steamedu.com€¦ · web viewhello, please forgive this delay, things are so very unusual these...

Hello,

Please forgive this delay, things are so very unusual these days.

I wrote you primary issue on page nine. Fix that and then I can better evaluate. (Mostly readjust your understanding and then copy and paste things to fix the issue.

When you resubmit, please….

Turn my notes you think you have answered grey.

Put your answers in purple.

Please do not use background highlighting, I cannot read it with my dyslexia and I stopped on page 10.

Thank you.

Georgette, all of our corrections will be in a purple color. These corrections are in response to your orange and green notes. Thank you

Dear Team,

You are pretty close, but there are a lot of projects going on here and they should be better tied together in SS and Math especially. Please talk more to each other instead of each tackling a section. You’ll see better where the overlaps are and likely have more fun with it and not have to try and do so many things at once!

Thank you for your hard work putting this plan together. Your plan needs a little more tying together-mostly in the assessment areas as they relate to the standards.

I put some comments in throughout the plan to help guide you through the revisions. Orange comments need to be addressed, green are my suggestions.

Georgette

The Wheel of Life: STEAM Education Lesson BriefEducators’ Names (with Titles): Deborah S. Chapman, Science Teacher; Lauren Greenway, Art Teacher, Isabella Montgomery, Classroom Teacher; Genevieve Boston, Technology Teacher; and Sarah Sparkman, Media Specialist.

Trained (When/Where): Spring 2018; Delmae Heights Elementary: Florence, SC (online STEAM Training)

Lesson OverviewSkill Level

(Grade Range)2nd Grade

Central Theme Life Cycles

Topic Concept of Theme

Life cycles of various animals

Summary of Essential Concepts

After researching embryonic development (S) students will demonstrate an understanding of the different stages and their cultural impacts (How different cultures cook and eat this cheap protein food source at days 14-21 of incubation.) explain a cultural impact for SS link (SS--eating of eggs at different stages & Mu--egg maracas). They will construct sample embryos (T&E) both in written/drawn formats – (LA, FA), create a life-sized interpretation of the stages of various animal life cycles with a classroom study on chickens using spatial awareness-mimicking the embryo development (PE where is PE? & S) as well as crafting a chosen stage of development (S) in an artistic medium (FA, M, E).

*S = Science; T&E = Technology and Engineering; SS = Social Studies; M = Math; PE = Physical Education; LA = Language Arts, FA = Fine Arts, Mu = Music

RBL

(reality-based learning)

Lesson Plan OverviewIntegrated Basic Plan

The students will do an in-depth study of life cycles of various animals in all of the subject matters. This project is an integrated plan in which the essential concepts across the subject areas are similar. As a culminating activity students will present their salt-dough model, their PowerPoint presentation, and their series of works showing the different stages of their selected animals’ life cycle.

1. The introduction of this unit will begin in the Science lab with a video titled, Chicken Embryo Development (Video uploaded from Poultry Hub Australia).

(S) The students will watch a video with anatomically correct animated stages of development of a chicken embryo in science. Students will partner share about what they observed and learned from the video. Students in science, will “candle” live chicken eggs each time they come to the lab, sketching what was observed and comparing it to the video to determine what day of incubation each egg that was observed is. Students will make a foldable in his/her notebook and sketch a day of each of the three weeks of incubation observation. In science, students will investigate the different stages of chicken embryo

development. In the science lab and be an engineered salt dough model of a particular stage of chicken embryo development and will be placed in a plastic “Easter Egg”. After a study of life cycles, research on the life cycle of a selected animal and PowerPoint of the selected animal (move to science) students will use their acquired knowledge to create an original work of art.

(T & E) Students will utilize various web resources to research the phases of each life cycle stages. Students will use technology to research and create a slideshow, stop animation or coding project with DASH the robot demonstrating the lifecycle of a chosen animal from a list. This is not explained well to meet the requirements.

