Guiding Question/Grade Level: How does the change in seasons and weather affect our lives? Content Area: Core Standards: Science: i SHE1, Obtain, evaluate, and communicate weather data Snes eC raieey ‘to identify weather patterns. a. Represent data in tables and/or graphs to identify and describe different types of ‘weather and the characteristics of each type. b. Ask {questions to identity forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ce) or liquid (water). Plan and carry out investigations on current Theater, visual arts, media arts, weather conditions by observing, measuring with simple Music weather instruments (thermometer, wind vane, rain augel, and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal, on a calendar, and graphically. ‘Analyze data to identify seasonal patterns of change. (Clarification statement: Examples could include temperature, rainfall/snowfal, and changes to the environment) ELA: ELAGSELW2: Write informative/ explanatory texts in which they namie. topic, supply some facts about the ‘opie, and provide some sense of dosure. Art Area Community Partner: Meredith Wyatt, NWS Focus Artist(s): Vivaldi Four Seasons https://www.youtube.com/watch?v=GRxofEmo3HA ELA Connection Script Writing, Various works by Eric Carle Vocabulary Science Vocabulary- seasons, weather, changes, fall, spring, winter, summer, thermometer, wind vane, rain gauge, precipitation, rain, sleet, snow, hail, cloud, cumulonimbus, cirrus, meteorologist Art Vocabulary- collage, background, foreground, mural, tempo, pitch, duration, point, line, shape (additional vocabulary words are in each project) Art/Tech Standards ‘TAL.PRA Act by communicating and sustaining roles in formal and informal environments. a. Use voice to communicate ideas and ‘emotions. b. Use body to communicate ideas and emotions. c. Cooperate in theatre experiences. d. Assume roles in a variety of dramatic, forms (eg. narrated story, pantomime, puppetry, dramatic play), \VAL.CR21 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning, VA1.CR2 Create works of art based on selected themes. VAL.CR3 Understand and apply media, techniques, and processes of two-dimensional art. ISTE 1.6 Creative Communicator -MALPR.1 Select, analyze, and interpret artistic work for presentation. a. With guidance, combine varied academic, fine ars, and media content in media artworks ESGMLRE.I Listen to, analyze, and describe music, ESGMI.CN.1 Connect musicto the other fine arts and disciplines outside the artsProject 1: The teacher will put students into groups of 4 or 5. In their groups, students may choose to pick a job as a meteorologist, producer, tech designer, or videographer. The meteorologist will present while recording, the producer will be the group manager to make sure the group is on time and script, the tech design will control and build the background, and the videographer will record and save the report. Students pick a season and weather to present as a meteorologist report. Students will include a season, what weather is in that season, and the instruments that they need to measure. After choosing their weather and seasons the groups will fill out the script provided using appropriate vocabulary and using words from the word bank. Students work together to create the weather report and a background for their video. Some students will be using a green screen and others will be creating a visual arts background. Groups will practice reading and presenting with the assistance of the Dowell Dolphin News Splash 5th graders and then will record. Teachers will save recordings and upload to Youtube. Teacher will create QR code and post in the haliway for viewing. Project 2: Learners will review the weather changes during the seasons. They will get in groups, one for each season (Winter, Spring, Summer, Fall/Autumn), and make a plan of how they want to use Visual Art Terms (point, line, shape, hue, form, space, color, design) to create a BACKGROUND for their Season and the Weather that happens them. They will use various art materials to create and share ideas. On following days, they will finish their background and dress up and act out their season in front of the background, performing for their classmates, teacher and others to show what weather they are experiencing and how the weather changes during each season.Project 3: Stop Motion Video: "A Walk Through the Seasons" After learning about the seasons and how the weather changes in each season, students will be making a stop motion video about seasons. Students will paint a mural that shows all 4 seasons, learning about the relationship of objects in the space and proportion. In the style of Eric Carle they will add different objects that are seen in each season to the mural (rain drops, snowflakes, flowers). Students will work in pairs to sketch out a plan for how they want to "move" through the . seasons. With their plan in mind and props, one student will “Walk Through the | Seasons” as the other student videos. With guidance they will edit their video and the teacher will upload the videos to YouTube. Project 4: Students will learn about the seasons, the changes in nature, and various types of weather. The teacher will introduce and use a visualization technique with the students. The teacher will instruct the students that they will be closing their eyes while listening to a piece of music. Before beginning the Visualization exercise, the teacher will introduce the students to some music vocabulary that they might be familiar with and be a part of how they describe their interaction with the music. (Music Vocabulary: pitch [high/low], volume [loud/quiet], tempo [fast/slow]) While they have their eyes closed, the students will be asked to “feel” (emotions: happy, sad, angry, etc.), listen for examples of the music vocabulary, and “see” (colors, textures, weather, etc.) the music. After the Visualization technique exercise, the teacher will lead the students in a sharing time about what they “felt” and “saw” while listening to the music. The teacher will make a chart with the students of words that represent the 4 seasons to them. (Words/vocabulary that students could use would come from their Art, Music, or Science Vocabulary — colors, types of weather, sounds, etc). After the chart is made the teacher will introduce the students to the composer Vivaldi. The students will be instructed that they will listen to a composition by Vivaldi (Four Seasons) where they will use the visualization technique to “feel” and “see” the different seasons. Each student will be given a paper in order to make a visual piece of art, using a variety of media, lines, color, weather, etc for each of the seasons.PROJECT 5: Students will learn about the four seasons. They be able to explain and identify the characteristics of each season and understand the weather changes that occur. The class will be divided into small groups of 4 or 5 students per group. Each group will use communication skills as they plan and work cooperatively to create a background scene for one season, either winter, spring, summer or fall/autumn. Various art materials will be shared amongst the groups and several days of creating the background scenes will be allotted. The students will then work together to write relevant information about their specific season. This final piece will have the students wear weather appropriate clothing and act out their season in front of their background while using their written information as a guide. The students will perform for their classmates, teacher and others. This presentation will show what weather they are experiencing and how the weather changes during each season.