Art Integration Unit Plan Template 1

Art Integration Unit Plan Template

LTC 4240: Art for Children

Unit Title & Big Idea: Solar System- The Earths place in the universe Grade Level: 1st
Unit Overview/Summary:
Students will learn facts about all of the planets in the universe, and create a visual art piece of the solar system out of
cloud clay. Students will choose their favorite planet that we learned about in class and write an opinion piece as to why
it is their favorite, and share their piece with the class.



Class Periods Required: 5-7 days
Planet Facts: 20-30 min.
Videos: 10 min.
Read aloud books (each): 10-
15 min.
Trash Bag Solar System: 10-15
min.
Visual Art Activity: 45 min.-1
hr.
Opinion Piece- 1 hr.

Key Concepts (3-4)
Art- Students will create a visual art project of the solar system out of cloud
clay and suspend it by strings. Representing the distance from each planet
(not to scale) from the sun. Students will be expected to create the solar
system in order and have the proper shapes and colors for each planet.

Science- Students will learn facts about each planet, and record them in their
science notebooks. They will then listen to read aloud trade books providing
more information about the planets, watch the Bill Nye Planet Video, and
finish by experiencing the trash bag solar system. Students will be expected to
write down at least five facts about each of the planets in their notebooks.

Language Arts (writing)- Students will write an opinion piece about why their
favorite planet is their favorite using specific supporting details written down
in their notebooks or learned from the videos or trade books. Students will be
graded with a writing rubric (above proficient, proficient, and needs work
based on the amount of supporting details, opinions clearly stated, and
proper grammar).
Essential Questions (3-4)
-What are the different characteristics of each planet?
-What is something you want to learn about our solar system?
-Which planet is your favorite, and why? (Use supporting details learned in
class).
-What are the characteristics of our solar system? (Depending on students
learning levels they will provide different answers, ex: learners who excelled
will further study the milky way, the stars, etc.)


Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1)
1) Students will record several facts about each planet in our solar system.
Art Integration Unit Plan Template 2

2) Students will be able to recite the planets in order (closest to the sun>farthest from the sun).
3) Students will observe the distance from each planet to another and create a visual art form.
4) Students will write an opinion piece using specific supporting details on which planet in our solar system is their favorite.


Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)
NGSS: Science
Earths place in the universe
1-ESS1-1. Use observations of the sun, moon, and stars to describe
patterns that can be predicted.

Visual Arts
2.A.1-use glue with control, fold paper and identify folded edge, modeling
with clay or a similar material; pinch, pull, and roll material.



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

Language Arts-Writing
W.1.1- Write opinion pieces in which they introduce the topic or name the
book they are writing about, state an opinion, supply a reason for the
opinion, and provide some sense of closure.


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

Identify & define common vocabulary/concepts that connect the art form
with the other identified subject area(s):
Planet- A large, round object in space that travels around a star.
Cloud Clay- A soft manipulative clay form that dries very light in weight.
Solar System- A star (sun) and the planets that move around it.
Opinion- A belief, judgment, or way of thinking about something.
Suspension- Hanging from.

www.merriam-webster.com/dictionary
Lesson Titles in Sequence/Order
1. The Journey to Every Planet
2. Our Solar System
3. And the Winner Is
Brief Lesson Descriptions (2-3 sentences each)
1) Students will learn about 2-3 planets each day. They will learn the major
facts of each, and need to record the facts into their science notebooks for
later. Students will be shown the video below:

http://www.youtube.com/watch?v=ZHAqT4hXnMw

Students will then have a basic understanding of each of the planets and
their relative location. Each day the students will have a read aloud book
that is educating them on the topic of outer space. The first days reading
Art Integration Unit Plan Template 3

would be Hello, is anybody there? By: Jostein Gaarder (showing student
similarities and differences between planets).

2) Students will be shown the Bill Nye Planets video below:
http://www.youtube.com/watch?v=BdAqq-wEQV0
Students will then create a visual art project of a solar system, including the
nine planets we learned about in class out of cloud clay.
Materials needed: Black poster paper, string, cloud clay, tape, push pins,
glue.

3) Students will experience the trash bag solar system- the teacher will
turn out the lights and create a glow in the dark solar system inside of a
trash bag, and each student will grab a corner of the bag. The bag will be so
large that it resembles a parachute and all students can fit inside. The
students will run underneath and sit on the sides so they can look up at the
glowing planets. Students will then write an opinion piece as to which planet
in our solar system is their favorite and why (use supporting details from the
facts written down in science notebook).
What student prior knowledge will this unit require/draw upon?
-Knowledge of planet names, visual of stars at night, writing skills (be able to write letters/words on a page), and modeling clay as an art form.
What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit?
-This lesson will engage the students through the visual art solar system and the trash bag solar system. These are two hands on, interactive projects that will
get students interested in outer space if they arent already. Students can explore and imagine through the trade book and video activities. Experimenting
can occur in an extension activity for excelled learners. These students can experiment and explore by looking through a telescope or following a live NASA
broadcast of the planets and record their findings to share with the class.
How will this unit permit/encourage students to solve problems in divergent ways?
-Students will practice observing (planets and our solar systems), recording (facts about the planets in our solar system), and analyzing (writing an opinion
piece) in this lesson.
How will you engage students in routinely reflecting on their learning/learning processes?
-Students will learn how to analyze and make a choice in their opinion pieces. Students can use the analyzing skills they acquire in this lesson, and apply them
to many other lessons in the future to help them deeper understand the material.
How will this unit engage students in assessing their own work and the work of peers?
-Students will learn how to analyze pieces of work, and they will be able to critique others visual art projects. This will help them better their own work and
learn new concepts and ideas as well.
What opportunities/activities will students be given to revise and improve their understandings and their work?
-Through analyzing and critiquing others opinion pieces and visual art projects, students will get the chance to critique their own work and improve their
Art Integration Unit Plan Template 4

understanding of the solar system through observing others work. As well as improve their own work when they later repeat a similar unit with another
solar system other than their own.
What opportunities/activities will you provide for students to share their learning/understanding/work in this unit?
-The visual art activity, as well as the opinion pieces will be shared with the whole class.
How will you adapt the various aspects of this lesson to differently-abled students?
-Gifted learners will have the chance to explore galaxies such as the milky way, as well as explore further by looking through telescopes or following NASA
webcams.
-Challenged learners will be allowed to write their opinion piece online (computer, ipad), as well as only review one planet a day instead of two if they need
to do so. There are a lot of hands on activities in this unit that will assist challenged students as well.

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
Picture of Parachute:
(2013). Adler Planetarium- Summer Camp. Astro Explorers Jr. Engineering Experiences. Retrieved from: http://www.adlerplanetarium.org/camps/
Hello, is anybody there? book:
The Orion Publishing Group-Hello, is anybody there?. Retrieved from:
https://www.orionbooks.co.uk/Authors/Jostein+Gaarder.page?AuthorName=Jostein+Gaarder
Videos:
(2013, August 2). Story Bots. Outer Space: We are the Planets-The Solar System Song. Video retrieved from:
http://www.youtube.com/watch?v=ZHAqT4hXnMw
(2009, April 8). Bill Nye. The Science Guy on Outer space (Full Clip). Video retrieved from: http://www.youtube.com/watch?v=BdAqq-wEQV0

Art Integration Unit Plan Template 5