Pulled from: http://artsintegration.

com/portal/lesson-planning/

The Arts Integration

(copyright 2016)

Student Name: Brent Fales

Directions: Use this form (the integration form) to integrate the arts into the selected
lesson. Attach the lesson to this form. Only complete the gray shaded boxes. The
information above each provides the prompt and offers guiding questions to ask one
self prior to filling in the field.

Lesson Context:
Subject: Science & English
Grade level: First
Context other (cultural considerations identified, the reluctant artist addressed,
and/or resources considered):

Art Form
Description: Choose the art form (i.e. dance, theatre, visual arts, or music). Choose
interdisciplinary if integrating with more than one art form.

Art form: Visual arts

Standards:
Description: Schools choose to use state standards or national standards. National
standards to which you may align your lesson: National Dance Education
Organization (NDEO), National Arts Education Association (NAEA), National
Association of Music Education (NAME), American Alliance for Theatre Education
(AATE).

Guiding Questions: What are all the possible art connections to the academic
standard? What art form most naturally aligns with the academic standard or makes
the strongest connection? What about this art form makes it conducive to
supporting the specific academic standard? Are there areas of art with which you
are more comfortable? What are the big ideas or enduring understandings that are
desired learning outcomes?

Content Standards: Science: 1-ESS1-1. Use observations of the sun, moon, and stars
to describe patterns that can be predicted. [Clarification Statement: Examples of
patterns could include that the sun and moon appear to rise in one part of the sky,
move across the sky and set; stars other than out sun are visible at night but not
during the day.] [Assessment Boundary: Assessment of star patterns is limited to
stars being seen at night and not during the day.]
Analyzing and Interpreting Data: Analyzing data in K-2 builds on prior experiences

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and progresses to collecting, recording, and sharing observations. Use observations
(firsthand or from media) to describe patterns in the natural world in order to
answer scientific questions.
Patterns in the natural world can be observed, used to describe phenomena, and
used as evidence.
Science assumes natural events happen today as they happened in the past.
Many events are repeated.
1-ESS1.A: The Universe and its Stars: Patterns of the motion of the sun, moon, and
stars in the sky can be observed, described, and predicted.
1-ESS1.B: Earth and the Solar System: Seasonal patterns of sunrise and sunset can
be observed, described, and predicted.
1-ESS1-2: Make observations at different times of year to relate the amount of
daylight to the time of year. [Clarification Statement: Emphasis is on relative
comparisons of the amount of daylight in the winter to the amount in the spring or
fall.] [Assessment Boundary: Assessment is limited to relative amounts of daylight,
not quantifying the hours or time of daylight.]
Planning and Carrying Out Investigations: Planning and carrying out investigations
to answer questions or test solutions to problems in K-2 builds on prior experiences
and progresses to simple investigations, base on fair tests, which provide data to
support explanations or design solutions. Make observations (firsthand or from
media) to collect data that can be used to make comparisons.

English: RI.1.2: Identify the main topic and retell key details of a text.
RI.1.4: Ask and answer questions to help determine or clarify the meaning of words
and phrases in a text.
RI.1.7: Use the illustrations and details in a text to describe its key ideas.

Art Standards: Visual Arts: Cr1.2.1: Use observation and investigation in

preparation for making a work of art.
Cr2.1.1: Explore uses of materials and tools to create works of art or design.
Cr2.3.1: Identify and classify uses of everyday objects through drawings, diagrams,
sculpture, or other visual means.

Point of Integration
Description: The point of integration articulates the point where the art form supports
the academic objective so that the congruence between the arts and academics is
explicitly clear.
Guiding Questions: How are you going to guide the student investigation through
the use of the art form in such a way that it leads to the learning of the academic
outcome? What is the transferrable knowledge between the arts and academics?
How are the arts being used to introduce, teach, reinforce, or assess the academic
objective? How will you bring the student’s awareness to the learning of the
academic objective through the use of the art form?

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Point of Integration: The students will create their own interpretation of the phases
of the moon through their own drawings, diagrams, sculptures, or other visual
means. To guide the students through this process, I will show the students my
interpretation of the phases of the moon through my creation of one of the
aforementioned modes of visual interpretation that is congruent with the text that
the students have been reading. The transferable knowledge will be the visual
interpretation of the different phases of the moon through the student’s perspective
and creative process. The arts are being used to reinforce what the students have
been reading about in their thematic unit over space, in particular the section over
the phases of the moon, by allowing a visual representation of the unit. By doing
this, the students are given the opportunity to use their own creative output to
create a physical representation of the phases of the moon. In this process the
students are able to connect what they are learning to something tangible.

Art Integration Strategy

Description: Arts Integration strategies engage students in active learning that
explores content in a way that directly involves students in building their own
understanding of content. Arts Integration strategies can be used at the inquiry,
focused engagement, and/or assessment part of the procedure for an integrative
experience.

