HABITATS & ANIMAL ADAPTATIONS: GEORGIA REGIONS LANDSCAPE 3

GEORGIA REGIONS LANDSCAPE

HABITATS & ANIMAL ADAPTATIONS: GEORGIA REGIONS LANDSCAPE

Learning Description

In this lesson, students will complete a landscape painting demonstrating their understanding of Georgia’s habitats that incorporates the art techniques of the painter Vincent Van Gogh.

 

Learning Targets

GRADE BAND: 3
CONTENT FOCUS: VISUAL ARTS & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can differentiate between plants, animals, and habitats found within Georgia’s geographic regions.
  • I can create a landscape artwork in the style of Vincent Van Gogh that shows components of Georgia’s habitats.

Essential Questions

  • What is the difference between the plants, animals, and habitats found within Georgia’s geographic regions?
  • How can I create a landscape artwork inspired by the artist, Vincent Van Gogh, to demonstrate my understanding of the different habitats in Georgia?

 

Georgia Standards

Curriculum Standards

S3L1. Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.

a. Ask questions to differentiate between plants, animals, and habitats found within Georgia’s geographic regions.

b. Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.

c. Use evidence to construct an explanation of why some organisms can thrive in one habitat and not in another.

Arts Standards

VA3.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.c. Produce multiple prototypes in the planning stages for a work of art (e.g. sketches, 3D models).

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

b. Create works of art emphasizing multiple elements of art and/or principles of design.

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

a. Develop drawings and paintings with a variety of media (e.g. pencil, crayon, pastel, tempera, watercolor).

d. Develop and apply an understanding of color schemes to create works of 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.

b. Use art terminology with emphasis on the elements of art and/or principles of design.

 

South Carolina Standards

Curriculum Standards

3-LS4-2. Use evidence to construct an explanation for how the variations in traits among individuals of the same species may provide advantages in surviving and producing offspring.

3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can thrive, struggle to survive, or fail to survive.

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 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Region - An area of land that is defined by certain characteristics that differentiate one region from another
  • Habitat - A specialized ecological niche or environment in which a particular species or community of organisms resides
  • Organism - A living thing, like an animal, plant, fungus, bacterium, or protist
  • Adaptation - How organisms change or adjust to new conditions
  • Camouflage - An adaptation by which an organism visually blends into its surroundings by virtue of its shapes, patterns, and coloring.
  • Hibernation - A state of deep inactivity and metabolic slowdown that some animals enter during cold or unfavorable environmental conditions, typically in winter
  • Migration - The seasonal movement of animals or people from one region to another, usually in search of better living conditions, food, or a more favorable climate
  • Traits - The specific features that make each living thing unique
  • Environment - All external conditions, influences, and factors that affect and interact with living organisms

Arts Vocabulary

  • Texture - How something feels or looks like it feels
  • Line - A mark connecting two points
  • Landscape - A type of visual art that depicts natural scenery such as mountains, forests, rivers, valleys, or oceans
  • Background - The area of a landscape that is farthest from the viewer
  • Middle ground - The area of a landscape between the background and the foreground
  • Foreground - The area of a landscape that is closest to the viewer

 

Materials

Black and white landscape illustration showing labeled areas:

 

Instructional Design

Opening/Activating Strategy

  • Teacher will show students a picture of Van Gogh’s painting, “Starry Night”.
  • Ask students to work collaboratively to engage in the See, Think, Wonder Artful Thinking Routine.
    • First, students will identify what they see in the image. Emphasize that they should make objective observations about the image (i.e. physical features, colors, textures, etc.).
    • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the image.
    • Finally, ask students what they wonder about the image.
  • Facilitate a class-wide discussion around students’ observations, inferences, and questions.
  • Ask students what types of animals and plants they think might live in the environment.

Work Session

  • Show students one of the videos about Van Gogh and his painting style and techniques. Discuss with students how he used short lines in his brush strokes.
  • Show students a diagram of a landscape with a foreground, middle ground, and background (see below).

