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Art Integration Unit Plan Template 1

Art Integration Unit Plan Template

LTC 4240: Art for Children Unit Title & Big Idea: Seasons and Weather Change Unit Overview/Summary: Students will learn about the four seasons and the weather changes of the four seasons. Students will be introduced to Monets artwork of the four seasons and will learn about the techniques Monet used to paint. Students will then paint their own pictures of the seasons. During the science lesson, students will learn why the seasons change and how plants, animals, and people are affected by the weather changes. Students will then read I Love the Changing Seasons by Tiffany A. Higgins and will discuss vocabulary that describes the seasons in the story. Grade Level: First Class Periods Required: A week of class periods will be required to teach this unit. Monday students will learn about weather and seasons. Tuesday and Wednesday students will learn about Monet and work on art project. Thursday and Friday will be science and literacy lessons.

Key Concepts (3-4) Essential Questions (3-4) 1. The students will study Monets paintings of seasons and weather and 1. What are seasons? also study his abstract technique of painting. Students will then paint 2. Why does the weather change when the seasons change? their own portraits of season using Monets abstract technique. 3. What different weather patterns are associated with different 2. The students will compare the ways weather changes affect plants, seasons? animals, and people. 4. How does weather change affect people, animals, and plants? 3. The students will read a story about weather changes and will display their understanding of weather and seasons by discussing and identifying vocabulary used in the story. Unit Objectives: (Excellent resource at Students will describe the changes in weather that occur during each season. 1. Students will use tempura paint to make a picture of the seasons mirroring Monets abstract painting technique. 2. Students will compare how plants, animals, and people are affected by seasonal changes. 3. Students will read I Love the Changing Seasons by Tiffany A. Higgins and demonstrate their knowledge of the weather and seasons by discussing words and vocabulary that describe the different seasons. Grade Level Expectations (GLEs) (3-4) ( Core Academic Standards (Common Core State Standards) (3-4) ( 1. VA 1, 1B Apply paint in even strokes to create a water-coler/thin lined 1. CCSS.ELA-Literacy.SL.1.3 Ask and answer questions about what a speaker tempura was, paint lines and fill in shapes with even color using tempura. says in order to gather additional information or clarify something that is (art) 2. S6, 2A, C Observe and describe the characteristics of the four seasons as they cycle not understood. 2. CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a through the year (summer, fall, winter, spring). (science) text read aloud or information presented orally or through other media. 3. CA 2, 3, 1.5, 1.6 Develop vocabulary by reading, listening to, and discussing

Art Integration Unit Plan Template 2 unknown words in stories using a. root words b. word chunks c. context clues (literacy) 3. CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text 4. CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Identify & define common vocabulary/concepts that connect the art form with the other identified subject area(s): Season: each of the four divisions of the year (spring, summer, autumn, and winter) marked by particular weather patterns and daylight hours, resulting from the earth's changing position with regard to the sun. Weather: the state of the atmosphere at a place and time as regards heat, dryness, sunshine, wind, rain, etc. Winter: the coldest season of the year, in the northern hemisphere from December to February and in the southern hemisphere from June to August. Spring: the season after winter and before summer, in which vegetation begins to appear, in the northern hemisphere from March to May and in the southern hemisphere from September to November. Summer: the warmest season of the year, in the northern hemisphere from June to August and in the southern hemisphere from December to February. Autumn: the third season of the year, when crops and fruits are gathered and leaves fall, in the northern hemisphere from September to November and in the southern hemisphere from March to May. Temperature: the degree or intensity of heat present in a substance or object, esp. as expressed according to a comparative scale and shown by a thermometer or perceived by touch. Cold: of or at a low or relatively low temperature, esp. when compared with the human body. Cool: of or at a fairly low temperature. Hot: having a high degree of heat or a high temperature. Ice: frozen water, a brittle, transparent crystalline solid. Snow: atmospheric water vapor frozen into ice crystals and falling in light white flakes or lying on the ground as a white layer. Rain: moisture condensed from the atmosphere that falls visibly in separate drops. Warm: of or at a fairly or comfortably high temperature.

Content Areas Integrated: 1. Visual Art 2. Science 3. Literacy

Art Integration Unit Plan Template 3 Humid: marked by a relatively high level of water vapor in the atmosphere. Abstract Painting: Abstract art uses a visual language of form, color and line to create a composition which may exist with a degree of independence from visual references in the world. Water Color: artists' paint made with a water-soluble binder such as gum Arabic, and thinned with water rather than oil, giving a transparent color. Brief Lesson Descriptions (2-3 sentences each) Science: Students will watch as I draw a large circle on the whiteboard divided into four segments, each segment representing a different season. Students will look at word bank provided (words like cold, hot, and names of months) and discuss which words go in which segment of the circle. Finally, students will discuss the animals and plants associated with each season along with the types of clothes people wear. Art: Students will be given a brief history of Monets artwork and his abstract technique. Students will be shown a few of Monets paintings in which display different seasons. Students will then paint their own portraits of the seasons using tempura and watercolors to show their abstract patterns like Monets work. Literacy: Students will listen as I read I Love the Changing Seasons by Tiffany A. Higgins. Students will listen carefully for vocabulary words that relate to weather and will discuss the meanings of those words and how they relate to the different seasons.

Lesson Titles in Sequence/Order 1. Painting the Seasons (art) 2. Changing Seasons (literacy) 3. Weather Changes and Me (Science)

What student prior knowledge will this unit require/draw upon? Small background knowledge on the seasons. Know the months of the year. What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit? Students will do an activity involving the teacher pulling clothes out of a suitcase and students guessing what time of year a person would wear that clothing item. Students will also paint pictures of the seasons and weather. How will this unit permit/encourage students to solve problems in divergent ways? The students may talk to other students to discuss the different seasons and the affects changing seasons have on people, animals, and nature. If the students have a hard time drawing their pictures, they may look at Monets work for examples. How will you engage students in routinely reflecting on their learning/learning processes? Each lesson and content within the lessons build on top of each other, so we will review the previous lessons learned before as we learn new lessons.

Art Integration Unit Plan Template 4

How will this unit engage students in assessing their own work and the work of peers? Students can compare their artwork to Monets examples and can also compare their work to their classmates. What opportunities/activities will students be given to revise and improve their understandings and their work? If students work does not display the seasons correctly then I will have a mini conference with them to review the concepts they didnt understand. Students will then be able to remake their picture correctly. What opportunities/activities will you provide for students to share their learning/understanding/work in this unit? Students will first have a gallery walk within the classroom to show off their artwork. Artwork will then be displayed in the hall for the rest of the school to see. How will you adapt the various aspects of this lesson to differently-abled students? Differently-abled students may be provided with a picture of the seasons already drawn and they will be able to color in the picture.

References Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from