Guiding Question/Grade Level: How can I group animals by their observable feature of motion? How can I use the arts to show that I can group animals by their observable feature of motion? (Kk) Content Area: ae L skit.» Group animals according to thein observable features such os Science: oppearance, size, motion where it Hives, ete, Animals IMKEM.6 Listening to, analyzing, and describing music. 4. Distinguish between contrasts (pitch, dynamics, tempo, timbre) in various pieces of music b. Deseribe music using appropriate vocabulary (eg, high, lw, Joud, quiet, fas, slo). ‘Art Area: |MKGH.10 Moving, alone ond with others, toa varied repertoire of Visual Arts duita 1. Respond to contrasts end events in music with gross ee lecomotor and nor-loconotor movements ~Theatre VAKCR.3 Understands ard applies media, techniques, ard processes of two-dimensional works of ar? using tools and materials ina safe and appropriate manner to develop sil ‘Community Partner: Focus Artist(s): ELA Connection Read Aloud -Movel by Steve Jenkins & Robin Page Vocabulary Science Vocabulary: walk/run, swim, fly, hop, slither Art Vocabulary: color, shape, texture, collage, composition, storytelling, projection, tempo, tableau Lesson Components 1. Content Area: Science 2. Art Areas: -Visual Art-- Students will create a two-dimensional work of art using multi-media to portray an animal that flies, walks/runs, or swims, ~Music-- Students will correlate musical instruments with the way animals move, ~Theatre-- students will use guided research to create a tableau that brings to life an animal,Project 1 Lesson Outline—Music Students will correlate musical instruments with the way animals move. Project 2 Lesson Outline—Visual Arts 1. Engage + Read Move! by Steve Jenkins & Robin Page + Direct students to act out certain parts using their bodies to mimic animal movements. 2. Explore ‘© How Do Animals Move? By Jack Hartman https://youtu.be/IjlJE77PQfs?sizqZL9ssPC_LdoZSih This interactive guessing game about how animals move has the students move along with their favorite animals, but listen carefully when Jack asks if an animal moves a certain way. Students will answer yes or no. When they find the right movement for each animal, they will move along with the animal's movement. 3. Explain Explain to students that they will be creating an animal focusing on one of three ways animals move (flies, walks/runs, and swims). Model appropriate techniques using different mediums to cover the animal. Assign each student to create an animal that either flies, walks/runs, or swi Guide students in gathering materials needed for their specific animal. (bird=feathers, fish=sequins, bear, elephant, and pig=colored felt pieces) Instruct students to glue the appropriate covering on their animal, 4, Elaborate Pair students to practice acting out various animals and how they move. Have students introduce themselves as their animal using a different voice. Each student presents their animal by telling how it moves and any other information they might know. 5. Evaluate Use our Art Rubric for formative and summative assessments Observe if students used the correct materials and were able to cover the entire animal. Assess the artistic techniques applied by students in creating their animal.Closure: Reflect on the importance of distinguishing how different animals move. Discuss favorite multi-media used to create the various animals. Explore ways to protect and take care of the various animals. Options for Differentiation: For accelerated students, introduce additional reading materials and extend the project to include a writing piece or tableau, For remedial/EL students, preview vocabulary terms in small groups using picture cards, provide small group collaboration, and pair them with accelerated peers with a word bank. Assessment of Learning: Use our Rubric for a comprehensive assessment. Encourage reflection through questions about our 2D Multi-Media Art and have the students identify how their animal moves (flies, walks/runs, swims). Project 3 Lesson Outline--Theatre 1 Engage * Read book: Who's in the Zoo? | READ ALOUD | Storytime for kids (youtube.com) * Direct students to share their favorite animal and what makes that animal their favorite. 