Art Integration Unit Plan Template

Art Integration Unit Plan Template

LTC Art for Children

Unit Title & Big Idea: Discovering what makes us unique. There are things about each one of us that no one else can
have and through this unit we are going to discover what those are. Through our discovery of being unique we will create
alien portraits, edible DNA and a narrative writing about what makes them unique.
Unit Overview/Summary: Why is this important to teach? What do you hope to accomplish?
It is important for students to learn at a young age to be comfortable in the body that they have.
We are all made differently and being their own person is the best person they can be. This unit
will allow students to discover what makes them unique by engaging in many different activities
that explore what being unique means. Through this lesson, I hope to accomplish understanding
in the definition of unique, development of self-confidence, basic understanding of DNA and
building on our existing narrative writing skills and artistic skills. This unit goes beyond
conceptual knowledge, it is teaching character building skills that are needed to be successful in
any classroom along with the concepts of art, reading, writing and health education.

Grade Level/Class Periods

Required:
GRADE/4-5 class periods
approx.
Materials/Equiptment/Etc:
1. Ruby the Copy Cat
Book
2. Paper to draw alien
portraits
3. Alien portrait grab
bag supplies
(different
characteristics put
into brown bag)
4. DNA Brain Pop
Video and Quiz
5. Presentation slides
on Jason Mecier
(food sculpture
artist)
6. Edible DNATwizzlers,
toothpicks, colored
marshmallows
7. Narrative Writing
Piece- writing paper
(blank paper with
lines)
PREPARATION REQUIREDNeed all materials listed above.

Art Integration Unit Plan Template

To prep for this lesson, I would

need to get all of my materials
together, research kid friendly
version of what DNA is. Get
video approved by
administration. I would need to
run through mentally how the
Alien grab bag portrait project
would work. How students will
pick characteristics. I learned that
there is a lot of prep that goes
into one lesson. It takes careful
thought and needs full attention
of all the details of the projects
that will be completed.
Key Concepts (3-4)
What will students learn and KNOW about art and art making from this
lesson?
Students will learn and know how to create a portrait based off of
characteristics given to them. This will allow them to engage in critical art
discussion because not one persons portrait will look the same. It will also
blend into the conversation about how none of us are the same. They will know
how to create a 3-D model of DNA. The art form of sculpting and the concept
of how DNA is structured the same but everyones DNA is different. They will
know how to draw pictures that support their narrative writing pieces. This will
show they are able to take their writing and put it into a form without words.

Essential Questions (3-4) What questions guide the investigation in this

lesson?
The question that will guide us through this unit is What makes you
unique? and Can anyone be JUST like you? as well as the Dr. Seuss
quote, Today you are you, that is truer than true. There is no one else alive
that is youer than you!
By investigating and creating art in this unit, students will discover not only
that their art work, will look different from everyone elses work, but they
will also learn that they are not the same as everyone else and that they
themselves is the best you they can be. The different art making projects in
this unit will allow students to produce meaningful and creative projects that
show that everyones work can be different because no one else is just alike.

Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1)

The student will:
1. Be able to define unique
2. Create a portrait based on characteristic cards
3. Have basic understanding of DNA and how it makes us unique

Art Integration Unit Plan Template

4. Create a 3-D model of DNA

5. Write a narrative piece and draw pictures to support their writing.
Grade Level Expectations (GLEs)

(3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)

National Core Art Standards

(http://www.nationalartsstandards.org)
Language Arts:
CA 1, CA 4, 1.8, 2.1, 2.2
CA 4, 1.8, 2.1
Health Education:
HPE 2, HPE 5

Core Academic Standards (Common Core State Standards)

(3-

4)
(http://www.corestandards.org/)

Language Arts: W.4.3

Language Arts: W.4.4
Language Arts: W.4.5
Reading: RL.4.2

Art:
VA: Cr1.1.4a
VA: Cr1.2.4a
VA: Cr2.1.4a
Content Areas Integrated:
1. Visual Art
2. Reading
3. Health Education
4. Writing

Lesson Titles in Sequence/Order with TIME and MATERIALS

needed for each portion

Identify & define common vocabulary/concepts that

connect the art form with the other identified subject area(s):
Portrait: a painting, drawing, photograph, or engraving of a person,
especially one depicting only the face or head and shoulders.
Sculpture: the art of making two- or three-dimensional representative or
abstract forms.
Visual Representation: is shown of an idea or image that is
presented in a particular way to have it's meaning or symbolism.
DNA: the fundamental and distinctive characteristics or qualities of
someone or something, especially when regarded as unchangeable.
Unique: being the only one of its kind; unlike anything else.
Narrative Writing: to tell a story in such a way that the audience
learns a lesson or gains insight about you.
Brief Lesson Descriptions (2-3 sentences each)

