Integrated Arts Unit

Michaella Williamson, Emily Burks, Audree Hulick

Big Idea: Pattern/Relationship
Our entire lesson encompasses patterns and the connection to our students lives. While
patterns can be found in math, poetry and every other common core subject, it can also be found
in all of our behaviors. For this lesson, we are targeting unwanted student behavior through
engaging them in fun, and reflective activities such as baking cookies, making stamp art with
their feet and creating a skit where everything they have learned will culminate into a real life
example of how their own behavior has a pattern and how changing the pattern ultimately
changes the output. One example of this would be in our cookie activity, excluding baking soda
in a cookie recipe will make it more of a cookie bar instead of individual cookies. Eliminating
one aspect of the pattern completely changes the end result. This lesson encompasses ideas that
are needed across curriculum and is easily applicable outside of the classroom.
Context: This lesson is intended for kindergarten students. No background is needed for this unit
because accessing prior knowledge of students if built into the lesson. There will be some space
issues with the lesson. We will need a kitchen with an oven for part of the lesson and a space
where students can move and it is safe for things to get messy.
Kindergarten ELE.8 Build visual thinking skills through explorations with shape and the
spaces in their classrooms and neighborhoods
Learning Objectives: Kindergarten students will be able to find patterns within their everyday
lives. They will also be able to see relationships between their emotions and the everyday
patterns that they keep.
Explanation: Patterns in schedules and why it is important in everyday life
as well as in the classroom in order to identify behavior patterns to be able to effectively
change those behaviors.
Art Content Standard: 2. All students will apply skills and knowledge to create in the arts.
Learning Objective: Kindergarten students will be able to display their knowledge of patterns
through the arts.
Explanation: Students will display their understanding of patterns by
creating stamp art using learned patterns. Students will also create a short skit in which
they display a patterned behavior and then change the pattern to avoid the behavior.
Art Concepts Addressed:
Repetition with visual art (patterns)
Foot stamp art
Dance/Music/Beat/Movement

Access Points:
Food
Children love food and love
using foods in projects, so a mini project involving cookies, will be
completed. This focuses on food and the patterns in the procedure of
making the food.
Patterning
Students can find patterns in
their everyday lives and routines in order to access prior knowledge to
patterns and potential behavior.
Activities:
Cookie making
Foot stamp art
Change the Beat activity
Materials: (See lesson plan below)
Assessment: Students will work in small groups (2-3) in order to assess their own behaviors and
create a skit where first they will display one of their behaviors and then change the pattern to
illustrate a change in the behavior.
(See lesson plan below for further explanation)
Food Activity:
Materials Needed:
For the cookies (makes about 28 large cookies)
3 cups all-purpose flour
1 teaspoons baking soda
1 teaspoons salt
2 sticks unsalted butter (melted and cooled slightly)
1 cups packed light brown sugar
1 cup granulated sugar
3 large eggs
1 teaspoons vanilla
2 cups semisweet chocolate chips
paper plates
baking sheets
wax/parchment paper
bowls
mixer
silverware
oven
oven mitts
cooling racks
parent volunteers to help students with the baking procedures

 depending on the size of the class you can split these materials up between
groups of students and have each of them make a portion of the batch of cookies. If you
choose to complete the activity in this way, you would need more bowls, mixers, and
silverware
Procedures:
1. Explain to students the process of baking cookies. Have all the materials
on a single table in front of the room so that they can see them.
2. Place students in groups in order to bake their batch of cookies. I would
have enough materials for each group to make roughly of the batch (listed above).
Add/subtract materials as necessary for the number of students within your class.
3. Baking the cookies:
a. The teacher puts the oven rack in the middle
position and preheats the oven to 375*F and lines 2 large baking sheets (more if
necessary) with parchment or wax paper
b. Have the groups of students mix together flour,
baking soda, and salt in a small bowl.
c. Help the students beat together butter and sugars in
a large bowl with an electric mixer at high speed until pale and fluffy, 2-3
minutes.
d. Then, help students lightly beat 1 egg with a fork in
a small bowl
e. Add 1 tablespoons of it plus 2 remaining whole
eggs to butter mixture
f. Beat with mixer until creamy (about 1 minute)
g. Beat in the vanilla
h. Reduce speed to low and mix in flour mixture until
just blended
i. Stir in chocolate chips
j. scoop cup batter for each cookie - arrange
mounds 3 inches apart on baking sheets
k. Flatten mounds into rounds using the palm of your
hand.
l. The teacher should be the one to place and remove
baking sheets in the oven. Bake one sheet at a time for 13-15 minutes each. This
could be done while students are at lunch or recess.
m. Place cookies on the cooling racks.
4. Explain to the students the process and pattern of baking cookies. Explain
how each step was necessary in making sure the cookies came out pretty and yummy!
5. Let them enjoy their treat!

NEXT DAY:

1. Complete the same steps above BUT eliminate the baking soda. This will
create cookie bars, rather than the cookie rounds.
2. Inform the students that you have left an ingredient out, therefore the
pattern will be changed.
3. Prompt them to pay attention to the end result and see how it differs from
the day before.
4. Begin the activity as done in the previous lesson.
Foot Stamp Activity:
Materials Needed:
Tarps
Painters Tape
Tempera Paint
Towels
Buckets of soapy water
Large sheets of paper, in various colors
Paint brushes
paper plates
Procedure:
1. Show the class pictures of stamp art that displays various forms of
patterns. (see below)
2. Discuss what makes a pattern and how the artist made the pattern with the
stamps.
3. Introduce the foot stamping project. Tell students that they will be making
their own patterns with their feet.
4. Split the class into small groups (the size of the groups will depend on the
number of foot stamping stations you have).
5. Let each student choose the color of the paper they would like to use and
the colors of paint (you may want to restrict the amount of colors they can choose too two
colors to emphasize the making of a pattern).
6. Help each student enter the stamp art area (questioning them on how they
are going to make a pattern with their feet, and what it will look like) and exit, washing
their feet as they leave (talking about how they made their pattern and how it may have
differed from their plan).

Change the Beat:

Materials: no materials necessary.
Procedure:
1. Have all of your students get into a circle - make sure they have a bit of
space to move around
2. Explain the rules:
a. In this game there is one beat master. The beat
master is in charge of the beat and may change it at any time, but only the beat
master may change the beat.
b. There will be one person in the middle. They are
trying to identify who the beat master is.
c. Everyone else in the circle must follow the beat
master and keep the same beat that they create even as they change it.
d. The beat can be through stomping, clapping,
movement, whistling, or any other safe sound/movement that the beat master
chooses.
e. Once the beat master is discovered, the beat master
is now in the middle, the middle person joins the circle and a new beat master is
chosen. (The beat master cannot be the person who was in the middle originally
because that will give it away).
3. Play this game for 5-7 minutes (longer if the students are enjoying it and
staying interested).
4. Ask students if they could identify any of the patterns created or any
relations in the patterns created.

Assessment Activity:
Materials: No materials needed.
Procedure:
1. Students will work in small groups (2-3) in order to assess their own
behaviors.
2. They are to create a skit where first they will display one of their
behaviors and then change the pattern to illustrate a change in the behavior.
3. Students will receive credit if they successfully complete the activity and
can verbally explain what the original behavior was, what the change in pattern was and
how the outcome changed because of the change in pattern.
4. Students will be graded based on the checklist below.
Assessment Checklist:

Students collaborated with other students on the project.

Students presented their skit to the class.
Students displayed a patterned behavior.
Students did the skit again making an active change in the behavior ending

in a changed behavior (for the positive)

Students are able to verbally explain what change they made and how it
affected their patterned behavior.
(All boxes are worth 2 points for a total of 10 points. If students exhibit the desired behavior,
they get full credit.)
*This is the culminating event where students reflect on their own patterned behavior.*