Mte534 ltd integrated unit final

1

Integrated Unit of Study

John Carreon, Sara Goeman, Rachel Premer, Salena Ibarra

MTE/534 - CURRICULUM CONSTRUCTS AND ASSESSMENT:

VISUAL AND PERFORMING ARTS

Dr. Bethanie Hansen

University of Phoenix

October 6, 2014

Lesson Plan Format MTE/534 Version 4

University of Phoenix Material Sara Goeman

Lesson Plan Format Create an authentic, standards-based production lesson plan for visual or performing arts. The lesson plan must result in the creation of an art work or a performance. Attach any handouts or other original

materials for the lesson

Component Details

Lesson title Creating “Five Survival Senses” Posters

Grade level First grade

Time or days for completion One 60 minute period

State standards and arts components

California’s Next Generation Science Standards for Grade One LS1.A: Structure and Function All organisms have external parts. Different animals use their

body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1)

LS1.D: Information Processing

Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. (1-LS1-1)

Visual and Performing Arts: Visual Arts Standards, Grade One 2.0 Creative Expression Communication and Expression Through Original Works of Art

2.4 Plan and use variations in line, shape/form, color, and texture to communicate ideas or feelings in works of art.

2.7 Use visual and actual texture in original works of art.

2.8 Create artwork based on observations of actual objects and everyday scenes.

Visual and Performing Arts: Music Standards, Grade One 2.0 Creative Expression Apply Vocal and Instrumental Skills

2.1 Sing with accuracy in a developmentally appropriate range.


Objectives 1. Students will participate in whole-class sing along with

developmentally appropriate accuracy and range. 2. Students will independently be able to identify the five

senses and the associated body parts used in these senses.

3. Students will, in small groups and with teacher

guidance, create artistic informational posters highlighting survival advantages each of the five senses provide.

Areas of curriculum

integration

Science, visual arts, music

Previous knowledge required from students to participate

Students must know the names of various applicable body parts prior to this lesson. Experience with coloring, markers,

and glue sticks is assumed.

Required materials, including equipment and technology

Note. Permission must be obtained for copyrighted materials; websites must be

cited for any downloaded materials.

YouTube video: Mr. R’s Songs for Teaching: 5 Senses Sing-a-long

-Poster board of any or various colors -White or light colored construction paper (enough for every student to have multiple pieces)

-Small white index or similar cards -Colored markers (each table or group should have one set at least)

-Glue sticks (one for each table or group) -Pencils for every student

Sequence of lesson, such as hook, input, modeling, guided

practice, and closure guided practice, where applicable

5 minutes - Announce to class that we will be learning about our five senses. “Does anyone know

what our five senses are? These are the ways that we sense, or feel, our surroundings. Do you think smell is a sense? Yeah! So our sense of smell is one. What

are four more?” Guide discussion of the five senses, assessing for prior knowledge as the basics are covered.

5 minutes - “I have a really fun song I think we will all have fun singing together! First, we’re just going to watch and listen, but feel free to sing along if you want to. We’ll also listen again as we work on other things.”

Play Mr. R’s 5 senses sing along video.

While students are watching the video, place a copy of the Five Senses worksheet face-down in front of

each student at his or her workstation.

When the video finishes, direct students to review their worksheet, but to not write on it just yet. “We will

complete these at the end of the activity.” Direct students’ attention to the objectives written on the board, reading them clearly. Invite one or two student

questions, if present.

5 minutes - Guide whole class discussion regarding


the uses of the five senses: What do you think we need these for? We use them for fun things, yes, like tasting ice cream and enjoying the motion of swinging,

but can you think of a more important reason we and other animals would have these senses? What purposes do you use your eyes for? How would a wild

animal benefit from being able to smell things? While wrapping up the discussion, place a piece of white construction paper before every student.

5 minutes - Announce to class that we are going to make posters using our own original artwork and our knowledge about the five senses, complete with

caption cards that present a necessary use for the senses. Each group will create one poster that presents an original artwork, depicting one of the five

senses, from each group member. Continue that groups have three minutes to discuss and determine who will complete the sight, smell, touch, hearing, and

taste artworks. After each member has a sense to draw, they should think about how they will depict it. After they finish their art they will attach their work to

poster board and draw a title at the top of their posters, so they should begin considering what their titles will be. Place a white index or similar card before

each student.

5 minutes – Direct students to consider our discussion about the five senses and how they are necessary for survival in so many different ways.

Review some of the specific instances the class had previously discussed. Direct learners to think of one way their designated sense assists with survival.

Once they decide on the one way, they will write it down on the card in the form of one or more complete sentences. The bottom two lines are reserved for the

student’s name and classroom.

