Ella-Interdisciplinary Unit Plan

The Sky is the Limit
Exploration & Discovery

Interdisciplinary Unit Plan connecting Art and Astronomy
for Grades 9-10
User, S. (n.d.). Tribune.Retrieved from http://controversehaiti.org/index.php/tribune/59-ce-que-

nous-savons-sur-l-univers
Lesson 1: Northern Lights (Aurora Borealis)

Lesson 2: Zodiac Sign (Constellations)
Lesson 3: Sundial
Ella Robinson
Art Ed Curriculum 5-12
February 2019
1
Table of Contents
The Sky is the Limit/Exploration & Discovery
Grade 9-10
• Unit Map Page: 3
• Unit Plan Outline Page: 4
• Rubric Page: 8
• Lesson 1: Northern Lights (Aurora Borealis) Page: 9
• Lesson 2: Zodiac Sign (Constellations) Page: 13
• Lesson 3: Sundial Page: 17
Hand illustrated Constellation Map 8.5 x 11. (n.d.). Retrieved from https://www.etsy.com/listing/220158592/hand-illustrated-constellation-map-85-x
2
Big Idea: Exploration & Artist: Sea Dean
Discovery!
Lesson one:
Research scientific Northern Lights
information and facts (Aurora Borealis)
Acrylic paint on
Appropriate research
Appropriation & 18”x24” canvas
found imagery
& planning layout
Lesson 2: Zodiac Watercolor & acrylic

Sign painting
(Constellations)
Zodiac signs &

Artist: Joe Barker constellations
3-D model: Medium

choice
Appropriate research Lesson 3: Sundial

& planning layout
Self-reflection &
testing the sundial
View images of old
and modern sundials 3
UNIT PLAN OUTLINE
STAGE I- DESIRED RESULTS
UNIT TRANSFER GOAL-
Students will be able to independently use their learning to:
• Interpret and create artwork inspired by natural phenomena.
• Identify certain constellations in the night sky at different times of the year.
• Explain how this unique universe brings people together in different ways.
ENDURING UNDERSTANDINGS-
Students will understand that:
• Art can be related to anything in the world.
• Interdisciplinary studies connect art to earth and space science.
• The universe contains many unique and natural phenomena for inspiration.
ESSENTIAL QUESTIONS-
• Where do artists and scientists get their ideas?
• What can works of art tell us about the world around us?
• In what ways does art reflect connections with other subject areas?
STANDARDS ADDRESSED-
Visual arts:
• MA V.A. Standard 1: Methods, Materials, and Techniques. Students will demonstrate knowledge of the
methods, materials, and techniques unique to the visual arts.
• MA V.A. Standard 3: Observation, Abstraction, Invention, and Expression. Students will demonstrate
their powers of observation, abstraction, invention, and expression in a variety of media, materials, and
techniques.
• MA V.A. Standard 4: Drafting, Revising, and Exhibiting. Students will demonstrate knowledge of the
processes of creating and exhibiting their own artwork: drafts, critique, self-assessment, refinement, and
exhibit preparation.
• MA V.A. Standard 10: Interdisciplinary Connections. Students will apply their knowledge of the arts to
the study of English language arts, foreign languages, health, history and social science, mathematics,
and science and technology/engineering
High School Earth and Space Science:
• HS-ESS1-1. Use informational text to explain that the life span of the Sun over approximately 10 billion
years is a function of nuclear fusion in its core. Communicate that stars, through nuclear fusion over
their life cycle, produce elements from helium to iron and release energy that eventually reaches Earth in
the form of radiation.
State Assessment Boundary:
• Specific stages of the life of a star, details of the many different nucleosynthesis pathways for stars of differing
masses, or calculations of energy released are not expected in state assessment.
Prior knowledge Earth and Space Science 5-8th grade