Black and white landscape illustration showing labeled areas:

  • Ask students to identify where they see the background, middle ground, and foreground in “Starry Night”.
  • Tell students that they will be making landscape artwork in the style of Vincent Van Gogh to demonstrate their understanding of Georgia’s habitats.
  • Review the components of the Georgia regions (plants, trees, body of water, animals, etc.) by reading a nonfiction text about the regions of Georgia.
  • Students will then select one of the regions of Georgia (Appalachian Plateau, Valley and Ridge, Blue Ridge, Piedmont, and Coastal Plains) and create a sketch of the landscape for that region either on plain white paper or in their STEAM journals.
    • Students should be sure to include plants, trees, body of water, animals, etc. that they would see in that habitat.
  • Once they have drawn their initial plan, students will lightly sketch out their landscape on watercolor paper or mixed media paper.
  • Students will then add details and color using marks and lines in the style of Van Gogh with crayon or oil pastel.
  • Finally, students will paint over their landscape using watercolors. The crayons or oil pastels will “resist” the watercolor.

Closing Reflection

  • Students will share their paintings with the class, and the students in the class will try to determine which Georgia region is being depicted in the painting based on what is shown in the painting.
  • Students will also share which art techniques they used in their paintings.

Optional: Create a large outline of the state of Georgia to display on the wall. Display students’ artwork in the geographical region represented on the map.

 

Assessments

Formative

  • Teachers will assess students' learning through:
    • Questioning and observations of students' responses to artwork analysis and the regions of Georgia.
    • Students’ planning for their landscape artwork.

Summative

  • Students will ensure that they included each aspect of the checklist in their painting–Checklist:
    • Artwork includes the components of a landscape (foreground, middle ground, and background)
    • Artwork contains animals, trees, and plants that would be evident in their habitat
    • Artwork incorporates techniques used by Van Gogh

 

Differentiation 

Accelerated: 

  • Students can recreate their landscape using a different art medium (tempera paint, model magic on tag board, etc.)
  • Students can write an informational description of what they showed in their artwork and how they used Van Gogh’s techniques in their artwork.

Remedial:

  • Students can use an alternate medium such as collage or drawing.
  • Students can work with a partner and/or use a smaller sized paper.
  • Teachers can pre-label paper with parts of a landscape (foreground, middle ground, and background).

 

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: SAIL Grant Teacher Leaders, Shannon Green

*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.

Revised and copyright:  June 2025 @ ArtsNOW

 

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HABITATS & ANIMAL ADAPTATIONS: CREEPY CREATIVE CREATURE HABITATS 3

CREEPY CREATIVE CREATURE HABITATS

HABITATS & ANIMAL ADAPTATIONS: CREEPY CREATIVE CREATURE HABITATS

Learning Description

In this lesson, students will build on prior knowledge of animal adaptations by creating a habitat for an imaginary creature using found objects from nature.

 

Learning Targets

GRADE BAND: 3
CONTENT FOCUS: VISUAL ARTS & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify the inherited traits of my creature and explain how it adapted to survive and thrive in its habitat.
  • I can use found objects as my materials to make art.
  • I can use elements of art to construct an artwork.

Essential Questions

  • What traits do organisms inherit from their parents?
  • How have animals adapted to survive and thrive in their habitats?
  • What environmental factors might affect an animal’s survival?

 

Georgia Standards

Curriculum Standards

S3L1. Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.
a. Ask questions to differentiate between plants, animals, and habitats found within Georgia’s geographic regions.
b. Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.
c. Use evidence to construct an explanation of why some organisms can thrive in one habitat and not in another.

Arts Standards

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

 

South Carolina Standards

Curriculum Standards

3-LS4-2. Use evidence to construct an explanation for how the variations in traits among individuals of the same species may provide advantages in surviving and producing offspring.
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can thrive, struggle to survive, or fail to survive.