(SS) Identify places or locations on a map where the various animal life cycles can be observed through different cultures eating Balut-a fertilized developing egg that is boiled and eaten from the shell. Students can research the history of local chicken farms in our area of the United States and how this helps feed the mass industry in our nation for chicken products. Students can also plot chicken farms on our state map. This is still primarily geo-science and not SS. The history of local chickens on people’s farms to mass industry could be basically covered. Distribution of chicken, where farms are, etc. How various countries prepare eggs and chicken. The carbon impact of chicken to other meats – this could cross-over into math.

(M) The math projects consist of the students being introduced to the animals whose life-cycles we will be studying and provided with an observable size comparison (ex. a person standing next to the animal at one point in its development) and they will be asked to estimate the size of the creature of their choice at the various stages of its life-cycle. After students have recorded their responses, they will be provided with a variety of tools (yardsticks, rulers, tape-measures/measuring tapes) and time to select the proper tool, then measure models of the selected animal at the various stages of its life and record the actual findings next to their estimates. They will compute the differences between their estimates and the actual sizes measured and then provide an explanation of why they think there is a difference in

measurements. Also lots of math in the projects for the rest of

the subjects. (PE) P.E. During P.E., the students will replicate

physical movement of a chicken embryo developing and hatching inside an egg.

(LA) In language arts the students will write about their chosen animal’s life cycle and the adaptations the animal makes in their environment. Students will present findings of research to other students by inviting in kindergarteners into the classroom for an afternoon of learning. Students will write a family favorite chicken recipe using correct grammar and math measurements including volume, time, and temperature. In paragraph form, students will write about where this recipe comes from. This is primarily scientific technical writing, that is fine, adding in a social writing component on what they learned means to them would be good. Or a recipe with chicken or eggs could be math and LA and part of a story about where that recipe comes from.

(FA) Students will use their knowledge of the artistic process inspired by Eric Carle and create a series of works showing the different stages of their selected animal’s life cycle.

(Mu) During music, the students will be able to make comparisons between the cycles of music and life.

The students will be able to use music to tell the story of one of the selected animal’s life cycle that mimics that process. How? Students will create song lyrics and sing a life cycle song of his/her choice animal using Quaver QGrooves software and QComposer to write, produce, and record songs.

(M,A) The final product of this unit study will occur Our school society will be educated with graphs showing hatch rates in the form of percentages and information on the life cycles of different animals. – this can be linked to math & art standards

2. (T) As a culminating activity students will present their salt-dough model, their PowerPoint presentation, and their series of works showing the different stages of their selected animals’ life cycle. – this can be technology

3. The end product of this unit will be a 3-dimensional model of a selected stage of chicken development, a PowerPoint presentation of a selected animals’ life cycle, and a series of

works of art that represent the different stages of development.

4. (E) The science element of this project will help society make real-world connections involving the life cycle of animals. This will be done by creating an awareness of the vulnerability of the life cycles of animals based on environmental concerns and changes. Students will draw, write, create a PPT or an Art idea they have using technology to improve their learning. A good engineering extension is for students to draw, write, create in PPT or art any idea they have for technology improvements throughout the process.

This plan should address 21st Century Skills including: Collaboration- Students will work together on the Bee-Bot mat

to create a life cycle that the Bee-Bot can travel through and students will collaboratively teach other students on their research.

Communication –students will ask questions and gather information from research and present their findings in the form of walk-through educational stations and discuss their coding process as they code the Bee-Bot.

Critical Thinking/Problem Solving – students will decide on and pose questions about the hatch rate of the chickens in the incubator.

Creativity/Innovation – students will evaluate their coding process to correct errors found in his/her code. Students in science will create a salt-dough model of an embryo and in music they will be writing lyrics to a song. In fine arts, they will be creating flip books showing various life cycles. In technology, students will create google slides and Stop frame animation.

AssessmentEvidence Based

Students will: measure distance from a map plot locations on a map make a salt dough model of a chicken embryo write lyrics to a song perform interpretive movement that mimics the hatching of

an egg create a map of each stage of a life cycle and program a

Bee Bot to travel to each stage in order. make a flip chart from his/her research to help teach their

animal

Student Team Selection

(if applicable)

Students will be assigned through flexible grouping and interests based on what animal(s) he/she wants to research. As a group, students will code Bee-Bots. Also as a group, students will teach younger students through a “walk-through” learning session in Language Arts. As a team, students will measure distance traveled in Social Studies and Math on the flight patterns of tagged butterflies. Individually, students will create a slide in technology. Each student will create his/her own salt-dough model of a chicken embryo in science. As a group in music students will be writing lyrics to a song.

Time Frame of Lesson

All Subjects: Weeks: Five weeksDays: 25 daysTimes per Day: once

Individual Subjects: By subject: LA-daily, M-daily, MU-once every six days, PE-once every six days, FA-once every six days, SS-12 days, T-once every six days, E-once every six days, S-12 days in the class and once every six days in the lab.

Basic Supplies

Materials neededScience: one plastic egg per student, three 5 pound bags of flour, 3 containers of salt, fertilized eggs, incubator, thermometerMath:Ruler, yardstick, meter stick, measuring tape, models of various animals at scale for the different stages of their life-cycle, handout for students to record their responses and feedback on their reflection.Social Studies: computers with internet accessTechnology: cm ruler and poster paper, Bee Bots, animate program, computers, google slides, Fine Arts:Physical Arts: computer, internet access, and projection screenEngineering: Language Arts: Flip Chart PaperMusic: Chromebooks/computers with access to music and lyric generation programs, Claire de Lune music.

IT and Additional Resources

Science: www.cacklehatchery.com, www.ChickenEmbryodevelopment.comSocial Studies: website monarchwatch.org. Physical Arts: www.ChickenEmbryodevelopment.comMusic: Garageband.com or https://musiclab.chromeexperiments.com/Melody-Maker

Career ClustersRebecca Watson-Aviagen Hatchery guest speaker will come and discuss chicken hatchery procedures with the entire school from a

Professional / Community Connections

local hatchery. www.Aviagen.com

An industry representative will come in and discuss the process of creating the polyester that is developed to create the plastic eggs they will use to make their chicken embryo models.Michael Sparkman--Nan Ya Plastics Corp. North America, Phone: 843-319-0378, email: [email protected] Trip(Disney) or Internet video on the history of animation

Audience

Who will see the final products or presentations of this lesson? All Students Educator Other students in

class Other students in

grade level Students throughout

school

Other educators Parents/guardians Community members Local professionals Printed/On-line Publications

Miscellaneous (Extensions and

Variations)

General or specific to a subject area. Set up virtual field trips through Skype to the chicken

hatchery in Pageland, SC. (Aviagen) Modifications for Challenged learners-samples of each part

of the lessons will be on display Variations to appeal to learning strengths/preferences-

students will design his/her own model of embryo, code Bee Bots, write song lyrics, track butterfly flight patterns, design PowerPoint pages, and make flip-chart drawings of various life cycles.

Extensions for deeper learning-visits from engineers, authors, biologists, and local artists.

Photos Chicken models and observations.

Science: Salt-dough embryo

Student and expecting teacher observing chicks and eggs.

Bee Bot the coding robot.

Science—CHAPMAN

Essential Concept(s) S=Life Cycles of animals

Goal/ObjectivesStudents should develop an understanding of the embryonic development process of a chicken from the first heart beat to the external pip and hatching. and ??

Standard(s)

SC State Standards: 2.L.5A.3 Construct explanations using observations and measurements of an animal as it grows and changes to describe the stages of development of the animal.

VocabularyEgg, embryo, chick, adult, life cycle, living, dead, candle, and forensic

Career(s) Tie-In

Farmer, Professional incubator, Chicken Hatchery Manager, Assistant Manager, Quality assurance, hatch crew( remove the chickens from the Hatchers), service crew( provide vaccinations to the chicks), and delivery workers, delivering chicks to the farms

Project Element and

Educator / Student Feedback

Students will watch the video-”www.Chicken Embryo Development, by Poultry Hub Australia” to observe the different stages in embryo development.

