Art Integration Unit Plan Template 1

ECE Integration Unit Plan Template

LTC 4240: Art for Children Unit Title & Big Idea: Reactions Grade Level: Kindergarten Unit Overview/Summary: Class Periods Required: Students will discuss different kinds of reactions that happen in everyday life. 1. Current Events: 30 minutes Children will discuss how certain events affect people in different ways. They will 2. Corn Syrup: 30-35 minutes talk about current events and how people react to those events. This will touch on 3. Sugar Crystals: 25 minutes (plus observing the reaction over a social/emotional development. Children will also use corn syrup and food coloring span of 2 days) to explore the reactions between two materials. They will also mix water and sugar 4. Water Colors and Salt: 5-10 minutes, check in an hour together to observe the changes and see the formed sugar crystals. Key Concepts (3-4) Essential Questions (3-4) 1. Reactions to certain events differ based on the relativity or closeness to 1. How do we react to certain events? the event. 2. What happens when two colors are mixed together? 2. When two different materials are added together, a reaction may occur 3. When two materials mix together, what reactions can occur? based on each materials properties. 3. Mixing two colors together may react to create a new color. 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 define reaction. Students will be able to explain how people react differently to events. Students will be able to generate examples of personal reactions that they have experienced. Students will observe how colors mix together to create new colors. Students will be able to see how various materials combine and form reactions based on the specific properties (ex: food coloring and corn syrup, sugar and water). Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/) Core Academic Standards (Common Core State Standards) (3-4)
(http://www.corestandards.org/)

Visual Art: Strand I: Communicate Ideas about subject matter and themes in artworks created for various purposes. A. Portrait: Create an original picture or self or other person. Non-objective: create a design using lines. Science: Strand I: Properties and Principles of Matter and Energy. 1. Changes in properties and states of matter provide evidence of the atomic theory of matter. A. Objects, and the materials they are made of, have properties that can be used to describe and classify them. B. Identify materials (e.g., cloth, paper, wood, rock, metal) that would make up an object and some the physical properties of the materials (e.g., color, texture, shiny/dull, odor, sound, taste, flexibility). Social Studies: Economic Concepts and Principles. 4. Knowledge of economic

CCSS.ELA-Literacy.W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. CCSS.ELA-Literacy.W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Art Integration Unit Plan Template 2 concepts (including productivity and the market system) and principles (including the laws of supply and demand). A. Knowledge of basic economic concepts, being able to explain and use them to interpret historical and current events. Content Areas Integrated: 1. Visual Art 2. Science 3. Social Studies

Identify & define common vocabulary/concepts that connect the art form with the other identified subject area(s): Reaction: the way someone acts or feels in response to something that happens, is said, etc. Crystals: a small piece of a substance that has many sides and is formed when the substance turns into a solid Corn Syrup: a syrup containing dextrins, maltose, and dextrose that is obtained by partial hydrolysis of cornstarch Typhoon: an extremely large, powerful, and destructive storm that occurs especially in the region of the Philippines or the China Sea Primary colors: Red, Blue, Yellow Secondary colors: Green, Violet, Orange Red + Blue=Violet Red + Yellow=Orange Yellow + Blue=Green Brief Lesson Descriptions (2-3 sentences each) 1. The teacher will bring in a current event from the week. This week, we will talk about the hurricane in the Philippines. Children will discuss how they believe the typhoon affected the people in the Philippines and possible ways that we can help. Discuss the reaction that people have to natural disasters. The teacher will facilitate discussion and write down the childrens ideas and comments on a piece of chart paper to be displayed in the classroom. 2. Children will need corn syrup, food coloring, wax paper, and paint brushes. Children will paint with the corn syrup first, and then add a few drops of food coloring to their corn syrup. They will have the opportunity to choose their own colors and will notice the reactions between the food coloring and corn syrup. Also, children will notice the reactions when mixing two colors of food coloring. The lesson also gives children a way of

Lesson Titles in Sequence/Order 1. Current Events: How do these events affect us? (Social Studies) 2. Painting with Corn Syrup (Visual Art and Science) 3. Making Sugar Crystals (Science)

