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Teacher: Bryana Garrido

Course: EME2040

Professor: Dr. Brown

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1. TITLE PAGE

2. TABLE OF CONTENTS

3. CURRICULAR AREA & ISTE

STANDARDS

4. STATE STANDARDS &

INTRODUCTION

5. POTRNTIASL LESSONS

6. FLORIDA SCAVENGER HUNT

ACTIVITY $ MUSIC GENRE JUGSAW

7. ASSESSMENT PLAN

8. FINAL PROJECT

9. RUBRIC & NEARPOD POWERPOINT

10. EXLORING FLORIDA NEARPOD

ACTIVITY & DIFFERENTIATED

INSTRUCTIONS

11. COLLABORATION PLAN

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CURRICULAR AREAS

Social Studies and Art for 4th Graders

ISTE STANDARDS

3A - Students plan and employ effective research

strategies to locate information and other resources for

their intellectual or creative pursuits.

3C - Students curate information from digital resources

using a variety of tools and methods to create collections

of artifacts that demonstrate meaningful connections or

conclusions.

6 - Students communicate clearly and express themselves

creatively for a variety of purposes using the platforms,

tools, styles, formats and digital media appropriate to their

goals.

6A - Students choose the

appropriate platforms and tools for meeting the desired

objectives of their creation or communication.

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INTRODUCTION

In our everyday lives we encounter many references to art, culture, and

geography that we just forego. Every time we go to a museum, local park,

city hall and see the photographs, many of us do not stop and think “what is

the story behind what I’m looking at right now?” In this class I want my

students to give life a little more thought and expand your knowledge on

what is special about the place you live? As well as what is the purpose of art

and how can I find enjoyment from it?

STATE STANDARDS

SS.4.G.1.4 Interpret political and physical maps using map

elements (title, compass rose, cardinal directions,

intermediaries)

SS.4.G.1.1 Identify physical features of Florida.

SS.4.G.1.2 Locate and label cultural features on a Florida

map.

VA.4.F.1.1 Combine art media with innovative ideas and

techniques to create two- and/or three-dimensional works

of art.

VA.4.S.3.2

Plan and produce art through ongoing practice of skills and

techniques.

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POTENTIAL LESSONS

Each week will be divided into specific days dedicated to the area of study. Monday and

Wednesday are to be considered Art Intuitive days. Furthermore, Tuesdays and Thursdays

will be based off geography concepts in the state of Florida. Lastly, Fridays are to be

dedicated to a fusion between the world of art and the world of geography where the

student will explore their creative side and allow themselves to demonstrate what they

learned in the week with a weekly class project.

1. Describe the different components of art and explore how colors interact with each

other on the color wheel. Furthermore, the student will also learn about the state of

Florida and list the stereotypical Florida descriptions used when talking about the

state.

2. The student will learn about different paintings and the different mediums which can

be used to create a painting. Also, the student will learn about the different counties

within the state of Florida and which city forms part of each county.

3. During this discussion, the student is to explore different genres of music and point

out key aspects that is characteristic to that corresponding genre. Regarding

Geography, the student will focus on the state capital and explore popular

monuments and state parks found within the capital.

4. Another lesson to be discussed will be the influence of dance/movement in terms of

art and what can be interpreted when watching a performance. As well as different

types of geographical qualities found on the state of Florida. The student will be able

to demonstrate if there are any forest, beaches, prairies, mountains, etc... within the

state.

5. During this discussion, the topic of choice will be photography and how different a

photograph can come out based on the angle and lighting. Furthermore, the student

will also learn about fun facts pertaining to the state of Florida and the area in which

they reside.

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TEACHER SEESAW

LINK – CLICK HERE

TEACHER SEESAW

LINK – CLICK HERE

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FINAL PROJECT

For the final project, the student will create a video on the media application

ANIMOTO VIDEO MAKER, in which they incorporate an art form to describe what

they learned about the state of Florida. The student will give an introduction of the

initial thought they had when they thought of the state; alongside that, the student

will also create either a song, collage of portraits, painting and or dance, where they

express in an interactive way what they learned. (i.e., a student can write a song

about the different counties and which cities are in which county) At the end of the

video, the student will then describe what they learned and how they interpreted

their learning through art. An example of an excellent job will consist of a three-part

clip/slides. The first slide will contain an introduction and a brief description of your

visualization. The second clip will be the actual art form in effect (a drawing, dance,

song, etc). Lastly, the third clip will be the students take-away from the project,

explaining what you learned and how you applied the knowledge.