Guiding Questions: How do you extract from an art form a strategy for integration?
How might the art form strategy engage the learner? What levels of engagement are
activated: cognitive, sensory, motor, critical thinking, problem solving, etc.?
(See your class wiki for more information)

What strategies will you use (what is the artistic task)? To extract the art form from
the content of the lesson, it is important to know what the important standards are
to be attained in the lesson. For example, both the science and art standard in this
lesson are about making observations of everyday objects and changes over time.
This is where the phases of the moon can interact with both standards, and allow for
the student to visualize and create their own interpretation of what they are seeing.
By allowing the student to create their own interpretation of what they are seeing,
they are engaging both the creative and logical sides of their brain and more
learning to take place. By engaging both sides of the brain simultaneously, many
levels of engagement are occurring. The cognitive level is engaged through a mental
representation of what the student wants to create, the sensory and motor
engagement levels are triggered by the physical manipulation of creating their
visual interpretation, and lastly, by utilizing both sides of the student’s brain they
have to critically think and problem solve how they can present their interpretation
of the phases of the moon in a physical form.

Materials/Resources
Description: The physical materials and resources required to implement the lesson.
List all materials (musical instruments, art supplies, worksheets, butcher paper, etc)

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and technology materials (SMART board, CD player, digital camera, etc.) that will be
used.
Guiding Questions: What materials are needed to successfully facilitate the lesson?
What resources will help the teacher? What materials and resources will help the
students? Where can the resources be found? How much time is needed to collect
and gather them? Is there a need to consider clean up time?

What materials/resources will you use? For this lesson, the students will have
access to clay for molding and sculpting, construction paper, and coloring utensils
for drawing or creating their own diagrams. Students will also have access to the use
of computers or iPads if they would rather create their visual representation
digitally, where they could also utilize photographs of the moon in its various stages.
By knowing what the end product that the students are creating is, the teacher has a
better understanding of what resources to make available for the students to utilize.
The teacher will make sure that the resources for creating the visual interpretations
of the moon are easily accessible for the students to use. This assignment will be
given an allotted time of thirty minutes per day for one weeks’ time to allow for the
students to create their interpretation of the phases of the moon.

Room Set up
Description: The physical space that impacts the culture of the classroom. This
includes the configuration of physical objects in space, as well as the wall décor (i.e.
arts integrated into the word walls, visual images, and supplies available).

Guiding Questions: How will you foster an environment where students

supportively challenge one another and celebrate their unique strengths as
learners? How does the physical space show evidence of learn- ing and the value of
learning the academics through the arts? What room or seating configuration will
best support learning and collaboration for the desired outcome of the lesson? Is the
classroom the most suitable location to facilitate this lesson? Does the lesson
require collaboration, independent learning or practice, group work, space for
movement, musical instruments or visual art creation? What kind of lighting or
sound in the space will support the successful facilitation of the lesson?

What might be room set up needs for a typical elementary classroom? The
classroom will be colorful and I will proudly show off the student’s projects that
they have created to let them know that their hard work and creativeness has not
gone unnoticed. In my classroom, the art projects that the students have done in
collaboration to other units will be evident in showing their connection to the
subject from hand drawings of their homes for “about me” presentations to creative
portraits of George Washington and Abraham Lincoln for Presidents day. The best
way to make sure that the students can be fully engaged in the assignment, and their
contribution to the assignment, the classroom will be set up with the desks/ work
spaces set up in pods around the room that can all see to the front of the room
where the teacher’s desk is and also able to see the SMART Board, to see

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photographs of the moon in its various phases where student’s can draw on these
images to help create their own interpretations of the phases of the moon. For this
lesson, the classroom is the ideal situation for the students to create their
independent projects. With this project being created in the classroom, the teacher
is able to fluidly move from workspace to workspace and easily offer assistance if
the students need it. Being that this project is set up in the classroom, the lighting is
already sufficient for the students to create their masterpieces. The classroom also
offers speakers in which the teacher can provide or play soft calming music to help
the creative juices flowing for the students.

PROCEDURES
An integrated experience is the process through which the art form links with the
academic to achieve the learning outcomes.

Guiding Questions: What art form strategies could be used as an inquiry strategy
to engage the student’s natural spirit of inquiry and curiosity? How can the art form
be used to engage authentic interest in learning of the academic objective and tap
into students’ prior knowledge?

What Procedures could be used? Allowing the students to view photographs of the
various moon phases can allow the students to draw a connection between their
own interpretations and creative products from the pictures that they are
witnessing. In seeing the depictions of the phases of the moon, the teacher can also
use this as a teaching moment to show how the lines of the phases section off parts
of the moon, or how the shading makes the moon look different along its phases, as
well as showing how depth can be perceived while looking at the pictures the
students can see the craters, or how a two-dimensional photograph can also be a
three-dimensional object.

Guiding Questions: How will you connect the arts to support the academic
objectives? How will you develop a lesson to facilitate an understanding of the
academic objectives that is the subject of inquiry? How will you guide students in
their independent or group practice to facilitate application of their understanding
of the academic objectives? What arts integration strategies could engage students
in the learning of the academic objectives? How can the art form be used to check
for understanding of the academic objectives? How does the art form intentionally
aid the learner to build new knowledge of the content area of focus? How does the
lesson support self-directed learning?

