When a line becomes a shape K-1

WHEN A LINE BECOMES A SHAPE

WHEN A LINE BECOMES A SHAPE

Learning Description

In this lesson, students will learn about lines and shapes through the book, When a Line Bends…A Shape Begins. Students will be able to name and describe shapes, identify them in their environment, create a character out of shapes, and write a sentence summary about the defining attributes of their shape.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify different kinds of geometric shapes.
  • I can draw geometric shapes.
  • I can create a character out of a geometric shape.
  • I can write about the attributes of geometric shapes.

Essential Questions

  • What are the different types of geometric shapes?

  • How can I draw geometric shapes?

  • How can I create a character out of a geometric shape?

  • How can I describe the attributes of a shape in written form?

 

Georgia Standards

Curriculum Standards

Kindergarten:

K.GSR.8: Identify, describe, and compare basic shapes encountered in the environment, and form two-dimensional shapes and three-dimensional figures.

 

Grade 1:

1.GSR.4: Compose shapes, analyze the attributes of shapes, and relate their parts to the whole.

 

Arts Standards

Kindergarten

VAK.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VAK.CR.2 Create works of art based on selected themes.

VAK.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VAK.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy. 

VAK.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

 

Grade 1

VA1.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA1.CR.2 Create works of art based on selected themes. 

VA1.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA1.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy.

VA1.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

 

 

 

South Carolina Standards

Curriculum Standards

Kindergarten

K.G.2 Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). 

 

K.G.5 Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere).

 

Grade 1

1.G.1 Distinguish between a two-dimensional shape’s defining (e.g., number of sides) and non-defining attributes (e.g., color). 

 

1.G.4 Identify and name two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, rhombus, trapezoid, and circle).

 

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Anchor Standard 3: I can improve and complete artistic work using elements and principles.

Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media.

 

 

Key Vocabulary

Content Vocabulary

  • Capital/uppercase letter - The first letter of a sentence or a proper noun
  • Period - A punctuation mark that indicates the end of a sentence
  • Geometric shape - A flat, two-dimensional figure that has specific characteristics and can be identified by its attributes 
  • Edge - The side of a shape
  • Vertices - Angles

 

Arts Vocabulary

  • Line - One of the seven elements of art; the path of a moving point
  • Shape - One of the seven elements of art; an enclosed line; two-dimensional object

 

 

Materials

  • Pieces of yarn (some long, some medium, and some short)
  • Types of Shapes handout - one per student
  • White paper
  • Crayons or markers
  • Construction paper
  • Glue sticks
  • When a Line Bends…A Shape Begins

 

Instructional Design

Opening/Activating Strategy

  • Give students several pieces of yarn of different lengths and the Types of Shapes handout. Tell students that shapes are made from connected lines. Have students practice outlining the shapes using yarn as lines.

 

Work Session

  • Show students the cover of the book, When a Line Bends, A Shape Begins. Ask students to help identify the title, author, and illustrator.
  • Tell students that today they are going to learn about different kinds of shapes through the book, When a Line Bends…A Shape Begins. As you read the book to students, have students practice making the shape discussed by manipulating their yarn. Ask students how many pieces of yarn they need to make the shape to help them understand the number of sides/edges and vertices each shape has.
  • After reading the book, ask students what the book was about to check for understanding. Ask them about the different kinds of shapes they learned about and where they can see examples of these shapes in the classroom. 
  • Tell students that they are going to be making shape characters. Assign each student a shape (square, circle, rectangle, triangle, etc). Tell students that their shape will become a character–it needs to have the correct number of vertices and sides/edges as well as arms, legs, hair, and a face. 
  • Students should first draw their shape large on construction paper. 
  • Then, students should cut it out and glue it on a white piece of paper. 
  • Finally, students can add a face, arms, legs, hair, etc. using crayons or markers.
  • Once students create their shape characters, they will write a sentence about their character. Their sentence should say what type of shape it is, how many lines are used to make it (how many sides), and what they choose to name their shape. Students should focus on using correct punctuation in their sentences (beginning with a capital letter and ending with a period).

 

Closing Reflection

Have students get in groups of four so that each member of the group has a different shape. Students should take turns presenting their shape character and reading their sentence to the group.

