Grade 2:
Feeling the Motion Through Force

FEELING THE MOTION THROUGH FORCE

Grade 2: Feeling the Motion Through Force

Unit Description

In this unit, students will obtain, evaluate, and communicate information to explain the effect of a force in the movement of an object. Students will use visual arts, music, and theater to investigate force and motion. There will also be an opportunity for cross curricular connections in the Social Studies classroom. Students will explore how famous historical figures used their own force to set change into motion. Students explore the literal force of their voices and the figurative voice by studying their words. This unit also invites students to participate in writing activities to synthesize their learning.

Unit Essential Question

How can various forms of the arts be used to explore forces and motion?
How can we identify force and motion throughout everyday living?

Real World Context

Students can identify force and motion throughout everyday living by building a foundation for their understanding of systems and simple machines, which will be taught in future grade level standards. This project also has a real world connection to famous historical figures who used their voices to be a “force” of change.

Cross-Cutting Interdisciplinary Concepts

Cause/Effect
Pattern
Repetition

Projects

Project 1: Painting to the Beat
Who doesn’t love creating an abstract painting using water balloons and all while simultaneously learning about the science topic: forces and motion? In this project, students will immerse in a visual arts activity that explores force and motion. This will be done by using dynamics and tempo to create some messy wild art. This project may be messy but it will create a clear connection between visual art, music and the science topic: forces and motion!

Project 2: Peace in Motion
Students explore the impact of leaders in history by examining their voices and the force behind them. In this project, students will research important Georgia Leaders to discover how they used force in their actions and voices to make a difference in the world. This project uniquely fuses together concepts in social studies as well as science and this project also integrates high yield ELA writing strategies. Students will have the opportunity to explore their own vocal force by practicing public speaking and presenting their speeches to an audience.

Project 3: Rolling into Art
In this project, students will use force and motion to create a visual art piece using marbles and paint. The students will investigate how the size of marbles will affect the speed of the marbles when rolled through paint. The students will then compare and contrast their artwork to the work of Jackson Pollock.

Project Essential Questions

PROJECT 1:
How could the force of applying paint to paper change when painting to different musical dynamics and tempos?

PROJECT 2:
How did famous Georgians: Martin Luther King, Jackie Robinson, and Rosa Parks use their voice to show feeling through force?

  • How did each civil rights leader use force in their voice to make a difference?
  • How can I use a strong voice to perform my speech?

PROJECT 3:
How does the size of the marble effect the speed of the marble through the paint and the thickness of the paint line when creating a painting?

Standards

Curriculum Standards

S2P2. Obtain, evaluate, and communicate information to explain the effect of a force (a push or a pull) in the movement of an object (changes in speed and direction).

  1. Plan and carry out an investigation to demonstrate how pushing and pulling on an object affects the motion of the object.
  2. Design a device to change the speed or direction of an object.
  3. Record and analyze data to decide if a design solution works as intended to change the speed or direction of an object with a force (a push or a pull).

SS2H1 The student will read about and describe the lives of historical figures in Georgia history.

  1. Identify the contributions made by these historic figures: Jackie Robinson (sports) and Martin Luther King, Jr. (civil rights.

ELAGSE2RL3: Describe how characters in a story respond to major events and challenges

ELAGSE2W2: Write informative/explanatory in which they introduce a topic, use facts and definitions to develop points and provide a concluding statement or section.

ELAGSE2W7: Participate in shared research and writing projects.

ELAGSE2W8: Recall information from experiences or gather information from provided sources to answer a question.

Arts Standards

VA2MC.2 Formulates personal responses.

  1. Produces multiple interpretations for an object or image.

VA2CU.2 Views and discusses selected artworks.
VA2PR.1 Creates artworks based on personal experience and selected themes.

  1. Creates artworks emphasizing one or more elements of art (e.g., space, line, shape, form, color, value, texture) and principles of design (e.g., balance, repetition).
  2. Combines materials in new and inventive ways to make a finished work of art.

VA2PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.

  1. Creates paintings with a variety of media (e.g., tempera, watercolor).

VA2PR.4 Participates in appropriate exhibition(s) of artworks.

  1. Writes a title that describes his or her finished work of art.
  2. Writes an artist’s statement by reflecting on finished artwork.

VA2AR.1 Discusses his or her artwork and the artwork of others.

MGGM.6 Listening to, analyzing, and describing music

TAES2.3 Acting by developing, communicating and sustaining roles within a variety of situations and environments

  1. Communicates a characters actions, motives, emotions and traits, through voice, speech, and language
  2. Communicates a characters though, emotions and actions through movements

Character Education

Components

Pair with a 4th grade Science class to assist in the real world application of forces and motion.

Summative Assessments

  • Pre/ Post Test
  • Project 1 Rubric (Painting to the Beat)
  • Project 2 Rubric (Peace in Motion)
  • Project 3 Rubric (Rolling into Art)

Partnering with Fine Arts Teachers

Music Teacher:

  • The music teacher can assist in teaching of music terminology for Project 1.

Visual Arts Teacher:

  • The visual arts teacher can assist in teaching of art vocabulary for Project 1 and 3.

Physical Education Teacher:

  • The physical education teacher can assist in the teaching of throwing objects with and without force in Project 1.

Appendix (See Additional Resources)

  • Pre/Post-Test

Credits

Lisa Keasler, Tammy Owen, Edited by Jessica Espinoza, Edited by Dr. Carla Cohen

Painting to the Beat

Description

Who doesn’t love creating an abstract painting using water balloons and all while simultaneously learning about the science topic: forces and motion? In this project, students will immerse in a visual arts activity that explores force and motion. This will be done by using dynamics and tempo to create some messy wild art. This project may be messy but it will create a clear connection between visual art, music and the science topic: forces and motion!

Learning Targets

“I Can…”

  • Use the visual arts to express different forces and motion
  • Use the visual arts to express dynamics and tempos of music
  • Synthesize my understanding of forces and motion using a digital reflection

Essential Questions

  • How could the force of applying paint to paper change when painting to different musical dynamics and tempos?

Curriculum Standards

S2P2. Obtain, evaluate, and communicate information to explain the effect of a force (a push or a pull) in the movement of an object (changes in speed and direction).

  1. Plan and carry out an investigation to demonstrate how pushing and pulling on an object affects the motion of the object.
  2. Design a device to change the speed or direction of an object.
  3. Record and analyze data to decide if a design solution works as intended to change the speed or direction of an object with a force (a push or a pull).

ELAGSE2W2: Write informative/explanatory in which they introduce a topic, use facts and definitions to develop points and provide a concluding statement or section.

Arts Standards

VA2PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.

  1. Creates paintings with a variety of media (e.g., tempera, watercolor).

VA2PR.4 Participates in appropriate exhibition(s) of artworks.

  1. Writes a title that describes his or her finished work of art.
  2. Writes an artist’s statement by reflecting on finished artwork.

VA2AR.1 Discusses his or her artwork and the artwork of others.