Art Integration Unit Plan Template 3 exercising their artistic skills. 3. During a 25-30 minute science lesson, children will make sugar crystals. In a few small bowls, children should add 3 tablespoons of water. Then, different colors of food coloring should be added to keep each bowl separate. Add 1 teaspoon of sugar to each bowl. Over a period of two days, children will observe and take notes about the reactions/changes they see in the small bowls. They may take these notes in a notebook either by writing or drawing pictures. After the sugar crystals form, the teacher should start a discussion about the reactions and any wonderings the children may have acquired. What student prior knowledge will this unit require/draw upon? Students have prior experience with painting. Students have been talking about various current events, including events around the world. What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit? Imagining: Students will use creativity and imagination when working on their art pieces. They can paint anything they like and will create various lines and portraits. Students will also imagine what it would be like to live in the Philippines during this time. They can think about various resources that may be lost, lost family members, effects on the economy, etc. Exploring: Students will explore various reactions throughout the unit. They will explore reactions between people and nature, corn syrup and food coloring, and water and sugar. Experimenting: Students will experiment with the different food colorings. They will experiment by trying out various combinations of colors to create new colors. Also, students will experiment with the sugar crystals. The entire lesson is an experiment because they make observations and record their findings. How will this unit permit/encourage students to solve problems in divergent ways? Some students may realize that they are not creating the color they want during the art lesson. This could be a great opportunity for students to work on problem solving skills. They can ask a friend how they made that color, or they could experiment for themselves. Also, students will use problem solving skills when we discuss the social studies lesson. We will talk about issues that may occur due to the typhoon, and they will use problem solving skills to brainstorm possible solutions. How will you engage students in routinely reflecting on their learning/learning processes? I plan to have whole class discussions about the sugar crystals. We will talk about what everyone observed and why they believe the sugar crystals were formed. This will create a space for children to reflect on what they learned about the reaction. Throughout the art lesson, I will pose open-ended questions

Art Integration Unit Plan Template 4 that will give students the opportunity to reflect on what they are doing. These questions will make students think about the colors they are mixing as well as, the reaction between corn syrup and food coloring. What did you observe today? How did the sugar crystals form? What kinds of reactions occurred? How will this unit engage students in assessing their own work and the work of peers? Students will assess their own work when getting together to discuss their findings on the sugar crystals. They will listen to other peers and validate their own findings based off of other peoples findings. Students will assess their art work throughout the lesson because they will be able to directly see the reaction between food coloring and corn syrup. What opportunities/activities will students be given to revise and improve their understandings and their work? For several weeks, we will keep a close watch on any updates about the Philippines typhoon. This will give children the opportunity to revise their understandings about certain reactions that happen due to a major natural disaster. Throughout the several days that we look at the sugar crystals, students will constantly be revising their understandings about reactions. They will make predictions about how the crystals will change overnight, and revise their prior thoughts. What opportunities/activities will you provide for students to share their learning/understanding/work in this unit? For the sugar crystals lesson, students will share out their findings with the whole class or with their small group table. For the art lesson, children will work in small groups. Throughout the lesson, students will be talking about what is happening with the reaction between the corn syrup and food coloring. Some of the most sharing time will happen during the social studies lesson. We will discuss the typhoon in the Philippines as a whole group. Throughout the lesson, children will have time to turn and talk with a partner and share out how they feel the typhoon affects the people in the Philippines as well as people who live in the United States. How will you adapt the various aspects of this lesson to differently-abled students? Some children may not have developed fine motor skills, so for the painting lesson, I will use larger paint brushes for them to use. Also, when the students write down or record their observations when looking at the sugar crystals, I will give children various choices for observation. Some students may be only able to draw their observations and some may be able to write full sentences. I will also give students the chance to cut out the steps of the sugar crystal formations and glue the steps in order. Some students may struggle to draw the crystals, so I will draw pictures of the crystals development and have them work on sequencing.

Art Integration Unit Plan Template 5

Art Integration Unit Plan Template 6

Children mixing the different colors

Childs art sample

Art Integration Unit Plan Template 7 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 http://www.kids-cooking-activities.com/food-science-experiments.html A Color of His Own, by Leo Lionni White Rabbits Color Book, by Alan Baker What If There Were No Sea Otters, by Carol Schwartz