Art Integration Unit Plan Template 1

Art Integration Unit Plan Template

LTC 4240: Art for Children

Unit Title & Big Idea: Habitats and Ecosystems Grade Level: 3rd
Unit Overview/Summary:
There are various habitats around the world. More specifically, animals have specific needs and characteristics that help
animals survive within in their habitat. This will lead into the idea that each habitat make up a larger system and depend
upon each other.



Class Periods Required: Three-40
minute class periods
Key Concepts (3-4)
The Earth contains many different habitats that inhabit a distinctive
animal and plant populations
Animals and plants within these habitats have needs and
characteristic that supports them in surviving in specific habitats
Animals and plants within these habitats make up a larger system that
depends upon each other.
Essential Questions (3-4)
What is a habitat?
How do animals use their characteristic to survive well in their
specific habitat?
How are animals dependent on their habitat?




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 describe a habitat for a specific animal through research of a variety of different biomes.
Students will construct a diagram of a habitat for a specific animal.
Students will write an informational newsletter about the animals characteristics that help them to survive in their habitat.



Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)
NGSS Standards:
3-LS4-3. Construct an argument with evidence that in a particular habitat
some organisms can survive well, some survive less well, and some cannot
survive at all. (Clarification Statement: Examples of evidence could include
needs and characteristics of the organisms and habitats involved. The
organisms and their habitat make up a system in which the parts depend on
each other.)

Core Academic Standards (Common Core State Standards) (3-4)
(http://www.corestandards.org/)

CCSS.ELA-Literacy.W.3.2
Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
CCSS.ELA-Literacy.W.3.2.A
Introduce a topic and group related information together; include
illustrations when useful to aiding comprehension.
Art Integration Unit Plan Template 2

Visual Art:
1. Content Standard: Understanding and applying media, techniques,
and processes
(C) Use different media, techniques, and processes to
communicate ideas, experiences, and stories. Use materials
safely.


CCSS.ELA-Literacy.W.3.2.B
Develop the topic with facts, definitions, and details.





Content Areas Integrated:
1. Visual Art
2. Science
3. Language Arts (writing)

Identify & define common vocabulary/concepts that connect the art form
with the other identified subject area(s):
Biome: area of the planet which can be classified according to the
plant and animal life in it.
Ecosystem: community and interactions of living and nonliving
things in an area.
Habitat: environment where an organism lives throughout the year
or for shorter periods of time.
Organism: living or once-living thing.
Adaptation: a modification of an organism or its parts that makes it
more fit for existence. An adaptation is passed from generation to
generation.
Diorama: a model representing a scene with three-dimensional
figures, either in miniature or as a large-scale museum exhibit.
Lesson Titles in Sequence/Order
1. Learning about Habitats Around the World

2. Making Your Own Habitat

3. Informational Writing about the Animal and Habitat
Brief Lesson Descriptions (2-3 sentences each)
1. The teacher will engage the students by having a discussion about
habitats and the many types that are found with their peers and
introduction of the popplet mind map. Students will research and
take notes on a specific animal within a chosen habitat after
learning about the many different habitats that make up our Earth.
Researching will be accompanied by a list of the types of habitats
they can choose from and the relevant information they should be
looking for.
2. Students will be instructed to choose one specific habitat and one
animal within that habitat to focus on for their art project. They will
create a diorama using different media and techniques to create an
accurate depiction of the animals habitat. The visual art will include
the animal its natural characteristics, along with its typical shelter
Art Integration Unit Plan Template 3

and resources it needs to survive.
3. Students will create an informational newsletter (article) that
includes facts and details about their habitat they have created.
Students will then present their diagram to the class and read their
newspaper article to their classmates. Presentations will allow for
students to get multiple perspectives and information about
different habitats around the world.
What student prior knowledge will this unit require/draw upon?
Students should be familiar with the diversity of life and the many habitats on the Earth.
Student should be able to manipulate and create visual art to support their learnings.
Students should recognize and construct informational writing in creative ways such as writing an article that would be put inside a newsletter.


