Sie sind auf Seite 1von 4

Art Integration Unit Plan Template 1

Art Integration Unit Plan Template

LTC 4240: Art for Children

Unit Title & Big Idea: Ladybugs Grade Level: Kindergarten
Unit Overview/Summary:
For this ladybug unit, students will experience learning through gaining knowledge about ladybugs and using the
ladybugs features to promote learning in the subjects of science, math, and art. Students will be meeting GLEs for
science and art and Common Core State Standards for math. Students will complete lessons in one day and then build
upon solidified knowledge in the following weeks with observation of ladybugs hosted in their classroom.

Class Periods Required:
1-2 Science periods and then 6-8
weeks for ladybug observation
following lesson
1 Math period
*lessons completed in one day
with exception of continuation of
science observations
Key Concepts (3-4)
Art can be used to portray a life-like ladybug.
A ladybug goes through three stages of life before becoming an adult ladybug.
The spots on a ladybug can be counted and compared.

Essential Questions (3-4)
What do the numbers 1-10 look like as spot on ladybug wings (objects)?
How do I record the numbers 1-10 after counting the spots on a ladybugs
How can I use my five senses to make conclusions about the stage a ladybug
is in and record what I find?
How can I make a ladybug out of craft materials including glue, construction
paper, paper plates and felt?

Unit Objectives: (Excellent resource at
Students will create a ladybug by cutting from a template and using glue, coloring pencils or markers and felt.
Students will use the ladybug from the art component to manipulate, count and record the number of spots on the left and right sides of the insect, as well
as indicate which side has more or less spots and compare between other peers during the period.
Students will be able to identify the steps of a ladybugs life cycle in order and use that knowledge to observe and make conclusions about living ladybugs
throughout their entire life cycle.
Students will conclude science observations by using their five senses and record their observations by using words or pictures two times during each stage
of ladybug lifecycle.

Grade Level Expectations (GLEs) (3-4) (

Visual Art I. 2.A. Use scissors with control
Core Academic Standards (Common Core State Standards) (3-4)

Art Integration Unit Plan Template 2

Visual Art I. 3. C. Create artwork that communicates ideas about outdoors
(seasons, nature, etc.)
Science 7. 1. B. Make qualitative observations using five senses, using small
tools and equipment
Science 7. 1. C. Use observations as support for explanations and compare
observations with prior knowledge
Science 7. 1. D. Communicate observations using words, pictures, and

CCSS.MATH.CONTENT.K.CC.A.2 Count forward beginning from a given
number within the known sequence (instead of having to begin at one)
CCSS.MATH.CONTENT.K.CC.A.3 Write numbers from 0 to 20
CCSS.MATH.CONTENT.K.CC.B.4.A When counting objects, say the number
names in the standard order, pairing each object with one and only one
number name and each number name with one and only one object

Content Areas Integrated:
1. Visual Art
2. Science
3. Math

Identify & define common vocabulary/concepts that connect the art form
with the other identified subject area(s):
Ladybugby creating a ladybug students connect to the other subjects
areas by creatively understanding the anatomy of a ladybug and will solidify
math concepts
Lifecycleprocess of life that an insect goes through to arrive at full growth
Aphidssomething ladybug eats in larvae stage

Lesson Titles in Sequence/Order
1. Ladybug Life (Science)

2. Creative Critters (Art)

3. How Many Spots? (Math)
Brief Lesson Descriptions (2-3 sentences each)
1. Ladybug Life: for this lesson, students will be beginning to understand all
about ladybug life! (This includes their shape, size, lifecycle, food, etc.) The
main focus will be the ladybug lifecycle. First they will watch a quick video
( which helps them
visualize the lifecycle. Afterward, they will work on a few worksheets that
will help them understand the stages of the lifecycle and provide them with
pictures. Students will use this knowledge to observe ladybugs they are
hosting in their classroom for the next 6-8 weeks throughout the lifecycle.
This builds into the art lesson because then students will have the
opportunity to create their own ladybugs!
2. Creative Critters: for this lesson, students will be creating their own
ladybugs. Students will be using paper plates for the body, pipe cleaners for
the features, googly eyes, and felt for the wings and spots (so the spots will
cling to the bug). Although students will be expected to have certain
features of their ladybug, they will have creativity in their choice of color,
size of ladybug and extra features or designs on their ladybug.
Art Integration Unit Plan Template 3

