to draw an animal in its natural habitat. What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit? - Explore the habitats and environments around our school. The students will get to explore deeper the habitat that they are most interested in. They will also get to pick what animal they want to draw and the materials they want to use, and create the animal and environment any way they want to (real-life, abstract, imagination, etc.). For example, if they want to use watercolors, tissue paper, crayon resist, crayons, etc. on their artwork, then they can. Throughout the whole unit, they will have a lot of choices, which will make it more engaging for the students. They will also get to explore different habitats more in-depth. How will this unit permit/encourage students to solve problems in divergent ways? - The students will have many choices to choose from when deciding what habitat to draw and explore during science, and what animal they want to use during the art lesson. During art, some students might want to draw animals or habitats they are unfamiliar with, so they will have to reference texts that will be provided to get a better understanding of what they want to draw. This unit will encourage the students to solve problems on their own and explore materials in a way that they might not be used to.

Art Integration Unit Plan Template 4 How will you engage students in routinely reflecting on their learning/learning processes? - I will constantly be asking the students questions about what they learned about different animal habitats, and what the difference between pets and wild animals is. The students will get the chance to express their thoughts on habitats as a drawing or as words, which allows them a time to reflect in a way that works best for them. The students will be encouraged to ask questions to their peers, the teacher, and themselves throughout the whole unit, so they can do independent reflecting as well. How will this unit engage students in assessing their own work and the work of peers? -The students will get to assess their own work and their peers by looking at each students drawing of their animal and environment during the presentation. This will allow conversations between the students about if the habitat is correct, or if some students think that animal lives in a different habitat. The students will also have a lot of large group discussions where they can assess their own thoughts and ideas, as well as their peers. What opportunities/activities will students be given to revise and improve their understandings and their work? -If students want to revise or improve their understanding and their work, they can create another art piece with a different animal and a different habitat. They will also be given the chance to use books and the computer in our classroom to do research on different habitats, which will help improve their understanding of habitats. What opportunities/activities will you provide for students to share their learning/understanding/work in this unit? -During the science lesson, the students will have the chance to share their drawing of the habitat they want to visit and explain why. Once everyone is finished with their art, the students will present their animal and the animals natural habitat to the class, so we see the students understanding of animals and their natural habitats. How will you adapt the various aspects of this lesson to differently-abled students? -During this unit, I will offer more support to those students who might need it. I will encourage the students who have a great understanding of natural habitats to speak up and share their ideas with the class, and take the role as the teacher. If some students have trouble drawing, I could have animals they can trace or already drawn out for them, if they really struggle with drawing.

References Carle, E. (n.d.). How i create my pictures. Retrieved from http://www.eric-carle.com/slideshow_collage.html (Art lesson) Common core state standards initative . (2012). Retrieved from http://www.corestandards.org/ Discovery education. (2013). Retrieved from http://www.discoveryeducation.com/teachers/free-lesson-plans/animals-around-us.cfm Dodd, E. (2006). What Pet to Get? New York, NY: Scholastic Inc. Farlex. (2013). The free dictionary. Retrieved from http://www.thefreedictionary.com/pet Missouri department of elementary and secondary education . (2013, Jan 17). Retrieved from http://dese.mo.gov/divimprove/curriculum/GLE/

Art Integration Unit Plan Template 5 Parkin, N. (Designer). (2012, Octuber 23). Animal Habitats [Web Video]. Retrieved from http://www.youtube.com/watch?v=MsoUZzGtoOs (Science lesson) 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 Southard, J. (2013, September 30). Habitats . Retrieved from http://fun-in-first.blogspot.com/2011/09/habitats.html (Science lesson) (2009, November 30). Animal Habitats [Web Video]. Retrieved from http://www.youtube.com/watch?v=zNTHVLxPP54v (Science lesson) (2011, July 19). Eric Carle Ilustrations [Web Video]. Retrieved from http://www.youtube.com/watch?v=Wj-qdmjAnzU (Art lesson) Art Sample