Art Integration Unit Plan Template

1. Read aloud Ruby the Copy Cat
2. Introduce the Alien portrait project. Have different
containers labeled with different body parts in the classroom.
Hand students a blank piece of portrait paper, then have them
go draw out of the buckets for each of their aliens body parts.
3. Discussion about how no ones picture looks the same. Just
like we all are different by doing a gallery walk of portraits
4. Introduce the topic of DNA.
5.Watch Brain Pop video on DNA
https://www.brainpop.com/science/cellularlifeandgenetics/dna/
6. Discussion about how DNA is the same structure, but the
makeup is different which makes each one of us different.
7. Go through presentation slides on food sculpture artist Jason
Mecier.
8. Make edible DNA using Twizzlers, colored marshmallows and
toothpicks
9. Have students write a narrative writing piece about what
makes them unique.
9. On their published piece have them draw pictures/border
that represents their writing.

1. Read aloud Ruby the Copy Cat to open up discussion

about being unique and not trying to be like anyone else.
2. Introduce the Alien portrait project. Have different
containers labeled with different body parts in the classroom.
Hand students a blank piece of portrait paper, then have
them go draw out of the buckets for each of their aliens body
parts.
Shape of head
Number of legs
Number of Arms
Color of skin
Number of eyes
Type of hair
Type of smile
Type of nose
Have them draw their alien to show what they drew. No
persons alien will look the same.
3. Have students put their alien portraits around the room.
Then allow students to gallery walk the portraits. Have them
look and see what they see is different, what they see that is
the same.
4. Bring students to the carpet after gallery walk. Discuss
what you saw in the portraits and introduce the topic of DNA.
Do you know what DNA is? Is everyones DNA the same?
5. Watch Brain Pop Video on DNA.
https://www.brainpop.com/science/cellularlifeandgenetics/dna
/
After watching the video there is a short quiz that you can do
together as a class.
6. Then discuss the video key points of the video, so that
students understand what DNA is and what does it do?
7. Jason Mecier creates portraits made of unexpected food
materials (hamburgers, buns, potato chips, beans, candy,

Art Integration Unit Plan Template

cookies, noodles, pretzels etc) to create images of

celebrities.8. Build an edible structure of DNA using Twizzlers,
colored marshmallows and toothpicks. Students will be able
to create their own DNA. This gives them a visual model to
see that DNA is structured the same, but the makeup,
(marshmallows) may be different.
9. Have students write a narrative to the prompt, I am
unique because After they have written their narrative,
then have them draw a picture or border that represents their
drawing. Display the final product in the hall or around your
classroom.
What student prior knowledge will this unit require/draw upon?
Students will need to know what copying someone means (not copying homework, but copying their characteristics). Basic
definition of unique. They will need to know the basics of what a narrative writing is. They will also need to remember how to
ask good questions, during discussions. The rest of this lesson will be new information for them so they will learn a large
portion of the information given to them for the first time.
What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit?
Students are engaged with imagining by creating their alien portrait, which is a representation of how everyone is different.
This allows them to create a drawing based on a characteristic on a slip of paper. After the completed portrait they will explore
their peers portraits on a gallery walk. During the gallery walk, they are exploring the idea that everyones pictures will be
different in some way just like they are different than their peers. They are exploring the idea of DNA through discussion and
the Brain Pop video. This also allows engages them in the media/technology. They are also exploring the idea of DNA through
edible 3-D model. The 3-D model is a playful, informational and allows a visual of what DNA is and how it is similar and
different for everyone. After they are done exploring through these activities, they will then be expected to produce a narrative
writing piece that shows their understanding of what makes them unique.
How will this unit permit/encourage students to solve problems in divergent ways?
This whole unit allows students to think divergently due to this unit being a very egocentric unit. We are discovering things
that make THEM the student unique. They are allowing themselves to think divergently about what makes them who they are.
What kind of characteristics do they hold? What special talents do they have? Its all about the student discovering what
makes them special and different than anyone else. The Alien portrait, allows for students to solve problems divergently

