Mobiles & Story Elements

Mobiles & Story Elements

MOBILES AND STORY ELEMENTS

Learning Description

In this lesson, students will create a mobile sculpture inspired by the artist, Alexander Calder, to show the elements of a story.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: VISUAL ARTSE & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create a mobile sculpture inspired by the artist, Alexander Calder, that illustrates the elements of a story.

Essential Questions

  • How can I demonstrate my understanding of the elements of a story through a mobile sculpture?

 

Georgia Standards

Curriculum Standards

Grade 2:

ELAGSE2RL1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

ELAGSE2RL5 Describe the overall structure of a story including describing how the beginning introduces the story, the middle provides major events and challenges, and the ending concludes the action.

ELAGSE2RL7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

ELAGSE2SL1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

ELAGSE2SL2 Recount or describe key ideas or details from written texts read aloud or information presented orally or through other media.

Grade 3:

ELAGSE3RL1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 

ELAGSE3RL7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

ELAGSE3SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

ELAGSE3SL2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Arts Standards

Grade 2:

VA2.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning. 

VA2.CR.2 Create works of art based on selected themes. 

VA2.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA2.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy.

VA2.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

Grade 3:

VA3.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA3.CR.2 Create works of art based on selected themes. 

VA3.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art. 

VA3.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.

VA3.CN.1 Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art.

 

South Carolina Standards

Curriculum Standards

Grade 2:

2.I.1.1 Ask self-generated questions that lead to group conversations, explorations, and investigations. 

2.RL.MC.6.1 Use information gained from illustrations and words in a print or multimedia text to demonstrate understanding of its characters, setting, or plot. 

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

2.C.MC.1.5 Explain personal ideas and build on the ideas of others by responding and relating to comments made in multiple exchanges. 

2.W.RC.6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain-specific tasks, and for a variety of purposes and audiences.

Grade 3:

3.I.1.1 Formulate questions to focus thinking on an idea to narrow and direct further inquiry. 

3.RL.MC.1 Use text evidence to: a. describe characters’ traits, motivations, and feelings and explain how their actions contribute to the development of the plot; and  b. explain the influence of cultural and historical context on characters, setting, and plot development.

3.C.MC.1.1 Explore and create meaning through conversation and interaction with peers and adults. 

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

3.W.RC.6.1 Write routinely and persevere in writing tasks

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

Character - A person, figure, or animal depicted in literature.

Setting - When and where a story takes place.

Plot - The main events of the story.

Summary - A brief description of a passage that captures the main idea.

Main idea - The central idea or theme of a story.

Detail - Information from the passage that supports the main idea.

Arts Vocabulary

Shape - One of the seven elements of art; a two-dimensional object that can be geometric, organic, or free-form.

Form - One of the seven elements of art; a three-dimensional object that can be geometric, organic, or free-form.

Sculpture - An art form that shows the element of form.

Mobile - A hanging sculpture that has moving parts.

 

Materials

  • Paper plates
  • Markers/colored pencils
  • Plain white paper
  • Yarn/string
  • Paper clips
  • Scissors

 

Instructional Design

Opening/Activating Strategy

  • Show the students Alexander Calder’s sculpture, Mariposa (Butterfly), on a screen. Do not show them the title of the artwork. Have students go through the See, Think, Wonder strategy to engage with the image.
  • Tell students that the name of the sculpture is Mariposa (Butterfly). Ask students if they can see the butterfly in the sculpture.

