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Interrelated Drama & Music Unit Plan - The Rainforest

Interrelated Drama & Music Unit Plan - The Rainforest

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Published by mbed2010
This unit plan got a credit from Gwen...i hope you guys like it! ~ Adriana.
This unit plan got a credit from Gwen...i hope you guys like it! ~ Adriana.

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Published by: mbed2010 on Sep 09, 2009
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10/09/2014

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Interrelated Arts Unit planner
UNIT PLANNER:
The Arts
Interrelated:
Drama and Music
NAME:
Adriana De Cicco
UNIT/THEME/TOPIC:
The Rainforest
BAND:
Primary Years
Year level:
4
OVERVIEW OF THE UNIT: 
The students will be exploring about the rainforest through music and drama. By beginning with a stimulus of a picture, it will gain the interest of the students about the rainforest, and prepare them for the thinking andactions of the discussions and drama activities that will follow. The next stages of the unit involve analysingthe human impact on the rainforest environment. This is where the drama takes the focus of the studentinvolvement and role play situations are mainly used. One of the main activities is where the whole class isincluded in an interesting activity that gets them to “become the rainforest”, followed by smaller role playsand group activities.
Class Profile/prior knowledge
Essential Learnings
focus:
ο
Futures
ο
Identity
ο
Interdependence
Thinking
Communication
Key competencies
focus:
collecting, analysing, organising information;
ο
communicating ideas and information;
planning and organising activities;
ο
working with others in teams;
ο
using mathematical ideas and techniques;
solving problems;
using technology.
ICTs:
(e.g. camera, computer software, etc).
ο
________________________________ 
 
Strand/s:
Arts Practice
 
 
Arts analysis &Response
Arts inContexts
 
Key Idea:
2.2: Students explore representations of realand imagined experiences. They create, plan or shape new and/or existing arts works toexpress ideas, feelings and events related to personal/ social/ environmental futures inlocal/ global communities.
Relevant Standard
Standard 2: Demonstrates knowledge andskills to each arts form. Chooses appropriatetechniques and technologies to complete work specific to one arts form or combinationthereof.
Unit Outcome(s)
 
Conceptual
(knowledge, understanding)
Drama:
The students will understand the idea of taking on different roles and expressingdifferent opinions in those roles.
Music:
The students will hear the sounds of therainforest, and understand and know whatis making these sounds.
Skills
(can do) 
Drama
: The children can work together to create a rainforest scene, and later can participate in role play situations.
Music
: The students can listen carefullyto the pieces of rainforest sounds for a period of time.
Affective
( feel)The students will be able to gain anappreciation of the rainforest environmentand feel that it is worth protecting.
 
Weekly outline of lessons:Week 1:
The focus of this lesson is to introduce the feeling of therainforest initially through music, then developing into a dramaactivity.
To get the students interested in the lesson, show a scene of therainforest, included as Appendix 1, to show the children some of the plants that exist – enlarge this image to A3 size as it is toosmall to show the whole class at once.
Questioning with the picture:
What can you see in the picture?
What could be seen in the picture?
Where do you think this picture was taken?
The next activity involves the CD included with the unit – “Sounds of the Rainforest”
Students close their eyes and listen to the sounds of the rainforest – each track has a different sound to it, and any are appropriatefor this activityWhile the music is playing ask questions like:
How do you feel while listening?
Any there any distinctive sounds they can hear?
Anything else that you can notice?
After listening to the piece, give each child a name of an animal,and while the music is playing, each student acts out the animal.The aim of this activity is for all the same animals to find eachother.
Animal names are printed on cards
Animals include:
Possum
Frog
Parrot
Spider 
Butterfly
Snake
Once the students find each other, they each take turns to performas a group and the class has to discuss the actions and work outwhat animal they are
Working in small groups allows the students to improve their communication skills and can learn from one another of how bestto re-create the mannerisms of the each animal.
Teacher references and resources
Appendix 1:Photo of a rainforest scene – takenon a trip to the rainforest in Melbourne, 2009.CD – collection of five songs called “Sounds of the Rainforest”Appendix 2 – Animal name cards
Rainforest Resources:
Appleby, P., 1992
Wildside: Rainforests
, BBCBooks, London.Breeden, S., 1995
 Paul and the Rainforest 
,Steve Parish Publishing, QLD, Australia.Erbacher, J. & S., 1993
 Life in the Rainforest 
,Cambridge University Press, Cambridge, UK.Taylor, B., 1992
 Look Closer: Rainforest 
,Harper Collins Publishers, NSW, Australia.Mackness, B. 1989
Mastering Rainforests
,Dellasta Publishing, VIC, Australia.Killen, R., 1992
Student-Centred Teaching Strategies
, Second Edition, pp. 23-28, TheUniversity of Newcastle, NSW, Australia.

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