Art Integration Unit Plan Template 1

ECE Integration Unit Plan Template

LTC 4240: Art for Children Unit Title & Big Idea: Animal Life Cycles Unit Overview/Summary: Students will learn about the life cycles of animals. Butterflies/caterpillars will be in the classroom to observe in order to make the learning process more meaningful. The students will observe the specific changes of the life cycle and do various projects to connect their learning. Students will sketch the observable changes and create a classroom audit trail with art pieces that show the changes that caterpillars goes through before becoming a butterfly. Grade Level: Third Class Periods Required: 4 weeks (One day a week) for observation of the life cycles. Week 1: (Monday 1 hour) Mini lesson and group discussions on life cycles. Begin Art (sketching) project/ assign science groups. Week 2 : (Monday 2 hours) Art /Science Week 3: (Monday 2 hours) Art/ Science Week 4: (Monday 2 hours) Art #2

Key Concepts (3-4) Visual Art #1: We can use our observations to sketch the different life cycles of a caterpillar, chrysalis and butterfly each week to chart growth and changes as well as form conclusions. Science: We can join together in groups based on what animals interests us such as chickens, tadpoles, dogs, snakes etc. As a group we can collaborate with peers and research animals together using books and the internet in order to understand how different life cycles vary. Visual Art # 2: At the end of the unit, we can take all of the knowledge we have gathered in our sketchbooks to create a large group poster of the different phases the butterfly went through to show our learning and understanding.

Essential Questions (3-4) 1. What is a life cycle? 2. Do all animals have a life cycle? 3. Why do some animals change into a new animal? 4. How do animals know how to change?

Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1) 1. Visual Art #1- Students will track the life cycle of a butterfly by sketching the physical changes each week. 2. Science- Students will research other life cycles of different animals and discuss their findings with their peers. After each group meets, they will share what they have learned about their about their animal with the class. Each group will determine how they will express their learning: drawings, writing etc. 3. Visual Art #2- Students will use their sketches and create a large classroom art project that shows the different life cycles of a butterfly.

Art Integration Unit Plan Template 2

Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/). Grade Level Expectations: 1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning and critical thinking. a. Pose questions about objects, materials, organisms, and the events in the environment. Characteristics and Interactions of Living Organisms: a. Identify and sequence life cycles (birth, growth, and development, reproduction and death) of animals (i.e, butterfly, frog, chicken, snake, dog) b. Record observations on the life cycle of different animals (e.g., butterfly, dog, frog, chicken, snake) Content Areas Integrated: 1. Visual Art 2. Science

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

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

Speaking and Listening: CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). Presentation of Knowledge and Ideas: CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

Identify & define common vocabulary/concepts that connect the art form with the other identified subject area(s): Life Cycle: the series of changes in the life of an organism, including reproduction. Larva: The newly hatched, wingless, often wormlike form of many insects before metamorphosis. 1. Caterpillar: The larva of a butterfly or moth, having a segmented wormlike body with three pairs of true legs and several pairs of leglike appendages. Caterpillars may be hairy, have warning coloration, or be colored to resemble their surroundings. 2. Chrysalis: A hard case that protects a moth or butterfly while it is turning into an adult. Metamorphosis: (in an insect or amphibian) the process of transformation

3. Visual Art

Art Integration Unit Plan Template 3 from an immature form to an adult form in two or more distinct stages. Lesson Titles in Sequence/Order 1. Art #1- Butterfly Life Cycle Sketching 2. Science- Interest group research and collaboration 3. Art #2- Group Butterfly life cycle poster Brief Lesson Descriptions (2-3 sentences each) 1. Art #1- Students will track the life cycle of a butterfly by sketching the physical changes each week. Students can choose from a variety of different materials such as white/ colored construction paper, pencils, markers or colored pencils to depict what they see. Each week will focus on different areas of the life cycle: Caterpillar, chrysalis and butterfly. After each sketch the students will be asked to write a few sentences, summarizing what they noticed as well as comparing their findings from the previous week. 2. Science- Students will research other life cycles of different animals and discuss their findings with their peers. After each group meets, they will share what they have learned about their about their animal with the class. Each group will determine how they will express their learning: drawings, writing etc. The class with also have the opportunity to ask the groups questions about their animals. (if the group cannot answer they will have opportunities to do further research, perhaps with teacher assistance). 3. Art #2- Students will use their sketches and create a large classroom art project that shows the different life cycles of a butterfly. The students will use their sketches as a reference when creating the different parts of the poster. The students will be given, tissue paper, pipe cleaners, construction paper, glue, sticks and molding clay. Each student will create a caterpillar, chrysalis and butterfly.

What student prior knowledge will this unit require/draw upon? 1. Art #1- Students will need to be familiar with drawing/ sketching. 2. Science- The class should already be familiar with breaking into groups, researching and sharing ideas with other. Children should also already be used to listening to others and asking peers questions. 3. Art # 2- All of the students should be familiar with what each component looks like (caterpillar, chrysalis and butterfly), or know how to use their sketches as a reference/ look at other resources in the class for help (i.e books/ posters). What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit? Children will be able to explore real butterflies and express what they see through their own imaginations and drawings. Children can choose/ explore/ experiment with the materials they wish, in the manner they wish to use during sketching and creating the classroom

Art Integration Unit Plan Template 4 poster (no set guidelines will be forced). Small groups can decide how they research their animals and how they wish to present them to the class (i.e drawings, writings etc.) Children will get to choose which animal they want to research based on their own interests/ wonderings.

How will this unit permit/encourage students to solve problems in divergent ways? Children will be challenged to solve problems with the materials as they decide how they want to create their work. Children will be challenged when peers ask questions about their research. Children will be asked to problem solve when researching and finding answers to their peers questions related to their topic. Children must, talk, listen and collaborate with their peers to solve problems and seek answers.

How will you engage students in routinely reflecting on their learning/learning processes? Children will write weekly reflections after they sketch the life cycles of the butterfly, using the sketch as their reference. Children will reflect on their work as a class weekly through sharing their research with the class. Children will summarize their observations of the butterfly life cycle through their group art project at the end of the unit How will this unit engage students in assessing their own work and the work of peers? Children will assess their own learning by charting their sketches and summarizing their observations. Children will assess their own learning and their peers work through collaborating during small group sessions. Children will assess their own work through peers comments and questions during group share time. Children will assess their work/ learning at the end of the unit through the group art project on butterflies. What opportunities/activities will students be given to revise and improve their understandings and their work? During share time, students will ask group questions, the students will need to find the answers in their data, or do further research on the subject to attain the answers. Children can revise/ improve their understanding through weekly observations, collaborating with peers and learning from other groups about life cycles. What opportunities/activities will you provide for students to share their learning/understanding/work in this unit? Students will have the opportunity to share their work and research with their teams and the rest of the class. Students will be able to show their learning through, sketching, creating items from different materials, wrtitng, listening, asking questions and sharing information. How will you adapt the various aspects of this lesson to differently-abled students? Depending on the student or extra support needed:

Art Integration Unit Plan Template 5 ELL/ Hearing impaired: I will utilize large pictures, videos and work samples to explain what we are doing. For seeing impaired students, I would have models, or physical objects that the students can touch. These students can sketch what they feel or use modeling clay to represent the different stages. Other modifications and accommodations can be used for any of the activities, certain children can write or draw instead of talk, or the duration of certain activities can be shortened etc. Each adaptation would vary greatly on the student and need.

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

Art Integration Unit Plan Template 6