MGGM.6 Listening to, analyzing, and describing music

Content Vocabulary

  • Force
  • Motion
  • Push
  • Pull

Arts Vocabulary

  • Beat: pulse underlying music
  • Tempo: speed of the beat
  • Dynamics: loud/soft volume
  • Color: an element of art with three properties, hue, intensity, and value
  • Visual Rhythm: indicates a type of movement by repeated shapes, lines, or colors
  • Musical Rhythm: pattern of long and short sounds
  • Media: tools and materials an artist uses

Technology Integration

Formative Assessment

  • Teacher will observe the students as they use force and motion to create a visual art piece
  • Teacher will observe the students during the reflection process
  • Teacher will observe the students as they create their video reflection

Summative Assessment

  • Project 1 Rubric (See Download)

Materials

Book: Action Jackson (1 per classroom):
https://www.amazon.com/Action-Jackson-Jan-Greenberg/dp/0312367511/ref=sr_1_1?ie=UTF8&qid=1496409725&sr=8-1&keywords=jackson+pollock+kids+book

Tempera Paints (1 set of 5 per class):
https://store.schoolspecialty.com/OA_HTML/ibeCCtpItmDspRte.jsp?minisite=10206&item=2993874

White Sheets (5 per classroom):
https://www.amazon.com/Utopia-Bedding-Brushed-Microfiber-Sheet/dp/B00XK9CQ6E/ref=sr_1_9?s=home-garden&ie=UTF8&qid=1496412127&sr=1-9&keywords=white+sheets

Water Balloons (Red, Yellow, Blue, Green, Orange, Purple) 1 pack of 500 per grade level:
https://www.amazon.com/Water-Balloons-Assorted-Colors-include/dp/B01HBY7IZC/ref=sr_1_19?s=toys-and-games&ie=UTF8&qid=1496412524&sr=119&keywords=water+balloons

Bean Bags (2 sets per class):
https://store.schoolspecialty.com/OA_HTML/ibeCCtpItmDspRte.jsp?minisite=10206&item=87644

Plain White Construction Paper:
https://store.schoolspecialty.com/OA_HTML/ibeCCtpItmDspRte.jsp?minisite=10206&item=3467060

Activating Strategy (5-10 min)

Main Activity

PROCESS:

  • After reading Action Jackson, announce to the students that they will create a visual art piece representing different dynamics and tempos in music using balloons filled with slightly watered down paint.
  • Communication Assessment: Students will reflect/ explain how the force of their throw determined the speed and direction of the splattered paint. The teacher may choose the appropriate technology for the video reflection according to school availability (Chatter-pix, Office-Mix, Sway, etc).

Part 1:

  • In groups of 4-5, the students will assign a value to each color (red, yellow, green, blue, orange, and purple) based on the dynamics (soft, loud) and tempo (fast, medium, slow) of the music piece they are creating. Each group will include at least three of the choices (soft, loud, fast, medium, and/or slow).
  • The students will make inferences about force and motion. They will do this by predicting how the transfer the music creation onto the construction paper would look using crayons corresponding to the colors of the beat they chose.
  • Then using the colored beanbags and throwing them against a white sheet based on the dynamics and beats assigned, the students will rehearse. Their throwing of the beanbags should be rehearsed with the music piece selected. The force and motion of how they throw the beanbags should correspond with the musical dynamic or tempo assigned.

Part 2:

  • Then the students will create their own masterpiece on a white fabric sheet using the paint filled water balloons following the music piece on construction paper. Remind students to throw the water balloons as they rehearsed them with the bean bags the previous day. Refer to the video: https://www.youtube.com/watch?reload=9&v=Jl4FPk_-hk8 . This video will help explain how this painting activity can be set up.

Part 3:

  • Students will reflect/ explain how the force of their throw determined the speed and direction of the splattered paint. The teacher may choose the appropriate technology according to school availability (Chatter-pix, Office-Mix, Sway, etc). Students will capture a digital reflection of students’ explanation of how the music and paint water balloons correlate with the concept of force and motion.

Classroom Tips:

  • The teacher will put the students in heterogeneous groups of 4 to 5 before Part 1.
  • Students will perform paint balloon activity outdoors.
  • Instruct students to wear clothing they can get messy. (Have Smocks or old t-shirts available).
  • Students can take their shoes off if needed for this activity.

Reflection Questions

  • How did you choose colors to represent differing music dynamics (loud and soft)?
  • How does the speed of your throw relate to music tempo (fast, slow, medium)?
  • How does force of the throw change the look of the splattered paint?

Differentiation

Below Grade Level: The teacher will provide a graphic organizer for color coordination regarding beat and tempo. The teacher will provide a sentence frame for students that are below grade level or ELL students.

Above Grade Level: Create a musical composition using Quaver or other musical website. Students may also research Jackson Pollock and Kandinsky using materials from the library and various websites.

EL Students:

  • Provide a word bank for written reflection
  • Small Group for the written reflection

Additional Resources

  • IPads
  • Computers
  • Quaver
  • Chatterpix
  • Office 365

Appendix

  • Rubric for Project 1

Credits

Peace in Motion

Description

Students explore the impact of leaders in history by examining their voices and the force behind them. In this project, students will research important Georgia Leaders to discover how they used force in their actions and voices to make a difference in the world. This project uniquely fuses together concepts in social studies as well as science and this project also integrates high yield ELA writing strategies. Students will have the opportunity to explore their own vocal force by practicing public speaking and presenting their speeches to an audience.

Learning Targets

“I Can…”

  • Explain how important leaders in Georgia history used force to make changes that affected the world
  • Use digital resources to research important Civil Rights Leaders
  • Create a persuasive speech to address a real world problem in relation to the biographies of those studied
  • Use a strong voice with force to perform the speech I wrote

Essential Questions

  • How did famous Georgians: Martin Luther King, Jackie Robinson, and Rosa Parks use their voice to show feeling through force?
  • How did each civil rights leader use force in their voice to make a difference?
  • How can I use a strong voice to perform my speech?

Curriculum Standards

SS2H1 The student will read about and describe the lives of historical figures in Georgia history.

  1. Identify the contributions made by these historic figures: Jackie Robinson (sports) and Martin Luther King, Jr. (civil rights.

ELAGSE2RL3: Describe how characters in a story respond to major events and challenges

ELAGSE2W2: Write informative/explanatory in which they introduce a topic, use facts and definitions to develop points and provide a concluding statement or section.

ELAGSE2W7: Participate in shared research and writing projects.

ELAGSE2W8: Recall information from experiences or gather information from provided sources to answer a question.

Arts Standards

TAES2.3 Acting by developing, communicating and sustaining roles within a variety of situations and environments

  1. Communicates a characters actions, motives, emotions and traits, through voice, speech, and language
  2. Communicates a characters though, emotions and actions through movements

Content Vocabulary

  • Force
  • Motion
  • Civil Rights
  • Freedom

Arts Vocabulary

  • Character: an actor or actress in a specified role
  • Diction: using a clear and crisp actor voice that can be understood
  • Gesture: an expressive movement of the body or limbs
  • Facial Expression: using your face to show emotion
  • Projection: using a “big” actor voice so that you can be heard in the very back row a space

Technology Integration

When students conduct their research, www.pebblego.com is a great resource for the biographies of MLK Jr., Jackie Robinson, and Ruby Bridges

Educational Videos on MLK:

Educational Videos on Jackie Robinson:

Educational Resources on Ruby Bridges:

Formative Assessment

  • Teacher will observe students working and check in routinely with the small groups
  • Teacher will monitor and provide feedback to students on their writings

Summative Assessment

  • Student writing
  • Project 2 Rubric (See Downloads)

Materials

Activating Strategy (5-10 min)

  • Teacher will show video of Martin Luther King Jr. “I Have a Dream Speech.”
    (https://www.youtube.com/watch?v=smEqnnklfYs)

      After showing the video of Martin Luther King Jr. “I Have a Dream Speech”, the students will answer questions based on prior knowledge:

    • What did you notice about Martin Luther King’s gestures in his speech?
    • How did Martin Luther King use force (expression/volume) in his voice?
    • Describe the changes in Martin Luther King’s facial expressions throughout the speech?

Main Activity

Part 1:

  • Teacher will review key excerpts from research, select books and resources to discuss our background knowledge of these key Civil Rights Leaders: Martin Luther King Jr, Jackie Robinson, and Ruby Bridges.
  • On chart paper, students will make a list of how each Civil Rights leader used forces in their actions and voices to make a difference in the world.

Part 2:

  • The students will then write a persuasive speech to show a real world problem faced in school today and present the solution to the problem by stating at least three strong supporting reasons.
      Examples (not limited to these):

    • No homework/too much homework
    • Need more recess time
    • More fruits and vegetables in children’s diets
  • After students write their speech, they will use a strong voice to perform the speech they wrote.

