Art Integration Unit Plan Template 1

Art Integration Unit Plan Template

LTC 4240: Art for Children

Unit Title & Big Idea: Arctic habitats Grade Level:
Unit Overview/Summary:
In this unit the class will be learning about different habitats. The main habitats that we will focus of are rainforests,
oceans, deserts, and arctic cold. Lesson one of this science unit will consist of a read aloud about animal habitats. Lesson
two I will split the class into four groups. Each group will be assigned a habitat. They will research the habitat and
construct a popplet on their Ipad. The next day they will present their popplets to the class. Lesson three will consist of
the students using paper to construct a habitat. They will each be assigned a habitat that differs from the one that their
group focused on previously.

Class Periods Required: Four
Key Concepts (3-4)
A habitat is an animals home.
Animals adapt to be able to survive in their habitat.
Each habitat has a certain climate, which determines what can live or grow there.


Essential Questions (3-4)
Do the students have an understanding of regions differing from their own?
Will the students be able to differentiate between the different habitats and
their characteristics?
Do students have computer abilities?


Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1)
After learning about habitats in this unit, students will be able to explain what a habitat is and give specific examples. They will be able to tell what kind of
Art Integration Unit Plan Template 2

animals live in which habitat and why.



Grade Level Expectations (GLEs) (3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)
PS.1.B. Balancing life roles
AD.4.B.3 Recognize and practice basic time-management
and organizational skills for assignments and/or task
completion.
AD.4.A.3 Identify and practice study skills and test-taking
strategies.
Core Academic Standards (Common Core State Standards) (3-4)
(http://www.corestandards.org/)
RI.1.3 Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as a basis for the answers.
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
SL.1.3a-d
SL.3.3
SL.4.3
SL.6.3

Content Areas Integrated:
1. Visual Art
2. Science
3. Literature
Identify & define common vocabulary/concepts that connect the art form with the other
identified subject area(s):
Habitat is an animals home.
Adapt means to adjust and change to fit in.
Art Integration Unit Plan Template 3

Niche is an animals job.
Lesson Titles in Sequence/Order
1.Habitat read aloud and class discussion.

2.Whats the weather like?

3. Animal homes
Brief Lesson Descriptions (2-3 sentences each)
1. Read aloud: I will read four different short books. I will read Survival at 40 Below by
Debbie Miller to build schema of arctic habitats, Here Is The Southwestern Desert by
Madeleine Durphy to depict desert habitats, Somewhere In The Ocean by Jennifer
Ward, and Rain Forests by Richard C. Vogt. After reading each book the class will turn
and talk to their neighbors about what they liked or thought was special about each
habitat. At the end we will create an anchor chart with similarities and differences
between the habitats.
2. What is the weather like?
I will break the class into four equal groups. Each group will be assigned a certain
habitat. They will then use the class Ipads to create a popplet presentation about that
habitat. They will use previous knowledge; knowledge gained from the read aloud,
and will be able to use the books I provided and the internet for more sources. They
will need to include detailed information about what the weather is like and how it
affects what lives or grows there.
3. Animal Homes:
Students will be able to pick a habitat different from the one assigned in the previous
Art Integration Unit Plan Template 4

lesson to focus on. We will use paper to construct mini habitats. The students will cut
and color animals, plants, and other objects to create their pop up animal habitats.
They will need to use lots of details and try to explain the habitat using paper cut
outs.

What student prior knowledge will this unit require/draw upon?
Students need to have basic animal knowledge, be able to draw and cut, and know how to use the Ipads to create popplets. They will also need to know how
to compare and contrast multiple items.

What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit?
Students will be imagining during the read aloud and especially while discussing with their neighbors afterwards. We will be exploring different parts of the
world as we discuss each one of these habitats and their characteristics. During our final lesson students will be imagining the habitat while creating their
pop ups. They will also be experimenting with paper while trying to make it stand up and look 3D.

How will this unit permit/encourage students to solve problems in divergent ways?
Students will see that there are multiple strategies that can be used to express a topic. If they are having difficulty with a lesson then there are multiple ways
that we can help them understand. The integration in this unit allows them to connect with more than one subject a once. If the student has a hard time with
science but loves art then expressing this science material through artwork ma allow them the outlet that they needed to understand the unit.
Art Integration Unit Plan Template 5


How will you engage students in routinely reflecting on their learning/learning processes?
My favorite strategy for reflection is turn and talk. Elementary kids love to talk to their peers. If you try to make your classroom no talking then they will just
try to be sneaky and end up causing trouble. Allowing students to reflect on a lesson of piece of information with their neighbors it allows them the chance
to talk with peers while staying focused and on track. It also allows them to express their thoughts without interrupting class and gives them a chance to see
it through their peers perspective. They might have been looking at something completely different than their neighbor.

How will this unit engage students in assessing their own work and the work of peers?
Students will be able t reflect on their artwork and compare it to their peers. All of the art projects will be displayed in the room. Students will be given time
to go through and look at all the different habitats. They can compare them to their own and see what they could have done differently. Also I will have
students fill out a feedback card for each group that presents a popplet. They will be able to tell them how they liked the popplet and even some constructive
criticism.


What opportunities/activities will students be given to revise and improve their understandings and their work?
They will be able to ask me questions at any time throughout the units. Also, they will receive feedback cards from their classmates about their work. They
will be able to make any changes r improvements to their artwork in their free time. I will judge each popplet and artwork based on the amount of
knowledge that I believe the students gained. If they show a poor understanding then I will know that more review is necessary.
Art Integration Unit Plan Template 6


What opportunities/activities will you provide for students to share their learning/understanding/work in this unit?
Groups will present their popplets to the entire class. They will describe their habitat and the characteristics found there. They will also display their artwork
in the classroom once they are completed.

How will you adapt the various aspects of this lesson to differently-abled students?
If students had trouble with the Ipads of creating the popplets then I would ask them to create a poster. They could cut out magazine pictures and use them
to tell the information. Also if students wanted to make their habitats more realistic they could use actual picture and find a way to make them pop-up.
Some differently-abled students may need extra time or just to be allowed to take it home and work on it.


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