Explain that students may depict the sense any way they want, such as drawing a nose for smell, or

something that they think smells nice, or strong. For hearing one might draw an ear, or something that makes noise, or a situation in which one would benefit

from hearing. Direct groups to begin their art pieces by outlining their drawings with pencil so they can make corrections if they want to, then when finished,

darken the lines with black marker before coloring in the spaces they want to color. Remind learners that we want to use colors and shapes that remind us of

fall when possible.

10 minutes – Students work on their drawings. Extra paper is available at the front of the classroom for

learners who want it. As students finish their drawings, the poster board is available at the front of the classroom. Direct students to wait until all or most

group members are finished to glue their artworks to the poster board so that they can be sure everyone’s will fit nicely. Guide students in placement of drawings


on the poster board if necessary. Play the 5 Senses Sing Along video once while they work, visual not necessary.

5 minutes – Students who have not glued their drawings must now quickly finish up and do so, and groups must write or draw a title at the top of their

posters and decorate with fall colors, leaves, and other symbols of the season using colored markers. The caption cards will be glued on last, below each

artwork.

5 minutes – Clean up: Students tidy their workstations, return all supplies to their homes.

Posters will remain with the groups. Announce that we will have a sing along as soon as everyone is finished.

5 minutes – Sing along: Play the 5 Senses Sing Along video, this time directing students to sing along

with the song. The song is repetitive and learners will quickly catch on to the words, and be challenged to keep up with the “fast part.” The song can be repeated

again with the video, or without the video.

5 minutes – Direct students’ attention to the worksheets placed before them at the beginning of the

lesson. Students will now independently complete the worksheets using the information they have learned.

5 minutes – Reflection: Guide whole class discussion

about what they enjoyed and learned during the activities, and what they think they would like to learn more about.

Assessments that align to

objectives

Indicate if the assessment is formative

or summative

Include all necessary rubrics, tests, and

checklists, as appropriate.

1. Students will participate in whole-class sing along with developmentally appropriate accuracy and range.

Sing along: Formative assessment 3 – Learner participated with appropriate accuracy and range.

2 – Learner participated but did not present developmentally appropriate accuracy and/or range. 1 – Learner did not participate.

2. Students will independently be able to identify the five

senses and the associated body parts used in these

senses. Formative assessment, via discussion. 5 Senses Worksheet: Summative assessment

3 – Learner accurately completed the worksheet. 2 – Learner completed the worksheet with some inaccuracies.

1 – Learner did not complete the worksheet.

3. Students will, in small groups and with teacher

guidance, create artistic informational posters highlighting survival advantages each of the five senses provide.


5 Survival Senses Posters: Summative assessment 3 – Learner participated in the group activity and

contributed accurately and fairly, communicating in respectful and meaningful ways. 2 – Learner participated in the group activity, but did

not contribute accurately, fairly and/or did not communicate in respectful or meaningful ways. 1 – Learner did not make any meaningful

contributions to the group activity.

Plan for diverse learners Include the following:

Accommodations for students with learning or physical disabilities

Accommodation for English Language Learner students

Accommodation for gifted students

An explanation of how this lesson will appeal to

different learning styles

Students with learning disabilities and English language learners are benefitted by the built-in accommodations

including the use of pictures and words on the worksheet, working in groups, and teacher guided discussion that allows for ample time for students to respond. This lesson appeals to

multiple learning styles and intelligences by including independent as well as group work, opportunity for visual and vocal artistic expression, verbal discussion, audio, and visual

stimuli.

Classroom management and safety plan

Classroom management will involve adherence to set routines that assist in quick, smooth transitions and more easily managing student activity and supplies. Safety is an important

factor during any activity, and considerations for maintaining clear isles, refraining from running or other unsafe movement, and maintaining awareness of one’s surroundings must be

present. Students will be reminded of classroom safety procedures as necessary, and guided to more appropriate behavior, or correction, if needed.

Opportunities for display or

public performance

The posters will be displayed in the classroom or other area of

the school such as a main hallway or auditorium. The sing along will be performed in-class only, but it could be performed for others, such as another class learning similar

concepts or parents and staff.


University of Phoenix Material Rachel Premer



Component Details

Lesson title Life Cycle of a Pumpkin

Grade level 1st grade

Time or days for completion 2 days 30 minutes each day


Art State Standard 1.0 ARTISTIC PERCEPTION

Develop Perceptual Skills and Visual Arts Vocabulary 1.1 Describe and replicate repeated patterns in nature, in the

environment, and in works of art.

Science State Standards: Investigation and Experimentation 4. a. Draw pictures that portray some features of the thing

being described.

Objectives Students will be able to recognize the life cycle of a pumpkin while painting a replica of a pumpkin and its stages.