 

Assessments

Formative

  • Teachers will assess understanding through:

    • Students’ yarn shapes that they make as they read the book
    • Class discussion after reading the book to see if students understood the book and can identify types of shapes in the classroom

 

Summative

CHECKLIST

    • Students’ shape characters should have the correct number of vertices and sides/edges.
    • Students’ sentences about their shape character should begin with an uppercase letter and end with a period. They should include the attributes of their shape.

 

 

Differentiation

Acceleration: 

  • Have students work together to create a story in which their shape characters interact. Have students develop a beginning, middle, and end to their story. Students can either draw or write the beginning, middle, and end of the story depending on the student’s abilities.

Remediation: 

  • Instead of having students use yarn to make the shapes, have them trace the shapes with their pencils or a colored crayon. 
  • Have students answer verbally or in non-sentence written form the type of shape character they created and the number of sides/lines used to create the shape.

 ADDITIONAL RESOURCES

Types of Shapes handout

When a Line Bends…A Shape Begins read aloud

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

 

Ideas contributed by:  Katy Betts

 

Revised and copyright:  September 2023 @ ArtsNOW

 

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DANCING THROUGH SENTENCE STRUCTURE K-1

DANCING THROUGH SENTENCE STRUCTURE

DANCING THROUGH SENTENCE STRUCTURE

Learning Description

This lesson allows students to explore sentence structure through movement and choreographicsequences. Discover how to integrate dance into your language arts curriculum and engage yourstudents in a brand-new way!

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: DANCE & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify types of sentences.

  • I can identify parts of speech.

  • I can use movement to express the intent of a sentence, i.e., strong emotion, a question, or a command.

  • I can choreograph a dance based on a given structure.

Essential Questions

  • How can movement help us identify parts of speech and sentence type? 

 

Georgia Standards

Curriculum Standards

Kindergarten:

ELAGSEKL1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 

ELAGSEKL2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

 

 

Grade 1:

ELAGSE1L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

ELAGSE1L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

 

 

Arts Standards

Kindergarten:

ESDK.CR.1 Demonstrate an understanding of the choreographic process.

ESDK.CR.2 Demonstrate an understanding of dance as a form of communication

ESDK.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance.

ESDK.RE.1 Demonstrate critical and creative thinking in dance.

ESDK.CN.3 Identify connections between dance and other areas of knowledge.

 

Grade 1:

ESD1.CR.1 Demonstrate an understanding of the choreographic process. 

ESD1.CR.2 Demonstrate an understanding of dance as a form of communication

ESD1.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance.

ESD2.CN.3 Identify connections between dance and other areas of knowledge.

 

 

South Carolina Standards

Curriculum Standards

Kindergarten:

K.W.MCC.4.1 With guidance and support, use nouns.

K.W.MCC.4.3 With guidance and support, understand and use interrogatives. 

K.W.MCC.4.4 With guidance and support, use verbs.

K.C.MC.1.4 Participate in conversations with varied partners about focused grade level topics and texts in small and large groups. 

 

Grade 1:

1.W.MCC.4.1 Use common, proper, and possessive nouns. 

1.W.MC.4.2 Use singular and plural nouns with matching verbs in basic sentences. 

1.W.MC.4.8 Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences. 

 

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

Anchor Standard 2: I can choreograph a dance.

Anchor Standard 3: I can perform movements using the dance elements.

Anchor Standard 5: I can describe, analyze, and evaluate a dance.

Anchor Standard 7: I can relate dance to other arts disciplines, content areas, and careers.

 

 

 

Key Vocabulary

Content Vocabulary

Sentence Types

  • Interrogative - A sentence that asks a question and ends with a question mark.
  • Imperative - A sentence that gives a command or makes a request. 
  • Exclamatory - A sentence that shows strong emotion and ends with an exclamation mark. 
  • Declarative - A sentence that makes a statement and ends with a period.
  • Punctuation - Marks used in writing to separate words and numerals.

Arts Vocabulary

  • Locomotor - Movement that travels from one location to another in a pathway through space

  • Non locomotor - Movement that occurs without the body traveling from one point to another point.