 

Work Session

  • Explain to the students that this sculpture shows the following elements of art: shape, line, and form. Explain that sculpture is three-dimensional art. The pieces of the sculpture are made up of free-form shapes and lines. Show students the different types of shapes in art: organic, free-form, and geometric.
  • Tell students that you are going to read them a story. Students should listen for details that tell about the character(s) and setting of the story. As you read, students should raise their hands whenever they hear a detail about the character(s) or setting. Pause as you read to allow students to share their details. Create a list of details on the board. 
  • At the end of the story, ask students to summarize the story. Students should identify the beginning, middle, and end of the story. 
  • Explain to students that they are going to create a sculpture like the one they looked at at the beginning of class, Mariposa, by Alexander Calder. 
  • Students should draw the setting of the story on their paper plate. 
  • Then, demonstrate to students how to draw a spiral on their paper plate, starting at the middle and spiraling outward. Students will then cut along the spiral.
  • Next, students will draw images/symbols on plain white paper to represent the character(s) and the beginning, middle, and end of the story. Students should cut these out.
  • Students will tie yarn or string to the spiral that they cut out of the paper plate and attach the symbols for the beginning, middle, and end of the story to the yarn or string. Students should place the symbols in sequential order. On the back of the symbols, students should summarize the beginning, middle, and end of the story. 
  • Students will attach a paper clip to the center of the spiral to hang the sculpture.

Closing Reflection

  • In small groups, have students compare and contrast their artwork to the illustrations in the book. What are the similarities and differences between the way the illustrator communicated meaning and the way students communicated meaning? 
  • Students should conclude by writing an artist statement that says what they are most proud of in their artwork, their names as artists, and what symbols they chose to show in their artwork.

 

Assessments

Formative

  • See, Think, Wonder strategy analyzing Calder’s, Mariposa (Butterfly) - students should be able to use visual evidence to support reasoning
  • Students’ identification of the character(s)
  • Students’ identification of the setting
  • Students’ identification of the beginning, middle, and end of the story

 

Summative

  • Students’ mobiles that show the character(s), setting, and beginning, middle, and end of the story
  • Students’ summaries of the beginning, middle, and end of the story

 

Differentiation

Acceleration: Have students retell the story to each other using their mobiles as a visual aid. Students should then compare and contrast their use of symbols to communicate meaning.

Remediation: Have students work in groups. Each member is assigned one part of the story to illustrate for their group’s mobile–beginning, middle, or end. Students will combine their work to create one piece of art. Students will work together to retell the story using their mobile.

Additional Resources

Mobiles and Story Elements

Types of Shapes

*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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Communicating Through Self Portraits

Communicating through Self-Portraits

COMMUNICATING THROUGH SELF PORTRAITS

Learning Description

In this lesson, students will use symbolism and imagery to create a self portrait. Students will support their work by writing about their art.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: VISUAL ARTS & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can communicate meaning about myself using symbols and imagery.
  • I can create a self-portrait using accurate proportions.

Essential Questions

  • How can I communicate meaning about myself using symbols and imagery?
  • How can I use proportions to create a self-portrait?

 

Georgia Standards

Curriculum Standards

Grade 2:

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

ELAGSE2RI2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

ELAGSE2W3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

ELAGSE2SL1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

ELAGSE2SL2 Recount or describe key ideas or details from written texts read aloud or information presented orally or through other media.

ELAGSE2SL6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Grade 3:

ELAGSE3RI1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 

ELAGSE3RI2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

ELAGSE3RI7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

ELAGSE3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

ELAGSE3SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

ELAGSE3SL2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Arts Standards

Grade 2:

VA2.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning. 

VA2.CR.2 Create works of art based on selected themes. 

VA2.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA2.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy.

VA2.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

Grade 3:

VA3.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA3.CR.2 Create works of art based on selected themes. 

VA3.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art. 

VA3.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.

VA3.CN.1 Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art.

 

South Carolina Standards

Curriculum Standards

Grade 2:

2.I.1.1 Ask self-generated questions that lead to group conversations, explorations, and investigations. 

2.I.2.1 Engage in daily exploration to formulate questions from texts and personal experiences; generate possible explanations and consider alternatives. 

2.RI.5.1 Ask and answer literal and inferential questions to demonstrate understanding of a text; use specific details to make inferences and draw conclusions in texts heard or read.   2.RI.5.2 Make predictions before and during reading; confirm or modify thinking.