2. Explore * Play the Carnival of the Animals Saint-Saéns - Carnival of the Animals 4K (youtube.cor + Teacher will review features * Through discussion (What do the animals/their surroundings look like? What are they doing? Are they moving? How are they moving?), chart any additional descriptive words that the music brings to mind, ‘* Ask students to pantomime the lion/elephant or another animal when the music plays again. Add more descriptive words to the chart, 3. Explain + Explain to students that they will be working in groups. + Ask students to come up with several sentences using descriptive language about one of the animals. They can then illustrate their writing. cf ElaborateGrouped students to practice acting out their chosen animal. ‘Model how to use body to become their chosen animal. Introduce Tableau. Ask students to act out the sentences ina tableau, Other students can guess the sentences after seeing each tableau, Teacher will top on a student, and they will share what animal they are representing. Evaluate ‘Students will complete a graphic organizer about their animals’ different features. Teacher will review different animal features (fur, feathers, scales, other), Teacher will place features one in each 4 comers of the classroom. ‘Students will refer to their graphic organizer to decide what corner to go. Students will go to either a corner with feathers, fur, scales and other. Students will communicate why they choose that corner. Closure Reflect on the importance of distinguishing the features of animals. Explore ways to protect and take care of the animals. Vocabulary Resources: Art Vocabulary Color: An element of art with three properties 1) hue, the name of the color, e.g, red, yellow, ete. 2) intensity or the purity and strength of the color such as brightness or dullness and 3) value, or the lightness or darkness of the color. Shape: An enclosed space defined by other elements of art. (Shapes may take on the appearance 2 or 3 objects.) ‘Texture: This refers to the surface quality or "feel" of an object, such as roughness, smoothness, or softness, Actual texture can be felt while simulated textures are implied by the way the artist renders areas of the picture. Collage: A collage is a composition developed by gluing colored paper, photographs, magazine. pictures, fabric, and other two-dimensional materials onto a flat surface. Composition: The placement or arrangement of visual elements in a work of art. Storytelling: Using an actor's body, voice, mind, face and heart to express a story. Diction: Using a "crisp & clear” actor voice that can be understood by everyone watching and listening, Projection: Using a “big actor voice so that you can be heard in the very back row of a space (classroom, auditorium, theatre)‘+ Tempo: Speaking with a slow or fast rhythm. + Tobleau-Using live actors to create « frozen picture or scene. + Storytelling: Using an actor's body, voice, mind, face and heart to express a story.Guiding Question/Grade Level: How do | communicate what | know about plants through art? 1° Grade Content Are Standard: Seience standards: Sclence: SILA, B- Obtain, evaluate, and communicate information about basic eae needs and parts of plants Grammar stancart 4Lta-h- Frequently occurring acectives Math standard ant a: 1.GSR4.2- Partitioning circles and rectangles into quarters and halves: Art standards 2D Art \VAL.CR3- Understand and apply medi, techniques and processes of 20an \VAL.CR2b ereate work of artthat attempt tofilthe space nan art composition Community Partner: Focus Artist(s): Some examples include Georgia O'Keefe, Vincent Van Gogh, Claude Monette Using descriptive language (adjectives) ELK Connection Science Vocabulary: Botanists, stem, root, leaves, flower Vocabulary Art Vocabulary: symmetry, pattern, color, line, shape, 2D, texture, value, form, quarter, half 1. Content Area: Science 2, Art Area: 2-D Drawing Lesson ComponentsDay 1: Students do a gallery walk to look at artist renditions of different plants. Students leave sticky notes with how the picture makes them feel, adjectives to describe the painting and label the parts of a plant. Day 2: The teacher models how to finish a picture that is missing half of the painting. Then the teacher models how to reflect on what they would like to change in the picture to make it their own. Students are given a picture of a plant with part of the picture missing, Students will draw the rest of the picture based on what the other half shows. Day 3: The teacher shows the students the original artist's painting. Students reflect by writing about what they would add to the painting to make it their own. eee e Water lilies- Still Life Vase of Twelve Claude Monet Sunflowers- Vincent Van Gogh "i Leslie Carol Berge Paul JonesReady to Blossom in the Morning- Yayoi Kusama rg Leaves of a Plant- Georgia O'Keeffe Foliage and Flowers of a climbing plant Marianne North Tropical Plants by Charles DemuthArt Project Rubric Meets (3) Progressing (2) | Does Not Meet (1) Plants- | Lean label Ican label lam unable to all parts of a some parts of | label parts ofa plant by the plant. plants. i myself. Visual Arts- Ican finish I can finish I did not finish drawing a part of a the drawing of picture of a drawing of a the picture. famous famous painting. painting with help. Writing- lcan use can use | I did not adjectives to adjectives to describe the describe a describe a painting with paintingin —_| painting “| an adjective. writing. verbally. Math- can use Ican use | did not use patterns to patterns to the patterns finish a picture | finish the art and symmetry with work with to finish the symmetry. help. painting. Speaking and | I can talk I can talk Thave a Listening about the art | aboutthe art | difficult time with a partner | with an adult. | talking about or group. the art.Guiding Question/Grade Level: What are the stages of the butterfly life cycle? 