Art Integration Unit Plan Template 1

Art Integration Unit Plan Template

LTC 4240: Art for Children

Unit Title & Big Idea: Life Cycles: Butterflies Grade Level: 3
rd

Unit Overview/Summary:
After bringing pupa into the classroom the students will learn the 4 different stages that a butterfly will
take to fully develop. We will go over each stage of their life cycle in small groups then we will discuss as
a whole class. During our lesson we will learn new vocabulary words like; metamorphosis, larva, pupa,
and pop-up art. After students have a learn understanding of the butterfly life cycle, the students will
make a pop-up art of the butterfly life cycle with 4 little pop-ups they will glue to a 12x12 piece of
paper. The next day the students will write a paper that has scientific information about butterfly life
cycles in a sequence order with reasons and support to back up their information or opinions.

Class Periods Required:
2; possible 2.5
Key Concepts (3-4)
-Butterflies develop in a 4-step process.
-Understand the correct sequence of the life stages.
-Support writing with facts.
Essential Questions (3-4)
-How are the stages different from each other? Why?
-What is the butterfly life cycle? Why?
-How do other life cycles differ from the butterfly life cycle? Why?
-How do other life cycles similar from the butterfly life cycle? Why?


Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-
teacher/48345.html?for_printing=1&detoured=1)
-Students will know what cycle butterflies take to develop.
-Students will have a strong understanding of the life cycles of butterflies.
-Students will know how to design own pop-up art for the butterfly cycle.

Next Generation Science Standards (NGSS) (3-4)
3-LS1-1.-Develop models to describe that organisms have
unique and diverse life cycles but all have in common birth,
growth, reproduction, and death.
LS3.A: Inheritance of Traits
Many characteristics of organisms are inherited from
their parents. (3-LS3-1)
Core Academic Standards (Common Core State Standards) (3-4)
(http://www.corestandards.org/)
CCSS.ELA-LITERACY.W.3.1.B-Provide reasons that support the opinion.
CCSS.ELA-LITERACY.W.3.3.C-Use temporal words and phrases to signal
event order.
CCSS.ELA-LITERACY.W.3.7- Conduct short research projects that build
knowledge about a topic.
Art Integration Unit Plan Template 2

Other characteristics result from individuals
interactions with the environment, which can range
from diet to learning. Many characteristics involve
both inheritance and environment. (3-LS3-
2)Science and Engineering Practices
Developing and Using Models
Modeling in 35 builds on K2 experiences and progresses
to building and revising simple models and using models to
represent events and design solutions.
Develop models to describe phenomena. (3-LS1-1)

Grade Level Expectations (GLEs)
PP2A3-Manipulate paper to create forms (in-the- round). Cut a symmetrical
shape from a folded piece of paper.
PP1D3- Demonstrate an additive process (e.g., string, card- board, glue, found
objects







Content Areas Integrated:
1. Visual Art
2. Science
3. Writing

Identify & define common vocabulary/concepts that connect the art form
with the other identified subject area(s):
Metamorphosis: A profound change in form from one stage to the next in
the life history of an organism, as from the caterpillar to the pupa and from
the pupa to the adult butterfly.
Larva: he immature, wingless, feeding stage of an insect that undergoes
complete metamorphosis. See illus. under metamorphosis.
Pupa: Insect in the non-feeding stage of development between larva and
adult, when many internal changes occur.
Pop-Up Art: Having pieces of artwork fastened to the pages to that when the
page is opened, a three-dimensional cutout or object is formed and,
sometimes, movement of a picture element, such as a door opening, can be
activated by pulling a tab.

Lesson Titles in Sequence/Order
1. Butterfly Life Cycle

2. Pop-Up Butterfly Cycle Art

3. How Do Butterflies Develop? Writing Activity
Brief Lesson Descriptions (2-3 sentences each)
I would bring in butterflies into the classroom, so the students can have a
real visual of their process. Students will get to see every stage the life cycle
process.

Butterfly Life Cycle
Art Integration Unit Plan Template 3

To begin the lesson I will ask the students to get into groups and discuss and
write down what they know about the butterfly life cycle to engage them.
Give student 30 minutes on an iPad to find information on the butterfly
cycle. Then I will review the material the students on the SmartBoard about
each stage of their cycle by showing them pictures one by one (egg, larva,
pupa, butterfly). I will give them activity from the website
https://www.teachervision.com/tv/printables/ButterflyLifeCycle_activity.pdf
to help learn the material in a different way. This worksheet asks for what
stage the butterfly is in and a fact about the stage.

Pop-Up Butterfly Cycle
To begin this lesson we will go over facts we had learned from the previous
day about the butterfly cycle. Students will be taught how to create pop-up
art with a 12x12 piece of paper. The students will create the butterfly cycle
using pop-up art and their own drawings to show what each stage looks like.
I will have example of the pop-up to show students.

How Do Butterflies Develop-Writing Activity
When the students finish their pop-up art, their summative assessment will
be to write a story about the life of a butterfly. They are to add facts about
each stage and reasons to support their opinions about each stage in the
right order. The students are to act as if they are the butterfly going through
this cycle to add personality to the story.
What student prior knowledge will this unit require/draw upon?
-You cannot touch the butterflies because that may cause the butterflys death.
-Knowledge about how to write a short story.
-Use of correct punctuation.
-Correct and safe use of craft materials.
-Know the structure of a paper.

What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit?
-Getting them into groups to start ideas flowing
-Use of the SmartBoard to show images of each stage. (show image) http://www.kidsbutterfly.org/life-cycle
Art Integration Unit Plan Template 4

-Use leading questions like: What do you think happens in the butterfly life cycle? What do you think happens in each stage?
-Will have live butterflies in my room-students will observe their life cycle over time.
-Engaging in the process of making pop-up art to make the butterfly cycle.

How will this unit permit/encourage students to solve problems in divergent ways?
-It will teach each the students how to work in groups to learn new ways of thinking.
-Making pop-up butterfly cycles helps them learn material through the arts and learn there are more ways to learn material.
-Instead of taking a test, they will write a short story on the life cycle of a butterfly. By not taking a test it will permit students to think outside
the box.

How will you engage students in routinely reflecting on their learning/learning processes?
-By having the students reflect on what they have learned through the writing assignment instead of taking a test, it will engage the students to
express more knowledge then what they can show on a multiple choice test. When writing their story, I can see more clearly what they are
missing from the lesson and the students will also know from their development of the story if they really understood each stage when they are
writing in a very detailed manner. This will be the opportunity where student can reflect on their work and discuss what worked best for them.

How will this unit engage students in assessing their own work and the work of peers?
-When working in groups when learning about the butterfly cycle, it will be clear to students who are sharing the most ideas and who is not
putting their best effort forward. Most cases, working in groups helps generate ideas and helps more students get their ideas out then having
the discussing as a whole class. When students are telling their ideas to their other group mates they can assess how hard their peers are
working and compare it to how hard they are working to generate ideas.
-After finishing their pop-up art, the students work will be posted out in the hallway and the student will take a gallery walk to be able to assess
what others added to their butterfly cycle.

What opportunities/activities will students be given to revise and improve their understandings and their work?
-When the students are writing about what they already know about the butterfly cycle they can discuss it in their groups. This will give them a
chance to change their mind and improve on what they thought before in their writing activity at the end of the unit.


What opportunities/activities will you provide for students to share their learning/understanding/work in this unit?
-Their pop-up art will be displayed in the hall for others to see.
-Students will share their story and read it out loud to the class when they have revised and finished their paper.

Art Integration Unit Plan Template 5

How will you adapt the various aspects of this lesson to differently-abled students?
-By providing different visuals and ways of thinking by adding art and writing into this unit, it provides different ways of looking at the aspects of
the butterfly cycle for all the students.
-Having them have discussions with each other in small group and whole groups will help differently-abled students to be able to participate
and understand material better.


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://www.kidsbutterfly.org/life-cycle
https://www.teachervision.com/tv/printables/ButterflyLifeCycle_activity.pdf
http://www.monarchwatch.org/biology/cycle1.h
http://dictionary.reference.com/browse/larva
http://dictionary.reference.com/browse/metamorphosis
http://dictionary.reference.com/browse/pupa?s=t
http://dictionary.reference.com/browse/pop-up