Big Idea Integrated Arts Unit

By: Haley, Nichole, Nolan, Kadie, Alayna, and Janet

Big Idea:
We decided to choose patterns because you see patterns everywhere every day. There are
patterns in all subjects of learning. For example, patterns can be seen in poetry, days of the week,
weather patterns of science, and beginning, middle, and end in ELA. Patterns can also be seen in
daily routines. Patterns help create the students ability to interpret cause and effect. Students can
also see that history repeats itself and it is important for students to understand this because if
they dont understand this then the cycle will continue and we will not grow as a human race.
Patterns are existential. Patterns are mainly taught through math in many ways. Some of the
different ways that patterns are seen in math are basic patterns, problem solving, time, equations,
and the Golden Rectangle.
Context:
Our unit is for third graders. They would need some background knowledge on what a
pattern is, but they should have learned that in previous grades. They also need to know how to
count to 100 with a hundreds chart, which also should have been learned. The space in a normal
classroom will work fine for all of the lessons.
Objective(s):
Our overall goal of this unit is for our students to understand and identify patterns.
Throughout this unit, our students will be practicing identifying, recognizing, creating, and
understanding patterns. The big idea is patterns with our main question for our unit being, how
do patterns play a role in our daily lives?

Art Concepts:
Drama: Mind, Body, Voice, Teamwork
Visual Arts: Color, Composition, Pattern, Line, Shapes
Content Areas:
Visual Art:
ART.VA.II.3.1
Apply materials and techniques to problem solve in the creation of art.
Drama:
Standard 2 - Apply skills and knowledge to create in the arts.
ART.T.II.3.2 Paraphrase dialogue from a story to show different interpretations.
Math:
CCSS.MATH.CONTENT.3.OA.D.9
Identify arithmetic patterns (including patterns in the addition table or multiplication
table), and explain them using properties of operations. For example, observe that 4
times a number is always even, and explain why 4 times a number can be decomposed
into two equal addends.
CCSS.MATH.CONTENT.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between
multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or
properties of operations. By the end of Grade 3, know from memory all products of two
one-digit numbers.
Materials:
1. Paper

2. Graph Paper
3. Ruler
4. Markers
5. Pencils
6. Green Eggs and Ham book
7. Butcher Paper
8. Multiplication Chart
Lesson Plans:
Story Drama: Green Eggs and Ham
Directions:
1. Warm-up: Come to my Party
1. Grouping: Whole group
2. Strategy: Cumulative Memorization
3. Administration: Students are to be sitting in a circle
4. Focus: To prepare to learn about patterns in the world around us.
Teacher: Before we begin our drama, we are going to prepare our logical thinking
abilities. We are in a circle because we will be doing an activity called Come to my
Party. We are having a party; each of us is bringing an item to our party. The item that
you bring to the party should start with the first letter of your first name. I will start by
saying my name and what I am bringing to our party. Then, the person to my right will
say my name, what I am bringing, their name, and what they are bringing. We will
continue around the circle in this way, helping each other as our list continues to grow.
2. During Reading Activity

a.Grouping: Whole Group

b.Strategy: Dramatic role play and voices in the head
c. Administration: Students are sitting in a circle
d. Focus: To interpret what is happening in the story and predict what will happen
while expressing exaggerated emotions.
After the book says Sam! If you will let me be, I will try them. You will see., we will
pause reading.
Teacher: We are now going to predict how the narrator will react to trying the green eggs
and ham. I am going to give everyone a moment to think of what face he makes after he
tries the food. We will then take turns going around in the circle, making our faces. After
you make your face your are going to say what he might be thinking or explain why you
made the face that you did.
3. Reflection
a. Grouping: Whole group
b. Strategy: Elaboration
c. Administration: Students are to be sitting in a circle
d. Focus: To determine whether or not the students have an understanding of
the patterns of rhyming in the story
This activity will take place after the story ends.
Teacher: You are the narrator. Would you try green eggs and ham in a specific place or
with a specific thing? Use the rhyming patterns you saw in the story to come up with a
new line for the story. For example, I will not eat them with a dog. I will not eat them in

the fog.. Take a few minutes to come up with your own rhyme pattern. We will share in
a few minutes.

Math: Multiplication Chart Patterns

Directions:
1. Distribute the multiplication chart to each student. This is the typical
multiplication chart with 12 rows of 12 numbers each with the multiples of
the numbers 1-12 in the rows and columns.
2. Ask students to pick any number in the first row of the multiplication
chart. Starting from that number, count down the numbers in that column,
until you reach the end of the chart. For example, if you selected 3, you
would count down 3, 6, 9, 12, 15, and so on.
3. Ask: What do you notice? What patterns do you see? (Children should
notice that each number is more than the one directly above it.)
4. Some patterns could include:

Art and Math: Spirolaterals

https://www.youtube.com/watch?v=MSmRBRJLFdw
Directions:
1. Students will pick a number and begin to write the multiples of that
number. Example: (5)- 5, 10, 15, 20, 25, 30, etc.
2. Now, turn it into a sequence of single digits by adding the two digits of
each number together. Example: 10 becomes 1+0=1, 1+5=6 and so forth.
Example: 5, 1, 6, 2, 7, 3, 8, 4, 9, 5, 1
3. Once you see the pattern start to repeat you can stop. So we would be left
with 5, 1, 6, 2, 7, 3, 8, 4, 9 as our final sequence.

4. Now you are ready to draw!

Get your graph paper.

Draw a line 5 squares long.

Make a 90 degree turn to the right.

Draw a line 1 square long.

Make a 90 degree turn to the right.

Draw a line 6 squares long.

See the pattern?

When you complete the final line in your sequence, start over with the
first number. You can start at any position you would like, but make
sure that you always make a 90 degree turn to the right.

Repeat until the spirals connect back to the very first line.

Assessment:
Visual Art:

Investigates a variety of possibilities for using different art forms.

Seeks possibilities, finds alternatives and explores ideas in-depth through the arts.

Presents art work publicly

Appreciates and interprets the art work of peers

Drama:

Does the student participate verbally and non-verbally?

Does the student focus attention and energy?

Does the student contribute ideas?

Does the student demonstrate engagement in the drama?

Does the student hypothesize and investigate ideas?

Math:

Does the student show knowledge of multiplication facts?

Does the student show knowledge of patterns?