Art Integration Unit Plan Template 1 Courtney Cooley

ECE Integration Unit Plan Template

LTC 4240: Art for Children Unit Title & Big Idea: The Five Senses Unit Overview/Summary: The students will learn about the five senses and the body parts that are associated with the five senses. The students will also go on a sensory walk around the school building to learn about their surroundings. After going on the sensory walk around the school building, the students will draw a picture of what they saw, smelled, heard, or touched as well as write three sentences about what they saw, smelled, heard, or touched. Then, the students will share what they drew and wrote with me. Grade Level: Kindergarten Class Periods Required: 3 Class Periods (45 minutes for each period)

Key Concepts (3-4) Essential Questions (3-4) The five senses are sight, smell, hearing, taste, and touch. What are the five senses? The body parts associated with the five senses are the eyes, nose, ears, What body part is associated with each sense? mouth, and hands. How do we use the five senses to learn about the world around us? We use our five senses to make observations about our surroundings (what we see, smell, hear, taste, and touch). 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 name the five senses. Students will be able to identify the body parts associated with the five senses. Students will be able to describe how they use the five senses to learn about their surroundings. Students will be able to draw a picture of what they see, smell, hear, or touch as they go on a sensory walk around the school building. Students will be able to write three sentences about what they see, smell, hear, or touch as they go on a sensory walk around the school building.

Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/) STRAND I: Product/Performance 1. Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems A. Produce a line using crayon, pencil, or marker Strand 7: Scientific Inquiry 1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical

Core Academic Standards (Common Core State Standards) (3-4)

(http://www.corestandards.org/)

Research to Build and Present Knowledge 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. Presentation of Knowledge and Ideas CCSS.ELA-Literacy.SL.K.4 Describe familiar people, places, things, and events

thinking. B Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations a. Make qualitative observations using the five senses Writing 1. Apply a writing process in composing text A Follow a writing process with assistance to b. compose text through letters, words, and pictures Content Areas Integrated: 1. Visual Art 2. Science 3. Writing

Art Integration Unit Plan Template 2 Courtney Cooley and, with prompting and support, provide additional detail. CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

Lesson Titles in Sequence/Order 1. The Five Senses Overview (Science) 2. Sensory Walk Drawing (Visual Art) 3. Sensory Walk Writing (Writing)

Identify & define common vocabulary/concepts that connect the art form with the other identified subject area(s): Sense: one of the five abilities (sight, smell, hear, taste, and touch) through which a person learns about his or her surroundings. Observation: a statement that describes what a person notices about his or her surroundings. Sight: a sense in which a person uses his or her eyes to see. Smell: a sense in which a person uses his or her nose to smell. Hear: a sense in which a person uses his or her ears to hear. Taste: a sense in which a person uses his or her mouth to taste. Touch: a sense in which a person uses his or her hands to touch. Brief Lesson Descriptions (2-3 sentences each) Science: The students will be introduced to the big idea of the five senses and the body parts that are associated with the five senses. Books (My Five Senses by Aliki and My Five Senses by Margaret Miller) and videos (When you use your senses by Harry Kindergarten Music and 5 senses sing-along by Mr. Rs Songs for Teaching) will be used to support the students in learning about the five senses. I will draw a picture of a person on chart paper. Then, I will identify and write the names of the different body parts that are associated with the five senses on the persons body (Ex. I will identify the persons eyes. Then, I will draw an arrow and write the word eyes to demonstrate to the students that we use our eyes to see). Visual Art: The students will go on a sensory walk. The students will draw a picture of what they saw, smelled, heard, or touched on the sensory walk around the school building. The students will use crayons or markers in order to draw their pictures. After drawing their pictures, the students will

Art Integration Unit Plan Template 3 Courtney Cooley share what they drew with me. The students will use descriptive details as they are explaining their drawings. Writing: The students will go on a sensory walk. The students will write three sentences about what they saw, smelled, heard, or touched on the sensory walk around the school building. The students will use pencils in order to write their sentences. After writing their sentences, the students will share what they wrote with me. The students will point to each word as they are sharing their pieces of writing with me. What student prior knowledge will this unit require/draw upon? The students have used the words that stand for the five senses including sight, smell, hear, touch, and taste in everyday conversation. They use these words to describe the world around them. This unit will draw upon what the students already know because the students will learn that those words are referred to as the five senses. The students will also learn about the body parts that are associated with the five senses including the eyes, nose, ears, hands, and mouth. This unit will require the students to apply what they know about the five senses because they are going on a sensory walk around the school building. What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit? In the science lesson, the students are being introduced to the five senses and the body parts that are associated with the five senses. While reading the books and watching the videos, the students are imagining and exploring with their five senses. As I am drawing the person and identifying the names of the different body parts on the persons body that are associated with the five senses, the students are imagining and exploring with their five senses. In the visual art lesson, the students are imagining, exploring, and experimenting because they are thinking about what they saw, smelled, heard, or touched on the sensory walk and drawing pictures related to their observations. The students are using their imaginations as they are drawing their pictures. In the writing lesson, the students are imagining, exploring, and experimenting because they are writing three sentences that directly relate to what they saw, smelled, heard, or touched on the sensory walk. They are exploring their surroundings and applying what they observed into their pieces of writing. How will this unit permit/encourage students to solve problems in divergent ways? The students will learn how to solve problems by thinking about what senses they are addressing in their pictures and pieces of writing. The students have to think about what they saw, smelled, heard, or touched on the sensory walk and apply those observations into their art pieces and writing pieces. The students are also learning how the senses support them in learning about their surroundings. The students are answering the questions What are the five senses? What body parts are associated with the five senses? and How do we use the five senses to learn about the world around us? as they are participating in the lessons of this unit. How will you engage students in routinely reflecting on their learning/learning processes? While going on the sensory walk, I will point out what I see, smell, hear, and touch in order to support the students in learning about the different senses. Therefore, the students have to think about what they see, smell, hear, and touch on the sensory walk. They are thinking about the different senses and the body parts that are associated with the senses while going on the sensory walk. While the students are drawing their pictures, I will go around the classroom

Art Integration Unit Plan Template 4 Courtney Cooley and ask the students the following question, Tell me about your drawing. This will give students the opportunity to talk about what they are drawing in their pictures with me. The students have to think about the senses that they addressing in their pictures and be able to communicate their ideas with me. While the students are writing their sentences, I will go around the classroom and ask the students to share what they wrote. The students are asked to read what they wrote to me so they are conveying their pieces of writing to me. Overall, the students are routinely reflecting on their learning/learning processes while they are sharing their art pieces and writing pieces with me. How will this unit engage students in assessing their own work and the work of peers? By drawing their pictures and writing their sentences, the students will be assessing their own work. When they share their pictures and writing pieces with me, they will get the opportunity to reflect on what they drew and wrote. The students will have to think about what they drew in their pictures and wrote about in their writing pieces as they are sharing with me. I will display their pieces of art and pieces of writing in the hallway after the students finish drawing their pictures and writing their sentences. Therefore, the students will get the opportunity to view the work of peers. The students can compare and contrast their own work to the work of peers by looking at the art pieces and writing pieces in the hallway. What opportunities/activities will students be given to revise and improve their understandings and their work? If the students do not draw a picture that represents what they saw, smelled, heard, or touched on the sensory walk, then they will get the opportunity to draw another picture. If the students do not write three sentences that relate to what they saw, smelled, heard, or touched on the sensory walk, then will get the opportunity to use another piece of paper to write three sentences. As the students are drawing their pictures, I will go around the classroom and offer possible ideas to include in their pictures. I want the pictures to be colorful and detailed so I will talk with the students about what else they could draw in their pictures. While the students are writing about what they saw, heard, smelled, or touched on the sensory walk, I will go around the classroom and make sure that the sentences are directly related to the sensory walk. I will talk with the students about what else they could write about in their pieces of writing. What opportunities/activities will you provide for students to share their learning/understanding/work in this unit? When students are finished drawing their pictures and writing their sentences, they will get the opportunity to share what they drew and wrote with me. I will go around the classroom and ask each student to share their pictures and writing pieces with me. I will also display their art and writing pieces in the hallway for the students, families, visitors, and faculty members to see what they learned, understood, and worked on in this unit. After displaying their art and writing pieces in the hallway, the students will get the opportunity to bring their pieces of art and pieces of writing home to share with their families. How will you adapt the various aspects of this lesson to differently-abled students? I will choose one of the five senses for the students and ask them to draw a picture related to that sense as well as write three sentences related to that sense. For example, if I choose the sense sight, then I will ask the students to draw a picture of what they saw on the sensory walk as well as write three sentences about what they saw on the sensory walk. If the students have trouble writing three sentences, then I will ask them to just tell me three different sentences related to what they saw, smelled, heard, or touched on the sensory walk. If the students have trouble deciding what to draw on their pictures or what to write about in their pieces of writing, then I will give examples of things that I saw, smelled, heard, or touched while on the sensory walk.

Art Integration Unit Plan Template 5 Courtney Cooley References Brandenberg, A. L. (1989). My five senses (Rev. ed.). New York, NY: HarperCollins. 5 senses sing-a-long. (2012). YouTube. Retrieved from https://www.youtube.com/watch?v=lvBXWMvOGOk Gluesticks, Games, and Giggles. (2012). Retrieved from http://gluesticksgamesandgiggles.blogspot.ca/ Miller, M. (1998). My five senses. New York: Aladdin Paperbacks. Pettit, J. (2011). Zilker Elementary Art Class. Zilker Elementary Art Class. Retrieved from http://zilkerelementaryart.blogspot.com/search?updated-min=201101-01T00:00:00-06:00&updated-max=2012-01-01T00:00:00-06:00&max-results=27 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 When You Use Your Senses- What do you use for each of your 5 senses?. (2009). YouTube. Retrieved from https://www.youtube.com/watch?v=Ipb0sEwpWjo Williamson, J. (2013). Welcome to Room 36!: five senses. Retrieved from http://mrswilliamsonskinders.blogspot.com/search/label/five%20senses

Art Integration Unit Plan Template 6 Courtney Cooley Chart Paper (identifying and writing the names of the body parts associated with the five senses):

Sensory Walk Drawing:

Art Integration Unit Plan Template 7 Courtney Cooley Sensory Walk Writing: