ArL lnLegraLlon unlL lan 1emplaLe 1

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L1C 4240: ArL for Chlldren

unlL 1lLle & 8lg ldea: 1he LnvlronmenL and LcosysLems Crade Level: 1sL
unlL Cvervlew/Summary:
AfLer readlng Lhe book, 1he Lorax," we wlll examlne Lhe way we lmpacL ecosysLems, a closely knlL chaln of planLs and
anlmals. SLudenLs wlll draw or creaLe mulLlmodal represenLaLlons of Lhelr perfecL world," ln whlch Lhelr made-up
organlsms depend on one anoLher. We wlll Lhen dlscover how we can help Lhe envlronmenL and wlll use counLlng and
addlng Lo dlrecLly measure how much Lrash we plck up as a class.



Class erlods 8equlred:
llrsL lesson: 43 mlnuLes
Second lesson: 30 mlnuLes
1hlrd lesson: 1 hr (durlng maLh
Llme)
key ConcepLs (3-4)
- An ecosysLem ls a complex sysLem of organlsms LhaL are all dependenL on
one anoLher.
- Pumans can negaLlvely affecL ecosysLems Lhrough polluLlon, land
developmenL, eLc.
- Pumans can also have a poslLlve effecL on ecosysLems Lhrough
conservaLlon.

LssenLlal CuesLlons (3-4)
- WhaL ls an ecosysLem?
- Pow ls Lhe envlronmenL affecLed by humans?
- WhaL can we do Lo help Lhe envlronmenL?


unlL Cb[ecLlves: (LxcellenL resource aL hLLp://www.Leachervlslon.fen.com/currlculum-plannlng/new-Leacher/48343.hLml?for_prlnLlng=1&deLoured=1)
- SLudenLs wlll lean how ecosysLems are made up of dlfferenL organlsms LhaL all depend on each oLher. 8ecause of Lhls, Lhey are qulLe fraglle.
- SLudenLs wlll learn Lhe way LhaL we negaLlvely affecL Lhe envlronmenL and ecosysLems and Lhe chaln of effecL LhaL occurs when we polluLe, eLc.
- SLudenLs wlll learn whaL Lhey can do Lo help conserve Lhe envlronmenL



Crade Level LxpecLaLlons (CLLs) (3-4) (hLLp://dese.mo.gov/dlvlmprove/currlculum/CLL/)
Science Strand
3: 1.A.a. Identify the basic needs of most animals (i.e. air, water, food, shelter)

Mathematics Strand 2: 2.A.a
model a given situation involving addition and subtraction of whole numbers using
pictures, objects, or symbols

Mathematics Strand 3: C.2.a
Apply and describe the strategy used to solve addition or subtraction problems
Core Academlc SLandards (Common Core SLaLe SLandards) (3-4)
(hLLp://www.coresLandards.org/)

CCSS.Math.Content.1.OA.A.1 Use addition and subtraction within 20 to solve
word problems involving situations of adding to, taking from, putting together,
taking apart, and comparing, with unknowns in all positions, e.g., by using
objects, drawings, and equations with a symbol for the unknown number to
represent the problem.
1

ArL lnLegraLlon unlL lan 1emplaLe 2

CCSS.Math.Content.1.OA.A.2 Solve word problems that call for addition of
three whole numbers whose sum is less than or equal to 20, e.g., by using
objects, drawings, and equations with a symbol for the unknown number to
represent the problem.




ConLenL Areas lnLegraLed
1. Sclence
2. vlsual ArL
3. MaLhemaLlcs

ldenLlfy & deflne 3,11,% 4,3*56/*)783,%3'2&9 LhaL connecL Lhe arL form
wlLh Lhe oLher ldenLlfled sub[ecL area(s):
Lesson 1lLles ln Sequence/Crder
1. 1he Lorax (Sclence)

2. Cur erfecL World (ArL)

3. 1rash lck-up
8rlef Lesson uescrlpLlons (2-3 senLences each)
1. SLudenLs wlll read 1he Lorax" by ur. Seuss. 1hen, ln small groups, Lhey
wlll organlze paper cuLouLs of Lhe organlsms feaLured ln Lhe book lnLo an
ecosysLem wlLh arrows connecLlng food chalns and showlng
lnLerdependence.
2. lndependenLly, sLudenLs can draw or palnL a slmllar ecosysLem ln whlch
anlmals and planLs are lnLerconnecLed. 1hey musL somehow represenL how
Lhe ecosysLem funcLlons and ls Lhelr ldeal" ecosysLem. SLudenLs share ln
small groups aL Lhe end of Lhe acLlvlLy.
3.) SLudenLs go ouLslde Lhe school Lo plck up Lrash ln groups. Lach group
should add up Lhelr Lrash pleces and Lhen as a class we wlll make a bar
graph of how much each group plcked up. llnally, we wlll add all Lhe groups'
daLa LogeLher.
WhaL sLudenL 2)+,) :%,;/'<(' wlll Lhls unlL requlre/draw upon?
SLudenLs already have prlor knowledge of whaL planLs and anlmals need Lo survlve - food shelLer, waLer, eLc. 1hls unlL wlll speclfy and deLermlne Lhe
slgnlflcance of Lhls lnformaLlon.
AfLer readlng 1he Lorax," sLudenLs wlll have Lhe knowledge necessary Lo creaLe Lhelr own perfecL envlronmenL. 1hey have experlence drawlng and creaLlng
already, so Lhey should noL have Lrouble performlng Lhe deslred Lasks lndependenLly.
1he sLudenLs have prlor knowledge of counLlng and addlng, and Lhls acLlvlLy wlll glve Lhem furLher pracLlce wlLh addlng larger numbers. 1hey are also belng
lnLroduced Lo graphlng, and dolng so as a large group Lhey wlll be able Lo do lL wlLh guldance from Lhe Leacher.

WhaL acLlvlLles wlll you use Lo engage sLudenLs ln +1*(+%+%(= '>2/,)+%(= and/or '>2')+1'%&+%( ln Lhls unlL?
A group dlscuss before each acLlvlLy wlll clarlfy Lhe ob[ecLlves for Lhe sLudenLs and leL Lhem feel more free Lo explore and experlmenL. We can bralnsLorm
ArL lnLegraLlon unlL lan 1emplaLe 3

and l can glve several examples Lo show sLudenLs whaL Lhey can do, and Lhey wlll feel more confldenL knowlng LhaL Lhey are able Lo explore as much as Lhey
deslre - especlally durlng Lhe second acLlvlLy, whlch ls really [usL abouL creaLlvlLy and reflecLlon on whaL Lhey have [usL learned.

Pow wlll Lhls unlL permlL/encourage sLudenLs Lo 9,/4' 2),5/'19 +% <+4')('%& ;*79?
Allowlng sLudenLs Lo work ln small groups and solve Lhe problems (ln Lhe flrsL acLlvlLy, Lhls lnvolves organlzlng, and ln Lhe Lhlrd, addlng) wlLhouL a Leacher
Lelllng Lhem how should encourage Lhem Lo solve Lhem ln Lhelr own ways. 1hey wlll be able Lo add ln any way Lhey wanL, wheLher LhaL means uslng
manlpulaLlves, drawlng represenLaLlons on paper, or sLacklng Lhe numbers. ln a large group, l wlll ask sLudenLs whaL sLraLegles Lhey used Lo brlng aLLenLlon
Lo Lhe dlvergenL meLhods each group used Lo solve Lhe same problem. Slmllarly, durlng Lhe arL acLlvlLy, sLudenLs can choose from dlfferenL arL medla Lo
represenL Lhelr own creaLed ecosysLem.