(student application of standard/benchmark/goal)

RBL Component &Product

Students will sketch the chicken’s life cycle on a pre-printed chicken hat. Once sketched and colored, the students will construct the hat and wear it if they wish.

Students will then observe a “candled” egg and determine the day of embryonic development. Students will also have the opportunity to observe a candled egg that stopped developing-”death” and compare what they observe to the movie to do a forensic type assessment to determine the day of death. Students will predict the cause of death for the embryo.

Students will pick one of the 21 days of embryonic development and sketch out what was observed.

Students will then use flour, salt, and water to make a salt-dough medium and make a model of the “day of development” they choose. The model will then be placed in a plastic “Easter Egg” for completion and drying.


End Product + Interview

The student’s model of Chicken embryonic development shows satisfactory craftsmanship of appendages as compared to the movie.

Students can explain the day of development as compared to his/her model. Each student will verbally explain their model and go up to the SMART Board and set the movie frame to the day of development that best resembles their model.

Miscellaneous(Enrichment, modification,

extension, alternate methodology)

Students can watch a video from the real “Cackle Hatchery” to learn the jobs available in a hatchery and the importance of each. www.cacklehatchery.com

Students will be able to hold baby chicks once they hatch.

hr

Essential Concept(s) T = Students will meet the requirement of developing an understanding of the various animal life cycles that they select by using various websites to research the life style stages and create a slideshow. This is science

Here is the problem…You are using the term technology very incorrectly. It is confusing because schools use IT for ‘technology.Websites and devices are used in ALL classes and that does not count as technology as a subject area. Technology is making, building, using all kinds of processes to maintain, fix, do, etc. Therefore here is where you link what is being built and made. You need to go look at the ITEEA standards we offer a link to and start there.

E = Students will demonstrate the lifecycle of a chosen animal by coding a robot to travel through the stages of a lifecycle. Students will also create a stop animation presentation of the life cycle. this is educational technology to support a science topic.T = creating and modeling the embryo E = coding the robot to do new things

Goal/Objectives

Students will use technology to research and create a slideshow, stop animation or coding project with DASH the robot demonstrating the lifecycle of a chosen animal from a list. Students will extend their knowledge of matter and energy cycles in organisms to the engineering life cycle assessment of products. Great –have this match your concepts above!

Standard(s) CS DL Standard 1: Use software applications to create an authentic product.

2.DL.1.3: Create a multi-slide presentation with graphics or images using presentation software

This is an educational technology standard. Please use ITEEA for the standards relating to agriculture at this age group.

Engineering

3-5-ETS1-2.Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-3.Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a

model or prototype that can be improved.

VocabularySlide, font size, font style, align, format, edit, resize, citation, insert, and theme, animation, GIF, frames, loops, code, program

Career(s) Tie-In

computer animator(T,E), software developer,(T) game and web design,(T, E) technical producer/ producer and writers writers(T,E), producing(T), performing(T), film and television animation(T,E)

Project Element and




Students will research and define each stage of one of the life cycles from the list. They will record at least 6 different facts from each of the different stages of their life cycle using google docs template. They will use what they’ve learned about various life cycles to create a life cycle project that will teach others about one of the life cycles. They will select from the following choices to share their knowledge of the life cycles with others. (this component is primarily science and should be moved to that section)

Students will with a partner, team or individually to create a stop frame animation, spark movie, or google slide presentation of their life cycle to demonstrate the stages of the life cycle in an animated movie.

Engineering: Students will work in teams of 4 to create a

chart template that shows 6 stages. They will take that chart to create a stop for each stage and program DASH the robot to stop at each of the stops. They will map out DASH’s stops in increments of 10cm. They will work together to program DASH to travel to each stage. They will also add creative details using DASH’s sounds, lights, looks and actions. They will then record themselves describing each stage of development as DASH travels to and stops at each of the stages.

ADD – T - creating the salt dough embryo- Salt dough and consistency, viscosity- Creation of realistic looking model



Students completed project that shares what they know about their selected life cycle. They will try their DASH codes to see if the robots travel to each stage of the life cycle. I will use a rubric to assess student accuracy. The criteria that will be evaluated: The

student will code the bot to travel through the stages of the life cycle. What will you use as your assessment tool? A rubric? Checklist? What criteria will be evaluated?Add in tools of salt dough, following directions, relationship to agriculture and planned versus natural fertilization.



Students can create a create a comparison chart using two of the life cycles sharing the amount of time it takes to complete each life cycle.

Mathematics--SPARKMAN

Essential Concept(s)

M= Measurement of Life CyclesWhat are the essential math concepts that will be covered? Estimate and find actual size, length and determine growth of the various animal life cycles studied. Essential math concepts that will be covered include measurement, addition and subtraction (to determine growth, and measurement of time).

Goal/Objectives

Students will estimate the size of the various stages of the selected animal life cycles and will then use the appropriate tool to garner an actual length. They will then be able to compare the size differences at various stages of the life cycle and be able to compare and contrast the changes over time.

Do you mean they will compare size of the animal during various life cycle stages? – they could also represent time for each stage with tangible representations in blocks of days, weeks or months for the proportional timelines of various animals? Students could each choose and animal and make them individually and then overlap them for a collective analysis? That would be cool. 1 day = 1 cm or 1 inch

Standard(s)

2.MDA.1 Select and use appropriate tools (e.g., rulers, yardsticks, meter sticks, measuring tapes) to measure the length of an object2.MDA.3 Estimate and measure length/distance in customary units (i.e., inch, foot, yard) and metric units (i.e., centimeter, meter)

VocabularyRuler, yardstick, meter stick, measuring tape, units, inch, foot, yard, centimeter, meter, millimeter, estimate, compare/comparison,

Career(s) Tie-In

Architecture, Park Ranger (tabs on animal growth), Construction, Steel Pre-fab (Nucor), Carpentry, etc., also animal geneticist, animal care technician, veterinarian, animal biologist, animal husbandry technician, laboratory research analyst, etc.

You might want to add a detail or 2 to explain how the careers tie in to the subject area.Architecture/Instruction and Carpentry-math concepts of measurement of size and lengthThis does not work, you would have to be doing architecture or carpentry in this project for that to count. – veterinary statistician?

Project Element and




Students will be introduced to the animals whose life-cycles we will be studying and provided with an observable size comparison (ex. a person standing next to the animal at one point in its development) and they will be asked to estimate the size of the creature of their choice at the various stages of its life-cycle. After students have recorded their responses, they will be provided with a variety of tools (yardsticks, rulers, tape-measures/measuring tapes) and time to select the proper tool, then measure models of the selected animal at the various stages of its life and record the actual findings next to their estimates. They will compute the differences between their estimates and the actual sizes measured and then provide an explanation of why they think there is a difference in measurements.Much easier to understand here, please make things a little more clear in your synopsis in the above section! Thanks!


End Product + InterviewStudent will complete a set of reflection questions on the process the used telling whether or not they selected the proper tools to use for the measurements of their creature’s growth. (self- evaluation of their own process).The teacher will use completed reflections to guide instruction and use the most accurate results to compare to what the students chose. Accuracy of most appropriate results will be compared to what the students chose. Also students will evaluate if they had been close in their initial

estimates and what the actual measurements are and what they learned from this process about the animal/creature of study.



Materials needed: Ruler, yardstick, meter stick, measuring tape, models of various animals at scale for the different stages of their life-cycle, handout for students to record their responses and feedback on their reflection.