What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit?
In the lesson, students have the opportunity to explore and imagine. The teacher will engage in exploring by having students research different habitats
around the world find specific characteristic and needs of the animals for them to survive in their habitat. For imagining, students will be able to create visual
art by using the idea of pop-ups, clay, and other mediums to create a diorama of a habitat for a specific animal from the research they have performed. They
will also engage and experiment with writing a newspaper article about their animal and its habitat.

How will this unit permit/encourage students to solve problems in divergent ways?
In the lesson students, will have different resources such as internet non-fictional books, teacher, and peers to form multiple perspectives of habitats around
the world. Students will be writing about their own habitat and specific animals in an informational newspaper article which will allow them to put in their
knowledge they have learned about their animal in a creative format.

How will you engage students in routinely reflecting on their learning/learning processes?
Students will routinely reflect on their learning processes through discussion with their peers and taking notes in the graphic organizer provided to help guide
them in their research about a chosen habitat. They will also reflect in their learning through writing the newspaper article about their chosen habitat and
animal. This will allow them to synthesize their ideas into one cohesive article about what they learned. Both of the activities will allow students to reflect on
the knowledge built about the characteristics of animals and how they survive in their specific habitat.

How will this unit engage students in assessing their own work and the work of peers?
Students will be engaged in discussion with their peers and the resources as they research about their specific habitat of their choice. They will be able to see
the work of their peers as each of them present their dioramas and read their articles of the animal in its habitat. This work allows students the opportunity
to see the work of others and further their knowledge about other habitats around the world. Students will also fill out a class critique for their peers in the
format of PQP (praise, question, polish) for each diorama the students view and evaluate.

Art Integration Unit Plan Template 4

What opportunities/activities will students be given to revise and improve their understandings and their work?
The activity of making a visual diorama along with writing a newspaper article will provide students with the opportunity to elaborate on their understanding
of their researched habitat through writing and recreating the habitat. This process will help students to deeper understand the importance of habitats
around the world.

What opportunities/activities will you provide for students to share their learning/understanding/work in this unit?
After researching, students will create a habitat for the animal they have chosen and write a newspaper article on that specific animal and their habitat. They
will then be able to share their diagrams and article through presentations in small groups and with the school community by placing their diorama and
articles on the classroom bulletin board.

How will you adapt the various aspects of this lesson to differently-abled students?
For higher-leveled learner, have students partner up with a more challenging student and have a lower-leveled learner pair with a less challenging student.
Allow higher-leveled learners to research more into the interaction of two habitats. Higher-leveled learners could also research about the effects of changes
within the animals habitat.
Have larger print for handouts and provide visuals instructions and graphic organizers for researching, diorama, and writing activity for students who are
visually impaired.
For those students who get off-task easily I would provide a checklist for them to support and guide them through each activity they need to accomplish.

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
National Geographic Society. (2014). National geographic: Education. In National Geographic. Retrieved April 17, 2014, from
http://education.nationalgeographic.com/education/?ar_a=1
National Geographic Society. (2014). National geographic: Habitats. In National Geographic. Retrieved April 25, 2014, from
http://environment.nationalgeographic.com/environment/habitats/
WWF. (n.d.). Habitats: Simplified explanations. In WWF Global . Retrieved April 17, 2014, from
http://wwf.panda.org/about_our_earth/ecoregions/about/habitat_types/habitats/
Art Integration Unit Plan Template 5

Discovery Education. (2014). Habitats of the world. In Discovery Education. Retrieved April 17, 2014, from
http://www.discoveryeducation.com/teachers/free-lesson-plans/habitats-of-the-world.cfm
Habitat Graphic Organizer: http://thetechieteacher2.blogspot.com/2013/04/ecosystemhabitatbiome-webquest-freebie.html and
http://www.teacherspayteachers.com/Product/Habitat-Brochure-Graphic-Organizer-365823
Newspaper Article Template: http://www.teacherspayteachers.com/Product/Newspaper-Article-Format-236785 and
http://www.teacherspayteachers.com/Product/Newspaper-Article-Writing-Template-930340
Google definitions
Diorama Examples: http://www.firstpalette.com/Craft_themes/Animals/africansavannadiorama/africansavannadiorama.html
Class Critique Form: Dr. Smiths Art Class