2.RI.6.1 Retell the central idea and key details from multi-paragraph texts; summarize the text by stating the topic of each paragraph heard, read, or viewed. 

2.W.3.2 Plan, revise, and edit, focusing on a topic while building on personal ideas and the ideas of others to strengthen writing.

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

Main idea - The central message of a text.

Supporting details - Information in a text that supports the main idea.

Personal narrative - Writing that expresses real or imagined personal experiences.

Arts Vocabulary

Self-portrait - A visual representation of oneself.

Proportions - How one thing relates to another in terms of size.

Symbols - An image that communicates meaning.

Background/negative space - The area around the subject of an artwork.

 

Materials

  • Pencils
  • Crayons/colored pencils/markers
  • White paper

 

Instructional Design

Opening/Activating Strategy

  • Show students the image, Self Portrait with Monkeys, by Frida Kahlo, without the artist’s name or name of the artwork visible. Lead students through the See, Think, Wonder strategy. Students should collaborate in small groups and share their responses.
  • Show students the title of the artwork, artist’s name, and year it was made. Explain that Frida Kahlo often included symbols and imagery that represented important things to her in her artwork, such as her pet monkeys and her Mexican heritage. 
  • Ask students what a symbol is. Provide examples such as a heart, and explain that symbols are images that communicate meaning.

 

Work Session

  • Explain that Frida Kahlo is a very famous artist who had polio as a child and was later in an accident that limited the activities that she could do. She had to use her imagination and what she knew about the world around her to create her artwork. 
  • Read the book, Frida’s Animalitos, to students (read aloud version). 
  • Ask students to identify the main idea or theme of the text and the supporting details (answers might include that circumstances in life don’t have to determine what we choose to do or citing that Frida continued to paint despite her illness and accident).
  • Explain to students that they will be creating a self portrait that includes symbols and imagery that represents important things about themselves. 
  • Show students the proportions of the face. Have students use this as a guide to draw their own faces on plane white paper. Have students add color and details to their self-portraits.
  • Next, go back to Self Portrait with Monkeys by Frida Kahlo. Remind students that Frida Kahlo included symbols and imagery that were important to her in her artwork like her pet monkeys. Ask students to brainstorm 3-4 things that they would like to include in the negative space/background of their artwork. Have a few students share their ideas with the class.
  • Students will then use symbols and imagery to represent things in the area around their portrait (background/negative space).
  • Students will write a response to the following prompt in complete sentences when they complete their self-portrait: What does your self portrait communicate about you? Student responses should include a topic sentence and supporting details that state the symbols they chose and why they chose them.

 

Closing Reflection

Have students get in groups of 3-4. Students should take turns showing their self-portraits and explaining the imagery that they used and why they chose it.

 

Assessments

Formative

  • Class discussion around Frida Kahlo’s self portrait and symbolism to check for understanding
  • Class discussion around the main idea in the book, Frida Kahlo’s Animalitos.

 

Summative

  • Self portrait
  • Written response

 

Differentiation

Acceleration

  • Ask students to write a personal narrative (one paragraph in length) about one of the symbols that they included. 
  • Have students trade self-portraits and write an interpretation of their partner’s self-portrait based on the symbols that their partner included.

Remediation

  • Allow students to provide an oral explanation of the symbols that they chose and why they chose them rather than writing them down. 
  • Reduce the number of symbols that students should include in their self portrait to two.

Additional Resources

*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

Back to Modules

Module 2:
States of Matter

STATES OF MATTER

States of Matter

Module Description

In this series of STEAM activities, students will use movement and visual arts to investigate the properties of matter. Students will begin by having fun moving and generating choreography to understand the different states of matter. Emphasizing multiple learning styles will allow students to explore concepts in a different, innovative way. Students will also look at works of art identifying the states of matter, create drawings illustrating states of matter, and then animate their illustrations integrating the use of the iPad app Chatterpix.

MODULE DOWNLOADS

Elements of Art and Principles of Design

Rubric States of Matter

Learning Targets

“I Can…”

  • Use the fine arts to investigate the properties of matter
  • Observe and analyze artwork that illustrates different states of matter
  • Create original illustrations of the different states of matter
  • Animate my drawings using the Chatterpix app
  • Compare and contrast the different states of matter by using movement

Essential Questions

  • How can movement enhance my understanding of the various states of matter?
  • How can I animate my visual artwork to explain how the properties of matter interact with one another?

Curriculum Standards

GA Performance Standards:

S2CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

S2CS5. Students will communicate scientific ideas and activities clearly.

S2P1. Students will investigate the properties of matter and changes that occur in objects.

  1. Identify the three common states of matter as solid, liquid, or gas.

National Standards:

2.P.2.1. Understand properties of solids and liquids and the changes they undergo.

Arts Standards

GA Performance Standards:

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

VA2MC.1. Engages in the creative process to generate and visualize ideas.

VA2MC.3. Selects and uses subject matter, symbols, and ideas to communicate meaning.

VA2CU.2. Views and discusses selected artworks.

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.

National Standards:

Visual Arts

VA:Cr1.1.2. Make art or design with various materials and tools to explore personal interests, questions, and curiosity.

VA:Pr.4.1.2. Categorize artwork based on a theme or concept for an exhibit.

Dance

DA:Cr1.1.2. a. Explore movement inspired by a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance, experiences) and suggest additional sources for movement ideas.

Content Vocabulary

  • Investigate: Carry out research or study into a subject, typically one in a scientific field, so as to discover facts or information.
  • Properties: Frequently used to describe the attributes or traits of a substance. These properties are used to understand how a substance behaves in different situations.
  • Matter: Physical substance in general, as distinct from mind and spirit; (in physics) that which occupies space and possesses rest mass, especially as distinct from energy.
  • Liquid: In the liquid phase, the particles of a substance have more kinetic energy than those in a solid. The liquid particles are not held in a regular arrangement, but are still very close to each other so liquids have a definite volume.
  • Solid: In a solid, particles are packed tightly together so they are unable to move about very much. Particles of a solid have very low kinetic energy.
  • Gas: Particles have a great deal of space between them and have high kinetic energy.

Arts Vocabulary

Dance Arts

  • Locomotor movement: Movement that moves through space.
  • Non-locomotor movement: Movement that does not move through space.
  • Segue: A series of movements.
  • Pattern: A repeating sequence.
  • Sustained: A quality of movement that is smooth and unaccented; there is no apparent start or stop, only a continuity of energy.
  • Percussive: A quality of movement characterized by sharp starts and stops; staccato jabs of energy.
  • Vibratory: A quality of movement characterized by rapidly repeated bursts of percussive movements; like a jitter.
  • 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.
  • 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.
  • Tempo: The pace or speed of movement.

Visual Arts

  • Illustration: Is a decoration, interpretation or visual explanation of a text, concept or process, designed for integration in published media, such as posters, flyers, magazines, books, teaching materials, animations, videogames and films.
  • Animation: Is the process of making the illusion of motion and the illusion of change.
  • Elements of Art: https://www.getty.edu/education/teachers/building_lessons/elements_art.pdf

Formative Assessment

  • Evaluate student knowledge based on class movement activity and discussion.
  • Evaluate student knowledge based on student illustrations.
  • Anecdotal notes during students’ immersion in the art activities.

Summative Assessment

  • Students must be able to identify the state of matter, when performed.

    • Students must be able to compare and contrast the various states of matter and describe the properties present in each state.

  • Students could write the pattern as each group performs and submit for additional assessment.
  • Student illustrations of the various states of matter.
  • Students will use informational writing and voice animation to show their understanding of the states of matter.