Language Arts--MONTGOMERY

Essential Concept(s)

LA = Making comparisons of the various animal life cycles: analyzing and investigating text content to make predictions and form opinions

What are the essential concepts as they relate to Language Arts? How does each of the animal life cycles compare to each other?This is still science…

Goal/Objectives

Students explore how various animals’ life cycles are similar and different. Students will read various informational text books, paragraphs, and/or passages to determine different animals’ life cycles. – this is still science Students will collect data in what ways throughout the various projects?Students will analyze various points of intersecting data in what ways?Students will report this in what ways?Students will contextualize what this data means to them or to others in what ways?

Standard(s)

Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence and investigating multiple interpretations.

Vocabulary butterflies, frogs, tadpole, life cycle, cocoon, larva, chicken- analyzing, synthesizing, evidence, investigating. Interpretations - these are all

science related report?

Career(s) Tie-In

Journalist, humane educator, science teacher, veterinarian, embryologist

Careers listed here should relate to something that requires Language Arts skills.

Project Element and




Students will do a writing sample analyzing and synthesizing the differences between their predictions and real results. (LA)

In the beginning teacher and students will start a KWL chart. The chart will allow the students to list what they know about animal life cycles and what they want to learn. This chart will be kept in the students’ classroom journal.

Students will choose an animal that they would like to learn more about. Once students have made a choice they will read an informational text passage after reading the passage students will write a topic sentence for the text. Students will swap their topic sentence with a classmate. The classmate will need to write a prediction of what they think happens in the animal’s life cycle.

Students will investigate further by reading text and using Chromebooks (reliable websites will be provided) to learn more about the animal’s life cycle. Students will complete their KWL charts. Charts can be used to complete final project along with other informational text. All work will be done in ELA journals.

Students will present their findings in class by doing a poster board that will contain pictures, five facts about the animal, and a hand-written paragraph to explain the animal’s life cycle.

A rubric will be used that involves the following components that will evaluate their posters which will include:

research

writing

Illustration

Presentation

Student’s grade will include poster boards, research notes, and ELA journals.

Students will present findings of research to other students by inviting in kindergarteners into the classroom for an afternoon of learning. Kindergarten students will be able to walk around to see all the posters, then second grade students will present their poster information orally, kindergarten students will be allowed to ask questions.

– what is the presentation style?

How does this meet the standards listed above? What predictions will they make? What will they analyze and synthesize?Move the appropriate sections to the pages listed to apply to standards from those subjects.



A rubric will be used that involves the following components that will evaluate their portfolio which will include:

research writing Illustration presentation

Once you have determined what the students will do, decide how you will evaluate the standard included.



Teacher will bring in a humane educator that will expand on animal life cycles.

Social Studies-Chapman

Essential Concept(s) Life Cycles and their Habitats

Goal/Objectives

Identify places or locations on a map where the various local animal life cycles can be observed. Identify the geographical areas where types of animals chosen come from. Identify how each of the main continental regions cooked and prepared chickens and eggs. Identify the most common types and variety of eggs in each area. – Common birds. Introduce the concept of progression from natural wild birds, to local farm-raised birdsIntroduce industrially farmed birds.

Standard(s)

Indicators 2-1.5 Identify on a map or globe the location of his or her local community, state, nation, and continent. Your goal does not match your objectives. – It can, if you add in the word in orange.

VocabularyTagging, North America, Geography, directional flight, location, mileage, Compass Rose (North, East, South, West), seasons.

Career(s) Tie-In

Ornithologist, Lepidopterologist, Park Rangers, Entomologist, Field Guide Writer, Biology teacher/professor.

Project Element and




Using a local map, each student will place a “pin” or some type of mark identifying where chicken farms are located. They will then list the country from which the chicken originated.

If an additional life cycle project is needed from another animal, the following could be used: Each student will select a specimen to follow from the listed tagged monarchs off of the website monarchwatch.org. They will track the flight-paths and patterns of the tagged butterflies and place pins

in the class map.This seems like a whole other project – please tie it directly to the goals or use some of the suggestions in the goals that tie to your other subjects.



After all pins have been placed on the class map, students will collect the data from the map and make a bar graph of where and when his/her butterfly had been spotted.



