Class/grade: , Grade 3/4 B Year Age group:

School: Leland Public Schools School code: 012268

Title: Express Yourself
Paula Kelly, Kathy Wheeler, Travis Baker, Nancy Eitzen, Joanna Heiman-Aldridge, Lani Hoenscheid-
Teacher(s):
Smith, Kimberly Klein, Ann Knudsen, Sandra Proctor, Alice Beyers, Keven Pershinske
Date: W1 September PYP planner
Proposed duration: 6 weeks

1. What is our purpose?

To inquire into the following:
• Transdisciplinary theme:
How we express ourselves:
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we
reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
• Central idea:
Ideas, experiences, and our understanding of the world can be communicated through the arts.
Summative assessment task(s):
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-
initiated actions, will we look for?
1. Gallery of the Arts Project: Students will choose and art form(s) to communicate their appreciation of the aesthetic. Activities to
express themselves could be visual arts, writing, singing, dancing, theater, or puppet shows.
Action: Create a piece of art to display/perform.
Evidence: Student display/performance with a written/oral reflection work/performance.
2. Personal definition of art at the end of the unit.

2. What do we want to learn?

What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be
emphasised within this inquiry?
Key Concepts: Form, Connection, Perspective
Related Concepts:
Form:
imagination, patterns
Connection:
location, geography, artifacts

Perspective:
interpretation, diversity
What lines of inquiry will define the scope of the inquiry into the central idea?
• The arts involve music, writing, visual arts, theater, and movement. (connection, imagination)
• Our understanding of the world is shaped by experiences and location. (perspective, location)
• The arts express cultural beliefs and values. (perspective, connection)
• Art and nature have structure, balance, and purpose. (form, patterns)
What teacher questions/provocations will drive these inquiries?
• What is art? (Form) 1 3
• How do we know it's art and who decides? 1 3 4
• How do we/ Can we communicte our ideas and feelings? 2 3 4

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 • Where is art found? 1 2 3 4
• Why do we create art? 1 2 3 4
• How do location and resources affect our art? 3
• What is the purpose of structure, balance, and purpose in nature and art? 4
Provocations:
Read "Ruby the CopyCat" Share a way you express yourself.
Read Alouds: Willow, Old Henry, and First Day Jitters
Jackson Pollock Art Piece - Is this art?
Postal Workers Cancelling Stamps at the University of Legon 1977 - Music
Each day use a different form of art: poetry, stories, nonfiction, mime (Music and Art will also do this within their class)
Visit to museums and farms.
Watch and do dance videos. (Example: "Whip, Nae, Nae")

3. How might we know what we have learned?

What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?
Assess student responses to "Ruby the Copycat" activity.
Use Brainstorming activity for "What is Art".
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we
look for?
• The arts involve music, writing, visual arts, theater, and movement. (connection, imagination)
• Our understanding of the world is shaped by experiences and location. (perspective, location)
• The arts express cultural beliefs and values. (perspective, connection)
• Art and nature have structure, balance, and purpose. (form, patterns)

4. How best might we learn?

What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with
the inquiries and address the driving questions?
The arts involve music, writing, visual arts, theater, and movement. (Form: imagination)
1. Brainstorm "What is Art": Class will brainstorm on large paper. We will leave in room and add to it throughout the unit.
2. Exploration Folder: This notebook would include mini-lessons on our lines of inquiry. Look/See/Wonder forms of art, research into "I
wonder" statements, compare and contrast two different types of art, reflect on cultural influences of art, look at forms of music and
discuss structure and balance.
3. Extended research into art forms. (Compare and Contrast)
4. YouTube videos of dance/song/tattoos/visual art
5. Discussion on music forms: How do they make you feel? Do we all feel the same way? Do we interpret music the same way?
Our understanding of the world is shaped by our experiences, location, and resources. (Connection: location, geography,
artifacts)
1. Native Americans used the natural resources available to survive and to express themselves.
2. Your location affects your choice of natural resources.
3. Your location affects your choice of artistic expression.
4. Natural resources influence art.

