Art Integration Unit Plan Template 1

Art Integration Unit Plan Template

LTC 4240: Art for Children Unit Title & Big Idea: Amazon Rainforest Animals Grade Level: 3rd Unit Overview/Summary: In the Social Studies lesson, students will be learning about the geography of the Amazon Class Periods Required: 3 Periods Rainforest such as where it is located in the world and what is included in that rainforest. In the art lesson, students will (1 for Art) learn about the artist Nick Cave and make finger puppets using cloud clay of animals in the rainforest. In the science (1 for Social Studies) lesson, students will learn about the threatened species in the rainforest and how they can help preserve them. (1 for Science) Key Concepts (3-4) Essential Questions (3-4) Rainforest: Students can express their knowledge of the rainforest through Where is the Amazon rainforest located in the world? written and creative processes. What animals are found in the rainforest? Social Studies: Geography of the Amazon Rainforest Who is Nick Cave? Art: Finger Puppet of an Amazon Rainforest Animal How do I use cloud clay to make a finger puppet? Science: How to preserve the Amazon Rainforest How can I help preserve the rainforest? Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1) Students will be able to locate the Amazon Rainforest on a map. Students will recognize what animals live in the Amazon Rainforest and also the layers associated with the Amazon. Students will know the history and facts of Nick Cave. Students will be able to use cloud clay to make finger puppets. Students will understand what animals are threatened in the Amazon Rainforest. Students will understand how they can help preserve the Rainforest.

Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/) SS5 1.5, 1.6, 1.4: Locate a place by pointing it out on a map and by describing its relative location. Strand 4:Changes in Ecosystems and Interactions of Organisms with their Enviroments:Identify examples where human activity has had a beneficial or harmful effect on other organisms (e.g., feeding birds, littering vs. picking up trash, hunting/conservation of species, paving/restoring green space) STRAND I: Product/Performance :Modeling with clay or a similar material; Make organic forms

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

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

National Standards for Visual Arts Education Content Standard #1 Understanding and applying media, techniques and processes K-4 Students use different media, techniques and processes to communicate ideas, experiences and stories. NO COMMON CORE STANDARDS FOR SOCIAL STUDIES OR SCIENCE

Art Integration Unit Plan Template 2

Content Areas Integrated: 1. Visual Art 2. Social Studies 3. Science

Lesson Titles in Sequence/Order 1. Journey into the Amazon 2. Animal Finger Puppets 3. Save the Rainforest!

Identify & define common vocabulary/concepts that connect the art form with the other identified subject area(s): Rainforest: a tropical forest that receives a lot of rain and that has very tall trees Map: a picture or chart that shows the rivers, mountains, streets, etc., in a particular area Threatened Species: a species threatened with extinction 1. Clay: a stiff, sticky fine-grained earth and often forming an impermeable layer in the soil. It can be molded when wet, and is dried and baked to make bricks, pottery, and ceramics. Puppet: an object that is moved by putting your hand inside it or by pulling strings or wires that are attached to it Preserve: to keep (something) safe from harm or loss Brief Lesson Descriptions (2-3 sentences each) Social Studies: Teacher will show a world map and show the students were South America is and then where inside of South America the Amazon Rainforest is located. From there, the students will read the book Inside the Amazing Amazon by Don Lessem. Students will read about animal and plant life of the Rainforest and students will pick out an animal that interests them and want to create for their finger puppet. This day is basically a research day for the students. Art: Students will watch a video about Nick Cave to get background knowledge of him. Students will then use cloud clay to make a finger puppet of the animal they chose from researching about the rainforest. Students will go around the room for a gallery walk to see each students finger puppet. Science: Students will go to the Sheppard Software website and read why certain animals are threatened species. Students will then click the tab that says how they can help save the rainforest. Summative Assessment: After reviewing the things they can do, students will write a letter and include a picture of their finger puppet to the President and explain what the President can do to help save the rainforest.

What student prior knowledge will this unit require/draw upon?

Art Integration Unit Plan Template 3 Students do not really need prior knowledge for this unit in regards to knowing about the Amazon Rainforest. However, students should know how to research a topic and know how to write a letter. Students will use the information they learn from the mini lessons before to help during the other mini lessons. What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit? Students will explore their creativity by using the cloud clay to make an animal finger puppet. Students will also be experimenting with the cloud clay as well. Students will be researching/exploring a book about the Amazon during the Social Studies lesson to learn more about the Amazon Rainforest. Students will also be exploring the ways they can help preserve the Amazon Rainforest. How will this unit permit/encourage students to solve problems in divergent ways? Students may have trouble with the cloud clay at first due to the stickiness and they will have to think of ways to help mold it correctly and think of how they can create the animal as close to how it looks in real life. Students will see ways of how they can help preserve the rainforests but they will have to critically problem solve and think of others ways and life style changes they can do at home to help save the rainforests. How will you engage students in routinely reflecting on their learning/learning processes? Once the students have researched an animal, they will continue to think about that animal while they are creating their finger puppets. Also, the students will continue to reflect about the Amazon Rainforest while they are writing their letter to the President. They will be reflecting on what they learned and what they can do to help save the Rainforest. How will this unit engage students in assessing their own work and the work of peers? Students will be assessing their work as they go through the mini lessons. Students will know if they have picked out an animal from the research to create their finger puppet. Students will know if they have nothing to write about in their letter to the President, that they need to do some more research on the preservation of the Amazon Rainforest. Students will be assessing their own work. What opportunities/activities will students be given to revise and improve their understandings and their work? Students will write a draft of their letter to the President first. After feedback from the teacher, students will be able to correct or change aspects of their letters for their final draft that will be sent out to the President. What opportunities/activities will you provide for students to share their learning/understanding/work in this unit? Students will be able to see all of the finger puppets that were made in class. Students will be able to see all the different animals that live in a rainforest. Students will also be sharing their letters to the President, showing their knowledge of the Amazon Rainforest and how to protect it. How will you adapt the various aspects of this lesson to differently-abled students? For the students who have a learning disability, I would pair them up with a student while they read the book at the beginning of the unit. Working with someone will be beneficial to that certain student. While they are working on writing their letters, the teacher can provide some guidelines for writing the letter and help them out with their thoughts. For students who are advanced learners, I would provide additional resources for them to learn more complex information about the Amazon Rainforest

Art Integration Unit Plan Template 4 such as the different layers and the climate of the Rainforest. I would also have them include more information in their letter. For the students who are visually impaired, I will provide a video to explain information about the Amazon Rainforest so they can hear the information instead of them reading a book. Or if I could find a book in brail about the Amazon Rainforest, I would provide that as well.

Resources: Inside the Amazing Amazon By: Don Lessem Google Images http://www.youtube.com/watch?feature=player_embedded&v=OcvfW1HNnrs http://www.sheppardsoftware.com/content/animals/kidscorner/endangered_animals/endangeredanimals_1.htm

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