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 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Habitat - A specialized ecological niche or environment in which a particular species or community of organisms resides
  • Organism - A living thing, like an animal, plant, fungus, bacterium, or protist
  • Adaptation - How organisms change or adjust to new conditions
  • Terrestrial - Related to land
  • Aquatic - Related to water
  • Offspring - The young of a living thing
  • Traits - The specific features that make each living thing unique
  • Environment - All external conditions, influences, and factors that affect and interact with living organisms

Arts Vocabulary

  • Assemblage - A three-dimensional art form that involves creating a piece of art by assembling and arranging a variety of objects and materials, often nontraditional or found items, into one piece
  • Texture - One of the elements of art; how something feels or looks like it feels
  • Line - One of the elements of art; the path of a moving point
  • Shape - One of the elements of art; a two-dimensional object
  • Form - One of the elements of art; a three-dimensional object
  • Color - One of the elements of art; color is reflected or absorbed light; color can be organized into different categories such as primary, secondary, and neutral


Materials

  • Liquid glue
  • Small and large paint brushes
  • Found objects from nature (can be collected on the nature walk) and/or various collage materials, such as yarn, paper, foil, cardboard, etc.
  • Cardstock or cardboard for the artwork
  • Rubric/checklist
  • Planning sheet
  • Examples of artwork by Andy Goldsworthy


Instructional Design

Opening/Activating Strategy

  • The teacher will share images of found art and nature art. Example artist is Andy Goldsworthy.
    • As a group, students will identify things that they recognize in the artwork and try to infer how the artist made the artwork.
    • Help students identify the Elements of Art such as lines, textures, shapes, and forms in the artwork.
    • Help students see how the artist used things from nature to create something new.
    • Explain to students that they are looking at examples of an “Assemblage”. An assemblage is a three-dimensional art form that involves creating a piece of art by assembling and arranging a variety of objects and materials, often nontraditional or found items, into one piece.

Work Session

Teacher note: Prior to this lesson, students should have completed their creatures using the planning sheet for their habitat.

  • In small groups, students will share their creature’s physical traits and will explain how these allow the creature to adapt within an environment.
    • Students should brainstorm ideas for habitats of their “creatures”.
  • Explain to students that they will be going on a nature walk to collect materials to make their creatures and their habitats.
  • Have students create a planning sketch of their creature in its habitat in their STEAM journals or on blank paper.
  • Take students on a nature walk to collect items for their habitat assemblage artwork (alternative: use collage materials).
  • After the nature walk, students will review their planning sheet to help with their habitat assemblages. They will use the rubric/checklist as a guide.
  • Show students techniques with applying liquid glue using a paint brush or sponge and assembling their found items together.
  • Allow students time to create their creatures and habitats using their materials.
  • Finally, students should write an informational paragraph to display with their artwork. Their paragraphs should include:
    • How they made their creature and habitat art
    • How their creature would thrive in their habitat art
    • At least two science content terms and explanation of how they showed them in their artwork
    • At least two art terms and explanation of how they showed them in their artwork

Once completed, students will take a “gallery walk” to see the habitat assemblages.

Closing Reflection

  • In small groups, students will share their assemblages. They will explain how they depicted their creature’s needs, such as water, shelter, and food, in their habitat. Further, they will share why their creature would thrive in this habitat.
  • Have a whole-class discussion asking the following question:
    • Where did you see evidence of the elements of art during your gallery walk (line, shape, form, color, and texture)? Relate this to science content. For example, “Genesis used small pebbles in a curved line to show a stream in her habitat”.

Finally, have students reflect on how their creatures and habitats changed from the planning phase to the creation phase of the project.


Assessments

Formative

The teacher will assess students’ understanding through: students’ planning sheets and conferring with students as they work on the project. For example, the teacher will provide feedback on the understanding shown on the planning sheet prior to students moving to the next step (creating habitats, for example).

Summative

The rubric/checklist will be used by the student and teacher to assess each portion of the project.


Differentiation

Accelerated: 

  • Students can create a three-dimensional sculpture of their creatures and habitats instead of a two-dimensional assemblage.
  • Students can create a soundscape for their habitat using body percussion, found sound, or technology.

Remedial:

Allow students to use differentiated planning sheet - page 2.

 

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Angela Stringer

*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.

Revised and copyright:  June 2025 @ ArtsNOW

 

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CREATIVE EXPRESSIONS IN MULTIPLICATION: ARRAY SCULPTURES 3

ARRAY SCULPTURES

CREATIVE EXPRESSIONS IN MULTIPLICATION: ARRAY SCULPTURES

Learning Description

This lesson combines creativity with math, reinforcing students' multiplication skills while engaging them in hands-on art creation inspired by Ugo Rondinone's sculpture "Seven Magic Mountains".

 

Learning Targets

GRADE BAND: 3
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create an array to represent a multiplication problem.
  • I can explain how arrays show the relationship between multiplication and repeated addition.
  • I can design a sculpture using arrays as the foundation of my structure.
  • I can apply creativity to build a balanced and colorful sculpture inspired by "Seven Magic Mountains."

Essential Questions

  • How do we multiply two two-digit numbers together?
  • How can creating arrays help us understand multiplication?
  • In what ways can art be used to show math concepts?
  • How can I apply color and design to build a visually appealing sculpture?

 

Georgia Standards

Curriculum Standards

3.PAR.3.6 Solve practical, relevant problems involving multiplication and division within 100 using part-whole strategies, visual representations, and/or concrete models.

Arts Standards

VA3.CR.2 Create works of art based on selected themes.
VA3.CR.4 Understand and apply media, techniques, processes, and concepts of three-dimensional art.
VA3.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

 

South Carolina Standards

Curriculum Standards

3.NSBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10 – 90, using knowledge of place value and properties of operations.

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. 

 

Key Vocabulary

Content Vocabulary

  • Multiplication - A mathematical operation used to calculate the total of one number added repeatedly a specific number of times
  • Equation - A mathematical sentence that has two equal sides separated by an equal sign
  • Factor - The numbers that are multiplied
  • Product - The answer to a multiplication problem
  • Multiplier - The number of groups
  • Multiplicand - The number of items in each group
  • Array - A way of organizing objects, numbers, or symbols in rows and columns to visually represent mathematical concepts, especially multiplication and division

Arts Vocabulary

  • Sculpture - A three-dimensional work of art that can be made from a variety of materials, such as wood, clay, metal, or stone.
  • Form - An object that is three-dimensional and encloses volume (cubes, spheres, and cylinders are examples of various forms)
  • Color - An element of art with three properties: 1) Hue: the name of the color, e.g. red, yellow, etc., 2) Intensity: the purity and strength of the color (brightness or dullness), 3) Value: the lightness or darkness of the color (shades and tints)
  • Pattern - Repetition of specific visual elements such as a unit of shape or form


Materials


Instructional Design

Opening/Activating Strategy

  • Introduction to arrays:
    • Begin with a mini-lesson on arrays, explaining that arrays are arrangements of objects in rows and columns that help us understand multiplication. Use visual examples and work through simple multiplication problems (e.g., three rows of four equals twelve).
  • Introduction to "Seven Magic Mountains":
    • Show images of Ugo Rondinone's sculpture "Seven Magic Mountains" using See, Think, Wonder Artful Thinking Routine.
      • Instruct students to look at the artwork or object for a moment. Ask them:
        • What do you see?
        • What do you think about what you see?
        • What do you wonder about?
      • Show the following video to students: The Making of Seven Magic Mountains.
      • Discuss the process of creating a sculpture. Ask students: How does Rondinone use color and form in his sculpture?

