Bernadette Cole

Ryan Glaser
Rachel Hellar
Nate Polich
Holly Ripard
Allyson Roberts
Big Idea Integrated Arts Unit
Big Ideas:
What is the big idea that your unit will be based on? How does your big idea provide a
compelling conceptual frame for inquiry, and invite active engagement and learning? (1/2
page)
Context:
Our Big Idea Integrated Art unit is created for a fifth grade classroom currently
studying the human body. Students should already have prior knowledge about different
body parts, functions and positions. For these lessons, you should have enough space in
your classroom to move the desks to the side in order to create an area for the movement
and drama activities.
Objective(s):
1. Students should be able to identify, locate and describe the function of different
body parts.
2. Students should be able to categorize body parts into the different body systems.
3. Student should recognise that all body systems are interconnected.
Art Concepts:
Drama:
Visual Art: Students will create different body systems, using mixed-media collage
techniques to represent body parts, focusing on the addition of texture and symmetry/asymmetry.
Content Areas - Science:
Our Grade Level Content Expectations Science Standards describe the different animal
systems, however, for our activities we will be describing the systems in a human body.
We will be focusing on the circulatory, respiratory, skeletal, muscular, and nervous
systems.
L.OL.05.41 Identify the general purpose of selected animal systems (digestive,
circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive)
L.OL.05.42 Explain how animal systems (digestive, circulatory, respiratory, skeletal,
muscular, nervous, excretory, and reproductive) work together to perform selected
activities

Content Areas - Art:

VA:Cr1.1.4a Brainstorm multiple approaches to a creative art or design problem.
VA:Cr1.1.5a Combine ideas to generate an innovative idea for art-making
Materials:
Markers, colored pencils or other coloring materials
Large Pieces of paper, semi-transparent
Assorted textured paper, multicolored string, cotton balls and other flat materials that can
be glued to a poster
Reflection Activity - How the Systems Fit Together
After being split up into eight different groups (digestive, circulatory, respiratory,
skeletal, muscular, nervous, excretory, and reproductive), students will create, label and list the
functions of the different body part onto a large, semi-transparent piece of paper with an outline
of a person already traced on to it. Each group will use art materials in the classroom (markers,
paint, crayons, etc.) in order to create the different body parts within their system. Students will
then present their system to the class explaining how the system works and why they choose to
use the materials that they did. For example, a student might use two different colored string to
represent veins in the circulatory system because of the two different circulatory loops (the
pulmonary circulation loop and the systemic circulation loop). After presenting, the different
posters will be displayed by being layered on top of one another so that the class can flip through
the transparent paper to see the all of the systems interconnected within the human body.

Assessment:
The final reflection activity will use the following rubric in order to assess the students posters:
Category

Knowledge Gained

Students can
accurately answer
all questions about
their system and the
processes used to
create their poster.

Students can
accurately answer
most questions
about their system
and the processes
used to create their
poster.

Students can
accurately answer
some questions
about their system
and the processes
used to create their
poster.

Students appear to
have insufficient
knowledge about their
system and the
processes used to
create their poster.

Required Elements

The poster includes

all required body
parts, labels and
functions.

A label or function
was forgotten.

A few labels or
functions were
missing.

Multiple label or
functions were missing
or a body part was
missing.

Mechanics

The poster has no

spellings or
grammatical errors.

The poster has no

more than two
spellings and/or
grammatical errors.

The poster has

three spellings
and/or grammatical
errors.

The poster had four or

more spelling and/or
grammatical errors.

Presentation

Students use clear

voices and correctly
pronounces all
required terms.

Students have clear

voices and
pronounces most
words correctly.

Students
incorrectly
pronounces terms,
the class has
difficulty hearing
them present.

Students mumble,
incorrectly pronounces
terms, and speaks too
quietly for the class to
hear.

Accuracy

Students have used

Visual references
the visual references were used but some
to accurately create
body parts seem
and place body parts
slightly out of
in correct location.
place.

Visual references
Visual references were
may have been
not used and more than
used but one or two two body parts are not
body parts are not
in the right spot.
placed correctly.

Current Ideas:
http://www.childdrama.com/lpno.html (Human body variation)
http://www.iss-casis.org/Portals/0/education/lesson-plans/Drama%20of%20the%20Immune
%20System.pdf
Allyson Roberts
Ryan Glaser
Recycled Materials Digestive System Model Lesson Plan
Behavioral Objectives
a. Students will be able to visually represent the digestive system using recycled material to
represent (pancreas, duodenum, gall bladder ,mouth, salivary glands, anus, rectum, the large
intestine, small intestine, stomach liver, esophagus)

b. Students will become experienced and comfortable with new materials

c. Students will be able to demonstrate an understand the parts of the digestive system and
where they belong.