Pow wlll you engage sLudenLs ln ),6&+%'/7 )'?/'3&+%( on Lhelr learnlng/learnlng processes?
l flnd LhaL quesLlonlng ls Lhe mosL effecLlve form of encouraglng sLudenL reflecLlon durlng Lhe learnlng process. Asklng Lhe group as a whole as well as asklng
lndlvldual sLudenLs wlll be helpful for encouraglng sLudenLs Lo Lhlnk abouL whaL Lhey are dolng any why Lhey are dolng lL. l wlll also ask sLudenLs Lo share
wlLh one anoLher afLer several of Lhese acLlvlLles, whlch wlll glve Lhem more opporLunlLles Lo reflecL on whaL Lhey have learned and dlscovered.

Pow wlll Lhls unlL engage sLudenLs ln *99'99+%( Lhelr own work and Lhe work of peers?
As prevlously sLaLed, sLudenLs wlll really be able Lo see lf Lhey've undersLood Lhe concepLs once Lhey do Lhe organlzlng acLlvlLy and Lhe arL acLlvlLy. 8ecause
Lhey wlll be worklng ln groups, Lhey wlll be able Lo assess Lhe work of Lhelr peers as well.

WhaL opporLunlLles/acLlvlLles wlll sLudenLs be glven Lo )'4+9' *%< +12),4' Lhelr undersLandlngs and Lhelr work?
AfLer each acLlvlLy, sLudenLs have an opporLunlLy Lo share wlLh each oLher as well as myself ln order Lo revlse and lmprove Lhelr undersLandlngs. Cnce
sLudenLs have creaLed organlzed Lhe Lorax's ecosysLem ln Lhe flrsL second acLlvlLy, l wlll go over Lhe correcL organlzaLlon. SLudenLs may reorganlze Lhem afLer
Lhls - Lhey are noL recelvlng grades as Lhls ls noL a LesL" - lL's pracLlce. uurlng Lhe arL acLlvlLy, Lhere are no rlghL or wrong answers (whlch wlll be made clear
Lo Lhe sLudenLs) so Lhey do noL need Lo revlse or lmprove Lhelr work unless Lhey feel compelled Lo do so. llnally, sLudylng addlng agaln ln a large group wlll
glve each small group an opporLunlLy Lo revlse whaL Lhey have done and see lf Lhe sLraLegy Lhey used Lo add garbage pleces ls Lhe mosL efflclenL and
produces a correcL answer.

WhaL opporLunlLles/acLlvlLles wlll you provlde for sLudenLs Lo 9@*)' Lhelr learnlng/undersLandlng/work ln Lhls unlL?
As prevlously sLaLed, sLudenLs wlll share durlng each parL of Lhe acLlvlLy ln larg e and small groups. (See above)

Pow wlll you adapL Lhe varlous aspecLs of Lhls lesson Lo <+??')'%&/7A*5/'< 9&6<'%&9?
8ecause of Lhe flexlble formaL of Lhese acLlvlLles, Lhey can easlly be modlfled for dlfferenLly-abled sLudenLs. SLudenLs who are physlcally handlcapped may
have Lrouble plcklng up Lrash ouLslde, buL even Lhose ln wheelchalrs would be able Lo accompany Lhe resL of Lhe class and perhaps hold Lhe bag, help polnL
ouL Lrash, eLc. Cnce back ln Lhe classroom, all sLudenLs wlll be able Lo work LogeLher and help each oLher Lo solve Lhe problems. SLudenLs who are dlfferenLly
abled can perform Lhe same maLh problems and organlzlng of ecosysLems Lo Lhe besL of Lhelr ablllLy, and l wlll assess Lhelr work based on whaL l know Lhey
are capable of dolng and whaL ls progress for Lhem as unlque and lndlvldual learners.
ArL lnLegraLlon unlL lan 1emplaLe 4



8eferences
SllversLeln, L. 8. & Layne, S. (n.d.). ueflnlng arLs lnLegraLlon. 8eLrleved from
hLLp://www.amerlcansforLhearLs.org/neLworks/arLs_educaLlon/publlcaLlons/speclal_publlcaLlons/ueflnlng20ArLs20lnLegraLlon.pdf

ArL lnLegraLlon unlL lan 1emplaLe 3