recursal/Fanatic-Fandom huggingface dataset:
Art and Science

## Created By

Linda Tylka

11/5/10

## Standards

SC.K.N.1.2: Make observations of the natural world and know that they are descriptors collected using the five senses

VA.K.O.1.1: Explore the placement of the structural elements of art in personal works of art

SC.1.N.1.2: Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others

VA.1.O.1.1: Identify and use the structural elements of art and organizational principles of design to support artistic development

SC.2.N.1.1: Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations

VA.2.O.1.1: Employ structural elements of art and organizational principles of design in personal work to develop awareness of the creative process

SC.3.N.1.6: Infer based on observation

VA.3.O.1.1: Demonstrate how the organizational principles of design are used to arrange the structural elements of art in personal work

SC.4.N.1.8: Recognize that science involves creativity in designing experiments

VA.4.O.1.2: Identify the structural elements of art used to unite an artistic composition

SC.5.E.7.6: Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water

VA.5.O.1.2: Organize the structural elements of art to achieve visual unity

## Lesson Objective

All students will draw, color, or paint a picture which illustrates an aspect of how the forces of nature (weather, eco-systems and endangered animals) affect their life

## Essential Question

How do the forces of nature affect your life?

## Materials

White paper (18" x 24"), crayons, tempera paint

## Procedures

1. The teacher will discuss and show examples of various artists land forms and weather related paintings
2. The teacher will read a couple of related poems (Who Has Seen the Wind?)
3. The teacher will play Vivaldi's "Four Seasons" to the class
4. The students will draw their picture
5. The students will use a variety of coloring materials to complete their picture
6. K-1 Rainbows: paint, crayons
7. 2-3 Endangered Animals/Eco-systems: paint
8. 4-5 Land forms: markers, paint

 Assessment Strategies

The primary students will verbally critique their works of art

Intermediate students will write their critique

Did your picture capture the mood of the topic? Did your picture show good workmanship?

 Evaluation of Lesson (Reflection)

I thought the students did well capturing the feeling of how the weather can be seen in paintings. The students got to experience the difference between calm and windy weather and how different nature will look in the different situations. They especially loved moving as trees in the art room. All students enjoyed listening to the music while they worked.
The Three Bears

## Created By

Julie Carr

2/4/15

## Standards

LAFS.K.RL.1.1: With prompting and support, ask and answer questions about key details in a text

LAFS.K.RL.1.2: With prompting and support, retell familiar stories, including key details

TH.K.S.2.1: Pretend to be a character from a given story

## Lesson Objective

Students will use dramatic play to reinforce knowledge of setting, characters and events in a familiar story

## Essential Question

Can I use puppets to help me talk about characters, settings and events in a familiar story?

## Materials

*Goldilocks and the Three Bears*, retelling a story chart, *Goldilocks and the Three Bears* finger puppet cut-outs, *Goldilocks and the Three Bears* storyboard, chart paper and markers, crayons, scissors, glue

## Procedures

1. Read the book, pausing to point out characters, setting and major events
2. Fill out retelling a story chart together
3. Give the students the finger puppets and storyboard pages. Have them cut and color them
4. They can glue the storyboard pictures onto a long strip of construction paper if desired
5. Glue or tape finger puppets to fit onto students' fingers
6. Have the students practice retelling the events in the story using the settings (storyboard) and character puppets
7. Students can take their puppets home and retell the story to their families

 Assessment Strategies

Observe students retelling story in pairs/teams

 Evaluation of Lesson (Reflection)

This is a great lesson to help students who are timid or afraid of "getting it wrong". The use of puppets really helps them to shed their inhibitions.
Energy Cadence

## Created By

Caira Ferry

11/30/10

## Standards

SC.5.P.10.1: Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical

MU.5.S.1.1: Improvise rhythmic and melodic phrases to create simple variations on familiar melodies

## Lesson Objective

Students will be able to understand the 5 different types of energy

## Essential Question

What are the 5 different types of energy?

## Materials

Students' voices, science text book, drum

## Procedures

1. Read text book
2. Write chant based on information from text book
3. Practice in classroom
4. Demonstrate around campus while using the beat of the drums

 Assessment Strategies

Observation of students' participation, students' demonstration of science content, and rhythmic ability

 Evaluation of Lesson (Reflection)

Students will develop gestures to go along with the chant
Music and Reading and Movement

## Standards

LAFS.K.RF.1.1: Demonstrate understanding of the organization and basic features of print

MU.K.C.2.1: Identify similarities and/or differences in a performance

## Lesson Objective

Students will sing their alphabet in different styles of music

## Materials

McGraw-Hill, "Share the Music", "Greg and Steve" Volume 1, John Reese's Children's CD

## Procedures

1. Ask students to say the alphabet
2. Point to each letter as the students read the alphabet from the board
3. Song: The Alphabet I (pg. 56 KCD2#5)
	1. Discuss that this is the traditional way or old fashioned way
	2. Point to the letters as the students sing
4. Song: ABC (Greg and Steve)
	1. Talk about the common instruments used in rock and roll music
	2. Learn and sing
5. Song: Alphabet Song (justJohn)
	1. Talk about hip-hop music and the characteristics (ex. rapping and singing)
	2. Sing and perform movements like a rapper

 Assessment Strategies

Did students demonstrate the beat in the different styles of music?

 Evaluation of Lesson (Reflection)

Student enjoyed learning the different styles of being able to sing the alphabet. especially Rock and Roll and Hip Hop
Regrouping Reader's Theater

## Created By

Shari Snyder, Daniel Fuller

12/9/10

## Standards

MAFS.2.NBT.2.5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction

TH.2.S.2.1: Collaborate with others to perform a scene and solve challenges

## Essential Question

How could we get the children to remember the steps to regrouping?

## Materials

Pencil

, chart paper (or document camera), Rosalind Flynn's book for CBRT

## Procedures

1. We first brainstormed with the class the elements of regrouping that we felt were necessary to write the script
2. We reminded the class about the gestures and sound effects that we already knew
3. We started with the template in the back of Rosalind Flynn's book and continued where it left off

 Assessment Strategies

For math, did the children improve on their regrouping skills? For writing and theater, did the children find that writing this script was informative and did it improve on previous scripts that we have written?

 Evaluation of Lesson (Reflection)

After completing this lesson, we realized a few things. It is better to write a script with one class and not two together. We need to expand on our sound effects and increase the number of gestures that the children know. Before writing the script, the math and reading teachers need to collaborate to know what vocabulary and concepts need to be addressed.
Rhyming Through Words

## Created By

Sharlene Williams

1/14/16

## Standards

LAFS.K.RF.2.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Recognize and produce rhyming words

MU.K.H.3.1: Perform simple songs, finger plays, and rhymes to experience connections among music, language, and numbers

## Lesson Objective

Challenge students to use various words that rhyme through clapping and listening through read aloud and card games

## Essential Question

Can I determine if two words rhyme through listening and clapping out the sounds of the words?

## Materials

CD or tape player, headphones, tape with rhyming songs, stock paper, crayons, markers, pencils, rhyming worksheets

## Procedures

1. Set up the listening center and place the rhyming words beside it
2. Students can play in pairs or independently during centers, mixing up the cards and finding rhyming pairs
3. Students can also write down their rhyming pairs on a rhyme worksheet to turn in (great evidence of learning)
4. Students can play games like Memory, turning over and mixing up the cards
5. Students can take the cards home to practice rhyming on their own

 Assessment Strategies

Students who are able to rhyme will be able to read with appropriate pause, stress and phrasing

 Evaluation of Lesson (Reflection)

A child that has learnt this characteristic of rhyme is therefore likely to be well equipped to learn how certain spellings produce similar-sounding words once they start school. Experience suggests that when they begin to learn reading, children that are sensitive to rhyme are better able to make the inference, for example, that fight and might are likely to be spelled the same way as the word light. In this way, learning to read one new word is readily extended to learning several more. Singing rhymes at the primary stage therefore provides a strong foundation for learning to read slightly later on: put simply, good rhymers make good readers!
Holidays Around the World

## Created By

Stacy Caceres

12/17/15

## Standards

LAFS.2.RI.2.5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently

LAFS.2.RI.3.9: Compare and contrast the most important points presented by two texts on the same topic

VA.2.O.3.1: Create personally meaningful works of art to document and explain ideas about local and global communities

## Lesson Objective

To research different cultures and create a passport stamp to represent each of the countries based on the facts learned about their holidays

## Essential Question

How can I convey the information learned about a country through art?

## Materials

Paper, pencils, markers, crayons, colored pencils, paint, books on countries and their holidays, computer for research

## Procedures

1. Students will be shown a real passport along with maps and books about different countries and their winter holidays (students could also each pick a country to research online)
2. Think aloud. The teacher and students will make a KWL chart or information bubble together about one country (Information should include things like: name of holiday, name of country, what flag looks like, food eaten, special beliefs or traditions, type of clothes worn, etc.)
3. Teacher will show students how to use a non-fiction text to locate the specific information they are looking for (or how to refine an internet search)
4. Students will then be assigned/choose a country and a partner/group to work with
5. Students will record the information learned based on the specific agreed upon goals of what the class placed on the KWL concept chart
6. After their research is complete, students will decide what information meant the most to them about that country
7. They will then design a passport stamp to represent the facts they want to portray about that country (example: Australia has Christmas in the summer where they picnic on the beach. The stamp could be a beach scene with people at a picnic wearing Santa hats)

 Assessment Strategies

Students will show and share with the other groups teaching about their country through only the stamp they drew. Presentation will allow students discussion time to question each other and learn more about each country studied until all students have "traveled around the world"

 Evaluation of Lesson (Reflection)