• 5-ESS1-2. Use a model to communicate Earth’s relationship to the Sun, Moon, and other stars that
explain (a) why people on Earth experience day and night, (b) patterns in daily changes in length and
direction of shadows over a day, and (c) changes in the apparent position of the Sun, Moon, and stars at
different times during a day, over a month, and over a year.
Clarification Statement:
4
• Models should illustrate that the Earth, Sun, and Moon are spheres; include orbits of the Earth around the Sun
and of the Moon around Earth; and demonstrate Earth’s rotation about its axis.
State Assessment Boundary:
• Causes of lunar phases or seasons, or use of Earth’s tilt are not expected in state assessment
• 6.MS-ESS1-5(MA). Use graphical displays to illustrate that Earth and its solar system are one of many
in the Milky Way galaxy, which is one of billions of galaxies in the universe.
• Graphical displays can include maps, charts, graphs, and data tables
• 8.MS-ESS1-1b. Develop and use a model of the Earth-Sun system to explain the cyclical pattern of
seasons, which includes Earth’s tilt and differential intensity of sunlight on different areas of Earth
across the year.
• Examples of models can be physical or graphical.
ACQUISITION/ UNIT OBJECTIVES-

Students will be able to:
• Identify certain constellations in the night sky at different times of the year.
• Discuss the scientific information about the Aurora Borealis.
• Demonstrate how to read the time using the sundial.
• Use unique and natural phenomena’s in this universe for inspiration when creating art.
Students will be skilled at:
• Developing critical thinking skills, creativity, and self-expression.
• Blending acrylic paints together on the canvas.
• Sketching out their ideas on paper.
• Working with watercolors and acrylic paint in one painting.
5
STAGE 2- ASSESSMENT EVIDENCE
Lesson 1: Northern Lights (Aurora

Borealis)
Students will research images of the Northern
Lights (Aurora Borealis). They will sketch out
specific outlines of the photo onto canvas
creating a scene. The students will then apply
acrylic paint to the canvas to create a finished
painting.
Jeanne. (2015, June 12). Aurora Borealis reflected in the water. Retrieved from
http://www.superiorwallpapers.com/landscapes/aurora-borealis-reflected-in-the-water

Students will research their zodiac sign and sketch
out the star alignment on paper. Students will design a
watercolor landscape with a very low horizon and a
vast night sky where they can put in their constellation.
The constellation will be done in acrylic paint. Bronze
Zodiac Constellations with CZ Stars- Customizable. (n.d.). Retrieved from
https://hillaryheydle.com/shop-online/copy-of-taurus-constellation-with-cz-stars-a2xre
Lesson 3: Sundial
Students will discover how to read time
using a sundial. Students will research
what coordinates they live at and then print
out a template from a website that provides
an accurate outline. Students will sketch
out their design and construct it into a 3-D
piece using any medium of their choice
(clay, cardboard, wood, plastic, etc.).
Ugc. (2017, May 14). Cranmer Park Sundial. Retrieved from https://www.atlasobscura.com/places/cranmer-park-sundial
6
STAGE 3- LEARNING PLAN

In this lesson, students will identify examples of the
Aurora Borealis. They will research scientific
information about this phenomenon and where in the
world they can see these beautiful lights streaming
through the night sky. The photo they work from has
to include a horizon line dividing up the scene.
Students will search for an image they want to work
with recreating it into an acrylic painting on canvas.
Students will learn how to blend acrylic paints
together creating colorful streaks throughout their
paintings. Students will be introduced to the artist Sea
Dean who is talented in blending colors together using
acrylic paint.
Beginners learn to paint Acrylic | Aurora Borealis Landscape | The Art Sherpa - YouTube | Acrylic paintings | Pinterest | Painting, Art and Acrylic
painting tutorials. (n.d.). Retrieved from https://www.pinterest.com/pin/194710383867517246/?lp=true