Areas of curriculum integration

Science will be integrated in this visual arts lesson.


Students must know the safety rules about paint.


Note. Permission must be obtained for copyrighted materials; websites must be

cited for any downloaded materials.

One and a half paper plates

Orange paint

Paint brushes

Water

Newspaper

One green yarn about 2” long

Life cycle printout

Brown construction paper (small rectangle)

Staples

Crayons

Scissors

Sequence of lesson, such as hook, input, modeling, guided

practice, and closure guided practice, where applicable

Day 1

Have the students clear off their desks

Explain to the students that they will be learning about the life cycle of a pumpkin

Ask the students if they know how many stages there are. (5 stages)

Discuss the 5 stages and why they are in that order

Explain to the students that they will be painting a replica of a pumpkin and its stages for display


Have the student place a large piece of newspaper on

their desk

Pass out one and a half paper plates

Have the students write their names on the back on the plates

Arrange paint and paintbrushes for students (this step could either be done outside or have

students wear aprons)

Remind the students that pumpkins have texture and that they don’t all look the same.

Have the students paint the plates orange

Set the plates to the side to dry

Clean up paint and materials Day 2

Pass out life cycle printout and crayons

Discuss the life cycle of a pumpkin again

Have the students color in the printout

Have the student cut out the different stages

Group up the students

Pass out their dried painted pumpkins

Pass out one string of yarn for each student

Pass out small rectangle of brown construction paper

In their group have the students staple the pieces all

together

Give the students an example of what it should look like:

Small rectangle on top One end of yarn stapled to pumpkin Half plate stapled to bottom of full plate opened

Stages stapled to yarn in correct order

Clean up

Display pumpkin life cycle for everyone to see

Assessments that align to

objectives

Indicate if the

assessment is formative or summative

Include all necessary rubrics, tests, and

checklists, as appropriate.

This lesson will be assessed in a formative way. Students will

be graded for participation and listening skills. Final project will be graded on accuracy. Students will also be graded on working together.


Accommodations for students with learning or

physical disabilities

Accommodation for English Language

Learner students


Physical disabilities:

Depending on the disability the student could be

paired up with another student while they are painting.

Student could use markers instead of paint

Student could use their hands instead of a paintbrush

Teacher could schedule an adult assistant for this

lesson ELL:

There is not writing during this lesson so

accommodations are not needed Gifted students:


An explanation of how

this lesson will appeal to different learning styles

The teacher could give these students more than just one color to paint pumpkins to create textures and shades for a more realistic look

This lesson appeals to all learning styles because there is individual and group work. This lesson is hands on and also

has discussions as a class. The lesson is also divided into two days in order to keep the students attention.


If at all possible the teacher could benefit from an extra set of

adult hands during the painting process. If not then the teacher could do this lesson in stages at stations. By splitting the students into groups the teacher can manage each group

instead of individual. Students will be reminded of the importance of staying safe and clean during this lesson. When passing out scissors and putting them back the teacher should

have one student in charge in order to deplete any dangers.

Opportunities for display or public performance

This project can be displayed on the walls of the classroom. This would be a great project to display during open house or

even in the office of the school.



University of Phoenix Material John Carreon



Component Details

Lesson title Exploring Weather Conditions through Pictures

Grade level 1st Grade

Time or days for completion 1 school day, 1 hour session


California Content Standards ARTS:

1.3.: Identify the elements of art in objects in nature, in the environment, and in works of art, emphasizing line, color, shape/form, and texture.

1.1.: Describe and replicate repeated patterns in nature, in the environment, and in works of art.

SCIENCE: ES.3.b.: Students know that the weather changes from day to

day but that trends in temperature or of rain (or snow) tend to be predictable during a season.

Objectives At the end of the lesson, the students will be able:

To identify the different weather types using pictures and drawings To illustrate and create original artworks that will describe a

weather condition of their choice To have a better understanding of the different weather

Areas of curriculum integration

Science will be integrated in this visual arts lesson.


Previous knowledge of the basic colors and shapes, and a little understanding of the different kinds of weather (sunny,

rainy, windy, foggy, cloudy, etc.) are needed.


Note. Permission must be obtained for copyrighted

materials; websites must be cited for any downloaded materials.

White Paper

Colored Pencils

Pencils

Markers

Crayons

Paint

Paint brushes

Scissors

Visual Aid: Projected image of the different types of weather on the screen (computer and projector needed)


Sequence of lesson, such as hook, input, modeling, guided practice, and closure guided

practice, where applicable

The students would be asked if they have any idea about the different types of weather that we have

The students would then be taught about the main

weather types (sunny, rainy, windy, foggy, cloudy, etc.) as well as the four main seasons (winter, spring, summer, fall)

Using different pictures that show different weather scenarios, students would be then asked to interpret and analyze the different weather conditions that may be present in the said set of pictures.