The students were very engaged in the project. The questions they asked each other were very engaging and appropriate. Most students were able to respond without looking back at their original notes. This time I assigned their partners, next time I think I would let them choose who they work with to see if the flow of teamwork came more easily for some who struggled this time. The prep work to find books on all levels with enough valuable information was the most challenging. I used articles and created some of my own pamphlets. I believe this was very beneficial for my struggling readers.
Magnets

## Standards

SC.2.P.8.1: Observe and measure objects in terms of their properties, including size, shape, color, temperature, weight, texture, sinking or floating in water, and attraction and repulsion of magnets

VA.2.C.2.1: Use appropriate decision-making skills to meet intended artistic objectives

## Lesson Objective

The goal of the lesson was to teach how magnets work

## Procedures

1. To engage students, they were asked several questions about magnets
2. Introduce vocabulary: magnet, pole, attract, repel
3. DE Streaming: Magnets a First Look
4. Students were instructed on how to create the foldable
5. Students labeled each flap and draw pictures

 Assessment Strategies

Students had to share their summaries

 Evaluation of Lesson (Reflection)

The lesson overall went well, however it took a long time to complete the lesson. Students had some difficulty putting the books together.
Seasons of Trees Through the Art of Vincent Van Gogh

## Created By

Linda Tylka

10/2015

## Standards

SC.K.N.1.4: Observe and create a visual representation of an object which includes its major features

VA.K.C.2.1: Describe personal choices made in the creation of artwork

VA.K.S.1.1: Explore art processes and media to produce artworks

SC.1.N.1.4: Ask "how do you know?" in appropriate situations

VA.1.S.1.2: Use varied processes to develop artistic skills when expressing personal thoughts, feelings, and experiences

## Lesson Objective

The students will learn about Vincent van Gogh and his paintings of trees and will be able to paint a tree or trees which represent one season (fall, spring, summer, winter)

## Essential Question

How does the appearance of trees change in the sky during the year?

## Materials

Watercolor paint, 12" x 18" paper, brushes, sea sponger, tempera paint

## Procedures

1. The teacher will read and show the pictures of Sky Tree by Thomas Locker to the class
2. Students will draw an oak tree as the focal point of the paper. The students can draw additional smaller trees. The students will trace all pencil lines with a black crayon
3. The students will paint the sky overlapping 2 colors that might represent a season using swirling strokes
4. The students will paint the tree and ground area
5. The students will choose the colors to sponge paint the leaves or snow on their paintings

 Assessment Strategies

The teacher will observe the students crafting their Sky Tree paintings. The students will grade their own work using the learning goal scale 4,3,2,1 and the effort scale 4,3,2,1

 Evaluation of Lesson (Reflection)

I loved the lesson because the students used brushes and sea sponges to paint their pictures. I also loved that the students had to use oral language to ask for certain colors for their sponge painting. They also had to tell me why they chose certain colors for their skies and leaves or snow.
Mobile Art

## Created By

Kerry Donath

3/8/12

## Standards

LAFS.1.W.1.3: Write narratives in which they recount two or more appropriately sequenced events

VA.1.S.2.1: Practice correct use of tools with various art media, techniques and processes

VA.1.S.1.1: Experiment with art processes and media to express ideas

## Lesson Objective

Students will write a paragraph with: a topic sentence, a beginning, middle, end, and a wrap up sentence (conclusion)

## Essential Question

How do I write a paragraph about an important event in my life?

## Materials

Wire hanger, construction paper, string/yarn, markers/crayons, glitter, pictures from magazines, planning web for writing, Alexander Calder pictures of mobiles (Google)

## Procedures

1. The teacher will show the class examples of mobiles and point out features like: balance, color, and shapes
2. The teacher will guide the students in a brainstorming activity to share possible ideas for their projects
3. The students will use a planning web to write about an important event in their lives
4. The students will draw, color, and decorate a shape to represent each part on their planning web
5. When the parts are complete, the students will construct their mobiles with a focus on balance and movement

 Assessment Strategies

A rubric will be used for assessment purposes

## Evaluation of Lesson (Reflection)

I found that the students enjoyed this activity. They really let their creativity come out and they were very motivated when it came to writing their paragraphs. I am reminded how important it is to give my students the opportunity to connect art with writing.
What Changes Earth's Surface

## Created By

Karen Carroll

1/2011

## Standards

SC.2.E.6.1: Recognize that Earth is made up of rocks. Rocks come in many sizes and shapes

SC.2.E.6.2: Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed

SC.2.E.6.3: Classify soil types based on color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants

VA.2.F.1.1: Use imagination to create unique artwork incorporating personal ideas and selected media

## Lesson Objective

Identify and compare ways Earth's surface is changed. Understand causes and effects of Earth's changing surface.

## Essential Question

What causes Earth's surface to change? What are the effects of Earth's changing surface?

## Materials

Student=made booklet of the four ways with student drawn examples of already discussed and studied photographs of the changes (weathering, erosion, volcanoes, earthquakes)

## Procedures

1. Read textbook and other resources
2. Show videos from media center
3. Use Brain Pop Jr.
4. Hands-on activities and observation activities
5. Student made booklet
6. Photographs pulled from websites and magazines

 Assessment Strategies

Teacher-made tests including the use of some of the photographs to identify, label or explain

 Evaluation of Lesson (Reflection)

I spent a lot of time trying to find simple pictures of the four ways of change. Colored pictures are hard to find, but would be more interesting. The students enjoyed the photographs and used to draw as examples, as well as talking about them and comparing. The students liked the hands-on activities and coloring their pictures.
Division Chart

## Created By

5th grade team effort

5/4/10

## Standards

MAFS.5.NBT.2.6: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors

MU.5.S.1.2: Compose short vocal or instrumental pieces using a variety of sound sources

## Procedures

1. Teach chant and gestures

 Assessment Strategies

The students learned the 5 steps of division

 Evaluation of Lesson (Reflection)

The lesson was a success and other teachers expressed an interest in the lesson
The Great Kapok Tree

## Created By

Gale Fravel

3/2010

Meant for 1st and 2nd ELL students

## Standards

LAFS.1.RL1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson

VA.1.S.1.1: Experiment with art processes and media to express ideas

LAFS.2.RL1.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text

VA.2.C.2.1: Use appropriate decision-making skills to meet intended artistic objectives

## Lesson Objective

Learning to write summaries and keeping stories in chronological order

## Essential Question

Would the understanding of the student's understanding of the reading objectives be improved by using the arts?

## Materials

Puppet theater, paper, crayons, colored pencils, paper bags, scissors, pencils

## Procedures

1. Read aloud *The Great Kapok Tree*
2. Reread several times over a period of a week
3. Each student picked one of the animals depicted in the story to write a summary of what the animal was worried about if the tree were to be chopped down
4. They created a background using the book as a model
5. They put their summary on a post-it and placed it anywhere on the page
6. After the summary was checked by the teacher, they copied the summary onto the designed page
7. They then made a representation of their animal and made their puppet
8. They put themselves in the proper order of the book and used the puppets in the puppet theater to retell the story

 Assessment Strategies

Evaluation of the pictorial representation and summary. Retelling of story in the proper order

 Evaluation of Lesson (Reflection)

Students were able to make a summary using the pictorial representation. Students performed at a meeting for the ESOL parents and were able to retell the story using the puppets.
Reader's Theater in Speech

## Created By

McIntosh

11/8/10

Meant for speech students

## Standards

LAFS.3.RF.4.4: Read with sufficient accuracy and fluency to support comprehension

TH.3.C.3.1: Discuss the techniques that help create an effective theatre work

## Lesson Objective

To improve oral fluency, intonation within a scripted/structured activity

## Essential Question

Can the students utilize speech techniques (control rate, stretch, and redo) to avoid disfluency/repair their speech and make necessary adjustments to facilitate effective communication

## Procedures

1. The students will review speech strategies with SLP/teacher
2. Students and teacher will review characters/topic
3. Students will review their lines

 Assessment Strategies

SLP will collect data on the student's oral fluency and utilization of speech techniques and the student's ability to make a repair if needed

 Evaluation of Lesson (Reflection)

The student's enjoyed taking on the role of the characters and were able to improve fluency when they utilized speech techniques and were able to develop more confidence speaking as the play continued.
Egret Lake Arts Intergration Wiki

**Welcome to the Egret Lake Arts Integration Wiki!**This website is designed to provide teachers with multiple avenues to incorporate the arts seamlessly into their lesson plans and classrooms while providing useful resources such as Arts-Integrated lesson plans, links to useful websites, and pictures of art work that were created by our very own Egrets.
* Arts integration is highly effective in engaging and motivating students. It supports the academic achievement and improves social behavior of students while enhancing school climate and parental involvement.
* A rich array of arts skills and intellectual processes provide multiple entry points for students to approach content in other subject areas, while arts instruction is likewise deepened through integration of content from the other subject areas. The arts provide students multiple modes for demonstrating learning and competency.
* Integrating art into core curriculum livens the teaching and learning experience for entire school communities. At its best, arts integration is transformative for students, teachers, and communities. The imaginations and creative capacities of teachers and students are nurtured and their aspirations afforded many avenues for realization.

```
                                What is art integration?

```

## Grade levels

Pre-KKindergartenFirst GradeSecond GradeThird GradeFourth GradeFifth Grade
Created by H. Kirey
Water Cycle Song

## Created By

Maryette Louis

1/25/12

## Standards

SC.5.E.7.1: Create a model to explain the parts of the water cycle

SC.5.E.7.2: Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth's water reservoirs via evaporation and precipitation process

MU.5.S.1.2: Compose short vocal or instrumental pieces using a variety of sound sources

## Lesson Objective

Students will be able to identify and describe the different phases of the water cycle

## Essential Question

 What are the different phases of the water cycle?

