Art Integration Unit Plan Template

Art Integration Unit Plan Template

LTC Art for Children
Unit Title & Big Idea:
We will be exploring the big idea of growth through learning about seeds. The teacher will then
make a connection between seeds and dreams. It takes a seed to be planted for our dreams and
desires to grow just like it takes a tiny seed for a plant to grow. Then we have to water that little
seed and give it sunlight.

Grade Level/Class Periods

Required:
1st Grade (2-3 Class periods)

(Define the BIG IDEA?) What is the big idea that is being investigated in this lesson? How will you connect the big
ideas about art and artists work with the art making part of this lesson?
The big idea being investigated is growth. The first graders will first learn about growth as it pertains to seeds and plants
and then their understanding of growth will be redirected around the topics of dreams and desires. The seed will then serve
as a symbol.
Unit Overview/Summary: Why is this important to teach? What do you hope to accomplish?
This lesson will begin with a class discussion about what a seed is and then the class will read the book entitled, "The Tiny
Seed" by Eric Carle. After reading the book, the students will discuss the different paths that the seeds took and they will
discuss the things needed for a seed to grow. The teacher will ask her students probing questions of which will be laid out
explicitly in this template. After the reading of this book, the teacher will need to create the link between seeds and dreams.
(It takes a seed to be planted for our dreams and desire to grow just like it takes a tiny seed for a plant to grow.) The teacher
will then give students time to think about their ideas. After a few minute of quite time, the teacher will introduce students
to an artist named Gustar Klimt and will discuss his tree of life paintings. The students will be asked to create "A tree of
life" based on what they would like to grow into. The class will create a picture book using the iPhoto app on a mac laptop
once everyone's pictures are finished. The teacher can have these books printed out and keep them in her classroom library.

Materials/Equiptment/Etc:
MATERIALS, TEACHING
RESOURCES/REFERENCES-

- The Tiny Seed by Eric Carle

- A Mac laptop of desktop
- Construction paper
- Glue
- Markers or/and colored pencils,
paint, and oil pastels
PREPARATION REQUIRED-The teacher will need to create an
exemplar to show the students
what he/she expects their finals
project to look similar to.
- The teacher will need to set up
expectations for students in
regards to handling the materials
and staying on task during work

Art Integration Unit Plan Template

time

Art Integration Unit Plan Template

Key Concepts (3-4)
What will students learn and KNOW about art and art making from this
lesson?
The students will learn about an artist named Gustar Klimt and will study his
tree of life paintings. The students will learn to look at a picture and develop
strategies needed to understand what an artist is trying to tell his audience. The
students will then understand that an artist sometimes creates his artwork to say
things that sometimes can not be put into words.

Essential Questions
lesson?

(3-4) What

questions guide the investigation in this

What will students discover and investigate both about art and art
making? What will you ask that will guide the purposeful exploration of
materials and ideas that will produce meaningful content to the creative
production?

After discussing seeds and how they grow, the teacher must connect the link
between seeds and dreams as stated above. Then ask the students, "What do
There will then be a discussion of symbolism. Gustar Klimt is known as a
you want to grow into?" or "What kind of person do you want to grow into?"
symbolism painter and the tree of life its-self is a symbol. The teacher must lead If students are having trouble thinking of answers to the above questions, ask
a discussion of what a symbol is and the students can look for symbols in his
them the following questions. "What kind of people do you like?" Nice?
painting. When the students create their art pieces, challenge them to use a
Sweet? Strong? Why?
symbol. Don't lower your expectations just because they are first graders.
Challenge them!
Tell students that they will be creating a piece of artwork inspired by Gustar
Klimt's tree of life painting. Once students know what they want to their seeds
The teacher may discuss symbols in social studies so that students will grasp
to grow into, ask them to create a visual representation (picture) of what it
the idea. For example, the flag is a symbol of american identity and pride.
would look like if it started from a seed and grew into a tree.
*So them your exemplar to take the pressure off of the assignment. First
graders very capable of doing this deep level thinking. Be sure to use kid
friendly language.
Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1)
What learners will DO? List beginning with the student will
*(NOTE: Evidence of the objectives and concepts attained make up your assessment criteria below)
Students will....
1) Build on their prior knowledge of seeds after reading the book "The Tiny Seed"
2) Draw conclusions and assess the tree of life painting for meaning
3) Create their very own visual representations of the tree of life painting
4) Write to explain their piece of art to the class after publishing their pieces

Grade Level Expectations (GLEs)

(3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)
Grade 1A.

