Primary Years Program 2022-23

Teacher Ms Anamika Shabnam Transdisciplinary Who we are

Theme

Unit Topic- Visual Art Scope and PYP Grade 3 Time-

Dinosaur Sequences

Smart Innovations School

Central Idea:
Life on earth is continually adapt or fails due to changes in the environmental, biome, geology,
atmosphere, water, conditions and a variety of catastrophes.

LOI
1. Comparisons of Dinosaurs and animals today.

2. Comparisons of life past and present.

3. Adaptations

4. Humankind affects or climate change.

Learning Goal:

Teachers Questions: Students Questions

1. What is paleoart? Why it is 1. What similarities there are between

important? human and dinosaur?
2. How paleo artists help the audiences 2.
to know more about dinosaurs?
3. What was the first paleoart?
4. How do we create an artwork?
5. How do we could illustrate a
dinosaur and give a realistic
 expression?
Visual Art Scope and Sequences:
Strand 1
Creating
Learners understand the value of
working individually and collaboratively
when creating different art forms.
Learners show that, as artists, they can
influence thinking and behavior through
the art they create. They think critically
Phase 3
about their work and recognize that their
personal interests, beliefs and values can
inform their creative work.
Learners show an understanding that
they can express themselves by creating
artworks in Visual Arts. They know that
creating in the Visual Arts can be done
on their own or with others. They are
Phase 4
aware that inspiration to create in arts
comes from their own experiences and
imagination.
Scope and Sequences
Creating
We can enjoy and learn from
creating Art.
Arts have the power to influence thinking and
behavior.
We can explore our personal interests, beliefs
and values through the arts.
Arts provide opportunities to explore our
creative potential and engage in a personal
artistic journey.
Learner Profile
Thinker: Students will show the initiative in making of artworks reason and ethical decisions
in making the process. This way they will prove themselves as a thinker.
Inquirer: Students will learn and nurture their curiosity and elaborately their learning
Responding
Learners show an understanding that visual
art is a way of expression to be enjoyed.
They know that Visual Arts use symbols
and representations to convey meaning.
They have a concept of being an audience of
different art forms and display awareness of
sharing art with others. They can interpret
and respond to different art forms, including
their own work and that of others.
Learners show an understanding that issues,
beliefs and values can be explored in Art.
They demonstrate an understanding that
there are similarities and differences
between different cultures, places and times.
They analyze their own work and identify
areas to revise to improve its quality.
Responding
We enjoy and experience different forms of
arts.
The art is a means of communication and
expression.
We can reflect on and learn
from the different stages of
creating.
We use what we know to interpret arts and
deepen our understand.
independently with share with others and own life as an Inquirer.

Lap book regarding subject Dinosaur ……………….

Learners will do research on Dinosaur as a living thing, its life on earth how it was failed to
adapt because of human habitants, environments, biome, atmosphere and
and its environment. Students explore how living things including  humans use resources
found naturally in their environments or modify resources to meet their needs. So, they
make a LAPBOOK on Dinosaur (fails to adapt on the Earth). It’s really an amazing,
folded book in which you can find all information about the Living things and their
environment briefly. It’s a great idea,

Creating Responding

Phase 4 We explore a range of possibilities Phase 3 We use what we know to interpret

and perspectives to communicate in broader
ways through our creative work globally and
local both.
Proportion of Lap book. (A4)
Proportion of Dinosaur, human, animal and
other substance drawing form students will
appreciate in the length of Lap book. Pattern
and texture will be priority for creating the
drawings.
arts and deepen our understanding of
ourselves and the world around us.
Demonstrate through your artwork
understanding on the LOI
Arts provide opportunities to explore our
creative potential and engage in a personal
artistic journey.
Elements of art are the visual tools, the artist
can use these contexts to create a
composition.

Formative Assessment Summative Assessment

1.Vocabulary Puzzle (Tools: worksheet) 1.lap book (A4 size)

2.Using the tools and materials for the Tools: Reflection.
artwork. (Tools: Anecdotes.)
3.Layout for the Final artwork. (Tools:
Checklist.)

Vocabulary
Paleo Art, Paleo Artist, Paleo imagery, Paleontological, Aesthetic, Prehistoric, Naturalist,
 predict, scientists, fossil

ATL Skills
Research Skills
1.Students will develop understanding the
relation between audience and the artist.
2. Students will understand and aware for
the inquiry what questions they need to find
out.
3. Students will develop appropriate tools
and/ sources for the inquiry.
4. Students will develop the consuming and
processing skills through online platform for 4. Students will demonstrated what they have
to find the information.
Thinking Skills
1. Students will develop their analysis and
evaluation skills through breaking the ideas
for sorting the root or cause.
2. Students will be able to draw the
conclusions and make the generalizations.
3.Students will demonstrate their experience
on their creative process and can identify their
strength and weakness for areas to develop.
learned, and the process and they realized
different peoples are learning in a different
way.

Activities:
Activity 1
Students that scientists are
unsure of the colors that
dinosaurs were because
they have never found
actual skin or feathers -
only fossilized
impressions. Scientists
guessed what colors they
were by comparing them to
animals of today. Have
students choose two colors
of animals today and place
a small amount of each
color of paint in a zip lock
bag. Have students
manipulate bag to mix the
colors.
Activity 2
Students will remind
themselves what a
paleontologist does. They
will encourage them to
dress as a paleontologist
with lab coats and dust off
bones they find.
OR
Students use the new color
that they created (by their
own, organic or natural
herb, spices, or skin of
fruits and vegetable for
create colors) to paint a
picture of a dinosaur.
Activity 3
The students firmly press an
object (shell, stick, plastic
dinosaur model, any object that
will leave an impression) into the
mud to create a fossil imprint.
Instructions:
Set the imprint aside to dry for
several days.
Clean objects and set aside for
later use.
When fossils have dried, spread
out on a table.
Set cleaned and saved objects on
table.
Students take turns matching
objects with their fossil imprints.

Resources:
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