Part 3:

  • The teacher will discuss important theatre components that will help make the speech theatrical: gestures, expression, character, and projection. Students will then practice their speech applying these components.
  • Pair students up to practice for their partner and provide peer feedback to one another
  • Once the speeches have been well-rehearsed, schedule a time for students to present them for an audience. This can be another classroom or an event where parents are invited to attend.

Classroom Tips:

  • The teacher will create a schedule of student performances prior to Part 3 in project. Consider putting a time limit on the speeches so they can all be performed in a timely manner.

Reflection Questions

  • How did Martin Luther King Jr. use his voice to show feeling through force?
  • How did Jackie Robinson use his voice to show feeling through force?
  • How did Ruby Bridges use her voice to show feeling through force?
  • How did each civil rights leader use force in their voice to make a difference?
  • How can I use a strong voice to perform my speech?
  • How did my knowledge of force and motion help me to perform my speech?

Differentiation

Below Grade Level: Pair below grade level students with a higher level student to assist with research. Provide leveled informational biography books for each student to conduct their research which include pictures, graphics, and other visual support. Students may need more assistance with the completion of their persuasive speech. Students can also use a word bank to assist with the completion of the persuasive speech.

Above Grade Level: Encourage these students to make a Sway or PowerPoint presentation on what they learned.

EL Students: Provide a word bank to help with the completion of the persuasive speech.

Additional Resources

Appendix

  • Rubric for Project 2

Credits

Rolling into Art

Description

In this project, students will use force and motion to create a visual art piece using marbles and paint. The students will investigate how the size of marbles will affect the speed of the marbles when rolled through paint. The students will then compare and contrast their artwork to the work of Jackson Pollock.

Learning Targets

“I Can…”

  • Create an art piece using different media and force
  • Can reflect on my art piece and how it relates to force and motion
  • Compare and contrast my artwork to the work of Jackson Pollock

Essential Questions

  • How does the size of the marble effect the speed of the marble through the paint and the thickness of the paint line when creating a painting?

Curriculum Standards

S2P2. Obtain, evaluate, and communicate information to explain the effect of a force (a push or a pull) in the movement of an object (changes in speed and direction).

  1. Plan and carry out an investigation to demonstrate how pushing and pulling on an object affects the motion of the object.
  2. Design a device to change the speed or direction of an object.
  3. Record and analyze data to decide if a design solution works as intended to change the speed or direction of an object with a force (a push or a pull).

SS2H1 The student will read about and describe the lives of historical figures in Georgia history.

  1. Identify the contributions made by these historic figures: Jackie Robinson (sports) and Martin Luther King, Jr. (civil rights.

ELAGSE2W2: Write informative/explanatory in which they introduce a topic, use facts and definitions to develop points and provide a concluding statement or section.

Arts Standards

VA2MC.2 Formulates personal responses.

  1. Produces multiple interpretations for an object or image.

VA2PR.1 Creates artworks based on personal experience and selected themes.

  1. Creates artworks emphasizing one or more elements of art (e.g., space, line, shape, form, color, value, texture) and principles of design (e.g., balance, repetition).
  2. Combines materials in new and inventive ways to make a finished work of art.

VA2PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.

  1. Creates paintings with a variety of media (e.g., tempera, watercolor).

VA2PR.4 Participates in appropriate exhibition(s) of artworks.

  1. Writes a title that describes his or her finished work of art.
  2. Writes an artist’s statement by reflecting on finished artwork.

VA2AR.1 Discusses his or her artwork and the artwork of others.

Content Vocabulary

  • Force
  • Speed
  • Motion
  • Push
  • Pull
  • Investigation

Arts Vocabulary

  • Jackson Pollock: an American painter and a major figure in the abstract expressionist movement
  • Color: an element of art with three properties, hue, intensity, and value
  • Primary Colors: any of a group of colors from which all other colors can be obtained by mixing, including red, yellow and blue
  • Secondary Colors: a color resulting from mixing two primary colors together
  • Media: tools and materials an artist uses
  • Proportion: gives a sense of size seen as a relationship of objects, such as smallness or largeness
  • Line: an element of art which refers to the continuous mark made on some surface by a moving point
  • Shape: an enclosed space defined by other elements of art

Technology Integration

Formative Assessment

  • Teacher will observe the students for the understanding of forces and motion.
  • Teacher will observe the students as they use forces and motion to create a visual art piece in the style of Jackson Pollock.
  • Teacher will observe the students during the reflection process.
  • Teacher will observe the students as they create their written reflection.

Summative Assessment

  • Teacher will use the rubric provided to assess student on science content, art process, and final product.

Materials

Activating Strategy (5-10 min)

  • Show the Museum of Modern Art’s video about Jackson Pollock: https://www.moma.org/multimedia/video/123/687
  • Brainstorm on chart paper with a shoulder partner around the following questions:
    • What sort of lines and shapes did you see in the video demonstration?
    • What do you notice about his technique and how it affects the paint?
    • What was the cause and effect of the amount of force he exerted and the amount of paint that splattered on the canvas?

Main Activity

PROCESS:

  • Refer back to the book “Action Jackson” as needed from the Unit Overview (Project 1).
  • Announce to students that they will use their knowledge of force and motion to create a visual art piece using marbles, paper, and various colors of paint.

Part 1:

  • Place students in small groups of 3-4 students.
  • Give each student a piece of white art paper for the artmaking activity.
  • Set up the needed materials for the activity (1 copy paper box lid per 2 students, different size marbles, and one piece white construction paper).
  • Direct students to write their name on the back of their paper.
  • Model for the students the correct way to roll the marbles back and forth and side to side.
  • Direct the students to put the paper in the copy paper box lid.
  • The teacher will squirt 3 to 4 colors, chosen by the student, onto the paper.
  • The student will drop the marbles of different sizes into the paint and will begin to carefully roll the marbles back and forth and side to side.
  • Repeat these steps with the other partner.
  • This activity can also be facilitated by students rotating around the room in stations. Each station can explore a different size marble and have a different color assigned to it.
  • Ask students to use the Lab Recording Sheet (SEE DOWNLOADS) as they rotate to stations making their art.

Part 2:

  • After the artwork has dried, the students will give their artwork a title. Next, the students will notice lines and shapes in their painting. On chart paper, students can reflect what they saw in relation to the different size marbles and the different amount of force used.
  • Students will complete a Venn Diagram comparing/contrasting their work with the work of Jackson Pollock.
  • Reflect with students around the following questions:
    • My painting is similar to Jackson Pollock because they both have _______________________.”
    • My painting is different than Jackson Pollock because ____________________.

Classroom Tips:

  • Each student will create their own painting using different size marbles and tempera paint. Depending on the length of time they each have to roll the marbles around, you might think about how many colors will be used and what those colors are. Consider using 2 primary colors, which will make a secondary color as lines cross back and forth (red, yellow=orange). OR choosing only warm colors (red, yellow, orange) or only cool colors (blue, green, purple). This teaches/reinforces color theory and may save some students from getting a muddy mix (3 primary colors mixed together make brown).

Reflection Questions

  • How does the size of the object effect the change in the speed and direction of the marble?
  • How do the markings differ from the small marble to the large marble?
  • How is your painting similar to those by Jackson Pollock?

Differentiation

Below Grade Level: The teacher will provide a writing template and word bank or flashcards for students that are below grade level or EL students. Project requirements such as number of marbles/colors used will be modified according to student abilities.

Above Grade Level: Write a story about what they see in their artwork.

EL Students: Provide a word bank and support a small group with this activity.

Additional Resources

Appendix

  • Rubric for project 3
  • Lab Recording Sheet

Credits

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Entire Unit
Pre/Post Assessment
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2 weeks ago

ArtsNow
This week we are kicking off the school year with these terrific teachers at LaBelle Elementary in Cobb County! We are spending this week curriculum mapping and doing collaborative planning sessions for arts integration in classrooms. Stay tuned for the finished school map! 😊Image attachment

This week we are kicking off the school year with these terrific teachers at LaBelle Elementary in Cobb County! We are spending this week curriculum mapping and doing collaborative planning sessions for arts integration in classrooms. Stay tuned for the finished school map! 😊 ... See MoreSee Less

2 months ago

ArtsNow
Great week together with this great group of teachers! We ❤️ arts integration. (Teacher leaders from 3 school districts!)Image attachment

Great week together with this great group of teachers! We ❤️ arts integration. (Teacher leaders from 3 school districts!) ... See MoreSee Less

 

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Jessica Rosa Espinoza Taylor Almonte

Kimberly Campos Robin Jones Great job girls!!

You got to see Jessica!!!!! So jealous!

Grade 2:
Cycling through the Life Cycles

CYCLING THROUGH THE LIFE CYCLE

Grade 2: Cycling through the Life Cycles

Unit Description

Students will integrate visual arts, music, movement and theatre to demonstrate their understanding of the life cycles of living things. The engaging projects include creating a visual arts cyclorama, publishing a digital book, performing in a dramatic interpretation, and creating terrariums. This unit is hands-on and full of opportunities to build higher-level thinking skills in second grade students!

Unit Essential Question

How would you compare and contrast the life cycles of different organisms?

Real World Context

In this unit, students learn that life cycles give us information about the evolution of biological organisms, as well as differences and similarities of species. This unit explores environmental factors that impact the life cycles of plants and animals.

Cross-Cutting Interdisciplinary Concepts

Cycles
Parts of a Whole

Projects

Project 1: Living Through the Life Cycles
In this project, students will be introduced to local animals with sets of life cycle sequencing cards. Students will be asked to sort the cards in sequential order of their life cycle stages and then explain why they sorted them the way they did. Next, students will choose a local animal and use various books and technology to research the sequence of the life cycles. Next, they will choose a locomotor movement to represent transitions through the animal’s life cycle. Then, each student in the group will pick a non-locomotor movement as well as a sound to represent a particular stage of the animal's life cycle. Audience members will use observation of rhythm and movement clues to predict which life cycle of the animal the students are performing. Students will explain their reasoning using evidence from the drama along with a writing prompt provided by teacher.

Project 2: Cycling Cyclorama
In this project, students will enjoy being immersed in the visual arts through the design process. Students will create a three dimensional cyclorama using a variety of visual art materials to make a realistic model of the life cycle of a particular animal. Each distinct stage in the life cycle will be conveyed through the different physical parts in the cyclorama. This will support students’ understanding of the broader concept of parts of a whole which is used across the elementary curriculum and beyond.

Project 3: “The Giving Tree” Life Cycle
In this arts integrated project, students will explore the story “The Giving Tree” and engage in some theatrical role-playing and creative writing exercises that analyze the life cycle of the main characters in the story. Students will then create their own life cycle story in the illustration style of Shel Silverstein. Their stories will explore the life cycle of a tree and how other life cycles depend upon the tree as it progresses through the four seasons. Digital media will be integrated into the storytelling of the students’ writing.

Project 4: Terrarium Time!
In this hands-on project, students will choose whether they want to grow grass, beans, or sunflowers. Each group will have two terrariums. One terrarium will be cared for appropriately, while the other terrarium will be neglected and polluted in some way. Students will also be sketching their observations in a log provided by the teacher to record the changes in their terrariums over time. This project, although focused upon plant life cycles, also has a strong connection to preserving and caring for our environment.

Standards

Curriculum Standards

S2L1 Students will investigate the life cycles of different living organisms.

  1. Determine the sequence of the life cycle of common animals in your area: a mammal such as a cat or dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly.

ELAGSE2W7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

ELAGSE2W8 Recall information from experiences or gather information from provided sources to answer a question.

ELAGSE2RI1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

ELAGSE2L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies:

  1. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

ELAGSE2L2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

  1. Use commas in greetings and closings of letters.

ELAGSE2W6 With guidance and support from adults, use a variety of tools to produce and publish writing, including digital tools and collaboration with peers.

MGSE2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

ELAGSE2W1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Arts Standards

TAES2.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments.

TAES2.10 Critiquing various aspects of theatre and other media using appropriate supporting evidence: b. Reflects on theatre experiences using a variety of written, graphic, non-verbal and oral responses.

TAES2.11 Engaging actively and appropriately as an audience member in theatre or other media experiences.

D2FD.1 Identifies and demonstrates movement elements, skills, and terminology in dance.

  1. Recognizes and applies terminology of creative movement elements and sub-elements to describe and create movements.

M2GM.4 Improvising melodies, variations and accompaniments.

VA2PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.

  1. Creates drawings with a variety of media (e.g., pencils, crayons, pastels).

TAES2.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments a. Communicates a character’s actions, motives, emotions and traits, through voice, speech, and language.

VA2PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills.

  1. Creates sculpture using a variety of materials and methods (e.g., papier-mâché, paper sculpture, assemblage, found objects).

Character Education

Components

Respect:

  • Teamwork
  • Collaboration
  • Ensemble

Attributes

Respect for:

  • The environment
  • Animals
  • Plants

Summative Assessments

  • Living through the Life Cycles with Drama Rubric
  • Project 2 Rubric
  • Project 3 Rubric
  • Project 4 Rubric
  • 4-Part Story Book Sheet
  • Pre/Post-Test

Partnering with Fine Arts Teachers

Music Teacher:

  • Providing musical instruments for “Rap Battle” project
  • Providing examples of Found Sounds prior to students doing “Dancing with Atoms” project
  • Differentiation
  • Rhyme scheme and pattern (ex. ABAB) in music in “Rap Battle” project

Visual Arts Teacher:

  • Offer prints/lesson of Wayne Thiebaud Pastry Art (mini-lesson, or extension)

Dance Teacher:

  • Mini-lesson prior to “Dancing with Atoms” project to teach locomotor, non-locomotor, vibratory, etc. (or reinforce if already taught in the classroom)

Appendix (See Additional Resources)

  • Pre/Post-Test

Credits

U.S. Department of Education
Arts in Education--Model Development and Dissemination Grants Program
Cherokee County (GA) School District and ArtsNow, Inc.
Ideas contributed and edited by:
Taylor Almonte, Heather Gerick, Rachel McQueen, Jessica Espinoza

Living Through the Life Cycles with Drama

Science, English Language Arts, Music, Theater, and Dance

Description

In this project, students will be introduced to local animals with sets of life cycle sequencing cards. Students will be asked to sort the cards in sequential order of their life cycle stages and then explain why they sorted them the way they did. Next, students will choose a local animal and use various books and technology to research the sequence of the life cycles. Next, they will choose a locomotor movement to represent transitions through the animal’s life cycle. Then, each student in the group will pick a non-locomotor movement as well as a sound to represent a particular stage of the animal's life cycle. Audience members will use observation of rhythm and movement clues to predict which life cycle of the animal the students are performing. Students will explain their reasoning using evidence from the drama along with a writing prompt provided by teacher.

Learning Targets

“I Can…”

  • Use grade level appropriate literature and technology to research the life cycle of a particular animal
  • Demonstrate the sequence of a life cycle of an animal through movement, sound, and gestures
  • Analyze various life cycles through audience observations and discussions about my peers’ dramatizations

Essential Questions

  • How does an animal evolve through the various stages in a life cycle?
  • How can drama, movement and sound be used to dramatize an animal life cycle?

Curriculum Standards

S2L1 Students will investigate the life cycles of different living organisms.

  1. Determine the sequence of the life cycle of common animals in your area: a mammal such as a cat or dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly.

ELAGSE2W7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

ELAGSE2W8 Recall information from experiences or gather information from provided sources to answer a question.

ELAGSE2RI1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

ELAGSE2L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies:

  1. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Arts Standards

TAES2.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments.

TAES2.10 Critiquing various aspects of theatre and other media using appropriate supporting evidence:

  1. Reflects on theatre experiences using a variety of written, graphic, non-verbal and oral responses.

TAES2.11 Engaging actively and appropriately as an audience member in theatre or other media experiences.

D2FD.1 Identifies and demonstrates movement elements, skills, and terminology in dance.

  1. Recognizes and applies terminology of creative movement elements and sub-elements to describe and create movements.

M2GM.4 Improvising melodies, variations and accompaniments.

Content Vocabulary

  • Cycle
  • Life Cycle
  • Sequence
  • Stage
  • Transition
  • Observe
  • Predict

Arts Vocabulary

  • Locomotor: refers to a movement that travels through space
  • Non-locomotor: refers to a movement that does not travel through space
  • Pathway: design traced on the floor as a dancer travels across space
  • Timbre: refers to the distinctive quality of sounds; the tone, color or special sound that makes one instrument or voice sound different from another
  • Gesture: expressive movement of the body or limbs
  • Dress rehearsal: the final few rehearsals prior to opening night
  • Concentration: the ability of the actor or actress to be “in character” that is, to be like the character he or she is portraying - in dialogue, attitude, carriage, gate, etc.
  • Collaboration: two or more people working together in a joint intellectual effort
  • Rhythm: long and short sounds

Technology Integration

Formative Assessment

  • Teacher will check for understanding through observation of student sequencing animal manipulatives.
  • Teacher will check for understanding through graphic organizer completion.
  • Teacher will check for understanding through observation of student’s interpretation of life cycles through the rehearsal and performance.

Summative Assessment

  • Living through the Life Cycles with Drama Rubric (see Downloads)
  • Small Group Performance

Materials

  • The Life Cycle series by Lisa Trumbauer
  • Ipads/Ipods
  • Desktop Computer
  • Animal Life Cycle Sequencing Kit: 2 sets per class (available from Lakeshore Learning)

Activating Strategy (5-10 min)

  • Teacher will model sorting one set of animal life cycle manipulatives to demonstrate the life cycle of that animal.
  • Teacher will then ask students to sort the animal life cycle manipulatives in small groups.
  • Each group will get a set of manipulatives to explain why they put the cards in the order that they did.

Main Activity

PROCESS: Students will be provided with the The Life Cycle books by Lisa Trumbauer. The students will research a particular animal’s life cycle and then work in small groups to create a script and dramatization of their animal and its various life cycle stages.

Part 1:

  • Place students in small groups of 3-5 students and assign a different animal life cycle to each small group. (If you prefer to give student choice, direct groups to select and sign up for an animal of the 6 pre-determined local animals to choose from to research.)
  • Direct students to independently research their animal’s particular life cycle.
  • Provide students with The Life Cycle books by Lisa Trumbauer. Students gather information by using texts and internet resources.
  • Teacher will provide copies of the Blank Life Cycle Graphic Organizer (see Downloads) for gathering life cycle information.
  • When students finish their independent research, place them in their small groups to discuss their research findings and discoveries.

Part 2:

  • Give students time to review the information they gathered from the previous day.
  • Pass out rubric to students and discuss expectations for life cycle stage performance:
    1. Use your research (and graphic organizer) to create your dramatization
    2. Collaborate effectively with your group
    3. Use movement, body levels and sound to clearly dramatize each life stage
    4. Create a script for the performance that integrates our science vocabulary and any key supporting details about your animal.
  • Give students time to collaborate with each other about their dramatization.
  • Students together will create a script that can accompany their performance, every group member should have at least one line they speak.
  • Teacher should monitor groups and clarify questions.

Part 3:

  • Teacher will explain audience expectations as well as writing task expected to be completed during performance (additional time may be needed after each performance).
  • Students will perform their animal life cycle dramatizations.

Reflection Questions

  • After performances, teacher will facilitate a class discussion on their predictions, talk about what the animals actually were and the similarities and differences between each group’s life cycle.
  • What did the student actors do to dramatize each particular life cycle stage?
  • Which life cycle stage was the most important? Was this clear through the performance, why or why not?

Differentiation

Accelerated:

  • Advanced students could write a compare and contrast paragraph about either the different stages of their own life cycle – or a different animal’s life cycle.
  • Advanced students could write journal entries from the point of view of the animal at each stage of the life cycle.
  • The journal dates should reflect the time differences between stages (for example – if the animal is born on Day 1, and takes 10 days to progress to the next stage, the second journal entry should be labelled Day 11).
  • Advanced students could compose a theme song to accompany their movements through the life cycle.

Remedial/EL Students:

  • Small group if needed
  • Printing the online research out so students can highlight on physical paper when researching
  • Using the computer for researching

Additional Resources

Appendix (See Downloads)

  • Living through the Life Cycles with Drama Rubric
  • Blank Life Cycle Graphic Organizer

Credits

Cycling Cyclorama

Mathematics, Science, English Language Arts, and Visual Arts

Description

In this project, students will enjoy being immersed in the visual arts through the design process. Students will create a three dimensional cyclorama using a variety of visual art materials to make a realistic model of the life cycle of a particular animal. Each distinct stage in the life cycle will be conveyed through the different physical parts in the cyclorama. This will support students’ understanding of the broader concept of parts of a whole which is used across the elementary curriculum and beyond.

Learning Targets

“I Can…”

  • Create a visual representation (cyclorama) of the different stages of an animal life cycle using a variety of found objects and supplied art material
  • Partition a circle the various life stages of the animal being studied
  • Select a favorite quadrant and write an opinion piece giving reasons and examples to support why I like this particular life stage best

Essential Questions

  • How can I design a 3-D model that reveals the various life cycles of an animal?
  • How can I compose an opinion writing piece that expresses my favorite stage of the life cycle and give reasons and examples to support my claim?

Curriculum Standards

S2L1 Students will investigate the life cycles of different living organisms.

  1. Determine the sequence of the life cycle of common animals in your area: a mammal such as a cat or dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly.

MGSE2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

ELAGSE2W1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Arts Standards

VA2PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills.

  1. Creates sculpture using a variety of materials and methods (e.g., papier-mâché, paper sculpture, assemblage, found objects).

Content Vocabulary

  • Partition
  • Quadrant
  • Opinion
  • Fact
  • Life Cycle
  • Stage
  • Combining

Arts Vocabulary

  • Assemblage: artistic process in which 3-dimensional artistic composition is made from putting together found objects
  • Background: the area of the artwork that appears furthest away and smallest
  • Foreground: the area of the artwork that appears closest to the viewer and largest
  • Media: refers to the tools and materials an artist uses
  • Sculpture in the round: a three-dimensional art piece that is freestanding and meant to be viewed from all sides

Technology Integration

Formative Assessment

  • Teacher will check for understanding by how the student organizes the sequence of their cyclorama.
  • Teacher will check opinion writing piece for evidence that supports why the chosen quadrant is their favorite.

Summative Assessment

  • Finished Group Cyclorama
  • Cycling Cyclorama Rubric (See Downloads)

Materials

  • Pipe Cleaners
  • Straws
  • Construction paper
  • Cardboard dividers
  • Rotating visual
  • Cotton balls
  • Martials found in nature
  • Tissue paper
  • Coffee filters
  • Glue dots
  • Scissors
  • Glue

Activating Strategy (5-10 min)

Main Activity

PROCESS: In this project, students will create a 4-part visual model of the animal life cycle. After creating the visual they will then select their favorite quadrant and write an opinion writing piece using reasons and examples to support why it is their favorite quadrant.