In this lesson, students will discover what constellations are.
Students will look into the deeper meaning of constellations,
learning about their own zodiac sign and how constellations
represent it. Students will design a watercolor landscape
with a very low horizon and a vast night sky where they can
put in their constellation. The constellation will be done in
acrylic paint. Students will be introduced to the artist Joe
Barker who is extremely talented in watercolor paintings.
Students can use his skills as inspiration.
Scorpio and the Blue Ridge Mountains Decal - Astronomy Art by Elise Mahan. (n.d.).
Retrieved from https://www.pinterest.com/pin/155303887173232487/
Lesson 3: Sundial
In this lesson, students will discover how to create
and read a sundial. A sundial has to be accurate to
where you are in the world. Students will find out
the coordinates of their home and print out a
template of an accurate model. Students will work
with any medium of their choice (clay, cardboard,
wood, plastic, etc.). Once their sundial is
complete the students will test them. Ceramic Sundial /
Sun Clock / Garden Ornaments Sun Dial. (n.d.). Retrieved from
https://www.amazon.com/Ceramic-Sundial-Clock-Garden-
Ornaments/dp/B01KOY8YIG
7
The Sky is the Limit/ Exploration & Discovery
Rubric
Outstanding (19-20) Strong (17-18) Satisfactory (15- Not Meeting

16) Standard (0-14)
Research Student will search Student will search for Student will search Student will search for
And for more than three at least three photos of fewer than three fewer than two photos
Planning photos of the Aurora the Aurora Borealis. photos of the Aurora of the Aurora Borealis.
Borealis. The photo The photo they choose Borealis. Some The photo they choose
they choose includes includes a horizon line photos they choose does not include a
a horizon line dividing up scene. The include a horizon horizon line. The
dividing up scene. student will trace with line dividing up student poorly traces
The student will trace pencil onto the canvas scene. The student with pencil onto the
with pencil onto the with precise details will trace with canvas with little
canvas with exact from the photograph. pencil onto the details from the
details from the canvas with few photograph.
photograph. details from the
photograph.
Skills Student will show Student will be Student will meet Student is not meeting
And outstanding skills at strongly skilled at satisfactory needs painting standards at
Craftmanship blending acrylic blending acrylic paints for blending acrylic blending acrylic paints
paints together on together on canvas. paints together on together on canvas.
canvas. canvas.
Creativity Student Student almost Student Student

communicates ideas always communicated communicated ideas
clearly, creatively, communicates ideas ideas poorly and
and goes beyond the clearly and satisfactorily. infrequently.
assignment. creatively and
sometimes goes
beyond the
assignment.
Use of Class Used class time Most of class time Did not use class No effort. Highly
Time effectively, stayed was used well but time well. Was distracted and
focused and on task. sometimes often distracted disruptive.
Cleaning up without distracted or and did not work
prompting. Went distracted others. to the best of
above and beyond abilities.
expectations.
Total:______/80
8
Lesson 1:
Northern Lights
(Aurora Borealis)
Chan, K. (2016, September 29). Aurora Guide: How to spot the Northern Lights in Vancouver. Retrieved from https://dailyhive.com/vancouver/northern-lights-
vancouver-how-to
9
INTRODUCTORY INFORMATION:
• Title: Foundations Class: Northern Lights (Aurora Borealis)
• Grades: High School, grades 9-10
• Class size: 18-22 students
• Length of class period: 80 minutes four times a week
• Lesson Topic/ Description: In this lesson, students will design a painting of the Northern Lights
(Aurora Borealis). Students will search for an image they want to work with recreating it into an
acrylic painting on canvas. Students will learn how to blend acrylic paints together creating colorful
streaks throughout their paintings.
STAGE 1: DESIRED RESULTS
A. ENDURING UNDERSTANDINGS:
Students will understand that…
• The universe contains many unique and natural phenomena for inspiration.
• Throughout history and into the present day, nature has been a source for human inspiration,
innovation, and experimentation.
B. ESSENTIAL QUESTIONS:
• Where do artists get their ideas?
• How does this world influence us to create art?
C. STANDARDS/ FRAMEWORKS:
• 1.9 Demonstrate the ability to create 2D and 3D works that show knowledge of unique
characteristics of particular media, materials, and tools
• 4.10 Demonstrate the ability to develop an idea through multiple stages, responding to criticism and
self-assessment
• 10.3 Continue the above and apply knowledge of cultural institutions to learning in the arts and other
disciplines
D. ACQUISITION/ LEARNING OBJECTIVES:

• Students will know scientific information about the Aurora Borealis and where in the world they can
see these lights in the night sky.
• Students will research at least three photos of the Aurora Borealis and look for one they want to
recreate into an acrylic painting on canvas. The photo they choose has to include a horizon line
dividing up the scene.
• The students will be skilled at tracing with pencil onto the canvas the specific details from the
photograph.
• Students will be skilled at blending four colors of their choice together on a mini canvas. This must
be approved by the teacher before moving on to the next steps.
STAGE 2: ASSESSMENT EVIDENCE
E. PERFORMANCE TASK OR FINAL PRODUCT:
10
The students will create a final product that shows the Aurora Borealis in acrylic paint on an 18”x24”
canvas. The students will learn how to blend acrylic paint together to create a smooth change from color to
color. An example of a successful finished product will include a horizon line through the painting, creating
a well-balanced composition. The painting should be neat and completely painted not leaving any
unfinished spots on edges on the canvas.
F. OTHER EVIDENCE/ CONTINUUM OF ASSESSMENTS:

• Students will use acrylic paint on to an 18”x24” canvas.
• Students will be introduced to the artist Sea Dean who is talented with blending acrylic paints
together.
• Students will be given a demo expressing helpful techniques on blending acrylic colors together.
• Students will end the assignment filling out a self-reflection sheet.
STAGE 3: LEARNING PLAN
G. MATERIALS AND EQUIPMENT:

• 18”x24” canvas
• Mini canvas
• Acrylic paints
• Paintbrushes
• Paint pallet
• Water cup
• Pencil
• Google to research photos
Printer WiHome 5D Diamond Painting Kits for Adults Full Drill Northern Lights and Lakes
Embroidery Rhinestone Painting. (n.d.). Retrieved from https://www.amazon.com/
WiHome-Painting-Northern-Embroidery-Rhinestone/dp/B07DQ97S4V
H. RESOURCES: VISUALS, TEXT, MEDIA, AND WEB:

Chan, K. (2016, September 29). Aurora Guide: How to spot the Northern Lights in Vancouver.
Retrieved from https://dailyhive.com/vancouver/northern-lights-vancouver-how-to
Printer WiHome 5D Diamond Painting Kits for Adults Full Drill Northern Lights and Lakes Embroidery
Rhinestone Painting. (n.d.). Retrieved from https://www.amazon.com/WiHome-Painting-Northern-
Embroidery-Rhinestone/dp/B07DQ97S4V
The Sea Dean Gallery. (n.d.). Retrieved from https://www.dailypaintworks.com/artists/sea-dean-2797/bio
WiHome 5D Diamond Painting Kits for Adults Full Drill Northern Lights and Lakes Embroidery
Rhinestone Painting. (n.d.). Retrieved from https://www.amazon.com/WiHome-Painting-
Northern-Embroidery-Rhinestone/dp/B07DQ97S4V
I. VOCABULARY WITH DEFINITIONS:
Aurora Borealis: a natural occurrence characterized by the appearance of streaming reddish or greenish light in
the sky, usually near the northern or southern magnetic pole.
Acrylic paint: is a fast-drying paint. Acrylic paints are water-soluble but become water-resistant when dry.
Canvas: is a surface you paint on that is often made from tightly stretched unbleached cloth or a closely woven
fabric that is often used to make boat sail, purses, and upholstery.
11
J. TEACHER INSTRUCTION AND LEARNING ACTIVITY:
• The teacher will start the lesson with a PowerPoint presentation introducing the Aurora Borealis.
• The teacher will talk about the Auroras Borealis scientific information and where in the world you
can see these amazing lights in the night sky.
• The teacher will show a video expressing fun informational facts about the Aurora Borealis.
• The teacher will introduce the artist, Sea Dean. The students will view the artist’s work and be
exposed to Deans blending techniques.
• The teacher will explain to the student’s what kind of photo they should be searching for on google.
The students must search for three photos of the Aurora Borealis which includes a horizon line
breaking up the photo.
• The teacher will allow the students to pull out their laptops and search for a photo that they want to
recreate into an acrylic painting.
• The teacher will have the students email their photos to the teacher to be printed out.
• The teacher will provide a demo on how to blend acrylic paints together. The students will then take
a mini canvas and pick four colors of their choice to blend together.
• The teacher will approve the mini canvas paintings before students can go onto painting the big
canvas 18”x24”.
• The teacher will then have the students sketch out their drawings onto the canvas boards and the
students can begin to paint.
• The teacher will walk around the room making sure everyone is on the right path of completing their
acrylic paintings.
• The teacher will pass out self-reflection sheets to students who finished their paintings. The self-
reflection sheet asks students: Did you feel like you improved on skills in painting? Do you feel as
though you had a good composition in your painting? Did you like or dislike the finished product
and why? What would you do differently next time?
K. QUESTIONS FOR DISCUSSION:

