Art Integration Unit Plan Template 1

Art Integration Unit Plan Template

LTC 4240: Art for Children

Unit Title & Big Idea: South Africa Grade Level: 4th
Unit Overview/Summary:
Students will conduct a two-week investigation on the history, environment, and ecology of South Africa followed by a
semester long pen-pal program with a South African classroom.

Class Periods Required:
4+ class periods
Key Concepts (3-4)
Life in South Africa is fundamentally similar but also different.
In the book the Niki Dalys characters walk through the city, shop
in a market, and experience several experiences different from
those of a typical Missouri citizen.
South Africa is made up of a diverse population.
How human changes have affected the natural habitats in South
Africa.
Essential Questions (3-4)
1. What have been the human causes of animal endangerment in
South Africa?
2. What is the geographical and cultural composition of South Africa?
3. How is South Africa different from the students hometown?
Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1)
Students will be able to discuss the geographical and cultural composition of South Africa.
Students will be able to compare the culture of South Africa to their own lives.
Students will be able to produce a pamphlet about South African culture, geography, and ecology.
Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)

ART
Grade 4, Strand I B. Create an example of graphic art (e.g., poster,
illustration, advertisement, greeting card)

SOCIAL STUDIES
Compare regions (e.g., explain how life in a city region is different from
life in a rural region or how landscapes in mountainous regions look
different from landscapes in plains regions)
Identify and use library and media resources (electronic resources,
dictionaries, encyclopedias, videos, periodicals, atlases, almanacs,
telephone directories, books, and cartoons)
Create maps, timelines, diagrams and cartoons to enhance studies in
civics, history, economics and geography

Core Academic Standards (Common Core State Standards) (3-4)
(http://www.corestandards.org/)
WRITING
CCSS.ELA-Literacy.W.4.2
Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
CCSS.ELA-Literacy.W.4.2.a
Introduce a topic clearly and group related information in
paragraphs and sections; include formatting (e.g., headings),
illustrations, and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.4.2.b
Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to the topic.
CCSS.ELA-Literacy.W.4.2.c
Link ideas within categories of information using words and phrases
(e.g., another, for example, also, because).
Art Integration Unit Plan Template 2

CCSS.ELA-Literacy.W.4.2.d
Use precise language and domain-specific vocabulary to inform
about or explain the topic.

Content Areas Integrated:
1. Visual Art Designing a magazine cover to accompany their informative
packet on an endangered species from South Africa
2. Social Studies -
3. Literature/Writing
4. Science Research and write about an endangered animal from South
Africa

Identify & define common vocabulary/concepts that connect the art form
with the other identified subject area(s):
Design - a plan or drawing produced to show the look and function or
workings of a building, garment, or other object before it is built or made.

Lesson Titles in Sequence/Order
1. Tell me about South Africa

2. Not so Fast Songologo, and When I go to the grocery store

3. Animals in South Africa

4. History of Norman Rockwell
Brief Lesson Descriptions (2-3 sentences each)
Social Studies
Students will use the resources provided to find information about
the cultural and geographic make up of South Africa. Using this
information, students will create an informational piece about South
Africa.
Literature/Writing
Students will read the book Not So Fast Songololo by Niki Daly. They
will work in groups to discuss the daily life and activities of
Songologo and how it is similar or different to their own. Students
will then write a Non-fiction piece about their most recent trip to
the store and create a venn diagram comparing their own story to
Songologos.
Science
The class will read together an article about endangered animals in
South Africa. Students will select an animal from the list and do
research using the resources provided on the animals habitat, diet,
and reason for endangerment. Student will then use this
information to write an informational piece about the animal, why
its endangered and what we could be doing to help.
Art
Students will create a magazine cover featuring the animal they
chose to write about using Norman Rockwells magazine covers as
inspiration. Students will then use that magazine cover to feature
Art Integration Unit Plan Template 3

the writing pieces they completed throughout the unit.
What student prior knowledge will this unit require/draw upon?
Students will have to be familiar with Venn Diagrams and know how to conduct research independently.
What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit?
Students have to explore their own experiences and imagine how different their lives may be under different circumstances.

How will this unit permit/encourage students to solve problems in divergent ways?
Although students will be assessed using the same unit they are encouraged to think about these topics in divergent ways by emphasizing students
personal experiences and researching independently.

How will you engage students in routinely reflecting on their learning/learning processes?
Throughout the unit Students have to engage in reviewing, revising, and sharing their thought verbally and in writing throughout the unit.

How will this unit engage students in assessing their own work and the work of peers?
At the end of the unit students will compile their research writings into a magazine which will be shared in a classroom file and sharing pile. Students
will be allowed to edit their submissions prior to compiling them into a magazine.

What opportunities/activities will students be given to revise and improve their understandings and their work?
Students will have the opportunity throughout the unit to revise their physical work and understandings as we work through the unit.

What opportunities/activities will you provide for students to share their learning/understanding/work in this unit?
Students will be able to compile their work from this semester into a magazine which will be shared as a class resource at the end of the unit.

How will you adapt the various aspects of this lesson to differently-abled students?
One modification I had in mind was to give students the opportunity to either type/graphically design their projects or to allow them to physically
write and draw their projects.
While researching I think providing students access to a variety of different resources to use for their research (such as fiction and non-fiction books,
webpages, and videos) will help students adapt the research to their own ability levels.
For students or classes that require additional support I would be supportive of the idea of strategic pairing of students to work on the research
portions of their integrated project.

References
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
Art Integration Unit Plan Template 4

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf
http://www.sciencekids.co.nz/sciencefacts/countries/southafrica.html
http://www.timeforkids.com/destination/south-africa
http://kids.nationalgeographic.com/kids/places/find/south-africa/
http://www.kids-world-travel-guide.com/south-africa-for-kids.html
http://www.amazon.com/Not-Fast-Songololo-Niki-Daly/dp/0711217653/ref=pd_sim_b_3
http://www.getaway.co.za/environment/conservation-environment/endangered-animals-south-africa/