Students will be given a chance to discuss the different pictures with their peers and discuss why they think the picture describes the particular weather

type.

The class will finish up by having the students create their own paintings and drawings of pictures that

would depict a weather of their choice.

Assessments that align to objectives

Indicate if the assessment is formative or summative

Include all necessary

rubrics, tests, and checklists, as appropriate.

Informal Assessment (Summative Assessment)

Students will be asked to create and draw either a painting or a picture that would depict and illustrate the weather of their choice. The students would be

asked to draw or paint a picture that would either describe a sunny day, a rainy day, or the likes.

Students would be then graded according to the way

they depicted the weather of their choice, if the said illustrations were drawn with the correct color and shape, if the main elements of the pictures are

present, and lastly, if the drawing really depicts and illustrates the subject with clarity.

The teacher will base the grading on a simple rubric,

which consist of the key concepts that were stated above.



Accommodation for English Language Learner students


An explanation of how this lesson will appeal to

different learning styles

Diverse Learners Plan

Students with Physical Disabilities: Students with physical disabilities will be assisted by the Special Education aide, or by the teacher during the whole lesson and activity time,

depending on the physical disability or the condition of the specific student.

ELL Students: the student would be given further assistance and taught further by the teacher if the need arises, especially in giving out the sets of instructions.

Gifted Students: These particular students would be asked to do an additional activity, which would hone and further instill

the concept of the importance of having the knowledge of the different types of weather. An additional activity would be given to gifted students wherein they would be asked to

submit a short explanation of why they chose to illustrate their work, and explain the weather condition that they have depicted and illustrated.



The students would be asked to work individually and quietly while they are working on their artwork. During the duration of the coursework, students are expected to finish their work on

time, and students are expected to follow the customary classroom procedures, rules and regulations.

Opportunities for display or

public performance

The students would have the opportunity to display their

artwork to the public by displaying it on their classroom, and taking them home. Also, the students would be able to showcase their work with the school community by displaying

their work in the cafeteria, or in the school grounds for a certain period of time.


University of Phoenix Material Salena Ibarra



Component Details

Lesson title Pumpkin Explorers

Grade level First grade

Time or days for completion One day, about an hour and a half to two hours.


CA- California K-12 Academic Content Standards Subject : Science Grade : Grade One

Area : Investigation and Experimentation Sub-Strand 4: Scientific progress is made by asking meaningful questions and conducting careful investigations. b:

Record observations and data with pictures, numbers, or written statements. Subject : Visual Arts

Grade : Grade One Area : CREATIVE EXPRESSION Sub-Strand 2.0: Creating, Performing, and Participating in the

Visual Arts Concept : Communication and Expression Through Original Works of Art

2.8: Create artwork based on observations of actual objects and everyday scenes.

Objectives Students will make predictions about specific facts of a pumpkin; ie. How much does it weigh, how many

seeds are inside the pumpkin and whether or not the Pumpkin Seeds will float or not.

Students will also draw a picture of what they are witnessing with the pumpkins. For example, as

students witness the teacher cleaning out the pumpkin, students will do their best to draw the seeds that they see.

Areas of curriculum

integration

Science:

Students will make predictions of specific questions about the pumpkin. As the whole class discovers the correct answers; students will compare their

hypotheses to the results.



Students must be able to write their numbers and simple 5 word sentences in order to express their hypothesis. Students must also be able to distinguish between different colors while

drawing and coloring what they are witnessing. Students must also have some knowledge of what a pumpkin is and what it looks like once it is cut open.

Required materials, including

equipment and technology Note. Permission must be

obtained for copyrighted materials; websites must be cited for any downloaded

materials.

Multiple Pumpkins

-Parents will be asked at the beginning of the school year, and weeks leading up to this activity, to please donate a pumpkin of any size (as long as it can be carved and has seeds) for the

students to use. Parents will also be welcomed to attend out Pumpkin explorers Party.

Other materials needed: Scale for weighing, tape measure for measuring, clear plastic cups of water to see if the seeds float, and a pumpkin carving

set with scooper for the teacher to carve one of the pumpkins in the class. Two worksheets stapled together:

Pumpkin Packet.docx Large white paper on a sticky pad.

Sequence of lesson, such as

hook, input, modeling, guided practice, and closure guided practice, where applicable

Prior to lesson:

Parents will be asked to donate one pumpkin for this activity.

*Teacher may need to purchase a few of her own

pumpkins to make sure there are enough pumpkins for this activity.

Teacher will set up four pumpkin exploring stations in the classroom. All stations will have four pumpkins at

each (Total of 16 pumpkins for stations)

Prior to the day beginning, the teacher will need to cut tops off of eight of the pumpkins to make sure they

are ready for the activity. Beginning lesson:

Parents that have joined this activity will be asked to

stay and help at each station.

*If there are no parent assistants, teacher will have all students rotate from one station to another together as a whole class instead of breaking into small groups

to rotate.

Students will rotate from one station to the next making predictions about each station.

At each station, there will be a question posted that matches the question on the students’ worksheets.

Questions:

How much do you think these pumpkins weigh? How large do you think these pumpkins are? How many seeds do you think are in each of these pumpkins? Do you think the seeds from these pumpkins can float?

As students rotate from one station to another, the students will be given the opportunity to write what they think in the box provided on their worksheets.

Once all of the students have rotated through each station; the teacher (and parents) will begin to

Pumpkin%20Packet.docx


demonstrate and figure the answers to each question. They will begin weighing the pumpkins, measuring the pumpkins, counting the seeds, and checking to see of

the seeds can float. Each of these being done one at a time to allow all students an opportunity to observe.

Students will be sitting from their seats or on the

carpet observing each demonstration.

The answers will be written on a large white piece of sticky paper and posted at the front of the classroom

for the students to see and write down on their own paper.

Once demonstrations are completed; students will return to their seats to write about and draw about

their experiences.

Assessments that align to objectives

Indicate if the assessment is formative or summative

Include all necessary rubrics, tests, and checklists, as

appropriate.

Formative assessment will be conducted.

Students will be assessed on how well they make related hypothesis; for example, when asked to make

a prediction about how much a pumpkin weighs they write a number down instead of writing a written response.



Accommodation for

English Language Learner students

Accommodation for gifted

students

An explanation of how this lesson will appeal to different learning styles

Physical disabilities:

If a student in the classroom is unable to make it from one station to another, the stations will then be taken around the classroom on mobile carts. This will allow

all students to visit each station without having to leave their seat.

English Language Learners

The results to the observations will be posted in the classroom on large pieces of paper to assist as a visual.

Gifted Students

Gifted students will be challenged enough to make very specific hypotheses and also asked to compare

and contrast the results. Different Learning Styles

This lesson provides a lot of opportunities for students to be active and moving from one location to another.

At this age, it is important to provide these opportunities in the classroom.

Students will also be given an opportunity to have a

visual demonstration on how to discover results to specific questions.


If there are enough parents available to help with this activity, students will be broken up into small groups of 4-5 students

per group. This will not only help with the observations (less students at each station help to make the observations easier for the students) but it will also help with classroom

management and the safety with the students as they rotate from one station to another. The parents assisting also help to provide extra eyes in the classroom as the students rotate

through.


Opportunities for display or public performance

These packets will be posted on the walls of the classroom with the picture of the pumpkin being displayed on the wall.


Unit Mapping Chart

Title: Fall Fun

Grade level: 1

Time required: Theme: Fall Fun

Unit overview Students will learn about the different development stages a pumpkin experiences. Students will also explore the characteristics of a pumpkin as well as pumpkin seeds. Students will also learn

how to identify the different types of weather by looking at visual pictures. This unit will also cover the five senses.

Essential questions for the unit

1. How well do you know that pumpkin? 2. What are the different stages of a Pumpkin? 3. What is the weather like?

4. What are the five senses?

Art disciplines

Music and Visual arts

Subject the art discipline is integrated with

Science

Art standards

Provide the elementary visual or performing arts standards that the unit addresses.

Communication and Expression Through Original Works of Art 2.8: Create artwork based on observations of actual objects and everyday scenes.

ARTISTIC PERCEPTION

Develop Perceptual Skills and Visual Arts Vocabulary

1.1 Describe and replicate repeated patterns in nature, in the environment, and in works of art.

Communication and Expression Through Original Works of Art 2.4 Plan and use variations in line, shape/form, color, and texture to communicate ideas

or feelings in works of art.


2.7 Use visual and actual texture in original works of art. 2.8 Create artwork based on observations of actual objects and everyday scenes.

Apply Vocal and Instrumental Skills

4.1 Sing with accuracy in a developmentally appropriate range. 1.3.: Identify the elements of art in objects in nature, in the environment, and in works of

art, emphasizing line, color, shape/form, and texture. 1.1.: Describe and replicate repeated patterns in nature, in the environment, and in works

of art.

Provide the content standards that are integrated into the unit

Investigation and Experimentation 4: Scientific progress is made by asking meaningful questions and conducting careful

investigations. b: Record observations and data with pictures, numbers, or written statements.