3. How Many Spots?: for this lesson, students will be using the ladybug they
created in the art lesson. Students will be manipulating the spots on both
sides of their wingsthis section can be teacher-led or student-led
depending on student understanding and ability. The goal is that students
write 5 different values for each side of their ladybugs wingsto fulfill the
standard of writing their number values. Students add and take away the
spots and then write however many are on the wing. If accommodations are
needed, students can say which wing has more spots and which has
What student prior knowledge will this unit require/draw upon?
Students need prior knowledge that includes cutting, pasting, and coloring for art, counting objects starting from zero and going in correct number sequence
for math, and recording observations for science. These are all very helpful skills and knowledge for students to have before completing this unit, however, if
some students are not completely prepared conceptually, they will be accommodated for. Because of the nature of the lesson, the group work and
individually paced work, if students needed they could be in certain groups/pairs based on prior knowledge.

What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit?
Because this unit is an integrated unit, each component will build upon others. After students learn about ladybugs in their science period (vocabulary,
lifecycle, etc.), they will make a ladybug in their math period. This is the component that promotes imagining, as students will be able to creatively build on
their knowledge of ladybug characteristics by making one. The exploring component in this lesson is satisfied by the observation students will be doing of the
ladybugs they are hosting in their classroom. They will be conducting small explorations using different tools and senses. Experimenting is present in the
math component, which allows students to experiment with the number of spots on their ladybug. Experimentation is also allowed through the creativity of
their artwork, as not everyones ladybug will have to look the same.

How will this unit permit/encourage students to solve problems in divergent ways?
This unit allows creativity with the students. They will have freedom to form their own knowledge and working independently, they will be equipped to solve
their own problems.

How will you engage students in routinely reflecting on their learning/learning processes?
Because each lesson is dependent on the lesson previous, the students will be constantly reflecting on what they have learned. Students will need to reflect
back to their science notes and knowledge while creating their ladybug and then will be using that ladybug for their math work. This is an easy way for very
young students to learn how to be reflective about what they are learning.

How will this unit engage students in assessing their own work and the work of peers?
Students will have the opportunity to work in groups with others and be familiar with the creativity of others presented in their artwork as well as in the
math game and lesson. Students will be looking at their own ladybugs and assessing their own work by manipulating the number of spots on each wing and
analyzing the spots of the other ladybugs in their peer group. Students will also be able to collaborate with peers on the observation component and assess
Art Integration Unit Plan Template 4

and take responsibility for their learning.

What opportunities/activities will students be given to revise and improve their understandings and their work?
Students will be able to revise their understandings and learning by not being given a formal assessment but rather several informal assessments throughout
the day. This will allows students to make different use of their knowledge like adding up/counting ladybug spots in different ways. Students will also
experience the ability to revise and improve throughout the science unit and observation. Because they will have a brief understanding of the ladybug
lifecycle at the beginning, they will improve their knowledge through observation and recording.

What opportunities/activities will you provide for students to share their learning/understanding/work in this unit?
Their artwork is the main component that will be shared in this unit. After this unit, the ladybugs will be hung in the hallway for all to see! Sharing their
understanding will also be taking place in their group collaboration.

How will you adapt the various aspects of this lesson to differently-abled students?
Many accommodations will be available for students throughout this unit. For the art lesson, students will be able to receive additional pre-made/cut parts if
they need assistance. For the science lesson, students will be able to have many accommodations. If they need writing help for observations, they will be
able to draw a picture instead. If a student is struggling with understanding the life cycle and relating their knowledge to the observations, there are many
visual aids they can refer to that demonstrate, just in pictures, how the life cycle occurs. For the math lesson, students who are struggling may need to start
with fewer spots on their ladybug, or may only be expected to count the spots on one wing, instead of both. Overall, for group work, students will be
grouped how necessary to best meet student needs. Certain struggling students may need a small group interaction with the instructor, while others may
need/prefer to work alone. All of these needs can be met with this unit plan.

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
YouTube video: