Art across the Curriculum

BY: Lucia Gracia

Table of contexts:

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Math:

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Science:

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Language Arts:

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Social Studies:

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Math

Clock o time!

Content connection: Math

Grade: 3
Objectives: Students will be able to tell time more accurately. Students will understand the
function of a clock and reading time
Materials: Paper plates, pencil, colored pencils, button
Procedure: Telling time activity: Students draw a clock and color in two circles around the
circumference of the clock. Make the inner circle blue. This corresponds to the hours on the
clock. Make the outer circle red. This corresponds to the minutes. Do not write in the numbers.
Just write in line demarcations in place of the minute hands. Construct an hour and minute hand,
color them the corresponding blue and red colors, and fasten them to the center clock so that they
can freely rotate around. This lesson helps students visualize the imaginary numbers that are on
the clock. Ask students about what numbers correspond to the placement of the hands on the
clock and have them count by 5s all the way up to 60.
Source: http://educationcloset.com/2012/05/15/ways-to-integrate-art-and-math-in-anelementary-classroom/

Flip that problem!

Content connection: It can be applied to all subjects.
Grade: k-4
Objectives: Students will interpret products as the number of objects in groups of objects. Flipbook can
also be used for vocabulary practice.
Materials: Paper, pencil, pen, colored pencils, stapler, yarn, hole puncher
Procedure: Prepare flipbooks for each student by putting together five pieces of paper and folding them
over so that it creates a small book. Staple the center to hold the flip books together.
Provide students with colored pencils and other drawing materials
Source: N/A

Array Hurray!
Content connection: Math (addition, subtraction, multiplication)

Grade: 3 & 4
Objectives: The learner will model, identify and compute with whole numbers through 9,999.
Materials: Arrays, multiplication
Procedure: This will take a few lessons to build upon. After introducing students arrays students will be
able to model a problem.
Source: https://sites.google.com/a/uncg.edu/mskesslersthirdgrade/pacing-guide-mathematics/multip

Multiplication Action!
Content connection: Math (multiplication)
Grade: 3
Objectives: Model to understand multiplication through arrays.
Materials: Grid paper, Scissors, Crayons or markers, 12" x 18" construction paper, Glue sticks
Procedure: This project is a motivating way of teaching students how to represent multiplication facts as
arrays. If this is the class's first introduction to multiplication arrays, the teacher should probably start by
offering them a simple definition. Tell students that one number in a multiplication fact is the amount
on the side of the array, and the other number is the amount on the top of the array.
Source: N/A
Math Cookies!
Content connection: Geometry
Grade: 4
Objectives:
Become mathematical problem solvers.
Reason mathematically.
Communicate mathematically.
Make mathematical connections.
Materials: Rainbow cubes, Recording sheet, Adhesive dots
Procedure: Tell the students to make an arrangement of cookies (use the cubes as cookies) on their
recording sheets in equal rows.
Ask volunteers to tell you about their arrangement. For example: Three rows of five muffins, fifteen
muffins altogether. Model how to write a multiplication equation on the board that tells about the
cookies on the tray. Say, Three times five equals fifteen. Model how to write the equation: 3 x 5 = 15.

Repeat the above steps encouraging students to tell the multiplication equation that describes their
cookie picture. Continue until you have five or six models on the board (make sure the students are
making their models on their work mats as you go along).
Erase one factor in each equation you have listed on the board. Tell the students that some frosting fell
on the equation and covered some of the numbers.
Ask students to help figure out what the missing numbers are. Some may need to use the rainbow
cubes, and others may be able to solve the problem with their knowledge of math facts.
Students should now use their recording sheets to write new equations that tell about six different
cooking arrangements
Have students pass their equations to another student. This student spills some frosting on one of the
number equations by covering a number with an adhesive dot. Continue passing around until all six
equations have frosting spilled on them.
Return Recording Sheets to original student. Allow time to figure out the missing numbers on their
papers. They may again use the rainbow cubes to recreate the picture or use their math facts to solve
the problem.
Source: N/A

Science

Crazy Hair!
Content connection: Social Studies, Character development
Grade: 1 &2
Objectives:
Students will be able to identify the bully/teaser from crazy hair.
Students will make connections from the text and relate to real life situations by brainstorming.
Students will be able to recognize when teasing/bullying occurs.
Students will be able to resolve problems among peers in a friendly manner.
Materials: Crazy Hair By: Barney Saltzberg
Procedure: After reviewing previous lesson I will introduce bullying/teasing. I will define what teasing
means. Then introduce crazy hair watch it and pause it mid-way to have an open discussion on Stanleys
situation. By the end of the book there will another open discussion on how to deal with teasing. Act as
a class defining proper and improper behavior.
Source: Bookflix

Language Art

Social Studies