Art Integration Unit Plan Template

Art Integration Unit Plan Template

LTC Art for Children

Unit Title & Big Idea: (Define the BIG IDEA?) What is the big idea that is being investigated in this lesson? How will
you connect the big ideas about art and artists work with the art making part of this lesson?

!LABELS EVERYWHERE!!!

Grade Level/Class Periods

Required: 5th

Show me what you're made of. In this idea, the big idea is labels; there are labels everywhere we turn: labels on food and
labels on people. These labels try to tell us who we are or what we are made of. In this lesson, students will study the
labels on different food items and the different information they can find in this label. After studying how to read labels,
students will be asked to make their own label describing what they are made of and will share these labels with the class.
Unit Overview/Summary: Why is this important to teach? What do you hope to accomplish?

Materials/Equiptment/Etc:
MATERIALS, TEACHING
RESOURCES/REFERENCES(Books (Teacher and
knowledge to make healthy food decisions in life. Labels, both good and bad, also are relevant to the individual as they
are placed on us by us and by all the people around us. For this reason, it is important for students to look at labels in their Childrens), posters, articles,
own life and to really examine themselves to see what they are actually made of and to see that they can be proud of who websites) and PREPARATION
REQUIRED- what materials,
they are.
tools, and resources do you need
for this class? What do you need
to practice and prepare for this
lesson? What did you learn from
creating your teaching exemplar?

!This lesson is duel-purposed. It is very important that student are able to read nutrition labels; students need this
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!An assortment of food containers

with nutrition labels
!Markers
!Construction Paper
!Scissors
!Glue

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Art Integration Unit Plan Template

Key Concepts (3-4)
What will students learn and KNOW about art and art making from this
lesson?
List as facts about art and artists and works of art. What will they
learn from an art, art history, and art criticism discussion? What will they learn
from the art production part of the lesson? What key concepts from other core
subjects will they uncover?
Students will know:
-The significance of making healty food decisions
-How to read labels to make healthy decision
-The strengths the possess
-History behind cave art and how it tells a story and how they came to
be. (just like our project will be) http://ngm.nationalgeographic.com/2015/01/
first-artists/walter-text
-What narrative art is and how it tells a story and will look at famous
narrative artists like Michelangelo http://www.lucasmuseum.org/collection/
narrative-art-1.html

Essential Questions (3-4) What questions guide the investigation in this

lesson?
What will students discover and investigate both about art and art
making? What will you ask that will guide the purposeful exploration of
materials and ideas that will produce meaningful content to the creative
production?

!What are you made of?

What qualities of yourself are you most proud of?

When looking at these qualities, what do they make you think of (colors or
shapes)
What people or experiences have helped shape you into the person you are
today?

Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1)

What learners will DO? List beginning with the student will
*(NOTE: Evidence of the objectives and concepts attained make up your assessment criteria below)

!The students will know the common facts listed on a food label.

The students will understand how the percentages of nutrients relate to health and daily intake.
The students will create a label that describes them.
The students will construct a list of their favorite traits of themselves.
The students will measure these traits based on prominence and will match the prominence with a percentage.

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Grade Level Expectations (GLEs)
curriculum/GLE/)

(3-4) (http://dese.mo.gov/divimprove/

National Core Art Standards (http://www.nationalartsstandards.org)

Core Academic Standards (Common Core State Standards)

(3-4)

(http://www.corestandards.org/)

!Creating Anchor Standard 1,2 & 3

!Big Idea 2: PS 2 Interacting With Others in Ways That Respect
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Individual and Group Differences (B.Respect for self and others)
!Big Idea 3: PS 3 Applying Personal Safety Skills and Coping Strategies
(A. Safe and healthy choices)
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Content Areas Integrated:
1. Visual Art
2. Health
3.

Health Maintnence and Enhancement: Nutrition: Food Labels: Grade 5

Health Maintnence and Enhancement: Nutrition: Essential Nutrients: Grade 5
Strand 1 Product and Performance: Sculpture: Grade 5
Strand 1 Product and Performance: Theme: Grade 5

Identify & define common vocabulary/concepts that connect the

art form with the other identified subject area(s):

!Serving size

Calories
Nutrients
Ingredients
Character Traits
Narritabe Art
Labels

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Art Integration Unit Plan Template

Lesson Titles in Sequence/Order with TIME and MATERIALS needed for
each portion
1. Send reminders home week and night before this lesson asking
students to bring containers oft heir favorite food that have nutrition
labels on them.

!2. Use containers as a introduction to labels. Have an opening

discussion about what students see on the labels and what
information can be found on the label. (7min)

!3. Have students participate in an interactive food label

investigation/scavenger hunt. Give students a list of different things

to find in tie investigation. (Ex. A food with less than 5% of your daily
fat intake.) 15min

!4. Have a final discussion about the label investigation. What the

students were able to find and what we do with these facts we find.
(7min)

!5. Transition into a conversation about what else the word label can

refer to and talk about and list different labels they or others are
given. Talk about how these labels aren't always accurate but they we
need to be proud of who we are. (10min)

!6. Have students list their most prominent character traits they are
proud of. (3 min)
!7. Have students transform their food container and food label into a

display of what they are made of. Students can use the label and
make percentages about their most prominent traits, ingredients list
to list important people or experience in their life, create a logo that
represent them, and fill the container with at least 3 items that can
represent who they are. (30 min)

!8. Have students share their containers with the class and during

each presentation have each student write something positive about

that classmate and put it in their container after the presentation.

Brief Lesson Descriptions (2-3 sentences each)

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Show me what you're made of. In this idea, the big idea is labels; there are

labels everywhere we turn: labels on food and labels on people. These labels
try to tell us who we are or what we are made of. In this lesson, students will
study the labels on different food items and the different information they
can find in this label. After studying how to read labels, students will be
asked to make their own label describing what they are made of and will
share these labels with the class.

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Art Integration Unit Plan Template

What student prior knowledge will this unit require/draw upon?
Percentages, locating nutrition labels, recognizing/identifying character traits
Recognizing that foods have labels, identifying the basic parts of a label, characteristic vocabulary words

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What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit?

!Describe, specifically, how you will allow the students to engage with the media, the concepts, and other objectives in a playful manner
before they are excepted to produce the final work. This section should accentuate how the PROCESS informs the product
!Students will make a list of their traits and percentage and will make a sketch of their food label before producing the final project. This
allows students to experiment instead of going straight to the final product. Teachers can also have extra smaller food containers if
students would like a practice piece.

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How will this unit permit/encourage students to solve problems in divergent ways?

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Deeply describe how this lesson allows for students to solve problems, aesthetically as well as scholastically? What about this lesson allows
for divergent outcomes?
!Eating lifestyles and labeling of others are both huge problems today and in this lesson students will be problem solving what are some

healthy food options and what makes them healthy. Students will also be problem solving the different labels placed on team and others
and will problem solve by looking at their positive characteristics to help overcome this problem. When it comes to these topics all students
have such different experiences with it, they may have a family member that struggles with obesity or they may have a horrible experience
with name calling. This is a great way to explore these topics in an open and safe way. Students will be thinking divergent on how to solve
these problem because each individual will have a different experience or problem to solve.

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Art Integration Unit Plan Template

How will you engage students in routinely reflecting on their learning/learning processes?

!What art talk questions can you engage your students in that will help them in reflecting not only on the product, but also the product?
What reflective practices can you think of that will help them in transitioning from start to stop?
!This lesson is all about reflecting on self. Students will be given time to reflect on character traits before creating their piece. Students will
reflect on their learning as they take what they learned in the food label conversation and apply it to their creation. Students will be
reflecting on their knowledge of the layout of a food label as well as how to use the percentages.

How will this unit engage students in assessing their own work?
What opportunities will you allow your students to display, describe, or evidence their learning?
(Describe what student success looks like and what evidence you have that learning has taken place). You should include formative and summative
assessments. (See Beattie and Stewart/Walker texts)

!Students will be able to assess their work through their transformation of a food container and label. Students will be able to grade themselves with a selfrubric that follows based on their efforts and whether or not it meets specific qualifications/criteria.

What opportunities/activities will students be given to revise and improve their understandings and their work?

!What happens when revision is needed? How will you handle that in this situation?
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Students will be able to go back through and revise any of their work after receiving teacher feedback and self evaluations. This project is
for them, not me so I want to give them any chance to revise anything they see fit.

What opportunities/activities will you provide for students to share their learning/understanding/work in this unit?

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Presenting the work in a meaningful way. How will this be accomplished?
!Each student will share their container with the class and during each presentation have each student write something positive about that
classmate and put it in their container after the presentation.

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How will you adapt the various aspects of this lesson to differently-abled students?

!How will you differentiate for your diverse classroom population? How will you keep students engaged? What will you do to challenge students who are
highly talented? What have you planned for those who finish early?
!With students that are highly talented I may add extensions such as creating a logo or an advertisement for their project. This will also help with students that
finish early because the possibilities are endless when it come to this creation. I may provide a word list of character traits for one lower level students that
need some ideas getting started or even have pre-cut out pieces of paper for students that struggle with fine motor skills (cutting)

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TEACHER REFLECTION: How will you know that this lesson is successful and meaningful? List indicators.

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I will know this lesson is meaningful just by seeing the students container creations. These containers will be transformed into a representation of that
very student. This project carries a lot of meaning with how one reflects on themself and what characteristics they see within. These containers will be a quick
display of just how meaningful and successful the lesson was for the students. Within this project the teacher will also be able to visually see the learning with
not just character labels but also with nutrition labels as they look at this project in relation to the layout of an actual food label.

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References
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf

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