Integrating the Arts with the Regular Curriculum
Art Works: Integrating Creativity in the Curriculum
Lesson
Plan: Coffee Around the World
Start Date: Time:
Music Unit: Room:
Content Area:
Grade Level:
Objectives NGSSS/Common
Core State Standards (over)
The
student will: learn about the different types of ways that coffee is made and
enjoyed by people in different countries all over the world. In doing so, they
will learn a bit of history about the cultures that created these different
ways to enjoy coffee.______________________________________________________________________________________________________
Activities / Strategies:
To learn about the
different types of coffee found around the world in a fun and interactive way,
the students will be grouped into groups of 3 attribute one noise or sound with
each form of coffee and will then perform these sounds to the class.
Assessment / Evaluation:
__x_
participation ___
quiz ___
written assignment __x_
group
__x_ performance ___ class ___ Individual ___
Component:
_x_rehearsal _x_performance
__instrument _x_rhythm
__game __theory
__sing __other
Concepts / Skills:
_x_form _x_rhythm
_x_style _x_melody
__theory __harmony
__singing _x_listening
_x_technique __sight-singing
_x_compose/create
__playing instruments
_x_expressive
characteristics
Materials / Songs:
Sounds created
Home Learning /
Events:
Practice Concert
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Bella Cedan
Lesson Plan: States
of Matter (What causes a solid to become a liquid?)
Content Area:
Science
Learning
Objectives
- The students will learn how to identify different properties and characteristics of liquids and solids.
- The students will learn how to understand conservation of quantity. If the same amount of liquid/solid is poured into a different container, the amount remains the same.
- The students will learn how to clarify characteristics of solids and liquids.
Standards
·
SC.3.N.1.1: Raise questions about the natural
world, investigate them individually and in teams through free exploration and
systematic investigations, and generate appropriate explanations based on those
explorations.
·
SC.3.N.1.2: Compare the observations made by
different groups using the same tools and seek reasons to explain the
differences across groups.
·
SC.3.N.1.3: Keep records as appropriate, such as
pictorial, written, or simple charts and graphs, of investigations conducted.
·
SC.3.N.1.4: Recognize the importance of
communication among scientists.
·
SC.3.N.1.5: Recognize that scientists question,
discuss, and check each other’s evidence and explanations.
·
SC.3.N.1.6: Infer based on observation.
·
SC.3.N.1.7: Explain that empirical evidence is
information, such as observations or measurements, that is used to help
validate explanations of natural phenomena.
·
SC.3.N.3.1: Recognize that words in science can
have different or more specific meanings than their use in everyday language;
for example, energy, cell, heat/cold, and evidence.
·
SC.3.N.3.2: Recognize that scientists use models
to help understand and explain how things work.
·
SC.3.P.8.2: Measure and compare the mass and
volume of solids and liquids.
·
SC.3.P.8.3: Compare materials and objects according
to properties such as size, shape, color, texture, and hardness.
·
SC.35.CS-CS.1.4: Create a simple model of a
system (e.g., flower or solar system) and explain what the model shows and does
not show.
Materials
·
Hair dryer
·
Glass bowl
·
Hershey chocolate bars
·
Wooden sticks
·
Plates, napkins
·
Food to dip in chocolate (possibilities include:
marshmallows, pretzels, Rice Krispies Treats, strawberries, and apple slices)
Steps
1.
Set up the equipment and materials to prepare
for the lesson.
2.
Hand out plates, napkins, sticks, and worksheets
to students.
3.
Explain the difference between a solid and a
liquid.
4.
Demonstrate with a solid chocolate bar how using
a hair dryer can melt a solid into a liquid.
5.
Evaluate the differences between a solid and a
liquid.
6.
Allow students to indulge in the chocolate in
the bowl, allowing them to dip their food into the chocolate.
Evaluation
1.
Participation.
2.
Enthusiasm.
3.
Completion of worksheets.
4.
Understanding of objectives:
-
The students will learn how to identify
different properties and characteristics of liquids and solids.
Ø
Write one difference between solids and liquids
on the worksheet.
-
The students will learn how to understand
conservation of quantity. If the same amount of liquid/solid is poured into a
different container, the amount remains the same.
Ø
Write about the difference between how the bowl
was filled with the chocolate bar as a solid and then when it was a liquid.
-
The students will learn how to clarify
characteristics of solids and liquids.
Ø
Draw a solid object and then it as a liquid.
Describe why they drew it as such.
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Laryssa Demkiw
Visual
Arts Lesson Plan Grade : 5th Date(s) Time
Lesson: American Sign Language
Objective: Students will learn the alphabet in and be able to sign their name. They will also learn the importance of ASL and deaf culture.
Materials:
Sheet of the alphabet in sign language
Visual/Resources:
Differentiated
Instruction Strategies:
Procedures:
Students will look over the sheet of the alphabet in sign.