Energy Qualities 

  • Percussive - A quality of movement characterized by sharp starts and stops, staccato jabs of energy.  
  • Suspended - A quality of movement that occurs in a moment of resistance to gravity, such as the instant in which a dancer hangs in space at the top of a leap.  
  • Sustained - A quality of movement that is smooth and unaccented. There is no apparent start or stop, only a continuity of energy.  
  • Swinging - A quality of movement established by a fall with gravity, a gain in momentum, a loss of momentum, and the repeated cycle of fall and recovery, like that of a pendulum.  
  • Vibratory - A quality of movement characterized by rapidly repeated bursts of percussive movements, like a jitter. 

 

 

Materials

  • Sound source (CD player, iPod) and speaker  
  • Audio recording 
  • Cards with printed sentences 

 

Instructional Design

Opening/Activating Strategy

  • As a group, lead students in a warm up that includes these dance elements:

    • Movement energy qualities, including percussive, suspended, sustained, swinging, and vibratory. 
    • Locomotor and non-locomotor movements.
    • Identify these dance elements so that students learn dance vocabulary.

 

Work Session

ELA Discussion

  • Ask students to identify different sentence types (declarative, interrogative, exclamatory, and imperative). 
  • Ask students to match a movement quality of their choice to each sentence type. 
  • Ask students to identify the following parts of speech: verb, noun, pronoun, adjective, and adverb. 

Small group choreography 

  • Divide students into groups and ask each group to create a movement/shape for each part of speech. Each group will create five movements. 
  • Now, give each group a card with a sentence on it. The members will need to identify the underlined parts of speech and the sentence type. 
  • Group members choreograph a short movement phrase that demonstrates the correct order of the underlined parts of speech as they appear, as well as the movement quality that matches the overall sentence type. 

Presentation

Once students have completed their choreographies, each group will present its sentence, identify the parts of speech, and present their choreography to the class. Option to choose music for each dance.

 

Closing Reflection

Ask students to explain, using dance vocabulary, how a movement of a peer group expresses a certain part of speech.

 

Ask students to explain why they chose certain movements to express certain parts of speech.

 

 

 

Assessments

Formative

  • Students engage in collaborative discussion about movement choices and parts of speech.

  • Students correctly use dance vocabulary during discussion.

 

Summative

  • Students correctly identify parts of speech and sentence types. 

  • The form and sequence of a group choreography correctly matched the sequence of the assigned sentence. 

  • Movements were correctly performed.

 

 

Differentiation

Acceleration: 

Add layers to the choreographic process to:

  • Include transitions
  • Vary movements to show a clear beginning, middle, and end expressed in terms of movement (as opposed to simply following the order given by the sentence).

Remediation:

As a class, identify the underlined parts of speech and the sentence type and then assign groups to match movements with parts of speech.

 ADDITIONAL RESOURCES

As part of the standards discussion but not standards themselves, the statements below reflect the connection between the choreographic process and the writing process and are interesting to consider while implementing this lesson. 

Fundamentals of Writing  

Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.  

Interact and collaborate with peers and adults to develop and strengthen writing.  

Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience. 

Fundamentals of Communication  

Employ a reciprocal communication process that includes planning, drafting, revising, editing, reviewing, presenting, and reflecting.  

Communicate using style, language, and nonverbal cues appropriate to task, purpose, and audience.  

Use active and attentive communication skills, building on other’s ideas to explore, learn, enjoy, argue, and exchange information.  

Monitor delivery and reception throughout the communication process and adjust approach and strategies as needed.

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

 Ideas contributed and updated by: Melissa Dittmar-Joy and Julie Galle Baggenstoss

 Revised and copyright:  August 2022 @ ArtsNOW

 

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Dancing Differences K-1

DANCING DIFFERENCES

DANCING DIFFERENCES

Learning Description

In this lesson, students will compare and contrast choreographed movement sequences as a precursor to comparing texts. Next, students will apply this strategy to compare two texts.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: DANCE & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify similarities and differences between texts, whether they are dances or written literary works.

  • I can graphically document my observations about similarities and differences between two subjects.

  • I can express in complete sentences my analysis of similarities and differences between two subjects. 

Essential Questions

  • How can movement and dance help your students compare and contrast literature?

 

Georgia Standards

Curriculum Standards

Kindergarten:

ELAGSEKRL9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

ELAGSEKRI1 With prompting and support, ask and answer questions about key details in a text. 

ELAGSEKRI9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures)

ELAGSEKW7 With guidance and support, participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

ELAGSEKSL1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

 

Grade 1:

ELAGSE1RL9 Compare and contrast the adventures and experiences of characters in stories.