Work Session

  • Explain that students will use a similar idea of stacking to build their own sculptures with packing peanuts, but they will arrange their pieces into arrays to represent multiplication facts.
  • Tell students that first they will design their sculptures.
    • Have students choose a multiplication fact (e.g., 2 x 4 or 3 x 5).
    • Then, students will sketch out a simple array (e.g., two rows of four peanuts) on paper.
    • Encourage them to think about how they will stack and connect their peanuts to form their sculpture.
    • Encourage students to experiment with color and pattern.
  • Once designs are complete, students will begin building their sculptures.
    • Pass out materials to students.
    • Students will press their corn packing peanuts onto the damp sponge and stack them to match the array they designed.

As they work, circulate the room to ask questions like, "How does your array represent multiplication?" and "How many total pieces are in your sculpture?".

Closing Reflection

  • Gallery Walk and Reflection:
    • After sculptures are built, conduct a gallery walk where students can see each other's creations and solve each array.
    • Ask students to reflect in their math journals by writing about the multiplication fact their sculpture represents and how arrays helped them understand multiplication.


Assessments

Formative

Monitor students' understanding during the building phase by asking them to explain their arrays and multiplication facts.

Summative

Students will complete a written reflection in their math journals, explaining their array and the multiplication fact it represents.


Differentiation

Accelerated: 

  • Allow students to create more complex arrays or explore multiplication with larger numbers.


Remedial:

  • Allow students to work in smaller groups or provide additional support with simpler multiplication facts.


Additional Resources

https://sevenmagicmountains.com


Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Shannon Green

*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.

Revised and copyright:  June 2025 @ ArtsNOW

 

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ROUNDING THROUGH THE ARTS: ROUNDING ROLLER COASTERS–EXPLORING ROUNDING THROUGH ROLLER COASTER DESIGN 3

ROUNDING ROLLER COASTERS–EXPLORING ROUNDING THROUGH ROLLER COASTER DESIGN

ROUNDING THROUGH THE ARTS: ROUNDING ROLLER COASTERS–EXPLORING ROUNDING THROUGH ROLLER COASTER DESIGN

Learning Description

This project-based, arts-integrated lesson will explore the mechanics of roller coasters. Students will review their understanding of place value and apply it to the concept of rounding whole numbers to the nearest 10 or 100 using the engineering design process. Students will design and build a roller coaster to model the concept of rounding. Students will label the roller coaster like a number line and demonstrate what happens when a marble is placed on various points. Designing the slope of the roller coaster will reinforce when the marble rolls forward “rounded up” or rolls backwards “rounded down” based on its pathway of movement.

 

Learning Targets

GRADE BAND: 3
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can apply my understanding of place value to the concept of rounding whole numbers.
  • I can determine when a multi-digit whole number should be rounded up and when it should be rounded down.
  • I can use materials to design and engineer a roller coaster that models the concept of rounding whole numbers to the nearest 10 or 100.

Essential Questions

  • How can I design a roller coaster that models the concept of rounding multi-digit whole numbers to the nearest 10 and 100?
  • How does place value relate to rounding multi-digit whole numbers?

 

Georgia Standards

Curriculum Standards

3.NR.1.3:  Use place value understanding to round whole numbers up to 1000 to the nearest 10 or 100.

Arts Standards

VA3.CR.4 Understand and apply media, techniques, processes, and concepts of three-dimensional art.

VA3.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

 

South Carolina Standards

Curriculum Standards

3.NSBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

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.