2" Grade Standards: |SSELLtevestgnes tele cytes of iteect ving orgaiams, 7 -ELAGSEIRIS Describe he connection between exeries of atovct event, Science felenifideas or concoptn or sepa in tats! prooschien in tet tesa [BEDL-PRA ldo and demonstrate movement lems, lls end ats terminoiegy in dance. ROE PRA Understand ep mun concep aune ‘Art Brea: {92.08 Under ued epty ma, process mo Ga |& Croato drawings and paintings with a variety of media. Dance Sequences {ERB.PRL Ret by communentng ad suing role nfo en ifrmal Vieual Art 2 Ue napinaton and voce! elements (eg inflection, pth, volume, ‘ication communicate a characiers thoughts, omotons and atone. Theatre Use imagination an physical choice to commuricte a character's hough Tableau ©: Collaborate and perform with an ensemble to shae heute wi an audience fs 4. Beploro charactor shoes and elatcahipe ina variety of draate forme Community Partner: N/A. Focus Artist(s): Lois Ehlert https://societ H lois-ehlert/ ELA Connection Waiting for Wings by Lois Ehlert i \4tImWDoK20?si=! Vocabulary Choreographer/choreography, level, shape, tempo, rhythm, life cycle, hatch, caterpillar, chrysalis, egg, color, texture, line, form, movement, expression, dialogue, character Lesson Components 1, Content Area: Science/ Language Arts 2, Brt Brea: Dance, Visual Art, Tableau, Theatre 3, Technology (if applicable): Flip.com‘Lesson Components Challenge/ Guiding Question: What are the steps of the butterfly life cycle? Standards: ‘$S2L1: Investigates the life cycles of different living organisms. ELAGSE2RI3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. ESD2.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance. ESD2.PR.4 Understand and apply music concepts to dance. ‘VA2.CR.3 Understand and apply media, techniques, and processes of two-dimensional art. a. Create drawings and paintings with a variety of media. TA2.PR.1 Act by communicating and sustaining roles in formal and informal environments. a, Use imagination and vocal elements (e.g. inflection, pitch, volume, articulation) to communicate a character's thoughts, emotions, and actions. b, Use imagination and physical choices to communicate a character's thoughts and emotions. ¢. Collaborate and perform with an ensemble to share theatre with an audience. 4. Explore character choices and relationships in a variety of dramatic forms. Learning Targets: Tan sequence and describe the stages of a butterfly life cycle. Background Knowledge: The teacher will have already introduced and taught the life cycles of different living organisms. Mini Lesson: The project will begin by showing students a variety of illustrations by Lois Ehlert. Students will engage in I see...I think... wonder.... strategy. Students will be introduced to the author/illustrator and provided with background information. Students will watch a time lapse video of the butterfly life cycle https://youtu.be/o-Ses2gjfvU?si=a4sKoi7AwRDzicOC. After watching the video with the students, the teacher will review the life cycles and the names for each phase that the students have already learned, The teacher will then incorporate the ELA connection and reading of “Waiting for Wings” by Lois Ehlert. https://youtu.be/h4timWDoK20?si=h4icDiBoAvqRdoZD (The teacher can demonstrate different dance movements as they read through the book to show how they can use movement throughout the story).‘Lesson Components Dance: Teacher will introduce students to the elements of dance by watching this introductory video https://wwnw. youtube.com/watch?