## Procedures

1. Read the current textbook chapter(s) on water cycle
2. Write chant based on information from textbook
3. Practice in the classroom
4. Demonstrate around campus while using the beat of the drum

 Assessment Strategies

Observation of students' participation, students' demonstration of science content, and rhythmic ability

## Evaluation of Lesson (Reflection)

Students will develop gestures to go along with the song
Character Trait Reader's Theater

## Created By

Carol Gruber

5/7/10

## Standards

LAFS.4.RF.4.4: Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding

TH.4.C.2.2: Reflect on the strengths and needs of one's own performance

VA.4.C.1.2: Describe observations and apply prior knowledge to interpret visual information and reflect on works of art

## Lesson Objective

To improve fluency/comprehension/intonation/take on character traits/ attitude of the character wil participating in a Reader's theater

## Essential Question

What character trait best describes each of your characters in the story?

## Materials

Charlie Brown Thanksgiving play/graphic organizer for character traits/illustrations of characters

## Procedures

1. The students will review the illustrations of the characters and roles will be assigned
2. The students will highlight their roles
3. The teacher will review unfamiliar vocabulary, discuss importance of using correct intonation/volume/articulation based on punctuation
4. The students will read the play
5. Then the teacher and students will utilize the graphic organizer on character traits/evidence from text to discuss and examine each character

 Assessment Strategies

Completed graphic organizer

 Evaluation of Lesson (Reflection)

The students enjoyed participating in the play
The Sun's Radiation

## Created By

Jennifer Lewanda, Caira Ferry, Gwen Seipel, Gale Fravel, Maryette Louis

1/21/10

## Standards

SC.5.P.10.1: Investigate and describe some basic forms of energy, including light, head, sound, electrical, chemical and mechanical

MU.5.S.1.2: Compose short vocal or instrumental pieces using a variety of sound sources

## Lesson Objective

Students will be able to explain thermal energy transfer through radiation

## Essential Question

How is thermal energy transferred through radiation?

## Materials

Book:  *Read and Understand Science,* handout: The Sun's Radiation Poem, handout: Questions about the Sun's Radiation, paper, pencils

## Procedures

1. Pre-teach content relating to conduction, convection and radiation
2. Show United Streaming video on conduction, convection, radiation, and the transfer of energy
3. Teacher directed lesson on the sun's radiation and how it transfers thermal energy
4. Students are arranged into groups of 4
5. Students are given The Sun's Radiation Poem handout
6. Students are instructed to develop a rhythm to turn the poem into a rap musical

 Assessment Strategies

Student performances, questions about the Sun's Radiation handout

 Evaluation of Lesson (Reflection)

The students will write a 100 word reflection about what they did and what they learned about the sun's radiation and how it transfers thermal energy
Floridian Silhouette

## Created By

Vuletic

5/2015

## Standards

SS.4.G.1.2: Locate and label cultural features on a Florida map

SS.4.E.1.2: Explain Florida's role in the national and international economy and conditions that attract businesses to the state

VA.4. F.1.1: Combine art media with innovative ideas and techniques to create two- and/or three-dimensional works of art

## Lesson Objective

To embody the beauty of symbols/items that represent Florida. Students will also do research and be able to explain why and how the symbol/item they picked represents Florida

## Essential Question

When you think of Florida, what is the first thing that comes to your mind?

After reading about Florida, what object would you pick to represent this state?

How does this symbol represent our state?

What are some important facts about this object?

## Materials

Canvas, crayons, black acrylic paint, paint brush

## Procedures

1. Students will study Florida and choose one thing that they feel represents Florida best
	1. Florida animals (egret, alligator, marlin, dolphin, panther, etc.)
	2. Plants (palm tree, hibiscus, etc.)
	3. Fruit (orange, mango, etc.)
	4. Location (beach, state, etc.)
2. Students will draw the one thing they choose. They will cut their picture out and trace it on canvas
3. They will paint what they traced with black acrylic paint so it becomes a silhouette
4. Students will arrange an array of crayons in different colors on their canvas. Teacher will hot glue crayons to the canvas
5. Students will melt the crayons by leaving their art work in the hot sun for an hour and by using a hair drier to get the special effect of dripping crayons

 Assessment Strategies

Completion of project (art work, written report, oral presentation)
Potato: A Tale from the Great Depression

## Created By

Kathleen Palacio

1/2015

## Standards

LAFS.K.RL.1.2: With prompting and support, retell familiar stories, including key details

VA.K.H.1.3: Explain how art-making can help people express ideas and feelings

LAFS.1.RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson

VA.1.H.1.3: Describe ways in which artists use their work to share knowledge and life experiences

LAFS.2.RL.1.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text

VA.2.H.3.1: Describe connections made between creating with art ideas and creating with information from other content areas

LAFS.3.RL.1.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers

VA.3.H.3.1: Discuss how knowledge gained in the visual art classroom can serve as prior knowledge in other classrooms

LAFS.4.RL.1.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text

VA.4.H.3.1: Discuss how analytical skills and thinking strategies are applied to both art production and problem-solving in other content areas

LAFS.5.RL.1.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text

VA.5.H.3.1: Discuss how skills learned through the analysis and art-making process are used to solve problems in non-art areas

## Lesson Objective

Students will learn what a tale is in literature. The interest shown by the students about how to grow potatoes in the story was used to create a class science project

## Essential Question

Will new potatoes grow by placing a potato in soil?

## Materials

2 potatoes, 4 pots, a bag of soil, water, sunlight, *Potato: a Tale from the Great Depression* by Kate Lied

## Procedures

1. Read the story to the class
2. Prepare pots with soil
3. Cut potatoes in half
4. Place the potato into the soil on the side that was cut
5. Cover the potato leaving only about an inch of the potato left above the soil
6. Water and place in a sunny pot
7. WAIT... this was the toughest part of the project as the students wanted instant results. As the vines started to appear the initial excitement started to reappear. There is no way for me to convey the joy when we unearthed the potatoes. I'd never planted potatoes before so I was equally excited

 Assessment Strategies

Completion of all the stages seen in the growth of the potato

 Evaluation of Lesson (Reflection)

Was a tremendous learning process that kept the students the whole time
First Grade

## 1st Grade Lesson Plans

Below are the current lesson plans for 1st grade arts integration. The lessons are sorted by subject: Math, ELA, Science, and Social Studies.

## Math

Math, Art And Abstraction

Addition and Subtraction Dice

Picture Perfect Fractions

Jack o' Lantern

Making the Math Connection with Tessellations

## ELA

Mobile Art

Imogene's Antlers

Retelling With Stick Puppets

The Very Hungry Caterpillar

Story Elements

The Laughing River

Sam the Scarecrow

The Little Red Hen

The Play and The Fairy Tale

Suitcase Packing

The Great Kapok Tree

A Day in the Snow

Fall Leaves

The Shelf Elf

I Am Going on a Leisure Walk

A Frog Grows and Changes

Snowflake Bentley

Potato: a Tale from the Great Depression

Art From Her Heart

I Know an Old Lady Who Swallowed Some Snow

The Story of Thanksgiving

Book Writing

## Science

Matter With Water

Animal Habitat Diorama and Nonfiction Book

Ocean Life

Soil Components

Name that Shell!

Modeling Solids, Liquids, and Gases

Art and Science

The Tide Pool

Seasons of Trees Through the Art of Vincent Van Gogh

## Social Studies

"I Have a Dream" Portrait

The Jazz Fly

Clay Map Project of Florida

Painting Map of Florida
Addition and Subtraction Dice

## Created By

Carol Gruber

5/7/10

## Standards

MAFS.1.OA.2.3: Apply properties of operations as strategies to add and subtract

MAFS.1.OA.3.6: Add and subtract within 20

VA.1.S.1.1: Experiment with art processes and media to express ideas

## Lesson Objective

To practice either addition or subtraction facts to 12

## Essential Question

Will my students be able to use their dice to create their own addition and subtraction sentences?

## Materials

Square tissue boxes, magazines to cut out, paper cut into squares, crayons, markers

## Procedures

1. Teacher shows students a model of the finished product and discusses the expectations
2. Teacher has students pick a theme for their drawings
3. Teacher gives students a square of paper for their numbers 1-6
4. Students draw pictures for the numbers 106
5. Students then glue them to the square tissue boxes
6. Let dry
7. At math time, the students work in pairs to roll the dice and make addition or subtraction problems

 Assessment Strategies

Teacher checks the math dice for accuracy. Teacher checks students as they roll the dice and make number sentences.

 Evaluation of Lesson (Reflection)

Students can have fun as they work cooperatively to learn how to add and subtract and write number sentences
One Giant Leap

## Created By

Ms. Kelsey, Mrs. Peters, Mrs. Debrow, Mrs. Perry

1/19/10

## Standards

LAFS.3.RI.2.6: Distinguish their own point of view from that of the author of a text

VA.3.F.1.1: Manipulate art media and incorporates a variety of subject matter to create imaginative artwork

## Lesson Objective

To write a new entertaining piece with a small group

## Materials

Paper, pencils, drawing paper, colored pencils

## Procedures

1. Read "One Giant Leap" in TFK page 30-31
2. Have students identify this as an informational article
3. Discuss how to make it a persuasive article with the whole group
4. Then students will get into small groups and write an entertaining piece
5. The students will design a picture to go with their work

 Assessment Strategies

The teacher can assess whether students understand the concept by listening to the discussion during partner time and also when they share in the whole group time

 Evaluation of Lesson (Reflection)

Students wrote a variety of pieces. They wrote raps, poems, readers theaters, and fairy tales. The lesson went very well.
The Play and The Fairy Tale

## Created By

Jan Higi

11/30/2010

## Standards

LAFS.1.RL.3.9: Compare and contrast the adventures and experiences of characters in stories

VA.1.S.1.2: Use varied processes to develop artistic skills when expressing personal thoughts, feelings and experiences

## Lesson Objective

Students will distinguish between different forms of literature

## Essential Question

How are the play and fairy tale alike and different?