RUBRIC GUIDELINES

https://www.rcampus.com/rubricshowc.cfm?code=R22XBWA&sp=yes

NEARPOD ACTIVITY

https://share.nearpod.com/OOkRye3LAdb

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Identify at least three tools you would use to communicate with parents.

What type of information would you share? Provide an example.

Types of tools What type of information would you share with parents

using this tool?

Remind Messages The teacher and parents communicate via text reminders,

file attachments, or photos. The information can be sent to

an individual parent, a specific group, or the entire class,

without having to give out their personal cell phone

numbers.

ClassTag For this tool, the parents can sign up via the app to

volunteer or help with classroom activities. ClassTag also

allows teachers to create newsletters and schedule parent-

teacher conferences.

Join Our Class Parent-teacher communication tool that offers a simple

dashboard for viewing news, announcements, blog posts,

birthdays, and photos all in one place. This tool is amazing

for keeping the parent engaged in the students’ class and

school while not bombarding the parents with the student’s

workload.

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Identify at least three tools you would use to

communicate with students. Provide an example.

Types of tools Example of how the tool would be used to communicate

with students

Class Pager

Allows the teachers to communicate with their students, by

sending text messages from the teacher’s web-enabled

device. For example, if the teacher would like to remind

the students of a test the following day, they can use this

app to message all the students’ phone with the reminder.

Teachers.io

This is a tool that teachers and students can use through

the website and the app. Teachers can plan everything for

the coming week and share it with their students. This tool

can be seen as an online agenda for students and

teachers. This device is great for online classes where the

students can remotely keep up with their task and agenda.

Showbie

Showbie is used to assign, collect, and review student work.

You can easily create classes and add students to them.

This tool is great for more advanced students in higher

levels, where you can create an eco-friendlier classroom

by not using so much paper while keeping the students up

to date with their workload.

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Identify at least three collaboration tools you would use in your

classroom. What instructional strategy would you pair with this

collaboration tool? Provide an example.

Types of tools What instructional strategy would you pair with this tool?

Provide an example.

GoSoapBox

This tool is a chat room designed for classrooms. Teachers can

post different types of questions for students to respond to in

real time. The benefit of GoSoapBox is that it encourages

student interaction. It can be anonymous for the student, so

they feel more comfortable sharing answers. Teachers can still

see who is answering but other students do not know who says

what.

EdPuzzle

Interactive video given by the teacher where students watch

a video that pauses along the way for students to answer a

question based on the video. They have to answer the

question before moving on to the next portion of the video.

This digital tool is beneficial for making sure students

understand topics while keeping the students actively learning

and participating.

Catchbox Lite

A durable and throwable microphone to pass around in class,

which will encourage participation and engagement in the

class. This microphone box amplifies the student’s voice;

therefore, no one has a need to yell and creates a quick

activity within the lessons.

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Identify at least two tools you would use to collaborate with

fellow teachers. Provide an example of how you use that tool.

Types of tools Example of how the tool would be used to collaborate with

fellow teachers.

Eko-app

This app is a mobile collaboration and communication app

for teams. With this app, you can make voice and video

calls, send messages, share files. You can create teacher

groups for each grade or create a group for the whole

school. In addition to this, this app would be great for all

types of teaching models and allowing the institution to be

in touch.

DeskAlerts

This tool is a multi-channel alerting software with a lot of

communication features including desktop alerts, mobile

alerts, and text messages. This tool delivers pop-up alerts to

the screens you want on the right moment. Therefore, if you

are in a meeting or temporarily unavailable you can

choose to dismiss the alerts until a certain time. On the

other hand, in the moments where you do have

availability, you will not miss out on any reunion or activity

with these reminders.