Investigation and Experimentation a. Draw pictures that portray some features of the thing being described.

LS1.A: Structure and Function All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find,

and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1)

LS1.D: Information Processing Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them

survive. Plants also respond to some external inputs. (1-LS1-1) ES.3.b.: Students know that the weather changes from day to day but that trends in

temperature or of rain (or snow) tend to be predictable during a season.

Integrated content standards

Investigation and Experimentation

4: Scientific progress is made by asking meaningful questions and conducting careful investigations. b: Record observations and data with pictures, numbers, or written statements.

Investigation and Experimentation 5. a. Draw pictures that portray some features of the thing being described.

LS1.A: Structure and Function All organisms have external parts. Different animals use their body parts in

different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1)

LS1.D: Information Processing Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help

them survive. Plants also respond to some external inputs. (1-LS1-1)

ES.3.b.: Students know that the weather changes from day to day but that trends in temperature or of rain (or snow) tend to be predictable during a season.


Lesson name

Activities and skills Assessments Resources

List the contributing

team members.

Include a variety of assessment types.

Pumpkin

Explorers Salena Ibarra

Prior to lesson: • Parents will be asked to

donate one pumpkin for this activity. • *Teacher may need to

purchase a few of her own pumpkins to make sure there are enough pumpkins for this

activity. • Teacher will set up four pumpkin exploring stations in

the classroom. All stations will have four pumpkins at each (Total of 16 pumpkins for

stations) • Prior to the day beginning, the teacher will need

to cut tops off of eight of the pumpkins to make sure they are ready for the activity.

Beginning lesson: • Parents that have joined this activity will be asked to stay

and help at each station. • *If there are no parent assistants, teacher will have all

students rotate from one station to another together as a whole class instead of breaking into

small groups to rotate. • Students will rotate from one station to the next making

predictions about each station. • At each station, there wil l be a question posted that

matches the question on the students’ worksheets. Questions:

• How much do you think these pumpkins weigh? How large do you think these

pumpkins are? How many seeds do you think are in each of these pumpkins? Do you

think the seeds from these pumpkins can float? • As students rotate from

one station to another, the students will be given the

Formative assessment will be

conducted. • Students will be assessed on how

well they make related hypothesis; for example, when

asked to make a prediction about how much a pumpkin

weighs they write a number down instead of writing a written

response.

Multiple Pumpkins -Parents will be asked

at the beginning of the school year, and weeks leading up to

this activity, to please donate a pumpkin of any size (as long as it

can be carved and has seeds) for the students to use.

Parents will also be welcomed to attend out Pumpkin

explorers Party. Other materials needed:

Scale for weighing, tape measure for measuring, clear

plastic cups of water to see if the seeds float, and a pumpkin

carving set with scooper for the teacher to carve one

of the pumpkins in the class. Two worksheets

stapled together: Pumpkin Packet.docx Large white paper on

a sticky pad.

Pumpkin%20Packet.docx


opportunity to write what they think in the box provided on their worksheets. Once all of

the students have rotated through each station; the teacher (and parents) will begin

to demonstrate and figure the answers to each question. They will begin weighing the

pumpkins, measuring the pumpkins, counting the seeds, and checking to see of the

seeds can float. Each of these being done one at a time to allow all students an

opportunity to observe. • Students will be sitting from their seats or on the carpet

observing each demonstration. • The answers will be written on a large white piece of

sticky paper and posted at the front of the classroom for the students to see and write down

on their own paper. • Once demonstrations are completed; students will return

to their seats to write about and draw about their experiences

Life Cycle of a Pumpkin

Rachel Premer

Day 1 • Have the students clear

off their desks • Explain to the students that they will be learning about

the life cycle of a pumpkin • Ask the students if they know how many stages there

are. (5 stages) • Discuss the 5 stages and why they are in that order

• Explain to the students that they will be painting a replica of a pumpkin and its

stages for display • Have the student place a large piece of newspaper on

their desk • Pass out one and a half paper plates

• Have the students write their names on the back on the plates

• Arrange paint and paintbrushes for students (this step could either be done

outside or have students wear

This lesson will be assessed in a

formative way. Students will be graded for

participation and listening skills. Final project will be graded

on accuracy. Students will also be graded on working

together.