 

Key Vocabulary

Content Vocabulary

  • Rounding - Making a number simpler but keeping its value close to what it was. The result is less accurate, but easier to use. Example: 73 rounded to the nearest ten is 70, because 73 is closer to 70 than to 80
  • Place value - the numerical value that a digit has by virtue of its position in a number
  • Thousands place - The value of where the digit is in the number. Example: In 1,352, the 1 is in the "thousands" position, so it shows a value of 1,000
  • Hundreds place - The value of where the digit is in the number. Example: In 1,352, the 3 is in the "hundreds" position, so it shows a value of 300
  • Tens place - The value of where the digit is in the number. Example: In 1,352, the 5 is in the "tens" position, so it shows a value of 50
  • Ones place - The last or right digit. Ex: In 784, 4 is in the ones place
  • Whole number - A number without fractions or decimal parts
  • Greater than - A symbol used to compare two numbers, with the greater number given first. Ex: 5 > 3 shows that 5 is greater than 3
  • Less than - A symbol used to compare two numbers, with the lesser number given first. For example: 5 < 9 means 5 is less than 9
  • Number line - A line with numbers placed in their correct position. Useful for addition and subtraction and showing relations between numbers

Arts Vocabulary

  • Form - An object that is three-dimensional and encloses volume (cubes, spheres, and cylinders are examples of various forms)
  • Engineering design process - A process that designers and engineers use to arrive at a solution: Ask, imagine/brainstorm, plan/design, create/build, test, evaluate, and improve

 

Materials

 

Instructional Design

Opening/Activating Strategy

  • Announce to the class that today they will be taking their understanding of rounding whole numbers to the nearest ten and hundred and applying it to designing roller coasters.
  • Review prior knowledge of rounding and the rules of rounding whole numbers.
  • Watch the video of the roller coaster simulation. Encourage students to count when on the slope so they begin to understand how the concept of rounding connects to the slope of a roller coaster.
  • Introduce students to the history of roller coasters, how roller coasters work, and the engineering and problem solving that is present in the design.
  • Introduce The Engineering Design Process to students.

A circular diagram titled

Explain that the coaster design should express form and function (aesthetically pleasing and functional).

Work Session

  • Give directions on how students will work in small groups to design their own innovative roller coaster that models the concept of rounding.
  • Students will work together to engineer their roller coaster.
  • Give each group a different multi-digit number (differentiate these numbers based on leveled groups).
  • Students will use index cards, tape and black markers to label the coaster with a multi-digit starting and ending number determined after considering the number they are rounding up or down.
  • Model this for the whole group by drawing the roller coaster and labeling it.
    • Example: If you model the number 18 and you are rounding to the nearest ten, then the range of numbers labeled on the roller coaster track would be numbers 10-20. If your example is 127 and you are rounding to the nearest hundred, then the range of numbers would be 100-200 (labeling by tens: 110, 120, 130, etc.)
  • Students will work in their small groups to design and engineer their roller coasters. Students should create a sketch of their design plan, labeling the parts and expressing the
    concept of rounding specific to their number.
  • Students will use foam pipe insulation, tape, cardboard and plastic cups to build an innovative coaster.
  • Students will label their coaster demonstrating the concept of rounding.
  • Students will test out the mechanics of their roller coaster by using a marble.
  • Encourage students to make revisions to their designs as needed.

Closing Reflection

  • Have students reflect on the following questions:
    • How did the roller coaster help you understand the concept of rounding?
    • How could you have used this same roller coaster to round to the nearest thousand or ten thousand?
    • What are you most proud of after completing this lesson?
    • If you could do this project again, what would you do differently?

 

Assessments

Formative

  • Teacher anecdotal notes during small group collaboration when designing, engineering, and labeling the roller coaster
  • Student’s experimentation with the marble and the roller coaster

Summative

  • Roller coaster design and creation (Design Process Rubric for Rounding Roller Coasters)
  • Correct labeling of roller coaster to demonstrate how a number will round depending on its value

 

Differentiation 

Accelerated: 

  • Ask students to name their roller coaster and create a brand based on characteristics.
  • Ask students to write a story about the process of designing and creating as part of a team.
  • Ask students to describe the type of energy used in their coaster. Potential energy as energy at rest and kinetic energy as energy in motion.

Remedial:

  • Use smaller multi digit numbers for students who need additional support.