• Did the students know anything prior to this lesson about the Aurora Borealis?
• Does blending colors on the mini canvas help students feel confident to move onto the big canvas?
• Will this project help the students improve their painting skills?
• Will students be inspired to make art based on other natural phenomena’s in this world?
• How long will it take the average student to complete this project?
L. DIFFERENTIATION:
• English language learners (ELL) will have key terms such as tools, colors, and materials translated
into their native language to help them have a better understanding.
o The teacher will learn key words in their first language for a better understanding of them.
o The teacher will label certain things around the room, on worksheets, and in the PowerPoints
in their native language for them along with the English name next to it.
• For an autistic student, I am thinking about setting up a table in the back corner of the classroom
which will be quieter and out of the way from other students. They can choose to sit back there if
they like when feeling overwhelmed at times. Also, welcome to other students too.
• Offer options depending on the students’ needs.
12
Lesson 2:
Zodiac Sign
(Constellations)
Zone, C. (2016, July 07). Make a Constellation Finder. Retrieved from http://experimentexchange.com/earth-space/make-a-constellation-finder-2/
13
• Title: Foundations Class: Zodiac Sign (Constellations)
• Lesson Topic/ Description: In this lesson, students will learn about constellations in the night sky. They
will discover what their zodiac sign is. Students will then create a watercolor and acrylic painting of
their zodiac star alignment.
STAGE 1: DESIRED RESULT:
• All art tells a story.
• Throughout history and into the present day, nature has been a source for human inspiration,
innovation and, experimentation.
• How does this world influence us to create art?
• Where do artists get their ideas?
C. STANDARDS / FRAMEWORKS:
• 1.9 Demonstrate the ability to create 2D and 3D works that show knowledge of unique
characteristics of particular media, materials, and tools.
• 3.12 Demonstrate the ability to use representation, abstraction, or symbolism to create 2D and 3D
artwork that conveys a personal point of view about issues and ideas.
disciplines.

• Students will know what constellations are and how the zodiac sign relates to them.
• Students will be skilled at planning their design by sketching out their star alignment and creating a
design of how they want to show their zodiac star alignment.
• The students will be skilled at using water colored paint and acrylic paint on the same painting.
14
The students will create a final product that expresses their zodiac star
alignment on watercolor paper. The background of this painting will be
done using watercolor paints. Students will design a watercolor landscape
with a very low horizon and a vast night sky where they can put in their
constellation. The landscape can include sharpie for outlining buildings.
The constellation will be done in acrylic paint. The background must be
neat and clean, meaning no splashes of watercolors on the edge of the
paper. The star alignment will be done on top of the watercolor paint in the
acrylic paint. The acrylic paint should be put on smoothly without creating any blotches.
Scorpio and the Blue Ridge Mountains Decal - Astronomy Art by Elise Mahan. (n.d.). Retrieved from https://www.pinterest.com/pin/155303887173232487/
F. OTHER EVIDENCE/ CONTINUUM OF ASSESSMENTS:

• The students will be introduced to the artist Joe Barker. Joe Barker is skilled at using watercolors
and students can use his work as inspiration.
• Students will research their zodiac sign.
• Students will be given a demo on how to work with watercolor paints. They will be encouraged to
work with watercolor paints before working on their final piece of watercolor paper.
• Once students have completed their painting, they will fill out a self-reflection sheet.