The arts reflect cultural beliefs and values. (Perspective and Connection: interpretation, diversity)
1. Native American art reflects their values and beliefs about nature.
2. Compare and contrast various art from different cultures.
3. Discuss the importance of honoring different art forms.
4. Demonstrate your perspective by creating symbols that others will interpret.

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 5. Visit local museums (Eyaawing Museum and Cultural Center, Leelanau Historical, Dennos)

Art and Nature have structure, balance, and purpose. (Form and Connection: ecosystems, patterns, competition)
1. Explore ecosystems and explain why balance is important.
2. Investigate the structures of plants and animals and how they help them survive.
3. Explore and create with musical and visual art forms.
4. Photograph a natural setting, create a haiku and musical composition. (Haiku Hike, topic could be beach, Fishtown, animals)

What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the
learner profile?
Social Skills: Respecting Others - Perspective and interpretation of art.
Social Skills: Cooperating - Work in groups to create music and put together their art gallery or skit.
Communication Skills: Writing - Students will write in their exploration notebooks, their personal definition of art, and a reflection of their
self-created piece of art.
Communication Skills: Presenting - During their art gallery they will present their work to others.
Thinking Skills: Dialectical Thought - Engage in multiple perspectives when deciding their personal definition of art.
Thinking Skills: Meta-cognition - Students will be reflecting on their feeling, emotions, values and ideas evoked by art. This will be
evidenced in the reflection of the art gallery and in the definition of art.

Selected Learner Profile Items

• Thinkers: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise
initiative in making reasoned, ethical decisions.
• Communicators: We express ourselves confidently and creatively in more than one language and in many ways. We collaborate
effectively, listening carefully to the perspectives of other individuals and groups.
• Open-minded: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We
seek and evaluate a range of points of view, and we are willing to grow from the experience.
Attitudes
Appreciation, Creativity.
Transdisciplinary Skills
• Thinking Skills: Dialectical Thought, Metacognition.
• Social Skills: Respecting Others, Cooperating.
• Communication Skills: Writing, Presenting.
• Integrated Subjects: Visual Arts, Music, Library & Technology.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
DestinyResourceList.txt
txt • 4 KB
Added on January 06, 2016

Journal
journal
Added on August 05, 2015

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 Museums listed above
Guest Speakers: Richard Allen (flutes), Chris Smith - local illustrator, Chris Grobbel - water table, Lynne Bakker -
ecosystems and farming
YouTube
Subject Area textbooks
Recorded music

6. To what extent did we achieve our purpose?

7. To what extent did we include the elements of the PYP?

8. What student-initiated inquiries arose from the learning?

9. Teacher Notes

Scope and Sequence

English - [CC] Reading: Literature (Grade 3/4 B Year)
Learning Outcomes
• 3.RL.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or
moral and explain how it is conveyed through key details in the text.
• 3.RL.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create
mood, emphasize aspects of a character or setting).
• 4.RL.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse,
rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking
about a text.
• 4.RL.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where
each version reflects specific descriptions and directions in the text.
• 4.RL.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of
events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

English - [CC] Reading: Informational Text (Grade 3/4 B Year)

Learning Outcomes
• 3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
answers.
• 3.RI.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic
efficiently.
• 3.RI.6 Distinguish their own point of view from that of the author of a text.
• 3.RI.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key events occur).
• 4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from
the text.
• 4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

English - [CC] Reading: Foundations Skills (Grade 3/4 B Year)

Learning Outcomes
• 3.RF.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
• 4.RF.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

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 English - [CC] Writing (Grade 3/4 B Year)
Learning Outcomes
• 3.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• 3.W.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
• 3.W.2.b Develop the topic with facts, definitions, and details.
• 3.W.2.c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
• 3.W.2.d Provide a concluding statement or section.
• 3.W.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well
as to interact and collaborate with others.
• 3.W.7 Conduct short research projects that build knowledge about a topic.
• 4.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• 4.W.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the
topic.
• 4.W.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
• 4.W.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.
• 4.W.2.e Provide a concluding statement or section related to the information or explanation presented.
• 4.W.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely.
• 4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
• 4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and
editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page
29.)
• 4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

