Unit
TITLE of UNIT:
Authors:
Email Addresses:
School:
Grade/Subject:
Date:
A. STANDARDS:
1. Academic
Standards
2. Character
Traits
Addressed :
(Respect,
Responsibility,
Caring,
Honesty,
Resiliency)
3. Art Standards:
Susan Hanson – Using Arts
Integration to Learn About Life
Cycles
Niclole, Krista, Donna, Dave & Dr. B……
dmccullough@mac.com,
kbuglove@gmail.com,
lovefromsanfrancisco@yahoo.com,
cardozadave 77@yahoo.com
TBA (what grade for life cycles?)
3rd-5th?
July 2011
Science – Life Cycles of animals which undergo metamorphosis and those which do not
Physical science
ELA – Writing – Use Georgia rubric
Respect / Cooperation
Respect for environment\
Caring for all living things
Resiliency
Art – Drawing
Drama – playwriting (skit)
Dance –performance
B. CONCEPT:
(Systems,
Relationships,
Change, Balance)
Cycles
Change
Balance in nature
Impact on all things kiving
C. FOCUS
STATEMENT: (What
is to be learned so
deeply so as to last
forever?)
All living things experience a cycle of life. However, some are different than others and
require different aspects to work in the animal/mammal kingdom.
All living things undergo change in many different ways.
Because all living things complete a life cycle and undergo many changes, they help to
form a delicate balance in the natural kingdom.
D. SIGNIFICANT
QUESTION:
What is the definition of a life cycle?
What are the different types of cycles in life and in living things?
DEEPENING
QUESTIONS:
How are cycles found in other parts of life?
How are systems like life cycles?
E. MASTERWORK:
How it is introduced
and Experienced:
Sunflower- Vsn Gogh
Brillaint Bouquet-Joanns Gauthier
Sunflower poem- 2 voices?
“Hope for the Flowers”-Trina Paulus
F. ENGAGEMENT/
ART-BASED
STRATEGIES/
Below are indicators of engagement. Insert letter of section where this engagement is occurring.
ACCOMMODATIONS:
G. ORIGINAL
CREATION: (for the
entire unit w/rubric
for assessment)
Affiliation
Choice
x
x
Accommodations:
Affirmation
Authenticity
Novelty
x
Meaningful
x
Challenge
Enjoyment
x
Interest
x
TBA
H. REFLECTION/
ASSESSMENT:
(Basic - What did I
Culminating dance performance
Students writing a poem demonstrating their understanding of life cycles.
Culmination theatrical performance also demonstrating their gained understanding of
actually observe? What the standards.
did I learn? How did I
learn it? Higher What inferences am I
drawing? What
important standards
did I master. How
might I apply what I
learned to something
very important? How
would I teach this,
better to others? )
I. INQUIRY CENTERS:
(Supported by the
deepening questions.
Include
accommodations,
reflections, products
and rubric for
evaluation of product)
– One center with a creation/final product to be evaluated using a rubric.
INQUIRY CENTER #1 - Vocabulary Dance
INQUIRY CENTER #2 – Human Paragraph
INQUIRY CENTER #3 – I Am a Bee
INQUIRY CENTER #4 compare and contrast metamorphosis versus non-metamorphosis
using Venn Diagram
May also add a drama performance.
Students may demonstrate their understanding through creating a piece of art work, a
song, or a play.
J. ART PARTNERS/
CONTRIBUTIONS:
ARTSNOW
K. RELATIONSHIP TO
SYSTEM / SCHOOL
IMPROVEMENT
PLAN:
Science Assessment to be counted this coming year…
Reading across the grade levels included in grade level specified
L. ACADEMIC
SERVICE LEARNING:
Some students) students will be selected to teach other (younger students)
M. MATERIALS/
RESOURCES:
Writing Skill is a priority
Writing 5 paragraphs to support Human Paragraph