## Materials

Venn diagram, puppets, play of *The Ugly Duckling*, *The Ugly Duckling* by Hans Christian Anderson

## Procedures

1. Read the original fairy tale and discuss with questioning
2. Read the play
3. Have the play and puppets set up in a center

 Assessment Strategies

Complete the Venn diagram and the play accountability tool

 Evaluation of Lesson (Reflection)

Students were very engaged and could answer higher order questions about the play and the story
The Giving Tree

## Created By

Michelle Kitchens, Marissa Johns

2/6/10

## Standards

SC.K.L.14.2: Recognize that some books and other media portray animals and plants with characteristics and behaviors they do not have in real life

VA.K.C.2.1: Describe personal choices made in the creation of artwork

## Lesson Objective

Students can compare the behaviors of a fiction tree to a real tree

## Essential Question

What characteristics did you add to your tree to make it fiction?

## Materials

"The Giving Tree" by Shel Silverstein, white construction paper, green tissue paper, pipe cleaners, googly eyes, glue, crayons

## Procedures

1. Read "The Giving Tree" and discuss behaviors of the tree in the story
2. Pass out materials to students
3. Have the students draw a picture of a real tree and add fiction characteristics

 Assessment Strategies

Teacher will walk around the room and ask students what fiction characteristics they added to their tree picture

 Evaluation of Lesson (Reflection)

It was such a fun activity to recognize fiction and non-fiction. The students were able to be creative with their own fiction characteristics. The students' became emotionally connected to the tree in the story.
Making Clay Idioms

## Created By

Ms. Colanero

2012

## Standards

LAFS.3.L.3.5: Demonstrate understanding of word relationships and nuances in word meaning. Distinguish the literal and non literal meaning of words and phrases in context

LAFS.3.L.2.3: Use knowledge of language and its conventions when writing, speaking, reading or listening

VA.3.S.3.1: Use materials, tools, and processes to achieve an intended result in two- and/or three-dimensional artworks

## Lesson Objective

In this activity, students will use modeling clay to represent the literal meaning of an idiom. Students will then compare the literal meaning to how we use the idiom in our writing and speech, as well as how authors use it to convey meaning and create moods.

## Essential Question

What do authors and/or speakers really mean when they use figurative language?

## Materials

Pencil, paper, modeling clay, index card, maker, class list of idioms, writing notebooks

## Procedures

1. Brainstorm a list of idioms as a whole group and create an anchor chart/poster to display
2. Allow students to pick the idiom they want to make into a clay creation
3. Students will then sketch on paper wheat they plan to create with the clay and how they plan to do it (ex. What colors? How will it stand up?)
4. Students can then create their idiom using the modeling clay
5. Once completed, students can use a index card and marker to label their creation
6. Lastly, students can make a list of different ways to use their idiom in writing and speech. They can use their Writer's Notebook to provide examples of sentences that incorporate their idiom
7. As an extension, you could display the idioms on student desks (w/o the labels) and have the children walk around guessing each one. Students can then make several lists in their Writer's Notebook incorporating each idiom

 Assessment Strategies

See #6 and extension listed above

Students will also be able to apply their knowledge of idioms to question regarding figurative language on FSA assessments

## Evaluation of Lesson (Reflection)

See #6 and extension activity above

While I have not done this lesson with my students yet this year, I am eagerly anticipating huge success. This is a hands-on approach to understanding a difficult concept. It also encourages students to be creative and appeals to tactile learners.
The Continents

## Created By

Mr. Orelus

1/26/15

## Standards

SS.3.G.1.3: Label the continents and oceans on a world map

TH.3.F.3.1: Participate in a collaborative project to create a theatrical performance and reflect on the experience

VA.3.F.2.1: Identify places where artists or designers have made an impact on the community

## Lesson Objective

To teach the continents and students will be able to recall where all the continents are located on a map

## Essential Question

How will Reader's Theater help the students learn the 7 continents?

## Materials

Map, globe, computer, LCD projector, document camera

## Procedures

1. Ask the students if they know what the 7 continents are
2. Allow the students to raise their hands to name the continents
3. Write the name of the continents they say on a chart paper
4. Show the students videos about the continents. It will teach them about the continents through a song
5. Show the students a map of the world with the continents
6. Form groups of 3-4 students and give them a blank laminate map of the continents to fill out
7. Students will be able to sing a song about the continents (they will come up with their own lyrics

 Assessment Strategies

Students will make their own map individually. They will complete a survey about how they thought in the lesson

 Evaluation of Lesson (Reflection)

The students enjoyed the research and the R.T.
Nursery Rhyme Rally

## Created By

Julie Carr

2/7/12

## Standards

LAFS.K.RL.1.2: With prompting and support, retell familiar stories, including key details

MU.K.H.3.1: Perform simple songs, finger plays and rhymes to experience connections among music, language, and numbers

MU.K.S.3.2: Perform simple songs and accompaniments

DA.K.C.1.1: Associate and identify words of action or feeling with watching or performing simple dances

DA.K.C.1.2: Perform creative movement in a specific order

## Lesson Objective

To use drama to help students remember and retell familiar nursery rhymes

## Essential Question

Can the use of drama help students remember and understand familiar nursery rhymes?