Art Integration Unit Plan Template

because they are creating a picture based on a vague characteristic on a slip a paper that they drew from a hat. This also
allows them to problem solve because they will only be able to choose one characteristic at a time and they have to figure out
how they are going to incorporate that characteristic. The 3-D DNA model, gives students the opportunity to solve problems
divergently when take the knowledge they know about DNA and create a model with non-science related supplies (twizzlers,
marshmallows). The drawing that represents the writing prompt, is also another opportunity for students to solve problems in
divergent ways. They have to think of ways to create their drawing based on the words they wrote in their narrative piece.
How will you engage students in routinely reflecting on their learning/learning processes?
After creating their Alien Portrait, students will be introduced to what a gallery walk is. They will put their portraits around the
room and students will be able to reflect on their work as well as their peers. The teacher will guide their thinking by telling
students to look at how their peers portraits are similar/different. Also to think about why their peers may have chose the
method they did for drawing their portrait. After the Brain Pop video, there is a short quiz at the end that will allow for
discussion and understanding of the topic of DNA. After we create our 3-D DNA model, we will have a discussion about how
each of us built our DNA and how it is the same/different than peers next to them. We will be constantly conducting class
discussions after each activity to ensure understanding and to cover key objectives throughout this unit. They will then be
complete a full reflection on their understanding of being unique through their narrative writing piece, that will then be shared
(if they want) with the class and displayed in our classroom or hallway. The constant reflection will allow for students to grasp
on to the main ideas and key points about DNA and being unique.
How will this unit engage students in assessing their own work?
Students have many opportunities to assess their own work through out this lesson. They will be assessing their own work
when completing their alien portraits, DNA models and narrative writing pieces. These are all forms of summative assessments
that they can assess themselves on through display and describing. They will also be given many opportunities to assess their
understanding during discussions as well as the Brain Pop DNA Video Quiz that we will complete as a class. These formative
assessments will allow them to check their understanding of the concepts presented and ask questions that they may have.
Student success is suppose will be measured based on their understanding of topics, conversation within discussion, quality
work on art pieces, and overall understanding of unique and what makes them unique.
What opportunities/activities will students be given to revise and improve their understandings and their work?
When students are writing their narrative pieces to the prompt of I am unique because they will go through the writing
process with this piece. They will draft, revise, edit and then publish it. This gives them many opportunities to revise and
improve their work. During the other activities of this lesson students wont be given chances to revise or improve their work.
They will be allow to improve their work for the next time by engaging in discussion to better comprehend the subject.

Art Integration Unit Plan Template

What happens when revision is needed? How will you handle that in this situation?
If a revision is needed, I would allow the student to revise only for extreme cases. If I felt that they didnt understand the
concept or the overall goal of the activity I think it is fair to explain it again and allow them to redo it. This would be on a case
by case basis and would be handled in a way that would allow for the student to have the most success.
What opportunities/activities will you provide for students to share their learning/understanding/work in this unit?
I will provide students with a chance to share their alien portraits during the gallery walk in our classroom. This gives them the
opportunity to look at their peers work and to share their work with their classmates. They will also be given opportunities to
share their I am unique because writing pieces with the class if they would like to share.
Presenting the work in a meaningful way. How will this be accomplished?
They are presenting their work of the alien portrait via a gallery walk. This gives them a chance to walk around and really see
what their peers have created and take note on similarities and differences between their work and their peers. When they
present their writing pieces to the class, we will have a publishing party and bring snacks, and listen to people read their
stories. This will allow students to have fun celebrating what is unique about them while sharing their work with their peers.
How will you adapt the various aspects of this lesson to differently-abled students?
For students who need differentiation or modifications, I would adapt my lesson to their needs, by having them complete the
activities with partners. This would allow them to stay on task and get extra support from peers. I would also would modify the
criteria of the I am unique because prompt to ensure that they will be successful.
How will you differentiate for your diverse classroom population? How will you keep students engaged? What will you do to challenge students who are
highly talented? What have you planned for those who finish early?
I plan to keep students engaged by integrating many subject areas (art, science, writing, reading), we wont be doing the
same thing during this unit discussion on being unique. This allows for a change in pace and allows for students to remain
engaged. For students that are highly talented, I would adapt the activities to challenge them a little more. For example, the
alien portrait, give them more detailed slips to choose from such as (body scents, talents) these characteristic cards give the
talented students something to make them think a little more about how to incorporate that into their portrait. For the writing
piece, I would encourage the highly talented students to discuss what maybe be lacking from their past writing pieces and
encourage them to really focus on that for this piece of writing. Also to give them more of a challenge have them create a
poem, or a different genre than a narrative. For students who get done early for the alien portrait, I would have them create a
portrait of what they think their mom and dad looked like. This task would get students thinking about genetics. For the DNA
model, I would have students write down what they think is similar or different about the DNA that they see at their table
groups. For the writing piece, I would have students critique their writing based on the rubric given to them to ensure that they
were doing the best work possible.
TEACHER REFLECTION: How will you know that this lesson is successful and meaningful? List indicators.

Art Integration Unit Plan Template

I think that I know this lesson is successful and meaningful by:

Student engagement
Student led discussions with great questions
Quality work to represent their understanding
Overall understanding of the concept of being unique

References
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts
%20Integration.pdf

Art Integration Unit Plan Template