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Art Integration Lesson Plan

Name: Andrea Bowhall-Diaz

Content Area: Science


Grade Level: 1st grade


Unit Title: Plant and Animal Survival

Lesson Title: Animal Beats


NGSS 1-LS3-1 Make observations to construct an evidence-based account that young

plants and animals are like, but not exactly like, their parents.
Music:: 1.1.B: Identify same and different patterns in music.


& Academic

This lesson would be conducted in a science setting. This lesson could fit best when
students are learning about characteristics of animals or plants that help them survive in
their specific environment, and then begin to look at the offspring and how they survive
with the help of their parents and their own characteristics.
- Observe and identify similar characteristics between parent and offspring.
- Observe and identify different characteristics between parent and offspring
- Identify theme and variation within a piece of music
- Create their own theme and variation
Academic Language:
- Theme
- Variation
- Pattern
- Rhythm


- Observe student participation
o identifying similarities and differences
o identifying theme and variation
o creating own theme and variation
- Observe individual and partner work
o Doing work correctly
o Using academic language
o Struggling or striving
- Performing personal theme and variations for class, using similarities and differences
as a guide.
- See rubric for assessment

Materials Needed:

Recording of Twelve Variations on Vous dirai-je Maman by Mozart

Animal Scramble pictures
Assessment Rubric
Rhythm instruments (optional)

(Include time allotments)

Introduction: 5 minutes
o Bring students into meeting area
o Introduce lesson by telling students the objectives and how they are going to get there
listen to a piece of music to identify theme and variation
observe pictures of parent and baby animals
create own themes and variations to show the similarities and differences in specific

Steps for instruction: 30 minutes

o Explain that students will be listening to a song and you want them to raise their hand when they
hear a part of the song that is repeated
later identify this as theme
o Play the recording of Twelve Variations on Vous dirai-je Maman by Mozart
Twinkle Twinkle Little Star
observe if students are correctly identifying repeated parts
o When song is over, ask students if they heard a repeated part of song
explain this is called a theme
o Ask students if the parts that are not the theme sound the exact same, similar, or completely
different than the theme
they are similar
identify this as variation
o Next ask students, as a group, to create a movement for the theme.
o Then tell students that each time they hear the theme, they will dance that movement, and when
they hear the variation, they can create their own motion.
o Play the song again and then ask students to think about their individual motions on the
variation. Were they similar to the theme motion? Should they be?
Should be similar like in song example
Repeat as needed
o Now transition students back to seats
o Explain that you are moving onto the next activity that involves partner work
set expectations if needed
o Pass out to one half of the class the pictures of the adult animals, and the other half the baby

animal pictures
see Animal Scramble for pictures
Print and cut out
have students find their match (adult and baby)
create a venn diagram describing the similarities and differences between the adult and
o Now do a class example of one baby and adult animal (penguin)
have students name out observations
o Now explain that things that are labeled same are the theme of the animal and create a rhythm
to clap, pat, or snap to for those items.
i.e. each time you say beak, flippers, or color = pat, clap, pat, clap
o Any item labeled different are identified as your variations
Remind them that the variation should sound similar to the theme, but not the same like
the song
o After completing and modeling class example have pairs complete their own theme and variation
Give time to work

Closure: 5 minutes
o Now using the rubric provided, students are ready to be assessed
o You can do this of two ways depending on classroom set up:
Perform in front of class
Cycle around and have them perform simply for you the teacher
o Explain that you will call out a body part of the selected animal. If it was something that was the
same between the baby and adult, they will clap their theme rhythm. If it was something that
was different, they can create their own short rhythm, which is the variation
reinforce the variation should still be similar to theme
o Once every one has been assessed regroup and reinforce the learning objectives

Strategies for students requiring additional assistance: {use the information you gathered during the
pre-assessment process}
o Some students may not physically be able to clap, slap, or snap and a musical instrument may
help create the rhythmic theme and variation.
o Students struggling to identify similarities and differences of baby to adult.
Prompt them by asking leading questions
How about their colors?
Describe the babys feet and the adults. Did you use the same describing words
or not?
o Students that are more advanced
have them create a movement along with their beats.