Part 1: Brainstorming

  • Teacher will show students an online article as an activating activity. See Smithsonian article.
  • Teacher will show students a rotating visual and explain that they will be creating a visual representation of an animal life cycle.
  • Assign animals and groups.
  • Direct students to conduct shared research on their particular animal and to consider the animal’s habitat.
  • Teacher will direct students to take some time outside in nature, at home, etc. to gather elements in nature and materials that could be used to create the habitat of the animal in its various four life stages.
  • Modeling clay can be used to create the animal in its environment.

Part 2: Creating

  • Students will work in small groups to create their assemblage of their animal life cycle.
  • Teacher can facilitate group work as needed, as well as formatively assess learning while they are working and creating.

Part 3: Reflecting

  • Remind students of expectations by reviewing writing portion of rubric.
  • Students will begin writing an opinion piece from the point of view of their animal. They will state their favorite life stage in their cycle. They will provide reasons and examples as to why this particular life stage is their favorite.

Reflection Questions

  • What skills were required with your group to collaborate and create your model?
  • How did you determine your favorite life stage?
  • If you were to do this project again, what would you do differently?

Differentiation

Accelerated:

  • Advanced students could write and illustrate a children’s book that shows the progression of their animal through the stages of the life cycle.
  • This should be told in a narrative style from the point of view of the animal.

Remedial/EL Students:

  • Smaller group if needed
  • Writing Modifications:
    • Small group
    • Guided writing
    • Sentence starters
    • Graphic organizers
    • Word bank based on vocabulary
    • Paragraph frame
    • Modify length/writing assignment based on needs

Additional Resources

Appendix (See Downloads)

  • Cycling Cyclorama Rubric

Credits

The Giving Tree Life Cycle

Science, English Language Arts, Visual Arts, and Theater

Description

In this arts integrated project, students will explore the story “The Giving Tree” and engage in some theatrical role-playing and creative writing exercises that analyze the life cycle of the main characters in the story. Students will then create their own life cycle story in the illustration style of Shel Silverstein. Their stories will explore the life cycle of a tree and how other life cycles depend upon the tree as it progresses through the four seasons. Digital media will be integrated into the storytelling of the students’ writing.

Learning Targets

“I Can…”

  • Write a letter from the point of view of a character in “The Giving Tree” story.
  • Create an original life cycle story that expresses how the life cycles depend upon one another.
  • Use technology to digitally story-tell my life cycle story.

Essential Questions

  • How do seasonal changes affect life cycles?
  • How can humans impact life cycles of plants and animals?

Curriculum Standards

ELAGSE2L2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

  1. Use commas in greetings and closings of letters.

ELAGSE2W6 With guidance and support from adults, use a variety of tools to produce and publish writing, including digital tools and collaboration with peers.

S2L1 Students will investigate the life cycles of different living organisms.

  1. Relate seasonal changes to observations of how a tree changes throughout a school year.

Arts Standards

VA2PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.

  1. Creates drawings with a variety of media (e.g., pencils, crayons, pastels).

TAES2.3 Acting by developing, communicating, and sustaining roles within a variety of situations and environments.

  1. Communicates a character’s actions, motives, emotions and traits, through voice, speech, and language.

Content Vocabulary

  • Seasonal changes - temperature, weather, climate, etc.
  • Life cycle
  • Plant life cycle
  • Human life cycle
  • Relationship

Arts Vocabulary

  • Character: an actor or actress in a specified role
  • Concentration: the ability of the actor/ actress to be “in” character- that is, to be like the character s/he is portraying - in dialog, attitude, carriage, gait, etc.
  • Monologue: a long speech by a single character
  • Media: refers to the tools and materials an artist uses
  • Subject Matter: refers to the things that are represented in a work of art such as people, buildings and trees

Technology Integration

Formative Assessment

  • Teacher will observe the students as they write their letters, ensuring they use correct grammar and punctuation.
  • Teacher will observe students during the pre-writing process.
  • Teacher will observe students as they create their digital storybook.

Summative Assessment

  • The teacher will use the provided rubric to assess students on science content, writing process, and final product.

Materials

  • “The Giving Tree” storybook
  • Heavyweight paper
  • Pencils
  • Fine tip markers (black)-class set
  • Little Bird Tales App: https://littlebirdtales.com/

Activating Strategy (5-10 min)

  • Activate prior knowledge by referring back to article “Ten Species that are Evolving Due to the Changing Climate” and discuss how animals, as well as plants are living things and have life cycles that affect one another.
  • Read “The Giving Tree” by Shel Silverstein.
  • Discuss story and follow with question prompts:
    • What Life cycles are shown in the story?
    • Where do the seasonal changes occur in the story?
    • What are some choices the boy made that had an unhealthy effect on the tree’s life cycle? (write ideas on anchor chart)

Main Activity

PROCESS: After reading “The Giving Tree” students will write letters documenting better choices the boy could have made for the tree. Students will then create a digital storybook that represents the four seasons and relationships with living things.

Part 1: Respond to Literature

  • The students will write a letter, assuming the role of the boy from story. The letter will be written to the tree in a monologue format with an “apology” or “request to forgive” theme.
  • Suggested letter prompt: “Write a letter to the Tree, explaining what you could have done differently in your life cycle from a boy to a man that would have been healthier for the tree.”
  • Students will share letters to class in monologue form.

Part 2: Brainstorming

  • Brainstorm how a tree changes from season to season and list on anchor chart. See suggested questions:
    • Can you explain how the tree change from season to season?
    • How are humans/plants/other animals (living things) affected by the tree during each season?
    • Can you compare and contrast how a human versus a plant changes throughout the seasons?

Part 3: Create

  • Teacher will explain directions and give expectations for creating 4 page storybook.
  • Students will use their 4-Part Story Book Sheet (See Downloads) to begin creating their 4-page storybook. *Each page is for each life stage, therefore print 4 copies of this document.
  • Teacher will facilitate as needed as students create their book, as well as formatively assess students during the process.

Part 4: Perform (Digital Recording)

  • After students complete the storybook, they will assist the teacher in taking pictures from their book and adding them to their own digital story app (Little Bird Tales).
  • Students will edit and revise information and pages on the app with the teacher’s assistance.
  • Students will record their voices to “tell the story” on the app.
  • Students can share their stories with their peers or other classes.

Reflection Questions

  • Students will discuss changes they can make to help other living animals and plants complete their full life cycles:
    • How do seasonal changes affect life cycles?
    • How can humans impact life cycles of plants and animals? Where in the book did this happen?

Differentiation

Accelerated:

  • Advanced students could make a list of ways the “child” could have gotten the things he needed from another source other than the tree.
  • Advanced students could keep a double column diary for each event in the Giving Tree.At each stage, on one side the students should record thoughts from the tree’s point of view, and in the other column, thoughts from the “child’s” point of view.

Remedial/EL Students:

  • Guided Writing with below grade level/ELs
  • Writing template for the guided writing
  • Other Writing modifications:
    • Small group
    • Guided writing
    • Sentence starters
    • Graphic organizers
    • Word bank based on vocabulary
    • Paragraph frame
    • Modify length/writing assignment based on needs

Additional Resources

  • “The Giving Tree” by Shel Silverstein
  • Heavy weight drawing paper (11 X 8.5)
  • Black fine tip waterproof markers
  • iPads

Appendix (See Downloads)

  • “The Giving Tree” Life Cycle Rubric
  • 4 Part Story sheet

Credits

Terrarium Time!

Science, English Language Arts, and Visual Arts

Description

In this hands-on project, students will choose whether they want to grow grass, beans, or sunflowers. Each group will have two terrariums. One terrarium will be cared for appropriately, while the other terrarium will be neglected and polluted in some way. Students will also be sketching their observations in a log provided by the teacher to record the changes in their terrariums over time. This project, although focused upon plant life cycles, also has a strong connection to preserving and caring for our environment.