*v=UGuD9Geeb2k. Then, students will be divided into groups of 3 or 4 and will brainstorm ways that they can move their bodies rhythmically using different levels, shapes, and forms to represent each stage in the life cycle of a butterfly. Student groups will be given time to practice 8 beats per step. Teacher may use this instrumental music (https://youtu. be/zcx¥ 4FbUUVA?si=sk_CtaRaSdu2AF3p) for students to dance over, or students can write a song to dance to, or teacher can find other music for students to choreograph their life cycle dance to. ‘Tableau: Similar to dance, the students will use their knowledge of the butterfly life cycle to create movements with their bodies related to each stage in the life cycle. The students will be divided into groups of 4 to brainstorm and create a tableau. As the students create their movements, they will describe how the movement is related to that specific stage in the life cycle. Visual Art: The teacher will give the students different materials to create a two-dimensional work of visual art explaining the stages in the butterfly life cycle. The students will create a plan, choose materials, and create a work of visual art. Reader’s Theatre: The teacher will introduce the idea of reader's theatre to the students using the following video (https://wwrw.youtube.com/watch?v=P-5 yB&t=26s ). After watching the video the teacher will give the students the scripts for the Butterfly Life Cycle reader's theatre. The teacher will group the students and let them decide the roles of each character within the script. The students will practice their roles using expression, and each group will get the chance to perform in front of the class or record on Flip. The students will have the opportunity to individualize their script by adding movement or expression to the characters. Technology: Students will record their dance, tableau, or reader’s theatre in Flip to share with their peers and the school community. Assessment: Students will be able to dance out or use tableau to demonstrate understanding of the four stages of the butterfly life cycle in the correct sequence. Students will choreograph and record their movements to describe the four stages of the butterfly life cycle in Flip.com. Students will also be able to describe their visual art project and how it demonstrates the stages of the butterfly life cycle.Guiding Question/Grade Level: How can we show fractions through the arts? 3" Grade Standards: NR: Represent fractions with denominators 2, 3,4 6, nd Sin mie \waysuithin a framework using vu models ‘3.NR4.2- Compare two unit factions by lex using a varety of toot and strtenies 'MGSE3.NF: Understand a fraction 1 bas the quantty formed by 1 part when 2 wholes parton into b equal parts. ay (MGSE3.NF.2 Understand @ fraction as a number on the number fine; represent {ratonson a number ine diagram. Dance ANA. Recognize and generate spl quale racton, Music \Vx3.cR. Engagein the creative proces to generate and visualize eas by using subject matter and symbol o communicate mesning. £502.PR Wentiy and demonstrate movement elements sil, technique, and terminology in donee. 8. Combine and excoute a wide range of locomotor ‘movements mith appropiate enery and coordination (eg, walk Un, Nop, jum, gallon, ski) £509.¢R.2 Demonstrate an understanclg o ance 9s frm of communication. 2. Use personal experiences and choreographic tal (eg, improvisation, guided imagery to create = movement narrative, ESGM3.CR.2 Compose ard arrange music vithn spactied guidelines, a. Ceate rhythmic and melodic motives to enhance iterature. . Compose rhythmic patterns in simple meter (€.g, quarter notes, Focus Artist(s): Wassily Kandinsky Alvin Ailey, Twyla Tharp, George Balanchine, Charles Albert Tindley ELA Connection Vocabulary ‘Math: denominator, numerator, fraction, whole, part, partition, unit fraction, equivalent fractions, compare, greater than, less than, divide, set, number line Dance: Action, Time, Space, Body, Energy, Choreography, Choreographer ‘Art: pattern, color, symmetry, balance, ‘Music: measures, rhythms, musical notes (quarter note, half note, eight notes) Reading: stanzas, Lesson Components 1. Content Area: Math 2. Art Area: Visual Art, Dance, Music 3. Technology (if applicable): none‘Lesson Components Visual Arts and Math: Fraction Quilts: Students will work with a square and partition their square into an even number of parts, Once they are partitioned, students will have to use the decided upon requirements to create the pattern for their quilt. Students must then create 5 comparison statements to compare the fractional parts of their quilt. Required elements will include: must be partitioned Into an equal number of pieces, one pattern/color must be repeated in more than one part of the whole, 5 colors must be included, 2 patterns must be included. Wassily Kandinsky fraction art- Students will be given a black square piece of construction paper and instructed to fold into fourths. The children will be provided with colored square pieces of paper that they can cut into halves, thirds, fourths, sixths or eighths. The art should be symmetrical and the students should be able to tell the teacher how many of each fraction they used. Dance and Mat ‘Students will spend several days learning about the five elements of dance and choreography. Students will watch several performances and look for ways that fractions are represented. Fractions in dance may include parts of the whole group doing different movements, using a specific part of the dance space, and shrinking or making our bodies smaller to represent various fractions. Students will work in groups of 6. Allow students to pick a schoo!