Art Integration Unit Plan Template

Core Academic Standards (Common Core State Standards)

(3-

4)
(http://www.corestandards.org/)

Integration of Self-knowledge into Life and Career Plans

National Core Art Standards

(http://www.nationalartsstandards.org)
-Creating- Anchor Standard #3-Refine and Complete Artistic
Work
-Responding- Anchor Standard #7 perceive and analyze artistic
work
-Connecting- Anchor Standard #10- synthesize and relate
knowledge and personal experiences to ma make art
-Performing- Anchor Standard #6- Convey meaning through the
presentation of artistic work
Content Areas Integrated:
1. Visual Art
2. Science
3. Language Arts

1-3.1.Da identify and compare the physical structures of a variety of plants (stems,
leaves, flowers, seeds, roots)
W.1.6 With guidance and support from adults, use a variety of digital tools to produce
and publish writing, including in collaboration with peers
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1
topics and texts with peers and adults in small and larger groups

Identify & define common vocabulary/concepts that

connect the art form with the other identified subject area(s):
Symbolism/ symbols
Seeds
Growth
Seasons (autumn, fall, summer, spring)
Tree of life
Stems
Roots

Art Integration Unit Plan Template

Lesson Titles in Sequence/Order with TIME and MATERIALS
needed for each portion
1. The Lesson will begin with a discussion on what students
already know about seeds. Have students form a circle around
your classroom carpet and allow them to answer and ask
questions. (5-10 mins)
2. Then the teacher will read the book entitled, "The Tiny
Seed." This book is informative and entertaining. The teacher
can ask the students questions after reading the book to see if
the students have added to their previous knowledge. (5-10
mins)
3. The teacher will create the link between seeds and dreams.
Then the teacher will ask students to think of "what thy want to
grow into" After this the teacher will introduce The artist Gustar
Kimt to the class. (10 mins)
4. Students will then observe and analyze his tree of life art
piece. Students will then recreate the tree of life based on their
own interpretations of his artwork. The students will write
about their pieces and then writing will be displayed next to
their pieces during a gallery walk. (1-2hours)
5. Students will help create a IPhoto book of their pieces.(1
hour)

Brief Lesson Descriptions

(2-3 sentences each)

First Class Discussion

What do students already know?

What is a seed?

How do they grow?

Discssion Questions from book

In what ways did the seeds become damaged?

Where are some of the places the seeds went?

Where are the plants roots?

Did you think the tiny seed would grow?

Did you find it interesting when the tiny seed grew into a huge
flower?

Creating the Link

Did you know that it takes a tiny seed to be planted for our
dreams to grow just like it takes a tiny seed for a plant to
grow?

Preparing for the art project

Ask student
What do you want to grow into?
What kind of person do you want to grow into?
What kind of people do you like? Nice? Kind? Why?

Art Integration Unit Plan Template

Art Integration Unit Plan Template

What student prior knowledge will this unit require/draw upon?