English - [CC] Speaking and Listening (Grade 3/4 B Year)

Learning Outcomes
• 3.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
• 3.SL.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks
of others.
• 3.SL.1.d Explain their own ideas and understanding in light of the discussion.
• 3.SL.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details,
speaking clearly at an understandable pace.
• 3.SL.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
. (See grade 3 Language standards 1 and 3 on page 28 for specific expectations.)
• 4.SL.1.b Follow agreed-upon rules for discussions and carry out assigned roles.
• 4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and
relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
• 4.SL.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas
or themes.

English - [CC] Language (Grade 3/4 B Year)

Learning Outcomes
• 3.L.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules,
meaningful word parts) in writing words.
• 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and
phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
• 3.L.7 Explain how specific aspects of a textês illustrations contribute to what is conveyed by the words in a story (e.g., create
mood, emphasize aspects of a character or setting).
• 4.L.1.f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*
• 4.L.2.d Spell grade-appropriate words correctly, consulting references as needed.
• 4.L.3.b Choose punctuation for effect.*

Mathematics - Geometry (Grade 3/4 B Year)

Learning Outcomes
• 3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g.,
having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses,
rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these
subcategories.
• 4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these
in two-dimensional figures.
• 4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or
absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
• 4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded
along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

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 Mathematics - Mathematical Practices (Grade 3/4 B Year)
Learning Outcomes
• 4. Model with mathematics

Social Studies - History (Grade 3/4 B Year)

Learning Outcomes
• 4 – H3.0.2 Use primary and secondary sources to explain how migration and immigration affected and continue to affect the
growth of Michigan. (G)
• 4 – H3.0.3 Describe how the relationship between the location of natural resources and the location of industries (after 1837)
affected and continues to affect the location and growth of Michigan cities. (G, E)
• 4 – H3.0.4 Draw upon stories, photos, artifacts, and other primary sources to compare the life of people in towns and cities in
Michigan and in the Great Lakes region during a variety of time periods from 1837 to the present (e.g., 1837-1900, 1900-1950,
1950-2000). (G)
• 4 – H3.0.8 Describe past and current threats to Michigan’s natural resources; describe how Michigan worked in the past and
continues to work today to protect its natural resources. (G, C, E)
• 4 – H3.0.9 Create timelines (using decades after 1930) to sequence and describe important events in Michigan history;
annotate with connections to the past and impact on the future.
Skills
a. Formulate and ask questions about the past, the future, places and society.
b. Use and analyse evidence from a variety of historical, geographical and societal sources.
c. Orientate in relation to place and time.
d. Identify roles, rights and responsibilities in society.

Social Studies - Geography (Grade 3/4 B Year)

Conceptual Understandings
• G1 The World in Spatial Terms: Use geographic representations to acquire, process, and report information from a spatial
perspective
• G2 Places and Regions: Understand how regions are created from common physical and human characteristics.
• G4 Human Systems: Understand how human activities help shape the Earth’s surface.
• G5 Environment and Society: Understand the effects of human-environment interactions.
Learning Outcomes
• 4 – G1.0.1 Identify questions geographers ask in examining the United States (e.g., Where it is? What is it like there? How is it
connected to other places?).
• 4 – G1.0.2 Use cardinal and intermediate directions to describe the relative location of significant places in the United States
• 4 – G1.0.4 Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the
United States.
• 4 – G4.0.1 Use a case study or story about migration within or to the United States to identify push and pull factors (why they
left, why they came) that influenced the migration. (H)
• 4 – G4.0.2 Describe the impact of immigration to the United States on the cultural development of different places or regions of
the United States (e.g., forms of shelter, language, food). (H)
• 4 – G5.0.1 Assess the positive and negative effects of human activities on the physical environment of the United States.