Learning Targets

“I Can…”

  • Create two terrariums; one that receives proper care for plant growth and the other that is neglected and polluted in some way
  • Complete an observation log of my terrarium changes using sketches and writing
  • Summarize, at project completion, my scientific findings of the differences between the two terrariums

Essential Questions

  • How can I use an observation log and sketching to record the life cycle of a plant?
  • How can I create and care for an environment that supports healthy plant growth?
  • Can I compare and contrast the different plant environments? (successful vs. not successful)

Curriculum Standards

S2L1 Students will investigate the life cycles of different living organisms.

  1. Investigate the life cycle of plant by growing a plant from a seed and by recording changes over a period of time.

ELAGSE2W7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

S2CS4 Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.

  1. Describe changes in the size, weight, color, or movement of things, and note which of their other qualities remain the same during a specific change.

S2CS5 Students will communicate scientific ideas and activities clearly.

  1. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.
  2. Draw pictures (grade level appropriate) that correctly portray features of the thing being described.

Arts Standards

VA2PR.1 Creates artworks based on personal experience and selected themes.

  1. Creates artworks to express individual ideas, thoughts, and feelings from memory, imagination, and observation.

Content Vocabulary

  • Terrarium
  • Life Cycle
  • Fungus/fungi
  • Observation log
  • Prediction
  • Pollution/pollutant
  • Environment
  • Successful/Non Successful
  • Seeds
  • Investigate
  • Recording

Arts Vocabulary

  • Subject Matter: refers to the things that are represented in a work of art such as people, buildings and trees
  • Proportion: refers to the relationships of the size of objects in a body of work. Proportion gives a sense of size seen as a relationship of objects, such as smallness or largeness
  • Space: refers to the distance or area between, around, above or within things. It can be a description for both 2 and 3 dimensional
  • Texture: 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

Technology Integration

Formative Assessment

  • Teacher will check for understanding by reviewing student observation logs to make sure they have recorded daily changes in their terrarium.
  • Teacher will also use observation log to see if the students can distinguish differences in the polluted and healthy environments.

Summative Assessment

  • Terrarium Time Rubric (see Downloads)
  • Terrariums and logs that accompany them

Materials

  • Observation log
  • 6 Terrariums per class
  • Sunflower seeds
  • Grass seeds
  • Bean seeds
  • Colored pencils
  • Soil
  • Water
  • Light source (natural light)
  • Teacher chosen terrarium pollutant for unsuccessful environment (see examples in Part 2)
  • 9x12 sketching paper

Activating Strategy (5-10 min)

Main Activity

PROCESS: In this project, students can choose whether they want to grow grass, beans, or sunflowers. Each group will have two terrariums, one will be cared for appropriately while the other will be neglected and polluted in some way. Students will also be sketching their observations in a log provided by the teacher to record the changes in their terrariums over time. If one of the polluted terrariums produces some sort of fungi, the teacher will help students to identify that as fungus.

Part 1:

  • Teacher will use https://www.youtube.com/watch?v=PB93Mj7lhdE to explore how to create a DIY Terrarium for Kids.
  • Students take notes on the video so that afterwards they can assemble their own terrariums.
  • Students will choose, or teacher will assign to groups, grass, beans or sunflower seeds. (Groups will be formed based on their decision.)
  • Students will plant chosen seeds in both terrariums.
  • Students will sketch beginning stage of the plant life cycle log in their observation log.

Part 2: (based on plant growth)

  • As time progresses, students will track plant growth in both terrariums.
  • Students will chose one terrarium to introduce teacher chosen pollutant to that terrarium (do this after the plant has begun to sprout or show signs of growth).
    • Examples of pollutants: styrofoam, plastic, spritz of bug repellant (pesticide), engine oil.
  • Label the polluted terrarium “polluted” so students can use that information in their observation log.
  • Over the next few weeks, students will record changes they observe, while comparing and contrasting the two terrariums in their observation logs.
  • After an extended period of time, teacher will use their own judgement to decide when it’s time for students to complete their overall project summary and final sketches.
  • Teacher will provide each group with 9X12 drawing paper for the students to complete final sketches of plant life cycle.

Reflection Questions

  • Students will write a summary comparing and contrasting the impact of the environment throughout the life cycle of the plants in the two terrariums.
  • What can we do to help prevent pollutants from interacting with plants?
  • Why is it important that we help prevent pollutants from impacting plant growth?

Differentiation

Accelerated:

  • Advanced students could use black and white colors to sketch their observations of the polluted terrariums and colored utensils to sketch their observations of the non-polluted terrariums.
  • Advanced students could compose a song to accompany the different stages of growth, for example high sounds as plants get taller, and low sounds for low growth or no growth.
  • Advanced students could design a Candyland type game, where cards should reflect advancing on the board if the card has items that help plant growth. (Your plant got sunshine – advance 2 spaces) or regressing if the drawn card has items that would be a detriment to growth (Go back 3 spaces because your plant didn’t get water).

Remedial/EL Students:

  • Guided Writing with below grade level/ELs
  • Writing template for the guided writing
  • Other Writing modifications:
    • Small group
    • Guided writing
    • Sentence starters
    • Graphic organizers
    • Word bank based on vocabulary
    • Paragraph frame
    • Modify length/writing assignment based on needs

Additional Resources

Appendix (See Downloads)

  • Terrarium Time Rubric

Credits

Grade 2: Cycling through the Life Cycles

Additional Resources

Books

  • A Butterfly is Patient by Dianna Hutts Aston
  • Brilliant Bees by Linda Glaser
  • About Crustaceans: A Guide for Children by Cathryn Sill
  • Little Penguins: the Emperor of Antarctica by Jonathan London
  • I Am a Shark: The Life of a Hammerhead Shark by Darlene R. Stille
  • Ten Little Caterpillars by Bill Martin Jr.
  • What to Expect When You’re Expecting Joeys: A Guide for Marsupial Parents (and Curious Kids) by Bridget Heos
  • Wiggle Worms at Work by Wendy Pfeffer
  • 999 Tadpoles by Ken Kimura

Websites

Virtual Fieldtrips

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2 weeks ago

ArtsNow
This week we are kicking off the school year with these terrific teachers at LaBelle Elementary in Cobb County! We are spending this week curriculum mapping and doing collaborative planning sessions for arts integration in classrooms. Stay tuned for the finished school map! 😊Image attachment

This week we are kicking off the school year with these terrific teachers at LaBelle Elementary in Cobb County! We are spending this week curriculum mapping and doing collaborative planning sessions for arts integration in classrooms. Stay tuned for the finished school map! 😊 ... See MoreSee Less

2 months ago

ArtsNow
Great week together with this great group of teachers! We ❤️ arts integration. (Teacher leaders from 3 school districts!)Image attachment

Great week together with this great group of teachers! We ❤️ arts integration. (Teacher leaders from 3 school districts!) ... See MoreSee Less

 

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Jessica Rosa Espinoza Taylor Almonte

Kimberly Campos Robin Jones Great job girls!!

You got to see Jessica!!!!! So jealous!

Grade 2:
Starry, Starry Night

STARRY, STARRY NIGHT

Grade 2: Starry, Starry Night

Unit Description

In this unit, students will use the visual arts to analyze star patterns and explain the similarities and differences of stars. They will paint their own version of the Impressionist Artist Vincent van Gogh’s masterwork, The Starry Night, to assess understanding.

Unit Essential Question

How are stars similar to or different from each other in terms of their brightness, sizes, and patterns?

Real World Context

We study stars to better understand our solar system and our Earth’s place within it.

Cross-Cutting Interdisciplinary Concepts

Parts of a Whole

Projects

Project 1: Starry, Starry Night
In this project, students will analyze the Impressionist Artist Vincent van Gogh’s The Starry Night, and then create their own paintings of star patterns in the style of Van Gogh. To assess understanding, students will explain the similarities and differences of the stars they paint.