-appropriate song for their dance, Students will think of ways to incorporate fractions into their choreography. Music and Math: Students will use fractions to describe what they hear in music and poetry. 1, Students will begin by playing a sound detective game. Teacher will model using a steady beat and play 4 sounds on the same instrument. S's will understand that 4 identical sounds were heard. Using a fraction, s’s will make a connection that 4 identical sounds can represent the numerator and the denominator is represented by the total umber of sounds, S's will be given a fraction card and will create a rhythmic pattern that represents the fraction on their card, Denominators can go up to 8ths. 2. Students will work in pairs and use poems to further understand fractions. Nursery rhymes have many rhyming words at the end of the phrases. S's will write fractions comparing rhyming words with non-rhyming words in the stanza, ‘The numerator will be the number of rhyming words and the denominator will represent the total number of words in the stanza. Once they determine the fraction, they will pick an instrument and play the rhythm of the poem. ‘Music and Mat ‘Students will compose an original song to the tune of “We Shall Overcome” using the same rhythmic pattern and notes of the original song as they incorporate information and vocabulary about plant and animal adaptations. Students will learn and understand the measures of the notes as they appropriately break down the syllables of their lyrics to the rhythmic pattern of ‘the song “We Shall Overcome’. Students will be split into 5 groups. Each group will create thelr own lyric tied to interesting facts they learned about adaptations. There are 5 verses to the song. Therefore, when students reflect, we will discuss the fact that each group created 1/5 of the song. By the time we combine all lyrics students will have collectively created 5/5 of ‘the verses of the song. Thus, making five fifths, or one whole song, Going forward, when we learn about pollution and conservation, students will create instruments from recycled materials to perform their song and lyrics to the same original rhythmic pattern,Guiding Question/Grade Level: How do I create a 3-D sculpture that when aa light is shown through it, projects a picture on another surface? 4" Grade Standard: Content Are: ‘S4P1. Obtain, evaluate, and communicate information about, the nature of light and how light interacts with objects. a. Plan and carry out investigations to observe and Investigations with Light record how light interacts with various materials to classify them as opaque, transparent, or translucent. b. Planand carry out investigations to describe the path light travels from a light source to a mirror and how itis reflected by the mirror using different angles. Science: cites ¢. Planand carry out an investigation utilizing everyday materials to explore examples of when light is refracted. (Clarification statement: 3-D sculptures Everyday materials could inciude prisms, eyeglasses, and a glass of water. VAA.CR.4 Understand and apply media, techniques, processes, and concepts of three-dimensional art Community Partner: Focus Artist(s): Tom Fruin ELA Connection Vocabulary + Opaque: not able tobe seen through; not transparent. Transparent: allowing light to pass through so that objects behind can be distinctly seen. + Translucent: allowing light, but not detailed shapes, to pass through; semitransparent. Key Seienee/Art Vocabulary: Light, Transparent, Translucent, Opaque, Shadow, Light source, Sculpture, Reflection Lesson Components 1. Content Area: Science 2, Brt Brea: 3-D Sculpture 3. Technology (if applicable): a Video: in's Large: a ‘sLight Grade Level: 4th Grade Lesson Plan: 3D Sculptures and Light Duration: 45-52 minutes Engage (5 minutes): + Begin the lesson by asking students to share their experiences with light. Prompt them with questions such as: What is light? Where do we see light in our everyday lives? How does light help us see things? Encourage students to share their thoughts and ideas, creating a class discussion about light. Explore (10 minutes): ‘+ Provide students with various materials such as clear plastic, wax paper, aluminum foil, construetion ‘paper, and cardboard. + Divide students into small groups and have them explore the materials by shining a light source through each one. + Instruct students to observe and discuss the differences they notice when the light passes through