 

Additional Resources

Rounding Rescue, a Rounding Numbers Story by Eric Lostorto

Numbers Elementary: Rounding by Mike Shuck

 

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

*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.

Revised and copyright:  June 2025 @ ArtsNOW

 

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POLLUTION MATTERS: EXPLORING POLLUTION THROUGH DANCE 3-5

EXPLORING POLLUTION THROUGH DANCE

POLLUTION MATTERS: EXPLORING POLLUTION THROUGH DANCE

Learning Description

In this lesson, students will learn about air, water and land pollution around the world by responding to images and conducting research. Students will then express their understanding of pollution through movement using locomotor and non-locomotor movements and levels.

 

Learning Targets

GRADE BAND: 3,5
CONTENT FOCUS: VISUAL ARTS/DANCE & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify types of pollution around the world.
  • I can analyze the effects that pollution has on human life.
  • I can express my feelings about pollution using movement.

Essential Questions

  • How does pollution affect people from different cultures in different ways?
  • What are the effects of pollution on people and the environment?

 

Georgia Standards

Curriculum Standards

Grade 3:

S3L2. Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the environment.

a. Ask questions to collect information and create records of sources and effects of pollution on the plants and animals.

b. Explore, research, and communicate solutions, such as conservation of resources and recycling of materials, to protect plants and animals.

Arts Standards

Grade 3:

ESD3.CR.1 Demonstrate an understanding of the choreographic process.

ESD3.CR.2 Demonstrate an understanding of dance as a form of communication.

 

South Carolina Standards

Curriculum Standards

Grade 5:

5-ESS3-1. Evaluate potential solutions to problems that individual communities face in protecting the Earth’s resources and environment.

Arts Standards

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

Anchor Standard 2: I can choreograph a dance.

 

Key Vocabulary

Content Vocabulary

  • Pollution - The introduction of harmful or toxic substances, known as pollutants, into the environment
  • Reduce, reuse, recycle - A sustainability concept aimed at minimizing waste and conserving resources
  • Garbage - Waste materials that are no longer useful or wanted and are typically discarded
  • Litter - Waste, trash, or discarded material that is improperly disposed of in public spaces instead of in designated trash or recycling bins
  • Smog - A type of air pollution that results from the interaction of sunlight with pollutants like ground-level ozone and particulate matter
  • Smoke - A collection of gasses, particles, and other chemicals released when a substance undergoes combustion (burning)
  • Water vapor - The gaseous form of water
  • Acid rain - Precipitation (rain, snow, sleet, or fog) that has a lower pH than normal due to the presence of harmful chemicals, primarily sulfur dioxide (SO₂) and nitrogen oxides (NOₓ) in the atmosphere
  • Oil spills - The release of liquid petroleum (crude oil or refined oil) into the environment, typically into bodies of water like oceans, rivers, or lakes
  • Runoff - The flow of water, usually from rainfall or melting snow, that travels over the ground and eventually enters rivers, lakes, streams, or oceans
  • Pesticides - Chemicals or substances used to prevent, control, or eliminate pests, such as insects, weeds, fungi, rodents, and other organisms that can harm crops, livestock, or human health
  • Fertilizers - Substances or materials added to soil or plants to provide essential nutrients that promote healthy plant growth
  • Emissions (ex: car, airplane) - The release of substances (often gasses, liquids, or particles) into the environment

Arts Vocabulary

  • Mood - Emotion or feeling
  • Locomotor movement - A movement that travels through space
  • Non-locomotor movement - A movement that does not travel through space
  • Levels - One of the aspects of movement (there are three basic levels in dance: high, middle, and low)

 

Materials

 