Standards

Curriculum Standards

S2E1 Students will understand that stars have different sizes, brightness, and patterns.

  1. Describe the physical attributes of stars--size, brightness, and patterns.

Arts Standards

VA2CU.2 Views and discusses selected artworks.

  1. Observes and discusses simple perspective techniques.

VA2PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.

Character Education

Components

  • Pride and belief in oneself
  • To meet a challenge without giving into fear

Concepts

  • Self-Expression

Formative Assessment Strategies

  • 10x2, think-pair-share
  • The teacher will facilitate discussions with students one-on-one over the content and arts vocabulary while they are painting.

Summative Assessment Tools

  • The students will be instructed within the lesson to paint only five stars in their artwork: 2 small stars (1 bright, 1 dim), 2 medium stars (1 bright, 1 dim), and 1 large star (bright or dim with explanation). When their work is complete, the students will be expected to orally explain similarities and differences between the stars in their painting and be able to defend their explanations using arts vocabulary.

Partnering with Fine Arts Teachers

Visual Arts Teacher:

  • Additional support in Project 1: Painting the Night Sky
  • Assist with planning how to integrate Impressionist techniques into the artistic process

Credits

U.S. Department of Education
Arts in Education--Model Development and Dissemination Grants Program
Cherokee County (GA) School District and ArtsNow, Inc.
Ideas contributed and edited by: Tammy Owen, Theresa Neidlinger, Jessica Tatum, Jessica Espinoza, Richard Benjamin Ph.D., Michele McClelland, Mary Ellen Johnson, Jane Gill

Painting the Night Sky

Science and Visual Arts

Description

In this project, students will analyze the Impressionist Artist Vincent van Gogh’s The Starry Night, and then create their own paintings of star patterns in the style of Van Gogh. To assess understanding, students will explain the similarities and differences of the stars they paint.

PROJECT DOWNLOADS

Download Project

Learning Targets

“I Can…”

  • Describe the brightness and sizes of stars.
  • Paint a picture to demonstrate the similarities and differences in the brightness and sizes of stars.

Essential Questions

  • How does Van Gogh’s The Starry Night help me describe the brightness and sizes of stars?
  • How is Van Gogh’s interpretation of the night sky similar to or different from the actual night sky?

Curriculum Standards

S2E1 Students will understand that stars have different sizes, brightness, and patterns.

  1. Describe the physical attributes of stars--size, brightness, and patterns.

Arts Standards

VA2CU.2 Views and discusses selected artworks.

  1. Observes and discusses simple perspective techniques.

VA2PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.

Content Vocabulary

  • Size (small, medium, large)
  • Brightness (bright, dim, dark)
  • Physical Attributes
  • Similar
  • Different

Arts Vocabulary

  • Impressionism
  • Bright/Brighter/Brightness
  • Dim/Dimmer/Dimmest
  • Vincent van Gogh
  • Perspective
  • Technique
  • Positive Space
  • Negative Space
  • Value
  • Patterns

Technology Integration

Formative Assessment

  • The teacher will facilitate discussions with students one-on-one over the content and arts vocabulary while they are painting.

Summative Assessment

  • The students will be instructed within the lesson to paint only five stars in their artwork- 2 small stars (1 bright, 1 dim), 2 medium stars (1 bright, 1 dim), and 1 large star (bright or dim with explanation). When their work is complete, the students will be expected to orally explain similarities and differences between the stars in their painting and be able to defend their explanations using arts vocabulary. Example:

    • Student: This star is small and bright.
    • Teacher: How do you know that star is brighter than the other small star?
    • Student: This star is brighter because it is mostly white.

Materials

Van Gogh’s The Starry Night; oil pastels; washable tempera paint; black card stock or other black multimedia paper; technology materials; pencils; one tub per group to hold the oil pastels in use

Activating Strategy (5-10 min)

Activating Prior Knowledge

  • To begin the lesson, project a picture of the real night sky.
  • Teacher will sing “Twinkle, Twinkle Little Star,” a few times, allowing the students to join in.
  • Then facilitate discussion about the phrases of the song that say, “How I wonder what you,” and, “like a diamond in the sky.” These phrases are important in observing the stars as scientists because we don’t really know which shiny objects in the sky are stars and which ones are planets.
  • The point of this unit is to help us better understand the world outside of our own. Then we can expand on this to look at the sky from different perspectives (artists, observers of artwork, dancers, and writers) throughout the rest of the unit.
  • Following the discussion of the phrase “like a diamond in the sky,” introduce the objectives for the lesson.

Building Background Knowledge

  • The teacher explains that we are now going to view the stars from an artist’s perspective.
  • Teacher gives a short bio of Vincent van Gogh and projects several of his famous pieces of artwork.
  • Pick one of them, other than The Starry Night, for the following activity.
  • Students participate in the “Ten Times Two” activity: Students are given 60 seconds to list ten things they observe in the piece. Then students are given an additional 60 seconds to analyze the painting further and list 10 more observations. (Use of artwork other than The Starry Night is to get students comfortable with the activity. Use at your discretion.)
  • Teacher displays The Starry Night and leads students in the “Ten Times Two” activity for this piece.
  • Have students share their observations of the artwork and list them on an anchor chart.

Main Activity

Part 1:

  • The teacher displays The Starry Night on the Promethean board and leads discussion about which stars in the painting are bright, dim, small, or large. After identifying star attributes in the painting, the teacher utilizes http://thecraftyclassroom.com/crafts/famous-artist-crafts-for-kids/van-gogh-art-project/. With pencil outlines instead of the glue used in the examples, model how Van Gogh used oil pastels to create each star attribute--size and brightness.
  • Teacher models on the document camera or by highlighting over Van Gogh’s painting with the Promethean highlighter how to create stars of various sizes and brightness.
  • Expectations: 2 small stars (1 bright, 1 dim), 2 medium stars (1 bright, 1 dim), and 1 large star (bright or dim with accurate explanation). See visual arts teacher for assistance on value and techniques.

Part 2:

Reflective Strategies

  • Students partner up and observe each other’s pieces. They identify attributes of stars (dimness, brightness, darkness, small, medium and large) in their partner’s piece.
  • Ask students to describe the attributes they identified in their partner’s piece.

Differentiation

Below Grade Level Students:

  • For written reflections, students can use a writing frame to write about their artwork identifying 1-2 of the star attributes and how it was created.

For example, students can use : My artwork includes _______ stars that are bright and _________stars that are dim. My piece also includes ____________stars that are large, ________ stars that are medium, and __________ stars that are small.

Above Grade Level:

  • The students write about their artwork identifying 3-4 of the star attributes and how it was created.

Credits

Grade 2: Starry, Starry Night

Additional Resources

Coming Soon!

SHARE
DOWNLOADS
Entire Unit
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2 weeks ago

ArtsNow
This week we are kicking off the school year with these terrific teachers at LaBelle Elementary in Cobb County! We are spending this week curriculum mapping and doing collaborative planning sessions for arts integration in classrooms. Stay tuned for the finished school map! 😊Image attachment

This week we are kicking off the school year with these terrific teachers at LaBelle Elementary in Cobb County! We are spending this week curriculum mapping and doing collaborative planning sessions for arts integration in classrooms. Stay tuned for the finished school map! 😊 ... See MoreSee Less

2 months ago

ArtsNow
Great week together with this great group of teachers! We ❤️ arts integration. (Teacher leaders from 3 school districts!)Image attachment

Great week together with this great group of teachers! We ❤️ arts integration. (Teacher leaders from 3 school districts!) ... See MoreSee Less

 

Comment on Facebook

Jessica Rosa Espinoza Taylor Almonte

Kimberly Campos Robin Jones Great job girls!!

You got to see Jessica!!!!! So jealous!