Materials

Dance Arts:
Music/sound source (CD player, iPod, MP3, computer speakers, etc.)
Cogni-tiles (or make your own using poster board/large paper and markers)

Visual Arts:
8.5 x 11 drawing paper ( 3 sheets per student)
Pencils
Colored pencils, crayons or markers
iPad with Chatterpix app

Movement - Activating Strategy

  • The Name Game: Direct the class to form a circle.
  • Pick a person to go first and have them say their name while making a movement or gesture to accompany their name.
  • The circle then collectively repeats the person's name and gesture.
  • Continue with the next person stating their name and making a gesture.
  • The circle repeats the new person's name and gesture.
  • Then, starting with the person of origin, repeat all the names and gestures shared to that point.
  • Continue until everyone in the circle has been included.

Main Activity

Part 1

  • Identify movements from the name game that were locomotor and non-locomotor.
  • Divide participants into smaller groups, assigning locomotor or non-locomotor movements to each group.
  • Create a movement phrase using 4 movements.
  • Perform for whole group.
  • Identify movement type (locomotor/non-locomotor) of each group and place on chart and/or graph.

Part 2

  • Discuss the 3 states of matter (solid, liquid and gas).
  • Explore each state of matter by first exploring tempo (speed) of atoms moving in each state: solid, liquid, or gas.
  • Then explore how each state moves paying careful attention to the movement quality that fits best for each state (sustained, percussive, vibratory, swinging, or suspended).
  • Then explore how the formations of dancers may change when depicting each state.
  • Divide into groups and assign each group two different states of matter (solid, liquid or gas).
  • Create a movement phrase that will represent how atoms move in one state and then to the other state, demonstrating understanding of both states of matter.
  • Perform for the group, while audience members observe and make notes about the performance.
  • After each group has performed, audience members will identify the group’s state, offering rationale for their identification.

Visual Arts - Activating Strategy

Visual Arts - Main Activity

Part 1

  • Introduce students to the project. They will be creating drawings illustrating the states of matter: Liquid, Solid, and Gas. Instruct students to make careful design choices. Review the Elements of Art. (see Appendix)
  • Allow students time to brainstorm ideas for their drawings.
  • Instruct students to create drawings, working first in pencil before adding color.

Part 2

  • Introduce students to the Chatterpix app. Check out this link: https://www.fractuslearning.com/2014/10/23/classroom-fun-chatterpix/
  • Explain to the students that they will be giving their drawings a voice through animation.
  • Give students time to write a brief script for each drawing. You only have 30 seconds to record!
  • These animations can be pieced together in iMovie, emailed out to parents or played directly from an iPad.
  • Students can share their pieces of art in a whole group interactive gallery setting as well.

Reflection Questions

  • How did engaging in the arts support and build upon your understanding of the states of matter?
  • How did you decide what to draw to symbolize each of the states of matter?
  • How are the images related? Let’s compare and contrast them. ( Ex: ice, water, steam)

Additional Resources & Extension Activities

Technology Extension

Technology Resources

Appendix

  • Elements of Art & Principles of Design
  • State of Matter Rubric
Back to Modules

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!

PROJECT DOWNLOADS

Download Project

Painting to the Beat Rubric

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

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

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.

PROJECT DOWNLOADS

Download Project

Peace in Motion Rubric

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

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

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.

PROJECT DOWNLOADS

Download Project

Peace in Motion Rubric

Lab Recording Sheet

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

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

Grade 2: Feeling the Motion Through Force

Additional Resources

Websites

Virtual Fieldtrips

Back to Units

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.

PROJECT DOWNLOADS

Download Project

Living Through the Life Cycles with Drama Rubric

Blank Life Cycle Graphic Organizer

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

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

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.

PROJECT DOWNLOADS

Download Project

Cycling Cylorama Rubric

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

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

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.

PROJECT DOWNLOADS

Download Project

The Giving Tree Life Cycle Rubric

4 Part Story Book Sheet

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

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

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.

PROJECT DOWNLOADS

Download Project

Terrarium Time Rubric

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

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

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

Additional Videos

Human Paragraph

Physicalizing a Thinking Chart

Board Game

Tableau/Human Paragraph

Dramatization

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