The teacher will then go through the alphabet letter by
letter as the students use the paper guide to follow along.
Students will then individually sign their names to
themselves, then they will show their peers.
Depending on how fast the class learns they will then sign
their last name, as well as give themselves a “name sign” and learn the importance
of them.
Simple phrases such as “how are you,” “my name is,” etc.
will be taught to the class depending on how quickly they pick up the lesson.
Subject order (TiToSuVe)
Vocabulary:
Alphabet
(a-z)
My
name is, What’s your name, How are you, I am Fine, etc.
Performance
Assessment
A. tracking
B. demonstrates growth
C. compiles a variety of processes, techniques, and
media
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Jared M Page
Start date: 3/6/19____________________
Music Unit: Recorder Play_______________
Lesson: Learning a Song
Objectives
The student will:be
able to play the notes B A and G on the recorder, as well as a learn a song that
they can perform in front of the class .
Activities
/ Strategies:
Students
will learn how to recognize notes and play a song using these notes.
Assesment / Evaluation:
X participation __
quiz __
written assignment __ group
X performance __
class X
Individual __ unit test
Vocabulary:
1.Note
2.Recorder
3.Instrument
4.Hot
Cross Buns
5.
B
6.
A
7.
G
8.
9.
10.
Instruments:
__bells
__voice
__strings
__keyboard Xrecorders
__percussion
__Orff
/ xylophones
Concepts / Skills:
X
form X
rhythm
X
style X
melody
__theory __harmony
__singing __listening
X
technique X sight-singing
__compose
/ create
X
Playing instruments
__expressive characteristics
Materials / Songs:
Recorder and Hot
Cross Buns
Home Learning /
Events:
Practice
-------------------------------------------------------------------------------------------
Amy Grundleger
Visual
Arts Lesson Plan Grade 1 Date(s) Time
Lesson: Graphing, Counting, Surveying
Objective: Students will learn how to graph, count and survey skittles.
Materials:
Skittles
Paper
pen
Visual/Resources:
Differentiated
Instruction Strategies:
Procedures:
Everyone handed each 2 colours, chose one (can eat the
other) and make a chat side to side of pasta vs pizza
If the child does it after one instruction they get an A,
after 3 instructions B, etc…
Will be a fun and yummy way to explain: surveys and graphing
and counting
Students will say how many like who, in a reflection. If
they fail to get it right or don’t hand it in it will bring their mark down.
Vocabulary:
Charts,
visual cues, graphs, counting
Vocabulary:
Charts, visual cues, graphs, counting
Performance Assessment
A. tracking
B. demonstrates growth
C. compiles a variety of processes, techniques, and
media
A. ideas for projects
B. sketches
C. teacher‑generated assignments
Base Assessment
Sketchbook/Journal or Home Learning:
------------------------------------------------------------------
Danielle Brothers
Start date: 04/15
Unit: 5 Senses
Lesson: The Senses
Objectives
The student will learn
how to recognize which of their senses is being used when different activities
are done. After practicing with the class and teacher, the students will have
to take a quiz where they select which sense would be used in certain
activities or moments.
The
teacher will teach the students that they have five senses: sight, taste,
smell, hearing, and touch. The teacher will then give an example of each sense
being used. For example, when students are asked to identify the color of an
object they are using sight. After the class has been given an example of each
sense, they will take a short quiz in order to see if they understood the lesson.
__ participation __
quiz __ written assignment __ group
__ performance __
class __ Individual __ unit test
Vocabulary:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Instruments:
__bells
__voice
__strings
__keyboard __recorders
__percussion
__Orff
/ xylophones
Concepts / Skills:
__form __rhythm
__style __melody
__theory __harmony
__singing __listening
__technique __sight-singing
__compose
/ create
__Playing instruments
__expressive
characteristics
Materials / Songs:
Home Learning /
Events:
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Julia Ciardullo
Visual
Arts Lesson Plan Grade 3rd Date(s) Time
Lesson: Art, Mathematics, Social Studies
Materials:
Paper, scissors, crayons, history books about the pilgrims
Visual/Resources:
Differentiated
Instruction Strategies:
Procedures:
Students
will learn to implement a story about the pilgrims voyage over to the United
States and transfer their interpretation of the historical story into a piece
of art.
Students
will learn to create an outline in their own words and will create a timeline
of specific events they found monumental.
Students
will learn to objectify the story by drawing it through their own
interpretation.
Vocabulary:
Pilgrims, transportation
Voyage, objectify
Implementation
Performance
Assessment
X Observation of final product
X Portfolio
A. tracking
B. demonstrates growth
C. compiles a variety of processes, techniques, and
media
A. ideas for projects
B. sketches
C. teacher‑generated assignments
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