Students will compare the migratory flight pattern of his/her tagged species to other migratory animals.

Fine Arts--GREENWAY

Essential Concept(s)This component is much more than just making a project look aesthetically pleasing or ‘pretty’. There should be reasoning for the mediums chosen, the colors, style, client appeal, etc.

Goal/ObjectivesStudents will use his/her knowledge on the life cycles of animals and will create a series of artworks representing the different stages in the style of artist/illustrator/author Eric Carle.

Standard(s) We often cross-correlate to standards for other subjects in these areas: science (materials), technology (processes), research (LA, history, SS) engineering (creation) and math (structure). National Art Educators Association (NAEA): NAEA Fine Arts Standards National Core Art Standards: NCAS Fine Arts Standards English National Curriculum: Art and Design Standards

South Carolina College and Career Ready Standards for Visual Arts Proficiency

Artistic Process: CreatingI can make artwork using a variety of materials, techniques, and processes.Anchor Standard 1: I can use elements and principles of art to create artwork.V.A.CR.NM.1: I can combine several elements of art to express ideasAnchor Standard 2: I can use different materials, techniques, and processes to make art.

Artistic Process: PresentingI can choose and organize work that demonstrates related concepts, skills and or media.

Anchor Standard 3: I can improve and complete artistic work using elements and principles.V.A.P.NM.3: I can explain the elements and principles of art used to make my workAnchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media.V.A.P.NM.4: I can identify ways artworks are presented.

Artistic Process: RespondingI can evaluate and communicate about the meaning in my artwork and the artwork of others.Anchor Standard 5: I can interpret and evaluate the meaning of an artwork.V.A.R.NM.5: I can talk about how an artwork tells a story or message.

Artistic Process: ConnectingI can relate artistic ideas and work with personal meaning and external context.Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.V.A.C.NM.7: I can describe visual art concepts among arts disciplines, other content areas, and related careers.

VocabularyEric Carle, illustrator, commercial artist, studio artistContrast, Balance, Emphasis, Proportion, Texture

Career(s) Tie-In

Illustrator, Editor, Commercial Artist, Studio Artist

Project Element and




After a study of life cycles, research on the life cycle of a selected animal and PowerPoint of the selected animal students will use their acquired knowledge to create an original work of art. Students will learn about the artist Eric Carle who calls himself a “picture-writer”. A study will be done on his artistic vision, his creation process, and the origins of his topics. Students will use their knowledge of the artistic process inspired by Eric Carle and create a series of works showing the different stages of their selected animals life cycle.



Students will present his/her project with the class along with their PowerPoint. The final project will be assessed with a checklist focusing on key art terms and representation of the stages of the life cycle of their chosen animal: Contrast, Balance, Emphasis, Proportion, Texture

If you list the standard above, there should be a rubric section to cover it here. Eric Carle Style “Life Cycle”

Points

E-3 S-2 N-1 Total

Artistic Process: Creating

I can make artwork using a

variety of materials,

techniques, and processes

Exemplary presentation/

creative use of media (showing skill with material

by creating texture, contrast,

etc.)

neat/ clean/ attempt at

creative use of media

messy/ not finished/ tears or folds in paper

Artistic Process: Presenting

I can choose and organize work

that demonstrates

related concepts, skills and or

media.

Exemplary presentation/

creative display of artistic skill

to depict the life cycle of an

animal

some attempt at depicting

the life cycle of an animal

No recognizable depiction of an animal life cycle

Artistic Process: Responding

I can evaluate and

communicate about the

meaning in my artwork and the

artwork of others.

Exemplary presentation of PowerPoint and original artwork that clearly and

precisely depict the life cycle on given animal

PowerPoint and original life cycle artwork adequately

depict the life cycle

No clear correlation

between the power point

and the artwork.



Students can photograph his/her artwork and add text describing the different parts of the life cycle of his/her animal. Once complete students can “publish” their book by printing. The final publication can include the life cycle projects of classmates.