each material. + Encourage students to make predictions about which materials would be transparent, translucent, or ‘opaque. Explain (10 minutes): Facilitate a class discussion to explain the concepts of transparent, translucent, and opaque materials, ‘+ Define each term using simple language and provide examples for better understanding. + Review the observations made during the exploration activity and connect them to the definitions of the terms transparent, translucent, and opaque. + Use visual aids or diagrams to support the explanation of these concepts. Elaborate (15-20 minutes): + Instruct students to work individually or in pairs to create a 3D sculpture using the materials provided. + Remind students that their sculpture should include a combination of transparent, translucent, and ‘opaque materials. + Encourage students to be creative and consider how the materials they choose will interact with light. + Provide time for students to construct their sculptures, ensuring they understand the purpose of using different materials and how light will interact with them. Evaluate (5-7 minutes) ‘+ Ask students to present their sculptures to the class, explaining the materials they used and how they expect light to interact with them. ‘+ Encourage students to shine a light source through their sculptures to observe and discuss the resulting shadows. + Assess students’ understanding based on their ability to explain the concepts of transparent, translucent, and opaque, as well as their ability to create a sculpture that demonstrates these concepts.Closure (3-5 minutes): + Summarize the lesson by reviewing the key vocabulary and concepts discussed. + Ask students to reflect on what they have learned about light and its interaction with different materials, + Emphasize the importance of understanding how light behaves in our daily lives. Differentiation Options: + For students who may need additional support, provide graphic organizers or diagrams to help them classify materials as transparent, translucent, or opaque. + For students who require more challenge, encourage them to experiment with different angles of light source placement and observe how it affects the shadows cast by their sculpture, Assessment of Learning: ‘+ Assess students’ learning through their participation in class discussions, their predictions about materials, their ability to explain the concepts of transparent, translucent, and opaque, and their creation of a 3D sculpture that demonstrates understanding of these concepts. Lesson Components + Possible Observations: stained glass, shapes, quadrilaterals, shadows, colors, glass house, life-size, etc.) ‘* Ask students, “What do you need to make a shadow?" ‘* Possible answers: light source, an object to black the sun, an opaque abject, ete. ‘© Why are some of the shadows in Tom Fruin’s work different colors? + Discuss transparent, translucent and opaque materials and how each respond ta light ‘* Sculpture Challenge: Make a 3D sculpture incorporating transparent, translucent and opaque materials inspired by Tom Fruin’s workGuiding Question/Grade Level: How can we create a 3D Sculpture that includes lights, Content Area: Science Art Area: 3-D Sculpture and paper circuits ‘Standards: ‘S5P2. Obtain, evaluate, and communicate information to investigate electricity. + Obtain and combine information from multiple sources to explain the difference between naturally occurring electricity (static) and human-harnessed electricity. Design a complete, simple electric circuit, and explain all necessary components. + Plan and carry out investigations on common materials to determine if they are insulators or conductors of electricity. VAS.CR.4 Understand and apply media, techniques, processes, and concepts of threedimensional works of art. + Create sculpture that demonstrates a design concept using a variety of methods (e.g. papier-maché, paper sculpture, assemblage, found object sculpture). Community Partner: Ed Baltes Foous Artist(s): Ed Baltes and Jie Qi Vocabulary Science Vocabulary- Electricity Open Circuit Closed Circuit Conductor Insulator Battery Voltage Current Resistance ON an awne ‘Art Vocabulary- Line Shape Construction Construction in the Round Balance yeeneLesson Components 3-D Sculpture lesson Objectives: + Students will be able to create 3D sculptures using aluminum foil that light up with string lights and a button battery. + Students will engage in meaning-making effortful thinking and purposeful practice throughout the 5E instructional model. Materials: + Aluminum foil String lights + Button batteries + Scissors * Tape Engage (5-7 minutes): + Begin the lesson by showing various images of sculptures and artwork that use light elements. * Lead a brief discussion about where