## Materials

Dr. Jean's "Nursery Rhyme Rally" on CD (You can forego the musical version and simply have the students recite the rhymes while acting them out.)

Simple props easily found in the classroom or made by students (i.e., a pail from the sandbox for Jack and Jill, a rubber spider from Halloween for Little Miss Muffett, animal puppets or masks, etc.)

## Procedures

1. Determine which nursery rhymes to act out using either the CD or a nursery rhyme anthology/book
2. Discuss the props needed and locate/make them
3. Talk about how to dramatize so that the audience will believe its "real"
4. Practice, practice, practice!
5. When ready, perform for an audience
6. Follow up with rhyming games, word recognition strategies, and visual art presentations (drawings/paintings/murals/collages)

## Assessment Strategies

Observe students both within groups and individually as they dramatize the rhymes

## Evaluation of Lesson (Reflection)

This was a lot of fun for all of us. I followed up with sequencing activities and word play with the rhyming words, in addition to sight word recognition using sentence strips during the dramatization
Native American Clay Artifacts

## Created By

Christine Spalding

5/3/10

## Standards

SS.4.A.2.1: Compare Native American tribes in Florida

LAFS.4.W.1.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences

VA.4.C.2.3: Develop and support ideas from various resources to create unique artworks

## Lesson Objective

Students will be able to define the word artifact and design their own Native American artifact

## Essential Question

How can I replicate a Native American clay artifact?

## Materials

Clay, wallpaper mats, water, paper towels

## Procedures

1. In the days previous to the lesson, students will learn about the first people of Florida and what an artifact is
2. Students will then sketch a rough draft of what they want their artifact to look like
3. On the day of the project, students will review what an artifact is and what they may have been used for
4. Each student will take out the sketch of their artifact design
5. Each student will be given a palm size amount of clay and work individually at their desks to create their artifact
6. After cleaning up, each student will write a short narrative story. The story must include them as a Native American child and how they used and lost their artifact
7. The student must lose their artifact in the story in order for someone, many years later, to find it

 Assessment Strategies

Students are graded on creativity of the artifact and if it is a true artifact. \*\* True artifact is an object made by human hands.

 Evaluation of Lesson (Reflection)

This lesson went very well! It is very messy but well worth it. The students understand that an artifact must be something a human made and not just a fossil or plant from that time. The students enjoyed writing their story. Many of them used their imagination and created a wonderful narrative story.
Reading Cadence

## Created By

Patrick Iles

11/30/10

## Standards

LAFS.5.RF.4.4: Read with sufficient accuracy and fluency to support comprehension

MU.5.S.1.1: Improvise rhythmic and melodic phrases to create simple variations on familiar melodies

## Lesson Objective

Students will be able to understand the various reading strategies

## Essential Question

What are the 3 different reading strategies?

## Materials

Students' voices, science text book, drum

## Procedures

1. Read strategy sheet
2. Write chant based on information from strategies sheet
3. Practice in classroom
4. Demonstrate around campus while using the beat of the drums

 Assessment Strategies

Observation of students' participation, students' demonstration of reading strategies, and rhythmic ability

 Evaluation of Lesson (Reflection)

Students will develop gestures to go along with the chant
Fairytale Puppetry

## Created By

Julie Carr

2015

## Standards

LAFS.K.RL.1.2: With prompting and support, retell familiar stories, including key details

VA.K.S.3.1: Develop skills and techniques to create with two- and/or three- dimensional media

## Lesson Objective

Students will retell a story we have read through use of dramatic play and puppetry

## Essential Question

Can I communicate my knowledge of the beginning, middle and end of a fairy tale by re-enacting it with puppets?

## Materials

Collect interesting paper, fabric, feathers, sequins, yarn, etc. and keep them in a corner of the classroom. Combined with markers, paper bags, Popsicle sticks, scissors, and glue, your students have all the materials needed to make their own puppets

## Procedures

1. After reading a fair tale, discuss the characters' appearance, sequence of events, and the setting(s)
2. Using a wide variety of materials, make character puppets, either on sticks or paper bags
3. Have each student in a group make a different character
4. When complete, have the students act out the story, remembering to tell the beginning, middle, and end of the story

 Assessment Strategies

Watch and comment on performance

 Evaluation of Lesson (Reflection)

This can be used with fiction or non-fiction books. It's a great way to assess your students' comprehension