Physical Arts--CHAPMAN/MONTGOMERY

Essential Concept(s) Physical and behavioral movements of embryonic development

Goal/ObjectivesThe students will discuss and imitate how different stages of embryonic development looks. This will include rotation, flipping, yolk absorption, internal and external pipping, and hatching.

Standard(s)

2-1.4 Perform simple dances and/or movement sequences to music. 2-1.5 Combine balance, weight transfer, and rolling movements into a sequence with a clear beginning and ending (for example, stork-stand balance, to a forward roll, to a donkey kick, to a knee scale balance finish).

Vocabularyyolk, internal pip, external pip, incubation

Career(s) Tie-In

PE Teacher, Yoga Instructor, Dance Instructor,

Project Element and




The PE teacher will enhance student’s learning about how chicken embryos grow and develop each day of the 21 day process. The teacher will review with the use of the “Chicken Embryo Development” video what the embryo has to go through to develop successfully and survive. The teacher will have each student move like the embryos -pretending to be confined to an egg shell using identified days of development.The teacher will explain to the students that something either happened to the chick or the incubator that caused the animal not to survive. Students will show that movement.



Informal assessment of the student’s ability to use bodily movement to show each of the 21 days of embryonic development in chickens.

If you list the standard above, there should be a rubric section to cover it here. Eric Carle Style “Life Cycle”

Points

E-3 S-2 N-1 Total

Performs simple dances or moves

I can make correct moves showing

how the heartbeat of the embryo

beats while lying in a straight body

position

Exemplary presentation/ creative body

movements showing heart -beat

Fluent body movements of showing heart

beat

Attempt at showing a heartbeat

Performs simple dance

moves/movements

I can make my body appear to be a full size embryo in the shell with

head tucked under wing/(arm)

Exemplary presentation/ creative body

movements showing head under wing

some attempt of showing a

tuck

No recognizable tuck of body

Performs simple dance

moves/movements

I can make my body appear to flip into position to get ready to hatch and then emerge from

the egg.(hatch)

Exemplary presentation/creative

body movements showing a flip while

holding a tucked position to get ready

to hatch and then emerging from the

egg (hatch).

Some attempt of showing a flip to prepare to hatch and then emerging from the egg (hatch).

No clear attempt of a

flip into hatch

position or hatch



The students can tell and demonstrate what happens when conditions inside the incubator change for better and for worse.

Musical Arts--SPARKMAN/BOSTON

Essential Concept(s) Life Cycles and Music Cycles

Goal/Objectives

The students will be able to make comparisons between the cycles of music and life.The students will be able to use music to tell the story of one of the selected animal’s life cycle that mimics that process.

Standard(s) South Carolina State Standards:

Critical Response to MusicMG2-4.4 Identify and describe the sources of a variety of sounds, including environmental, vocal (child, male,

and female) and the sounds of common instruments.

Making ConnectionsStandard 6 The student will make connections between music, other arts disciplines, other content areas, and the world. MG2-6.2 Identify music as a part of everyday life. MG2-6.3 Integrate music into storytelling and poetry.

National Association for Music Education: Music StandardsEnglish National Curriculum: Music Standards

Vocabularypitch, tone row, intervals, sequences

Career(s) Tie-InPoet, Writer, Musician, Composer, Music Teacher, Lyricist, Conductor,

Project Element and




Students will listen to Debussy’s Clair de Lune and will discuss how it mimics the evening time using quiet and soft tones that harmonize and try to replicate the environment.Using an online music composition website, students will then choose an instrument or collection of instruments/sounds to mimic and tell of the life-cycle of their selected animal.



Song completed by student describing the life cycle of their selected animal. All stages of the animal’s life cycle is described in the song. A checklist will be provided for all students.



Create a song about two life cycles that overlap in at least one of the stages. Show how they overlap through song. Using the online tool, Garageband.com or https://musiclab.chromeexperiments.com/Melody-Maker or an online song generator students will generate lyrics to a song.

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