Art Integration Lesson Plan Template LTC 4240: Art for Children

Lesson Title & Big Idea*: Sediment Jars, Investigation Grade Level*: 2nd Lesson Overview/Summary*: Students will create a sediment jar containing dirt, rocks, small twigs, debris, etc. and water. The students will make many predictions using illustrations and noticings. The students will learn about layers in our soil and erosion through the activity as well as a read-a-loud.

Class Periods Required: (please circle)

2 Key Concepts (3-4): What you want the students to know.* 1. Visual Art: observing, drawing, imagining 2. Literacy: Listening, writing, concluding 3. Science: Predicting, experimenting, investigating

Essential Questions (3-4)*: 1. What is soil? How is it different from dirt? 2. What happens to sand, humus (top soil), debris from nature, etc. when water is added to it? 3. How can art help us to draw conclusions and make inferences?

Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/newteacher/48345.html?for_printing=1&detoured=1): What you want the students to do. * 1. Visual Art: The students will be able to use their observation skills to create a drawing that represents what they see. 2. Literacy: The students will be able to engage in active listening during the read-a-loud in order to take away information that answers the essential questions. 3. Science: The Students will be able to explain why layers are created in a sediment jar and relate this to natural rain fall.

Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/) 1. Visual Art:Still Life: Create an original still life from observation, Identify and use zigzag, dotted, and wavy lines, Identify and use light and dark values 2. Literacy:Use details from text to: make basic inferences, predict solutions, dentify events in logical sequence; Use details from text to: ask questions to clarify meaning, answer questions, make basic inferences 3. Science: Scope and Sequence- Properties of Rocks and Soil- a. Observe and describe how mixtures are made by combining solids. b. Describe ways to separate the components of a mixture by their physical properties.

Identify & define common vocabulary that connect the art form with the other identified content areas:

Still Life Drawing-a painting or drawing of an arrangement of objects, typically including fruit and flowers and objects
contrasting with these in texture, such as bowls and glasswa

Content Areas Integrated*: 1. Visual Art (Inspiration Artist: William Hagerman 2. Literacy 3. Science

Lesson Activities & Procedure(s) (please be very specific): 1. Prior to students entering the classroom the teacher needs to set up the materials. The teacher will need to put out the sediment container, the dirt in a cup, and a cup of water. These will need to be cover with a cloth so the children will build anticipation and not be tempted to touch the materials. 2. The class will begin by having the students come together at the caper with their Science Notebook and a PEN! It is important students use pen because we are working on making predictions and we do not want the students to worry about their predictions being correct and trying to go back and erase the pencil to rewrite it.

3. The teacher will show the students a graduated cylinder that is a pre-made with many sediment layers. This will contain approximately 5 different layers of material. 4. Have the students draw in their notebooks what they see. Ask them to write down a prediction of how they think this was created. In addition have them write down three different noticing. 5. Students will then go back to their tables where they will uncover their materials. They should have the sediment container, a cup of dirt that has a mix of small rocks, sand, small twigs and debris, maybe some small dead bugs, etc. and a cup of water. 6. Students will now discuss in their groups what they might be doing during the lesson, they will record their thoughts in their notebooks in the form of a prediction. 7. The teacher will now clarify directions to the students and allow them to work as a group. They will be told to dump their dirt mixture into the container. The will allow the students to see the various materials that are in it. Have them draw a picture of what they see in their notebooks and label. The teacher should talk with the students about how they are creating a Still Life drawing. They should try to make the picture look as close to the real object as possible. This is important so that they have an accurate drawing to look back at Labeling is important so the students can make connections in the future about what they see in the different layers. 8. After students will be asked to add the water and tightly put the lid on the containers 9. The students will then take turns shaking the jar for the next two minutes. During this time the teacher should generate conversations about what in real like could create a situation similar to the one they are creating. The teacher should go around to each group and ensure their conversations are focused around rainstorms. (students should be capable of taking turns and monitoring themselves). 10. Once finished, students will draw a picture in their notebook of what they see.