Social Studies - Public Discourse, Decision Making, and Citizen Involvement (P3, P4) (Grade 3/4 B Year)
Conceptual Understandings
• P4.2 Citizen Involvement: Act constructively to further the public good
Learning Outcomes
• 4 – P4.2.2 Participate in projects to help or inform others.

Science - Life Sciences (Grade 3/4 A Year)

Learning Outcomes
• 3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less
well, and some cannot survive at all.
Science - Life Sciences (Grade 3/4 B Year)
Learning Outcomes
• 4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival,
growth, behavior, and reproduction.
Skills
a. Observe carefully in order to gather data.
c. Use scientific vocabulary to explain their observations and experiences.
d. Identify or generate a question or problem to be explored.

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 g. Interpret and evaluate data gathered in order to draw conclusions.
h. Consider scientific models and applications of these models (including their limitations).

Music - Perform (Grade 3/4 B Year)

Conceptual Understandings
• Apply skills and knowledge to perform in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)
Learning Outcomes
• ART.M.I.4.1 Sing and play in a small group with accurate pitch, intonation, rhythm, and technique within various music
contexts.
• ART.M.I.4.2 Expand repertoire.
• ART.M.I.4.3 Sing and play with understanding, expressively with appropriate dynamics, phrasing and interpretation.
• ART.M.I.1.4 Sing a melody in a small group.
• ART.M.I.4.6 Play rhythmic, melodic, and harmonic instruments.
• ART.M.I.4.7 Perform with accuracy, rhythmic, and melodic patterns.
• ART.M.I.4.9 Use a system to read quarter notes and rests, eighth notes and rests, half notes and rests, whole notes and rests.
• ART.M.I.4.11 Recognize the basic expressive markings of music.

Music - Create (Grade 3/4 B Year)

Conceptual Understandings
• Apply skills and knowledge to create in the arts. (VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)
Learning Outcomes
• ART.M.II.4.5 Use a variety of traditional and non-traditional sound sources and electronic media when composing, arranging,
and improvising appropriate to 4th grade.
• ART.M.II.4.6 Add vocal, instrumental, and physical responses to a selection presented in 4th grade.

Music - Analyze (Grade 3/4 B Year)

Conceptual Understandings
• Analyze, describe, and evaluate works of art. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)
Learning Outcomes
• ART.M.III.4.1 Identify theme and variation, coda, D.S. (Del Segno), D.C. (Da Capo), and other forms when presented aurally.
• ART.M.III.K.3 Describe the music performed and presented in 4th grade by moving, drawing, or through other appropriate
responses.
• ART.M.III.4.4 In small groups, use music vocabulary to analyze, describe, and evaluate music.
• ART.M.III.4.5 Identify the timbre of non-western instruments.
• ART.M.III.4.6 Devise student-created criteria for objective evaluation of performances and compositions
• ART.M.III.4.7 Use music vocabulary and aesthetic vocabulary to describe personal response to music.

Music - Analyze in context (Grade 3/4 B Year)

Conceptual Understandings
• Understand, analyze, and describe the arts in their historical, social, and cultural contexts. (VPAA: C2, C3, C4, C5, P2, P3, R1,
R2, R3, R4)
Learning Outcomes
• ART.M.IV.4.1 Describe distinguishing instrumentation of music genres and styles from various cultures.
• ART.M.IV.4.2 Describe how elements of music are used in examples from world cultures, using music performed and presented
in 4th grade.
• ART.M.IV.4.3 Demonstrate audience appropriate behavior for the context and style of music presented and performed in 4th
grade.

Music - Analyze and make connections (Grade 3/4 B Year)

Conceptual Understandings
• Recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and
everyday life. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)
Learning Outcomes
• ART.M.V.4.1 Observe and identify similarities and differences in the meanings of common vocabulary used in the various
4thgrade arts.
• ART.M.V.4.2 Observe and identify cross-curricular connections within the 4th grade curriculum.
• ART.M.V.4.3 Discuss the various rationales for using music in daily experiences.

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