Arts Integration Unit Plan

First and Last Name Sandra Alger

Author's E-mail Address salger@hcpss.org
School Longfellow Elementary
School System Howard County
City, State, Zip Code Columbia, Maryland 21044
Course Name Maryland/Artist Teacher Institute 2012
MATI Facilitator Susan

Unit Overview

Unit Plan Title Dancing Through the Landscape

Curriculum-Framing Questions
Enduring
Understanding or Big
Idea

Essential Questions

Unit Description (Provide a summary of the unit in two to three sentences.)

Students will focus on the use of the dance elements of movement and space to depict the
plants and animals found in a landscape native to Maryland. Students will translate the
knowledge of elements in the landscape and their placement into a visual depiction of the
landscape.

Content Area(s)
List all arts and non-arts subjects that apply.
Dance, Visual arts, Science
Grade Level
Second Grade
Unit Outcomes
The learner will differentiate between locomotor and non-locomotor movements.
The learner will name and demonstrate the types of locomotor movement.
The learner will describe and demonstrate levels in space using their body.
The learner will describe the general space of the dance area in terms of foreground,
middleground and background in a landscape.
The learner will depict the areas of space in a landscape in a 2D collage.
The learner will depict the plants and animals found in the landscape they are depicting, using
appropriate size for the area of space.

Targeted State Content Standards, Indicators, and Objectives

Fine Arts Content Standards:
Standard 1.0 Perceiving, Performing, and Responding: Aesthetic Education
Studentswilldemonstratetheabilitytoperceive,perform,andrespondtodance.

Other Curriculum Content Standards:

Visual Art Standard 1.0 Perceiving and Responding: Aesthetic Education
Studentswilldemonstratetheabilitytoperceive,interpret,andrespondtoideas,experiences,andthe
environmentthroughvisualart.
Howard County Grade Two Science UNIT IV: Life and Environmental
Science

Goal 1. Characteristics of Organisms - The student will use scientific skills

and processes to describe and compare characteristics, basic needs,
and life cycle of an organism
h. Describe, record, and compare characteristics of different stages of a
butterflys life cycle.
i. Observe, describe, and identify structural parts of a butterfly and the
functions of those parts.
j. Predict and identify the food preferences of an adult butterfly.
k. Compare the food preferences of a butterfly larva to an adult butterfly.
l. Explain that animals need air, water, and food to survive.
m. Explain how the habitat provides basic needs (i.e., food, water, air) for
the larvae and butterflies.

Procedures

Lesson Two: Apply three or more layers of paper for the ground of the landscape.
Lesson Three: Dance movement introduction (elements) Practice locomotor vs. Non-
locomotor movement. Practice the types of locomotor movement (as able to in the art room).
Read I took a Walk Introduce the dance element of space in regards to high, medium and
low. Practice ideas for non-locomotor movement that are appropriate to various
objects/animals in the story. For example: How would a turtle move? Can you use
movement to represent an oak tree? A spider? An ovenbird? A zebra butterfly? Choose one
of the objects or animals and cut them out for your collage in three different sizes.
Lesson Four: Revisit the book I Took a Walk. Look for things that are far, near and
inbetween. Introduce the dance element of space in regards to the use of the dance area.
Choose an animal or object to represent in dance movement and rehearse appropriate
locomotor and non-locomotor movements for that object or animal. Introduce the foreground,
middleground and background of the dance area. Use movement to get to the area you are
representing (foreground, middle or background.) Refer to settings in the story/book for
details. Add objects to our dance (assign different students to different details).
Add details in large, medium and small sizes in the visual work including elements in the
habitat that are necessary to butterfly survival?????
Lesson Five?: Critique dance, continue to Apply details to the visual work

Approximate Time Needed

Prior Knowledge Students Need For The Unit

Arts: Dance ?????
Visual Arts:

Other Curriculum Content Areas:

Materials and Resources
Materials and Resources for the Class:

Materials for the Teacher:

Assessment (Description and Tools)