11. The students will now come to the carpet and listen to the teacher read out-loud the book, "Dirt, The Scoop on Soil" by Natalie Rosinsky. 12. During the book students should be engaging in active listening. They will have their science notebooks with them at the carpet and should write down any thing that stands out to them. After the reading the students will partake in a class discussion about the reading. 13. Students will then go back to their seats and they will look at what has changed in their sediment jars. They will make noticing in the notebooks and again draw a picture and write that it was "10 minutes later than the previous drawing". The teacher will then tell the students that they will be allowing their sediment jars to sit overnight. They should record, in pen, what they believe will happen and how/why. 14. Have students write their name on a piece of tape that the teacher has given them and put it on the top of the jar. The teacher will carefully collect the jars and keep them separate 14. The next day students will come back to their science groups and look at their jar. They will see the layers that have been created over time. The students will talk in their groups about how this has happened. The teacher will put a list of things on the board that they should consider, "rainstorms, real life, layers, sediment, etc". These are terms that the class discussed after the reading. The students will take notes in their notebooks about why they think this occurred. 15. After this has all been done the teacher will lead a discussion about how in nature the rain falls and creates "run-off" and the way that layers are formed in nature. The teacher will talk about how the heavier materials go to the bottom and the lighter ones stay closer to the top. 16. The students will then look back through their notebooks and reflect upon the changes they have seen. The students will then be assigned to write a summary about the experiment. This will bring all of their learning together and create a whole picture of what has happened.

Anticipatory Set (Gaining Attention)*: The students attention will be gained by bringing them all to the carpet and showing them the pre-made sediment jar that is in the graduated cylinder. I believe that at a 2nd grade level the students will be very interested in this and they will be excited to make predictions about how it was created.

Closure (Reflecting Anticipatory Set): The closure will involve the teacher leading a class discussion that reflects upon the students learning through this lesson. The teacher will bring back out the pre-made sediment jar that the students looked at in the beginning of the lesson and talk with them about it. The students will reflect upon all of the stages and steps that have been recorded in their notebooks and will then create a summary/drawing about the lesson.

Formative Assessment strategy: The science notebook will serve as the formative assessment piece. The teacher will be able to look at each child's individual work to check for appropriate predictions, noticing, observations, and drawings. In addition the teacher will be able to draw conclusions from the conversations that have taken place with the students.

Summative Assessment strategy*: The summative assessment will be the summary that the students create at the very end of the lesson. The students will need to create a summary or a labeled picture that describes the different stages through out the experiment and why they think it has happened. The teacher will score this from a 0-5.

What student prior knowledge will this lesson require/draw upon? Students should be able to recognize and use the words dirt and mud in everyday conversations. They should also know how to be a "scientist" as well as an "artist". These are two terms and forms of investigation that will be used regularly in the classroom.

How will you engage students in imagining, exploring, and/or experimenting in this lesson? Students will image in this lesson by making predictions during various times in the experiment. During the lesson the students will be exploring what happens when it rains in nature and why. The students will conduct the experiment in group and work together to bring all of their learning together with their science notebooks.

How will this lesson allow for/encourage students to solve problems in divergent ways? Students will be able to learn through various ways. The students will be able to learn through their observations, their predictions, the read-a-loud text. While students are all following the same steps in the experiment they will have different moments within the process that brings all the ideas together.

How will you engage students in routinely reflecting on their learning? The students will routinely reflect on their learning by continuously updating their science notebooks. The students will be able to engage in conversation and can always look back on their previous predictions. The students will be able to reflect on their learning in the end by creating the summary/picture in the end that brings all of their hard work together.

How will you adapt the various aspects of the lesson to differently-abeled students? This lesson does not require any adaptations for students that are differently-abeled. Students create an individual notebook where they can record their work in the way they feel most comfortable. The teacher will be aware of the students ability and can score the student according to the way the student should be expect to perform. Students are also able to choose from writing a summary or a step by step drawing that concludes their learning.

What opportunities/activities will students be given to revise and improve their understandings and their work? This lesson is focused on learning as a scientist. Students will not be encouraged to go back and revise or improve anything in their science notebooks. It is important for the students to see that scientists learn through making predictions and even if those predictions are wrong it contributes to their learning. The students will be able to show what they have learned at the end of the lesson through their paragraph/picture so if they had any misunderstandings they can show understanding at the end.

What opportunities/activities will you provide for students to share their learning in this lesson? Through out the lesson students will have time to collaborate in their groups about their observations, and inferences. This will allow them to share their ideas and hear other students ideas. In addition the students will be able to share their learning when they write their summary/draw their picture at the end of the lesson.

Lesson Resources/References: "Dirt, The Scoop on Soil" by Natalie Rosinsky.

* Include this information during the Popplet presentation. References Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20I ntegration.pdf