• Watercolor paper 16”x20”
• Watercolor pallet
• Acrylic paint
• Paintbrushes
• Sharpie
• Water cup
• Paint pallet
• Pencil
• Regular paper
• Google
Cygnus Constellation Print, The Swan Constellation Poster, Cygnus Art Print, Watercolor Astronomy Wall Print. (n.d.). Retrieved from
https://www.etsy.com/listing/563513530/cygnus-constellation-print-the-swan?ref=landingpage_similar_listing_top-3
H. RESOURCES: VISUALS, TEXT, MEDIA, AND WEB:

Cygnus Constellation Print, The Swan Constellation Poster, Cygnus Art Print, Watercolor
Astronomy Wall Print. (n.d.). Retrieved from
https://www.etsy.com/listing/563513530/cygnus-constellation-print-the-
swan?ref=landingpage_similar_listing_top-3
Joe Barker | CUSTOM Home & Landmark Watercolor | Large. (n.d.). Retrieved from
https://www.laurenanrigaddis.com/shop/joe-barker-custom-home-or-landscape-commission
15
Scorpio and the Blue Ridge Mountains Decal - Astronomy Art by Elise Mahan. (n.d.). Retrieved from
https://www.pinterest.com/pin/155303887173232487/
Zone, C. (2016, July 07). Make a Constellation Finder. Retrieved from

http://experimentexchange.com/earth-space/make-a-constellation-finder-2/
I. VOCABULARY WITH DEFINITIONS:

Watercolor paint: is a painting method in which the paints are made of pigments suspended in a water-based
solution. Depending on how much paint you have on your brush will determine how transparent the paint will
be.
Watercolor paper: A special drawing paper with a surface texture suitable to accept watercolors
Constellation: A group of stars forming a recognizable pattern that is traditionally named after its apparent
form or identified with a mythological figure.
Zodiac sign: An imaginary belt of the heavens, extending about 8° on each side of the ecliptic, within which
are the apparent paths of the sun, moon, and principal planets. It contains twelve constellations and hence
twelve divisions called signs of the zodiac.

• The teacher will start the lesson with a PowerPoint presentation introducing, “What is a
constellation?”
• The teacher will introduce what zodiac signs are.
• The teacher will ask students if they knew any of this information prior to this lesson.
• The teacher will talk about the history and meaning behind both these topics and explain how they
relate.
• The teacher will introduce an artist, Joe Barker. Joe Barker is skilled at watercolor painting and the
teacher will show some of his work to the class. Students can use his work as inspiration.
• The teacher will have the students get out their laptops to research their zodiac sign and the star
alignment.
• The teacher will have the students draw their alignment and sketch out their ideas for the background
of their watercolor painting.
• The teacher will provide a demo introducing watercolor paint, sharpie and helpful tips when creating
their horizon line.
• The teacher will encourage the students to work with watercolor paint before working on their final
watercolor paper. There will be small cutouts of watercolor paper for students to experiment with.
• When the students are working on their watercolor paper the teacher will walk around making sure
everyone is understanding how to work with watercolor paint. The teacher will provide helpful tips
to students as they see them work.
• The teacher will have the students complete a self-reflection sheet once the students’ paintings are
complete. The self-reflection sheets ask students: Did you feel like you improved on skills in
watercolor painting? Do you prefer working with watercolor paints, acrylic paint or both? Did you
like or dislike the finished product and why? What would you do differently next time? What did
you learn about constellations and the zodiac sign?