• One and a half paper plates

• Orange paint • Paint brushes • Water

• Newspaper • One green yarn about 2” long

• Life cycle printout • Brown

construction paper (small rectangle) • Staples

• Crayons • Scissors


aprons) • Remind the students that pumpkins have texture and that

they don’t all look the same. • Have the students paint the plates orange

• Set the plates to the side to dry • Clean up paint and

materials Day 2 • Pass out life cycle

printout and crayons • Discuss the life cycle of a pumpkin again

• Have the students color in the printout • Have the student cut out

the different stages • Group up the students • Pass out their dried

painted pumpkins • Pass out one string of yarn for each student

• Pass out small rectangle of brown construction paper • In their group have the

students staple the pieces all together • Give the students an

example of what it should look like: Small rectangle on top

One end of yarn stapled to pumpkin Half plate stapled to bottom of

full plate opened Stages stapled to yarn in correct order

• Clean up • Display pumpkin li fe cycle for everyone to see

Exploring

Weather Conditions through

Pictures John Carreon

• The students would be

asked if they have any idea about the different types of weather that we have

• The students would then be taught about the main weather types (sunny, rainy,

windy, foggy, cloudy, etc.) as well as the four main seasons (winter, spring, summer, fall)

• Using different pictures that show different weather scenarios, students would be

then asked to interpret and

Informal Assessment

(Summative Assessment) • Students will

be asked to create and draw either a painting or a picture

that would depict and illustrate the weather of their choice. The

students would be asked to draw or paint a picture that

would either describe

• White Paper

• Colored Pencils • Pencils • Markers

• Crayons • Paint • Paint brushes

• Scissors • Visual Aid: Projected image of

the different types of weather on the screen (computer and

projector needed)


analyze the different weather conditions that may be present in the said set of pictures.

• Students will be given a chance to discuss the different pictures with their peers and

discuss why they think the picture describes the particular weather type.

• The class will finish up by having the students create their own paintings and drawings of

pictures that would depict a weather of their choice.

a sunny day, a rainy day, or the likes. • Students would

be then graded according to the way they depicted the

weather of their choice, if the said illustrations were

drawn with the correct color and shape, if the main

elements of the pictures are present, and lastly, if the

drawing really depicts and illustrates the subject with clarity.

• The teacher will base the grading on a simple rubric,

which consist of the key concepts that were stated above.

Creating

“Five Survival Senses”

Posters Sara Goeman

5 minutes - Announce

to class that we will be learning about our five senses. “Does anyone

know what our five senses are? These are the ways that we

sense, or feel, our surroundings. Do you think smell is a sense?

Yeah! So our sense of smell is one. What are four more?” Guide

discussion of the five senses, assessing for prior knowledge as the

basics are covered.

5 minutes - “I have a really fun song I think we will all have fun

singing together! First, we’re just going to watch and listen, but

feel free to sing along if you want to. We’ll also listen again as we work

on other things.” Play Mr. R’s 5 senses sing along video.

While students are watching the video,

1. Students will

participate in whole-class sing along with developmentally

appropriate accuracy and range.

Sing along: Formative assessment

3 – Learner participated with appropriate accuracy

and range. 2 – Learner participated but did

not present developmentally appropriate accuracy

and/or range. 1 – Learner did not participate.

2. Students will independently be

able to identify the five senses and the associated body

parts used in these senses. Formative

assessment, via

YouTube video: Mr.

R’s Songs for Teaching: 5 Senses Sing-a-long

-Poster board of any or various colors

-White or light colored construction paper (enough for every

student to have multiple pieces) -Small white index or

similar cards -Colored markers (each table or group

should have one set at least) -Glue sticks (one for

each table or group) -Pencils for every student

5 Senses Worksheet - Sara Goeman.docx

5%20Senses%20Worksheet%20-%20Sara%20Goeman.docx

5%20Senses%20Worksheet%20-%20Sara%20Goeman.docx


place a copy of the Five Senses worksheet face-down in front of

each student at his or her workstation.

When the video

finishes, direct students to review their worksheet, but to not

write on it just yet. “We will complete these at the end of the activity.”

Direct students’ attention to the objectives written on

the board, reading them clearly. Invite one or two student questions,

if present.

5 minutes - Guide whole class discussion regarding the uses of

the five senses: What do you think we need these for? We use them

for fun things, yes, like tasting ice cream and enjoying the motion of

swinging, but can you think of a more important reason we

and other animals would have these senses? What

purposes do you use your eyes for? How would a wild animal

benefit from being able to smell things? While wrapping up the

discussion, place a piece of white construction paper

before every student.

5 minutes - Announce to class that we are

going to make posters using our own original artwork and our

knowledge about the five senses, complete with caption cards that

present a necessary use for the senses. Each group will create

one poster that

discussion. 5 Senses Worksheet:

Summative assessment 3 – Learner

accurately completed the worksheet. 2 – Learner

completed the worksheet with some inaccuracies.