Instructional Design

Opening/Activating Strategy

  • Lead students in a mirroring movement warm-up to introduce the following vocabulary:
    • Locomotor
    • Non-locomotor
    • Levels (high, middle, low)
    • Pathways
  • Begin by telling students that they will mirror your movements so they must be watching closely. Have students establish a space where they can move without interfering with other students.
    • Start by doing simple non-locomotor movements (i.e., bending, twisting, shaking, etc.)
    • Now incorporate high, middle, and low levels by making non-locomotor movements at different levels.
    • Begin to incorporate locomotor movements, such as stepping together from side to side, gliding as if skating, walking, etc.
    • Incorporate levels high, middle, and low by making locomotor movements at different levels.
  • Debrief with students explaining the dance vocabulary.
  • Now, tell students that you will call out vocabulary and they will make a movement that expresses the vocabulary.
    • Example: Create a locomotor movement at a low level.
  • After practicing using the vocabulary, have students return to their seats.
  • Show students images of pollution around the world and discuss the images as a class.
    • Engage students in the Step Inside Artful Thinking Routine.
      • Choose a person, object or element in an image or work of art, and step inside that point of view. Consider:
        • What can the person/thing perceive and feel? What might the person/thing know about or believe?
        • What might the person/thing care about?
        • How would you feel if you were in the same situation or you were in that environment?
      • Take on the character of the thing you’ve chosen and improvise a monologue. Speaking in the first person, talk about who/what you are and what you are experiencing.
      • What do you think caused the pollution in the environment?
    • After several of the images, discuss the feelings that students have. Ask students to show that feeling using a movement.
    • Then ask students to explain their rationale for choosing each movement.

Work Session

Part 1

  • Introduce to students the concept of “Ego vs. Eco” (human advancement at the expense of nature versus caring for the ecosystem). Use this website resource to explore/research this concept: https://recyclingsutainabiliy4a.weebly.com/ego-vs-eco.html.
  • Students will create journal entries on Padlet/sticky notes (teacher's choice) to explain possible causes of and solutions for pollution viewed in the images from the slideshow.

Part 2

Part 3:

  • Place students in small groups of three or four students.
  • Students will review the research and make a list of six adjectives used to describe pollution.
  • Direct students to work together to choreograph a movement for each adjective.
  • Students should then connect them together to form a dance.
  • Students’ dances must:
    • Have at least six movements
    • Use both locomotor and non-locomotor movements
    • Use all three levels–high, middle, and low
  • If time permits, direct students to select music that they connect to. Otherwise, provide students with two options of music to use for their dance (instrumental recommended).
  • Students should rehearse their dances.

Closing Reflection

  • Have students name the different types of pollution they saw and describe the effects it has on our world.
    • Have students discuss where they saw locomotor/non-locomotor movements and levels.
  • Ask students:
    • How does it make you feel seeing pollution around the world?
    • Where have you seen pollution in your own environment?
    • What could you do to help the environment?
    • How can we further reduce the amount of waste that we have?
    • What is something new you learned about pollution while participating in this project?

 

Assessments

Formative

  • Teachers will observe students’:
    • Responses during the activating strategy: Step Inside
    • Journal entries
    • Research and identification of relevant vocabulary terms from research
    • Students’ collaboration on choreography

Summative

  • Students’ choreography:
    • Has at least six movements
    • Uses both locomotor and non-locomotor movements
    • Uses all three levels–high, middle, and low
    • Includes a movement for six different relevant adjectives to describe pollution
    • Students can name the different types of pollution they saw and describe the effects it has on our world.

 

Differentiation 

Accelerated: 

Remedial:

  • Provide sentence starters for students’ journal entry writing.
  • Allow for peer tutor and pairings.
  • Include visuals to support the content vocabulary.
  • Allow students to copy their articles into Microsoft Word Online and use the “Immersive Reader” feature to hear their articles read aloud. (Office365 Student Account>Word Document Online>View>Immersive Reader)

 

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Jill McNally, Alisa Moore, Julie Palmieri, Edited by Dr. Carla Cohen, Edited by Jessica Espinoza and Katy Betts

*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.

Revised and copyright:  June 2025 @ ArtsNOW

 

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