Standards
9.1b.1 dramatic expressions-use multiple nonconforming representations of real life object or
activities
9.1c.1 representation- represents common themes and patterns in visual arts- create simple
sculptures using clay and various tools to create texture.
10.5.1 Strength, coordination and muscle control Manipulate dough and clay by squeezing,
pounding, rolling into recognizable shapes, objects.
3.1a.5 Form and function- identify the specific functions of living things parts

Materials
- Empty toothpaste tube
-Various old tubes small and large (old vacuum hoses)
-Empty water bottles
-Old film container
-Pop can
-Glue stick container
-Empty juice box
-Small thin plastic container
-Any other recycled things that can be used

Introduction
1. We will read a story about parts of the digestive system.
2. After we read the story using my body I will demonstrate where the parts of the digestive
system are.
3. Next we will talk about where each part is having the students use their own bodies to point
at.

Procedure
a.

I will instruct the student to sit on the reading rug

b.

Next I will show the student the cover of the story and ask them what they think the book

will be about
c.

As we read the book I will point to each part of the digestive system and have the students

point to where the part is on their own body

d.

When we are finished reading the story I will ask the students to raise their hand and tell

me a part of the digestive system we read about in the story.

e.
f.

I will record their answers on the board to use later

After we are done discussing parts of the digestive system I will tell the students the

activity we are going to do

g.

Today we are going to use recycled materials to make parts of the digestive system , we

are going to place the recycled material parts in cut outs of our bodies that I've made.

i.

Next, take your given recycled materials and see which materials look like the parts of

the digestive system we discussed in the book

j.

When we are finished I will have all the students use their craft to point to the parts of the

digestive system and name which part it is and its function.

Evaluation
1. To evaluate what the students learned I will ask them to turn to a friend and tell them the name
of one part of the digestive system, where it is located, and its function.

Sources Cited
http://www.arvindguptatoys.com/toys/Humandigestivesystem.html
http://misstinasweebly.weebly.com/digestive-system-lesson.html

Nate Polich and Holly Ripard

https://www.smm.org/heart/lessons/lesson10.htm
Nate: procedure and introduction
Behavioral Objectives
a.
b.

Students will act out the flow of blood in the circulatory system.
Students will understand the functions of certain parts of the circulatory system.

Standards
Science:
L.OL.05.41 Identify the general purpose of selected animal systems (digestive, circulatory,
respiratory, skeletal, muscular, nervous, excretory, and reproductive).
L.OL.05.42 Explain how animal systems (digestive, circulatory, respiratory, skeletal, muscular,
nervous, excretory, and reproductive) work together to perform selected activities.
Art:
ART.T.II.5.1 Appraise artistic choices regarding character, environment, and situation that
support the creation of a classroom dramatization
ART.T.I.5.1 Create and demonstrate vocal expression to support the playing of a character
ART.T.II.5.3 Create simple scenery, costumes, sound, and props in the dramatic process.
Materials
A Heart Pumping Adventure: An Imaginative Journey Through the Circulatory System
(Human Body Detectives)
Art Supplies (markers, bulletin board paper, tape, etc.)
Student Created Costumes
Plates/Frisbee/Disk like items to represent oxygen and carbon dioxide
Labels/Name Tags
Introduction:
1. First we will read A Heart Pumping Adventure: An Imaginative Journey Through
the Circulatory System (Human Body Detectives) by Heather Manley as a class.
2. As a class we will create an anchor chart with a diagram detailing the circulatory
system and the processes at each section.
Procedure:
1. Students will break out into groups of at least six.
2. Each group will decide on a part of the circulatory system and develop a skit
detailing the role of that part of the circulatory system.

3. Students will have class time and materials to practice and develop their skit.
4. Students will present their skits to the class.

Evaluation:
Category

Content

Students represent
content accurately
by acting out a skit
that represents the
parts of the
circulatory system
correctly.

Students represent
content almost
accurately by
acting out a skit
that represents the
parts of the
circulatory system
correctly.

Students represent
content almost
accurately by
acting out a skit
that represents
parts of the
circulatory system
somewhat
correctly.

Students represent
no content in the
acting of their skit
that represents
parts of the
circulatory system
incorrectly.

Skit

All group members

are actively
participating in the
skit and all
required elements
are included.

All group members

are actively
participating in the
skit and some
required elements
are included.

Some group
members are
actively
participating in the
skit and some
required elements
are included.

Some group
members are
actively
participating in the
skit and no
required elements
were included.

Participation

During other
presentations,
student is being an
active observer and
listener.

During other
presentations,
student is being
somewhat of an
active observer and
listener.

During other
presentations,
student is being a
distracted observer
and listener.

During other
presentations,
students is not
observing or
listening.