3. Students will, in small groups and

with teacher guidance, create artistic informational

posters highlighting survival advantages each of the five

senses provide. 5 Survival Senses

Posters: Summative assessment 3 – Learner

participated in the group activity and contributed

accurately and fairly, communicating in respectful and

meaningful ways. 2 – Learner participated in the

group activity, but did not contribute accurately, fairly

and/or did not communicate in respectful or

meaningful ways. 1 – Learner did not make any meaningful



presents an original artwork, depicting one of the five senses, from

each group member. Continue that groups have three minutes to

discuss and determine who will complete the sight, smell, touch,

hearing, and taste artworks. After each member has a sense to

draw, they should think about how they will depict it. After they

finish their art they will attach their work to poster board and draw

a title at the top of their posters, so they should begin considering what

their titles will be. Place a white index or similar card before each

student.

5 minutes – Direct students to consider

our discussion about the five senses and how they are necessary

for survival in so many different ways. Review some of the specific

instances the class had previously discussed. Direct learners to think

of one way their designated sense assists with survival.

Once they decide on the one way, they will write it down on the

card in the form of one or more complete sentences. The bottom

two lines are reserved for the student’s name and classroom.

Explain that students may depict the sense any way they want, such as drawing a nose

for smell, or something that they think smells nice, or strong. For

hearing one might draw


an ear, or something that makes noise, or a situation in which one

would benefit from hearing. Direct groups to begin their art pieces

by outlining their drawings with pencil so they can make

corrections if they want to, then when finished, darken the lines with

black marker before coloring in the spaces they want to color.

Remind learners that we want to use colors and shapes that remind

us of fall when possible.

10 minutes – Students work on their drawings.

Extra paper is available at the front of the classroom for learners

who want it. As students finish their drawings, the poster

board is available at the front of the classroom. Direct students to wait

until all or most group members are finished to glue their artworks to

the poster board so that they can be sure everyone’s will fit

nicely. Guide students in placement of drawings on the poster

board if necessary. Play the 5 Senses Sing Along video once while

they work, visual not necessary.

5 minutes – Students who have not glued

their drawings must now quickly finish up and do so, and groups

must write or draw a title at the top of their posters and decorate

with fall colors, leaves, and other symbols of the season using

colored markers. The


caption cards will be glued on last, below each artwork.

5 minutes – Clean up: Students tidy their workstations, return all

supplies to their homes. Posters will remain with the groups. Announce

that we will have a sing along as soon as everyone is finished.

5 minutes – Sing along: Play the 5 Senses Sing Along

video, this time directing students to sing along with the

song. The song is repetitive and learners will quickly catch on to the words, and be

challenged to keep up with the “fast part.” The song can be repeated

again with the video, or without the video.

5 minutes – Direct

students’ attention to the worksheets placed before them at the

beginning of the lesson. Students will now independently complete

the worksheets using the information they have learned.

5 minutes – Reflection: Guide whole class discussion about what

they enjoyed and learned during the activities, and what they

think they would like to learn more about.

4. Students will participate

in whole-class sing along with developmentally

appropriate accuracy and range.

Sing along: Formative assessment


3 – Learner participated with appropriate accuracy and range.

2 – Learner participated but did not present developmentally

appropriate accuracy and/or range. 1 – Learner did not

participate. 5. Students will

independently be able to identify the five senses and the

associated body parts used in these senses. Formative

assessment, via discussion.

5 Senses Worksheet: Summative assessment

3 – Learner accurately completed the worksheet.

2 – Learner completed the worksheet with some inaccuracies.


6. Students will, in small

groups and with

teacher guidance, create artistic informational posters

highlighting survival advantages each of the five senses provide.

5 Survival Senses Posters: Summative

assessment 3 – Learner participated in the group activity and

contributed accurately and fairly, communicating in

respectful and meaningful ways. 2 – Learner participated

in the group activity, but did not contribute


accurately, fairly and/or did not communicate in respectful or

meaningful ways. 1 – Learner did not make any meaningful



References

California Department of Education. (2013). Next Generation Science Standards for Public

Schools, K-12. Retrieved from http://www.cde.ca.gov/pd/ca/sc/documents/ngss-ca-gr1-

dci.doc

California Department of Education. (2001). Visual and Performing Arts: Music Content

Standards, Grade One. Retrieved from http://www.cde.ca.gov/be/st/ss/mugrade1.asp

California Department of Education. (2001). Visual and Performing Arts: Visual Arts Content

Standards, Grade One. Retrieved from http://www.cde.ca.gov/be/st/ss/vagrade1.asp

Five clip art images. (n.d.). (Worksheet). Retrieved from http://classroomclipart.com/

Mr. R’s Songs for Teaching. (2012). 5 senses sing-a-long. Retrieved from

http://www.youtube.com/watch?v=lvBXWMvOGOk

http://www.cde.ca.gov/be/st/ss/mugrade1.asp