ELAGSE1RI1 Ask and answer questions about key details in a text. 

ELAGSE1RI9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). 

ELAGSE1SL1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

 

Arts Standards

Kindergarten:

ESDK.CR.1 Demonstrate an understanding of the choreographic process.

ESDK.CR.2 Demonstrate an understanding of dance as a form of communication

ESDK.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance.

ESDK.RE.1 Demonstrate critical and creative thinking in dance

ESDK.CN.3 Identify connections between dance and other areas of knowledge

Grade 1:

ESD1.CR.1 Demonstrate an understanding of the choreographic process. 

ESD1.CR.2 Demonstrate an understanding of dance as a form of communication

ESD1.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance.

ESD2.CN.3 Identify connections between dance and other areas of knowledge.

 

 

South Carolina Standards

Curriculum Standards

Kindergarten:

K.RL.7.1 With guidance and support, retell a familiar text; identify beginning, middle, and end in a text heard or read. 

K.RL.7.2 Read or listen closely to compare familiar texts

K.RI.7.1 With guidance and support, compare topics or ideas within a thematic or author study heard, read, or viewed.

K.C.1.4 Participate in conversations with varied partners about focused grade level topics and texts in small and large groups

K.C.3.1 Explore how ideas and topics are depicted in a variety of media and formats.

Grade 1: 

1.RL.7.1 Retell text, including beginning, middle, and end; use key details to determine the theme in a text heard or read. 

1.RL.7.2 Read or listen closely to compare and contrast familiar texts and texts in author and genre studies.

1.RI.7.1 Compare and contrast topics or ideas within a thematic or author study heard, read, or viewed. 

1.C.1.1 Explore and create meaning through conversation, drama, questioning, and story-telling.

1.C.3.1 Explore and compare how ideas and topics are depicted in a variety of media and formats.

 

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

Anchor Standard 2: I can choreograph a dance.

Anchor Standard 3: I can perform movements using the dance elements.

Anchor Standard 5: I can describe, analyze, and evaluate a dance.

Anchor Standard 7: I can relate dance to other arts disciplines, content areas, and careers.

 

 

Key Vocabulary

Content Vocabulary

Compare - Search for similarities between two or more subjects

Contrast - Search for differences between two or more subjects

Arts Vocabulary

  • Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers.
  • Choreographer - A person who creates dances. 
  • Tempo - The speed of the movement or music.
  • Level - The vertical distance from the floor that a dancer occupies during a movement 
  • Pathway - The trail a dancer takes in a locomotor movement.
  • Locomotor - Movement that travels from one location to another in a pathway through space
  • Non-locomotor - Movement that occurs without the body traveling from one point to another point.

 

 

Materials

  • Sound source (CD player, iPod) and speakers
  • Audio recording 
  • Stories or literary excerpts 
  • Venn diagram to project for class-wide viewing
  • Printed copies of Venn diagram to distribute for small group work

 

Instructional Design

Opening/Activating Strategy

  • Lead students in a brief warm-up.  As you move, point out what body parts are moving, the tempo (fast/slow), levels (high, medium, low), and pathways (on the ground or in the air). 

 

Work Session

  • Analyzing movement 

    • Students discuss similarities and/or differences in the learned movements while incorporating dance vocabulary in descriptions.
    • Divide class into small groups. 
    • Each group creates a short movement phrase using 3-4 of the movements learned in the warm up. Without other groups knowing, assign each group a quality that they must use when performing their dance, i.e., fast, slow, etc. 
    • Each group performs its dance for peers.
    • As one group performs, peers identify the similarities and differences between the different group dances. These are documented on a Venn diagram. 

    ELA connection

    • Next, present two versions of the same written text to the class and ask them to work in small groups to complete a Venn diagram to document similarities and differences between the texts. 
    • Individually, students write sentences, draw a picture, or prepare an oral presentation to express their findings.
    • Select a few students to present their work and engage classroom discussion by those who support and dissent.

 

Closing Reflection

Ask students to recall creating the Venn diagrams in dance. Ask them what got their attention when they looked for similarities and differences in movement phrases.

 

Ask students to think about creating the Venn diagrams for the written texts. Ask them what got their attention when they looked for similarities and differences in those works.