• Will the students know about their zodiac sign before this assignment?
• Will the students know what a constellation is before this assignment?
• Will all students enjoy this assignment?
• Will the students find it hard to work with two different mediums of paint in one painting or will
they enjoy it?
16
• Will this assignment help students improve on their watercolor skills?
L. DIFFERENTIATION:

Lesson 3:
Sundial
When Time Began: The History and Science of Sundials. (n.d.). Retrieved from https://www.timecenter.com/articles/when-time-began-the-history-and-science-of-
sundials/
17
• Title: Foundations Class: Sundial
• Lesson Topic/ Description: In this lesson, students will learn
how to read and create a sundial. Students will create a 3-D
model using any choice of medium (clay, cardboard, wood,
plastic, etc.). Each handmade sundial will have its own
design. Their functional sundial design should include
textures, patterns, shapes, and color.
Blue North Studios. (n.d.). Retrieved from
http://www.canclockmuseum.ca/gallery/OUR_SUNDIALS/1527.html
STAGE 1: DESIRED RESULTS
• Art can be related to anything in the world.
• Interdisciplinary studies connect art to earth and space science.
• How have discoveries progressed to meet people's needs and wants?
• How are forms and function related to works of art?
C. STANDARDS/ FRAMEWORKS:
• 3.10 Create 2D and 3D images that are original, convey a distinct point of view, and communicate
ideas
• 4.9 Demonstrate the ability to conceptualize, organize, and complete long-term projects, alone and in
group settings
disciplines

• Students will know how to read and make sundials.
18
• Students will be skilled at designing their sundial on paper before moving onto working their
medium of choice.

The students will create a final product that expresses a functional sundial using their medium of choice (clay,
cardboard, wood, plastic, etc.). The design should include textures, patterns, shapes, and color. The final
product should be unique to each student and should include the numbers of time where the shadow will cast
down onto the dial. The dial should be accurate to the coordinates they choose to use.
F. OTHER EVIDANCE/ CONTINUUM OF ASSESSMENTS:

• Students will analyze different types of sundials (historic/modern).
• Students will use a website to create the right template of their sundial.
• Students will research their coordinates and then print out a template to those coordinates.
• The students will watch the teacher give a demo on the steps of building their sundial.
• Once students have completed their painting, they will fill out a self-reflection sheet.

• Google
• Medium (clay, cardboard, wood, plastic, etc.)
• Glue (Elmer’s, Mod Podge, etc.)
• Printer
• Pencil
• Sketch paper
• Found objects to create texture
Messy, M. (1970, January 01). How to Make a Sundial Mosaic. Retrieved from
http://www.marvelouslymessy.com/2011/07/how-to-make-sundial-mosaic.html
H. RESOURCES: VISUALS, TEXT, MEDIA, AND WEB
Blue North Studios. (n.d.). Retrieved from

http://www.canclockmuseum.ca/gallery/OUR_SUNDIALS/1527.html
Ceramics. (n.d.). Retrieved from http://www.carlislearts.org/ceramics-classes/
Messy, M. (1970, January 01). How to Make a Sundial Mosaic. Retrieved from
http://www.marvelouslymessy.com/2011/07/how-to-make-sundial-mosaic.html
The Ultimate Travel Guide to Melbourne - Best Things To Do & See [2019]. (2019, January 21). Retrieved
from https://upgradedpoints.com/melbourne-australia-travel-guide
When Time Began: The History and Science of Sundials. (n.d.). Retrieved from
19
https://www.timecenter.com/articles/when-time-began-the-history-and-science-of-sundials/ (n.d.).
Retrieved from https://www.blocklayer.com/sundial.aspx
I. VOCABULARY WITH DEFINITIONS

Sundial: An instrument showing the time by the shadow a pointer cast by the sun on to a plate marked with
the hours of the day.
Gnomon: The projecting piece on a sundial that shows the time by the position of its shadow.

• The teacher will start the lesson with a PowerPoint presentation introducing sundials.
• The teacher will provide images of old sundials and modern ones.
• The teacher will talk about the time period and the history they came from.
• The teacher will teach the students how to read a sundial.
• The teacher will tell the students to get out their laptops and research the coordinates of their home
or the location they would like their sundial to be for.
• The teacher will provide a demo on the steps of creating their sundials. Students will have to alter
the steps slightly depending on their medium choice.
• The teacher will provide sketch paper for the students to sketch down their ideas and thoughts. The
students will create a detailed design before working with their medium.
• The teacher will walk around the room giving feedback to students as they are creating their
sundials.
• Once finished students will fill out a self-reflection sheet. The self-reflection sheet has questions
such as: Did you enjoy working with your medium of choice? If not, what medium would you use to
create this again and why? Did you like or dislike the finished product and why? What would you do
differently next time? What did you learn about sundials?