Defend and describe the process of integrating the strategy. This specific lesson
integration features individual creation for the phases of the moon, allowing the
student to tap into their own creativeness. By incorporating the art and science
standards of seeing how everyday objects interact with each other over time and
being able to draw or create from these observations, the student is getting the
opportunity to connect art to science, while at the same time is being able to cross

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stimulate the synapses in both sides of their brain, the creative and the logical
hemispheres. By allowing the students to recreate their own interpretation of the
phases of the moon, the student is not just reding and taking in the information, but
physically absorbing the information and then putting that same information back
into their own representation. By letting the students come up with their own
version of how they want the phases of the moon represented, they are creating
their own self-directed learning experience, as well as their own physical moon
phases guide for further uses.

Guiding Questions: What is being assessed? How will you use the arts integration
strategy to check for understanding to progress and adapt the lesson as needed?
How does the performance assessment reveal the learning of the academic and art
standards demonstrated by the students? What tools, if any, would be useful to
assess the demonstration of knowledge by the students in the performance
assessment? What art and academic concepts would need to be incorporated in a
rubric to assess the learning? Would a self, peer, or teacher assessment be most
suitable for gauging the desired outcomes? What strategies, if any, are employed for
the students to assess their own learning?

Assessment: To check for understanding, the teacher can move about the classroom
while the students are creating their moon phases projects. The teacher can also ask
the students how or why they are creating their interpretation of the phases the way
they are doing it. By seeing the finished project that the students create, and having
them tell the class what they did, or why they did it the students are presenting/
showcasing their work, for all to see, and even though everyone is doing the “same
assignment” each student’s individual feelings, and personalities is highlighted in
their specific artwork. For a rubric, the two concepts that should be prevalent in the
artwork would be that the student is drawing connections to everyday objects and
to see how things change over time (the moon and its phases). If the student has
shown the different phases of the moon, then they would have succeeded at the task
at hand. I think that a teacher assessment of the project would be the most suitable,
however, a self-assessment would also be important to explain what their individual
scene is portraying.

REFLECTIVE PRACTICE
Teachers and students synthesize their practice of arts integration through reflective
practice, which promotes clear congruence between content and the arts to impact
student learning.

Students:
Guiding Questions: The following are examples of questions that may be helpful in
the reflective process for students:

 How did working together in a group help you to make decisions in the
creative process of solving the problem?

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  How did creating________________help you to understand___________________?
 How did the group inquiry help you to understand and ask questions that
helped you to design your own _______________?
 What do you know about_____________after this arts integration inquiry that
you didn’t know before?
 How did the arts help you to understand_______________?
 How would you describe your level of focus and interest in this inquiry?
 How did your creation of_______________demonstrate your learning
of______________?
 What questions do you still have about_________________?

Which will you use? Include at least 3.

01. How did creating your interpretation help you to understand the different
phases of the moon?
02. What questions do you still have about the phases of the moon?
03. How did the arts help you to understand the phases of the moon?
04. How would you describe your level of focus and interest in this inquiry?

Teachers:
Guiding Questions: The following are examples of questions that may be helpful in
the reflective process for teachers:

 What did I learn about students from distaining to their ideas, observing
their group and individual work and viewing their performance assessment?
 How did their work meet the criteria articulated on the rubric?
 How can I use this information about student understanding of the rubric
criteria to make decisions about what will happen next in the unit?
 How will I connect the concepts students learned today to student learning
as we progress through the unit?
 How might I increase the rigor with my students as we progress into the
unit?
 What means of formative and summative assessment will best inform me
about how well students meet the criteria articulated in the standards and
my rubric?
 What did I learn about student collaboration for solving a problem and
fostering risk-taking with this lesson?
 How did use of the arts cultivate a learning environment that encourages
risk-taking, community-building, and student engagement?
 How might I modify my rubric to make a stronger connection between the
standards and the unit outcomes, as well as the process of arts integration?

Which will you use? Include at least 3. (include answers)

01. How did their work meet the criteria articulated on the rubric? The students
did an excellent job of creating their own ideas of how to show the different
phases of the moon.

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 02. How did use of the arts cultivate a learning environment that encourages
risk-taking, community-building, and student engagement? By utilizing the
arts in this type of lesson, the students were able to create their own
interpretation of the assignment that they can use to further their
understanding of the phases of the moon. The students had to take a risk of
how they wanted to show their creative product.
03. What did I learn about students from distaining to their ideas, observing
their group and individual work and viewing their performance assessment?
From witnessing the students to their assignment, it was interesting to see
how each student interpreted the assignment, how each student had the
same general objective, but was able to put their unique stamp on their
project. Each student was able to show in their own way how the moon
changes through its different phases.
04. What means of formative and summative assessment will best inform me
about how well students meet the criteria articulated in the standards and
my rubric? For this type of project, the greatest way to see if the students are
attaining the standards and the goals of the rubric are through a formative
assessment in seeing how they create the different phases of the moon in
their artwork. Summative, if the students can explain what the different
phases that they are representing are, then I can tell if the student
understood the assignment.

Copy of Phases of the Moon lesson plan

https://docs.google.com/document/d/1fqfgvGHtYApFzdq-
T3gtcGE6NKKuXREBJOicC93AfHM/edit?usp=sharing