 

Ask students to compare and contrast the processes of the work they just did, analyzing dances vs. written texts. Is one similar to the other? Is one different from the other?

 

 

Assessments

Formative

  • Students use dance vocabulary while creating dance phrases.
  • Students recorded data using a Venn diagram.
  • Students worked collaboratively.

 

Summative

  • Students created dance sequences according to the aforementioned criteria. 
  • Students identified similarities and differences in the performed choreographic sequences. 
  • Students successfully compared and contrasted the presented written texts.

 

 

Differentiation

Acceleration:

Ask students to partner when creating their dances, taking into consideration the choice to mirror or not to mirror. 

 

Use three texts instead of two.

 

Remediation:

Rather than working in small groups, work as an entire class to create the compare and contrast piece about two dances.

 

Rather than working individually, work in small groups to create the compare and contrast piece about two written texts.

 

ADDITIONAL RESOURCES

Classroom Tips:

  • Clear desks to have an open space. 
  • Be tolerant of noise and excitement but set limits. 
  • Review rules for appropriate audience behavior.   

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

 Ideas contributed and updated by: Melissa Dittmar-Joy

 

Revised and copyright:  August 2022 @ ArtsNOW

 

Back to Modules

Landscapes and Reading 4-5

Landscapes and Reading

LANDSCAPES AND READING

Learning Description

In this lesson, students will create a landscape drawing that includes the various physical features that students identify from a written passage. Students’ landscape drawings will include a background, middleground, and foreground and will demonstrate their understanding of an informational text.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: VISUAL ARTS & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create a landscape that has a background, middle ground, and foreground.
  • I can visually show supporting details from an informational text in my artwork.
  • I can write about my artwork using specific details from my art.

Essential Questions

  • How can I create a landscape that has a background, middle ground, and foreground?
  • How can I visually show supporting details from an informational text in my artwork?
  • How can I write about my artwork using specific details from my art?

 

Georgia Standards

Curriculum Standards

Grade 4:

ELAGSE4RI1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 

ELAGSE4RI2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

ELAGSE4W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

ELAGSE4SL1 Engage effectively in a range of collaborative discussions.

ELAGSE4SL2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Grade 5:

ELAGSE5RI1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 

ELAGSE5RI2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

ELAGSE5W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

ELAGSE5SL1 Engage effectively in a range of collaborative discussions

ELAGSE5SL2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Arts Standards

Grade 4:

VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA4.CR.2 Create works of art based on selected themes. 

VA4.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art. 

VA4.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

VA4.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

Grade 5:

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA5.CR.2 Create works of art based on selected themes. 

VA5.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art.

VA5.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

VA5.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

 

South Carolina Standards

Curriculum Standards

Grade 4:

4.RI.MC.5.1 Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions. 

4.RI.MC.6.1 Summarize multi-paragraph texts using key details to support the central idea. 

4.W.MCC.2.1 Write informative/explanatory texts that: a. introduce a topic clearly; b. use information from multiple print and multimedia sources; b. group related information in paragraphs and sections; d. provide a concluding statement or section related to the information or explanation presented. 

4.C.MC.1.2 Participate in discussions; ask and respond to questions to acquire information concerning a topic, text, or issue.

4.C.MC.3.1 Compare and contrast how ideas and topics are depicted in a variety of media and formats.

Grade 5:

5.RI.MC.5.1 Quote accurately from a text to analyze meaning in and beyond the text. 

5.W.MCC.2.1 Write informative/explanatory texts that: a. introduce a topic clearly; b. use relevant information from multiple print and multimedia sources; c. provide a general observation and focus; d. use precise language and domain-specific vocabulary to inform or explain the topic.

5.C.MC.1.2 Participate in discussions; ask and respond to probing questions to acquire and confirm information concerning a topic, text, or issue.

5.C.MC.3.1 Compare and contrast how ideas and topics are depicted in a variety of media and formats.

Arts Standards

Grade 1:

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Anchor Standard 3: I can improve and complete artistic work using elements and principles.

Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media.

 

Key Vocabulary

Content Vocabulary

Informational text - A text written with the purpose of communicating factual information.

Supporting detail - Information from a text that supports the main idea.

Summary - A condensed version of a larger text that conveys the main idea of the text.

Arts Vocabulary

Landscape - A depiction of a natural scene in art that has a background, middle ground, and foreground.

Background - The part of a landscape that is farthest away.

Middle ground - The part of a landscape that is in the middle of the background and foreground.

Foreground - The part of the landscape that is closest to the viewer.

 

Materials

  • White paper
  • Pencil
  • Colored pencils

 

Instructional Design

Opening/Activating Strategy

  • Have students pair up with a partner. One partner will turn away from the board; the other partner will face the board. Project a landscape painting such as Frederick Edwin Church’s, Heart of the Andes. The partner facing the board should describe the image using as much detail as possible. The partner turned away from the board should draw what his/her partner describes. 
  • All students should look at the image. Have students compare their drawings to the image on the board–How accurate were they? 
  • Explain that in writing, the author must use descriptive language and detail to help the reader understand what they are trying to communicate.

 

Work Session

  • Tell students that they will be creating landscape drawings. Explain that a landscape shows an image of nature that has a background, middle ground, and foreground. 
  • Pass out an informational text to students that describes a geographic location, such as the Appalachian Mountains. Tell students that they should make note of details as they listen and follow along with the text as it is read aloud. Students should annotate the passage as the passage is read aloud. 
    • Ask students to listen for the physical features that are described–mountains, rivers, trees. What animals do they see? What colors stand out to them?
    • Have students compare their annotations with other students in a small group.
    • Go over the details that students identified in the passage as a class. Create a class list of details on the board or on an anchor chart where all students can see the list.
  • Project the parts of a landscape diagram. Tell students that they will be drawing a landscape of the passage that they just read together using pencil and adding detail and color with colored pencils. Remind students that they should have a background, middle ground, and foreground.
  • Students should write a summary of their artwork that includes specific details from the text that are shown in their landscape artwork.
  •  

 

Closing Reflection

  • Conduct a gallery walk so that students can view each other’s interpretations of the landscape described. 
  • Then, show students a photograph of the actual location. Facilitate a discussion around the similarities and differences between their landscape drawings and the actual location.

 

Assessments

Formative

  • Student identification/annotation of details in informational passage
  • Discussion comparing and contrasting photocation of the location with students’ landscapes

 

Summative

  • Student landscape drawing–drawings should show specific details from the text
  • Student written summaries of their landscape drawings

 

Differentiation

Acceleration: Assign students different locations in an area such as a state or a country (science connection–assign different ecosystems, or social studies connection–assign different locations within a state or region being studied). Students should create a landscape from a different ecosystem or location. If students create a landscape based on a location or region, create a large outline of a map and have students place their landscape where it would geographically belong (i.e. coastal versus mountainous).

Remediation

  • Provide students with the reading passage already annotated. Students will still follow along with the reading. 
  • Partner students with stronger readers to read through text for details.
  • Chunk passage into smaller portions, such as paragraphs. Assign students one paragraph to read and annotate.
  • Have students work in small groups to create their landscapes.

Additional Resources

Parts of a landscape diagram

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Katy Betts

Revised and copyright: September 2023 @ ArtsNOW

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Solar System Art 4-5

SOLAR SYSTEM ART

SOLAR SYSTEM ART

Learning Description

Students will get to know the pop artist, Peter Max, by exploring his solar system art posters. Students will create pop art coloring book pages/posters of the information they learn about the solar system. Students will write their information on the pages, creating individual pages or collaborating to create a class coloring book.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: ART & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can make a coloring book or poster inspired by a master pop artist. 
  • I can Identify line, shape, and space in Peter Max’s artwork.
  • I can explain the solar system and science facts through art.

Essential Questions

  • How can we explore our Solar System through creative art projects, specifically a creative coloring book page?
  • What elements of art (line, shape, color, etc.) do you see in Max’s work?

 

Georgia Standards

Curriculum Standards

Grade 4:

S4E1. Obtain, evaluate, and communicate information to compare and contrast the physical attributes of stars and planets. a. Ask questions to compare and contrast technological advances that have changed the amount and type of information on distant objects in the sky. b. Construct an argument on why some stars (including the Earth’s sun) appear to be larger or brighter than others. c. Construct an explanation of the differences between stars and planets. d. Evaluate strengths and limitations of models of our solar system in describing relative size, order, appearance and composition of planets and the sun. 

S4E2. Obtain, evaluate, and communicate information to model the effects of the position and motion of the Earth and the moon in relation to the sun as observed from the Earth. b. Develop a model based on observations to describe the repeating pattern of the phases of the moon (new, crescent, quarter, gibbous, and full). 

Grade 5:

S5E1. Obtain, evaluate, and communicate information to identify surface features on the Earth caused by constructive and/or destructive processes. a. Construct an argument supported by scientific evidence to identify surface features (examples could include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or destructive processes (examples could include deposition, weathering, erosion, and impact of organisms). b. Develop simple interactive models to collect data that illustrate how changes in surface features are/were caused by constructive and/or destructive processes.

Arts Standards

Grade 4:

VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning. a. Utilize multiple approaches to plan works of art incorporating imaginative ideas, universal themes, and symbolic images. b. Apply available resources, tools, and technologies to investigate personal ideas through the process of making works of art. c. Produce multiple prototypes in the planning stages for a work of art (e.g. sketches, 3D models). 

VA4.CR.2 Create works of art based on selected themes. b. Create works of art emphasizing multiple elements of art and/or principles of design.

VA4.CN.1 Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art. a. Recognize the unique contributions of contemporary and/or historical art forms, including Georgia artists. c. Discuss how social, political, and/or cultural events inspire art.

Grade 5:

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning. a. Utilize multiple approaches to plan works of art, incorporating imaginative ideas, universal themes, and symbolic images.  c. Produce multiple prototypes in the planning stages for a work of art (e.g. sketches, 3D models). 

VA5.CR.2 Create works of art based on selected themes. a. Create original works of art that communicate values, opinions, and feelings. b. Create works of art emphasizing multiple elements of art and/or principles of design.

 

South Carolina Standards

Curriculum Standards

Grade 4:

4.E.3A.1 Develop and use models of Earth’s solar system to exemplify the location and order of the planets as they orbit the Sun and the main composition (rock or gas) of the planets. 

4.E.3A.2 Obtain and communicate information to describe how constellations (including Ursa Major, Ursa Minor, and Orion) appear to move from Earth’s perspective throughout the seasons.

Arts Standards

VA.CR.AL.1 I can create, refine, and communicate ideas based on the elements and principles of design and other compositional strategies and structures

VA.CR.IH.2.1 I can use a variety of materials, techniques, or processes in response to an artistic problem.

 

Key Vocabulary

Content Vocabulary

Solar system - A collection of planets and their moons in orbit around a sun.

Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, (Pluto)

Sun - The star around which the earth orbits.

Moon - The natural satellite of a planet.

Star - A fixed luminous point in the night sky.

Astronomy - The study of  the study of objects and matter outside the earth's atmosphere and of their physical and chemical properties.

Arts Vocabulary

Horizon line - A physical/visual boundary where sky separates from land or water. It is the actual height of the viewer's eyes when looking at an object, interior scene, or an exterior scene.

Art media -Tools used to create art like: makers, crayons, colored pencils, oil pastels, etc.

Contemporary art - Art—namely, painting, sculpture, photography, installation, performance, and video art—produced from the last 1960’s to present day.  

Pop art - Art that refers to popular culture.

Coloring books - books with lines and shapes done in black and white to be colored. 

Comics - Magazines with illustrations

Elements of Art:

Color - A way that we describe an object based on the way that it reflects or emits light.

Line - A straight, one-dimensional figure that extends endlessly in both directions.

Shape - the form of an object or its outline, outer boundary, or outer edge.

 

Materials

  • 9” x 12” (or larger) white paper, 
  • Sharpie or black crayon
  • A variety of objects to trace to create circles such as candles, plates, coins, cups, etc.
  • Markers or crayons

 

Instructional Design

Opening/Activating Strategy

  • Begin the lesson by sharing information about POP art which is an art movement that emerged in the United Kingdom and the United States during the mid- to late-1950s. The movement presented a challenge to traditions of fine art by including imagery from popular and mass culture, such as advertising, comic books and mass-produced cultural objects.
  • Students will look at coloring book pages and the contemporary art works of Peter Max, Perry Milou, Kenny Scharf, Andy Warhol and Roy Lichtenstein. 
  • Ask students what they notice about the illustrations.
  • Introduce the visual art vocabulary as it comes up in the group discussion. 

 

Work Session

  • Students will create their own POP art inspired coloring book posters that will show what they know about the solar system! They can even make it an Earth Day poster.

Ideas to share: 

  • Our solar system formed 4.6 billion years ago. 
  • A solar system includes a star (in our case the Sun) and all objects that orbit around it. 
  • The sun contains 99.86% of all of the solar system’s known mass. 
  • There are 8 planets in our solar system. 
  • Neptune was the last planet to be discovered. 
  • Saturn’s ring particles are made almost entirely of water ice particles. 
  • Jupiter is the biggest and heaviest planet in our solar system. 
  • Earth is the only known planet that has oceans (as far as we know for now).

Teachers will share pertinent information from their grade level standards.

 

  • Students will showcase the solar system, including the Sun and include any of the planets they chose to research such as Mercury, Venus, Earth, Mars, Juniper, Saturn, Uranus, or Neptune. They may also include a variety of stars, asteroids, or a galaxy or planet of their own creation while being inspired by the works of Peter Max and other pop artists. 
  1. Using a straight edge draw a horizontal line across your paper. (Horizon Line) Next, using a large circle template, draw the sun as a semicircle that touches the horizon line.
  2. Using a variety of sizes of circles, trace the planets, orbiting in the space above the sun and horizon line. You may choose to include all 8 or make them larger scale and just show a few. Be sure to consider the size of each in relationship to one another.
  3. Next, sketch in creative details of your own such as sun rays, asteroids, spaceships, astronauts, or other stars. You may choose to draw an environment below the horizon line such as seen in this example by Peter Max. Is the point of view from the moon? On the space station? Or a newly “discovered” planet. Are there people on that planet? Mountains? Water?
  4. Add any public messages or words to your poster in large letters.
  5. After you are finished with your drawing, outline in black crayon or sharpie.

 

Closing Reflection

There are several creative ways to complete this project:

  • Have students put their works together and create class coloring books to share
  • Have students share their works to collaboratively color in while sharing what they know 
  • Hang the posters in the hallway for others to color and learn by doing. 

Since art is the most authentic assessment tool, students will be reflecting on their science learning while creating their artistic coloring book pages/posters.

 

Assessments

Formative

  • Engage students in one-on-one or group in-process critiques to gauge student progress and understanding. Teachers will be able to see immediately what solar system information students have retained via their art.

 

Summative

Student reflections will gauge student mastery of the standards. Specifically, students will be able to talk about artworks of master pop artists, explain what pop art is, and use this art to showcase their specific learning in the sciences. Students will understand and apply media, techniques, and processes of 2d art using art materials in a safe and appropriate manner to develop skills. The teacher will use art as an authentic assessment tool, seeing how well students filled the space in their art and how effective they were in creating solar system coloring book pages and/or posters. As others color these in, the student’s new knowledge will be shared.

 

Differentiation

Acceleration: 

Students can play with line quality and use a variety of drawing pens to add thin and thick lines around each of their drawings. Students can stipple dots in to create a gradation of shade. 

Students can create their own coloring books as opposed to only creating a page of a collaborative book. Students can create their own imaginative version of their science facts via these outlined drawings bringing in literacy and storytelling standards.

Remediation: 

Students can trace pages of actual scientific / astrology books to help them create their own coloring book page. Remind students that a closed line makes a shape so they can focus on creating the circles to make their planets, stars and suns.

 ADDITIONAL RESOURCES

Look at the works of Andy Warhol, Annie Leibovitz and Norman Rockwell via the Art of Nasa program: 

https://www.themarginalian.org/2013/08/29/nasa-art-program/ 

“Peter Max.” Artsy, www.artsy.net/search?term=peter+max. Accessed 28 June 2023. 

“Make Every Day Earth Day!” Peter Max Store, petermax.com/collections/all/products/make-every-day-earth-day. Accessed 28 June 2023. 

Crawford, Matt. “Sneak Peak: The Official Outside Lands 2013 Poster.” SF Station | San Francisco’s City Guide, 17 Dec. 2016, www.sfstation.com/2013/08/08/sneak-peak-the-official-outside-lands-2013-poster/. 

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

 Ideas contributed by:  Debi West

Revised and copyright:  August 2022 @ ArtsNOW

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