• Did students know what a sundial was before this assignment?
• Will students struggle with the alignment of the numbers?
• Can every student read time?
• Is this project to advance for a foundations class?
• Does sketching out the sundial/ideas help students work with their medium of choice?
L. DIFFERENTIATION:
20
21

Ella-Interdisciplinary Unit Plan

Enviado por

Dados do documento

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Ella-Interdisciplinary Unit Plan

Enviado por

Direitos autorais:

Formatos disponíveis

The Sky is the Limit

Exploration & Discovery

User, S. (n.d.). Tribune.Retrieved from http://controversehaiti.org/index.php/tribune/59-ce-que-

Lesson 1: Northern Lights (Aurora Borealis)

• Unit Map Page: 3

• Unit Plan Outline Page: 4

• Lesson 1: Northern Lights (Aurora Borealis) Page: 9

• Lesson 2: Zodiac Sign (Constellations) Page: 13

• Lesson 3: Sundial Page: 17

Lesson 2: Zodiac Watercolor & acrylic

Zodiac signs &

3-D model: Medium

Appropriate research Lesson 3: Sundial

Prior knowledge Earth and Space Science 5-8th grade

ACQUISITION/ UNIT OBJECTIVES-

Lesson 1: Northern Lights (Aurora

Lesson 2: Zodiac Sign (Constellations)

Lesson 1: Northern Lights (Aurora Borealis)

Lesson 2: Zodiac Sign (Constellations)

Outstanding (19-20) Strong (17-18) Satisfactory (15- Not Meeting

Creativity Student Student almost Student Student

STAGE 1: DESIRED RESULTS

D. ACQUISITION/ LEARNING OBJECTIVES:

STAGE 2: ASSESSMENT EVIDENCE

E. PERFORMANCE TASK OR FINAL PRODUCT:

F. OTHER EVIDENCE/ CONTINUUM OF ASSESSMENTS:

STAGE 3: LEARNING PLAN

G. MATERIALS AND EQUIPMENT:

H. RESOURCES: VISUALS, TEXT, MEDIA, AND WEB:

The Sea Dean Gallery. (n.d.). Retrieved from https://www.dailypaintworks.com/artists/sea-dean-2797/bio

I. VOCABULARY WITH DEFINITIONS:

K. QUESTIONS FOR DISCUSSION:

STAGE 1: DESIRED RESULT:

D. ACQUISITION/ LEARNING OBJECTIVES:

STAGE 2: ASSESSMENT EVIDENCE

F. OTHER EVIDENCE/ CONTINUUM OF ASSESSMENTS:

STAGE 3: LEARNING PLAN

G. MATERIALS AND EQUIPMENT:

H. RESOURCES: VISUALS, TEXT, MEDIA, AND WEB:

Zone, C. (2016, July 07). Make a Constellation Finder. Retrieved from

I. VOCABULARY WITH DEFINITIONS:

J. TEACHER INSTRUCTION AND LEARNING ACTIVITY:

K. QUESTIONS FOR DISCUSSION:

The Sky is the Limit/ Exploration & Discovery

STAGE 1: DESIRED RESULTS

D. ACQUISITION/ LEARNING OBJECTIVES:

STAGE 2: ASSESSMENT EVIDENCE

E. PERFORMANCE TASK OR FINAL PRODUCT:

F. OTHER EVIDANCE/ CONTINUUM OF ASSESSMENTS:

STAGE 3: LEARNING PLAN

G. MATERIALS AND EQUIPMENT:

H. RESOURCES: VISUALS, TEXT, MEDIA, AND WEB

Blue North Studios. (n.d.). Retrieved from

Ceramics. (n.d.). Retrieved from http://www.carlislearts.org/ceramics-classes/

I. VOCABULARY WITH DEFINITIONS

J. TEACHER INSTRUCTION AND LEARNING ACTIVITY:

K. QUESTIONS FOR DISCUSSION:

Você também pode gostar