Students will need some prior knowledge of what a seed is. Upon furthering investigation, students will learn more
characteristics about seeds including how they travel, how they grow, and everything that is needed for them to grow.
What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit?
Describe, specifically, how you will allow the students to engage with the media, the concepts, and other objectives in a playful
manner before they are expected to produce the final work. This section should accentuate how the PROCESS informs the product
The students will given an opportunity to think, pair, and share their thought of the tree of life painting before we discuss it in
depth as a class. Students will find a partner and tell them what they think, know, and feel after seeing the tree of life painting,
then we will come together as a class to discuss what the children talked about in their groups. Students will more than likely
use their imaginations when describing the artwork.
How will this unit permit/encourage students to solve problems in divergent ways?
Deeply describe how this lesson allows for students to solve problems, aesthetically as well as scholastically? What about this lesson
allows for divergent outcomes? The teacher must do a good job of connecting the link between seeds and dreams for the students to fully
grasp the objective of this lesson. Our ideas, dreams, and desires need time and support to grow into something beautiful. (Like a seed grows
into a flower) Sometimes our seeds (ideas) fall on the icy mountain (like one of the seeds in "The Tiny Seed") and they won't grow the first
time. However, if the seeds land on good soil and is watered and give sunlight, it can grow into something that is pleasing and beautiful. The
most challenging part of this lesson will be for the students think of an idea of what they would like to grow into. If the student would like to
grow into a nice person, we can talk about what good a nice person would do for our world.

How will you engage students in routinely reflecting on their learning/learning processes?
What art talk questions can you engage your students in that will help them in reflecting not only on the product, but also the
product? What reflective practices can you think of that will help them in transitioning from start to stop?
Students will be given an opportunity to talk to their classmates and their teacher about their ideas. The project will begin with the
seed(idea) and the student will be able to stop the activity or complete it once they have draw their seeds blooming into their ideas of what
they would like to grow into

Art Integration Unit Plan Template

How will this unit engage students in assessing their own work?
What opportunities will you allow your students to display, describe, or evidence their learning?
(Describe what student success looks like and what evidence you have that learning has taken place). You should include formative and summative
assessments. (See Beattie and Stewart/Walker texts)
As the students are working on their pieces of art work, the teacher can be summatively assessing whether they have furthered their knowledge of seeds and the
way they grow. The students should all know that seeds are planted under the ground or soil and that they have roots. Since trees and flowers grow above
ground, the students will need to show their knowledge of this when creating their art pieces. The students should also know that the seeds can't grow in the
winter and that they need plenty of sunlight to grow.
What opportunities/activities will students be given to revise and improve their understandings and their work?
What happens when revision is needed? How will you handle that in this situation?
Students will be given an opportunity to revise or start their projects over if needed. I will be flexible with this assignment since
it does involve a bit of deep thinking for our young first graders. When the students are close to being finished, I will ask them
to share their pieces with their neighbors. Each student will have to tell his/her partner something that they like about their
artwork and a suggestion. The students will be allowed to revise their work at their discretion. In other words, I will not require
a student to change his/her work based on the suggestion that there peer gives. This project is meant to be personal and eye
opening for the students.
What opportunities/activities will you provide for students to share their learning/understanding/work in this unit?
Presenting the work in a meaningful way. How will this be accomplished?
Once the students are finished, they must name their pieces of art work. The teacher should then display images in the classroom and allow
students to do a gallery walk. After the walk, each student will write a short summary of there work telling his/her readers what the art
project means or what message they are trying to convey.
The teacher will then take a picture of each project and create a book on IPhoto. The book can be bought from the app and displayed in the
classroom. We can say that we are "publishing" our pieces of work.

Art Integration Unit Plan Template

How will you adapt the various aspects of this lesson to differently-abled students?
How will you differentiate for your diverse classroom population? How will you keep students engaged? What will you do to challenge students who
are highly talented? What have you planned for those who finish early?
-Student will be given opportunities to work with and share ideas with a partner multiple times throughout this lesson plan.
-For those student who finish early, ask them to begin a list of ideas for how to make their seeds grow. "What can you do to become a better helper to others?"
-Student will be asked to put their thoughts on paper before beginning this assignment

TEACHER REFLECTION: How will you know that this lesson is successful and meaningful? List indicators.

The lesson will be successful if the students are able to understand basic characteristic about seeds, roots, and stems and demonstrate this knowledge
on their art projects. It will also be considered successful if children can successful link seeds and dreams to create their projects.

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%20Integration.pdf

Art Integration Unit Plan Template

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