they think the light in the artwork comes from and how it works, + Introduce the concept of electricity and circuits and ask students what they already know about these topics. Explore (8-10 minutes): * Provide a brief demonstration of a simple circuit using a battery, light bulb, and wire, explaining how electricity flows in a circuit. + Divide students into small groups and distribute the materials. + Students will experiment with creating simple circuits using the aluminum foil, string lights, and button batteries. Explain (10-12 minutes): * Lead a whole-class discussion to share observations and discuss the properties of conductors and insulators, * Introduce key vocabulary terms and their relevance to the lesson, providing clear definitions and examples. + Demonstrate how to measure voltage and current using a multimeter and discuss the importance of safety when working with electricity. Elaborate (10-12 minutes): + Intheir groups, students will design and create aluminum foil sculptures integrating the string lights and button batteries to form functioning circuits. + Encourage students to be creative with their designs and to problem-solve any issues with their circuits Evaluate (5-7 minutes): + Have each group present their sculptures and demonstrate the function of their circuits to the class. + Ask students to explain the concepts of electricity and circuits as demonstrated in their sculptures, + Conclude with a class discussion to summarize key learnings from the lesson. ‘Closure: * Inthe closing moments of the lesson, emphasize the importance of understanding how electricity and circuits work, and how they are integrated into art. Reinforce the key vocabulary and concepts covered throughout the lesson.Lesson Components rrentiation Options: * Provide additional guidance and support for students who may struggle with the concept of circuits by working in small guided groups. + Offer advanced students the opportunity to explore more complex circuit designs and challenge them to incorporate different types of lights or multiple circuits within their sculptures. Assessment of Learning: + Formatively assess students during the Explore and Elaborate stages by observing their ability to create functioning circuits and engage in meaningful discussions about the concepts. ‘+ Assess students based on their ability to present their sculptures and effectively explain the electrical concepts integrated into their artwork. Paper Circuits Objectives: + Students will be able to create paper circuits using string lights and button batteries. + Students will understand the concept of circuits and how electricity flows. Materials: * Copper tape * Button batteries + LED string lights + Construction paper + Scissors * Tape + Markers + Rulers Engage (5-7 minutes): + Show students a simple circuit with a lightbulb and a battery, + Ask students what they think will happen if the circuit is broken + Engage students in a brief discussion about the flow of electricity in a closed circuit. Explore (10-12 minutes): + Introduce the concept of paper circuits and show examples. * Divide students into small groups and distribute materials. + Instruct students to explore the materials and discuss how they think the circuits work. Explain (8-10 minutes): + Have each group present their understanding of how the paper circuits work. * Discuss the concepts of conductors, insulators, and the flow of electricity in circuits. * Introduce the use of copper tape as a conductor in the paper circuits. Elaborate (12-15 minutes): + Instruct students to create their own paper circuits using the provided materials. + Encourage students to experiment with different designs and arrangements of the circuits. + Walk around the classroom to provide guidance and answer questions. Evaluate (5-7 minutes): + Have each group present their completed paper circuits to the class. + Discuss what worked well and any challenges they faced ‘+ Ask students to explain how they think the circuits function and why certain materials were used.Lesson Components Closure (3-5 minutes): + Summarize the key points of the lesson, emphasizing the flow of electricity in circuits and the use of conductive mate ls. + Connect the activity to real-world applications of circuits and encourage students to think about how paper circuits could be used in art or other projects Differentiation: + Provide additional guidance and support far students who may be struggling with the concept of circuits, * Offer advanced materials or challenges for students who show a deeper understanding and interest in the topic. Assessment of Learning: + Observe students’ engagement and understanding during the exploration and elaboration phases. + Review the completed paper circuits to assess