Bernadette Cole

Ryan Glaser
Rachel Hellar
Nate Polich
Holly Ripard
Allyson Roberts
Big Idea Integrated Arts Unit
Big Ideas:
The big idea that our unit is based on is systems and how different components can
interconnect to form a complex whole. The world is made of thousands of different systems,
from the water cycle to the biosphere. Our big idea provides a compelling conceptual frame for
inquiry, and invite active engagement and learning by starting with a system that everyone
knows; The Human Body. This integrated art unit uses science, visual art and dramatic art to
explore how the different body systems connect and interact with each other as well as
explaining individual functions of two specific systems (digestive and circulatory). The
overarching concept that we are trying to teach is how everything is made of systems that
connect to form even more complex systems in our world. Eventually, the students will be able
to recognise larger systems (the hydrosphere,geosphere, atmosphere and biosphere) and connect
the different systems to the larger earth components.
Context:
Our Big Idea Integrated Art unit is created for a fifth grade classroom currently
studying the human body. Students should already have prior knowledge about different
body parts, functions and positions. For these lessons, you should have enough space in
your classroom to move the desks to the side in order to create an area for the movement
and drama activities.
Objective(s):
1. Students should be able to identify, locate and describe the function of different body
parts.
2. Students should be able to categorize body parts into the different body systems.
3. Student should recognise that all body systems are interconnected.
Art Concepts:
Dramatic Art: By creating a short skit and acting out the flow of blood in the circulatory
system, students will be able to focus on the individual roles within this body system.
Visual Art: Students will create the digestive system using mixed-media collage
techniques and found materials to represent body parts, focusing on the addition of
texture and symmetry/asymmetry.
Content Areas - Science:
Our Grade Level Content Expectations Science Standards describe the different animal
systems, however, for our activities we will be describing the systems in a human body.
We will be focusing on the circulatory, respiratory, skeletal, muscular, and nervous
systems.

L.OL.05.41 Identify the general purpose of selected animal systems (digestive,

circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive)
L.OL.05.42 Explain how animal systems (digestive, circulatory, respiratory, skeletal,
muscular, nervous, excretory, and reproductive) work together to perform selected
activities
Content Areas - Art:
VA:Cr1.1.4a Brainstorm multiple approaches to a creative art or design problem.
VA:Cr1.1.5a Combine ideas to generate an innovative idea for art-making
Materials:
Markers, colored pencils or other coloring materials
Large Pieces of paper, semi-transparent
Assorted textured paper, multicolored string, cotton balls and other flat materials that can
be glued to a poster
Reflection Activity - How the Systems Fit Together
After being split up into eight different groups (digestive, circulatory, respiratory,
skeletal, muscular, nervous, excretory, and reproductive), students will create, label and list the
functions of the different body part onto a large, semi-transparent piece of paper with an outline
of a person already traced on to it. Each group will use art materials in the classroom (markers,
paint, crayons, etc.) in order to create the different body parts within their system. Students will
then present their system to the class explaining how the system works and why they choose to
use the materials that they did. For example, a student might use two different colored string to
represent veins in the circulatory system because of the two different circulatory loops (the
pulmonary circulation loop and the systemic circulation loop). After presenting, the different
posters will be displayed by being layered on top of one another so that the class can flip through
the transparent paper to see the all of the systems interconnected within the human body.

Assessment:
The final reflection activity will use the following rubric in order to assess the students posters:
Category

Knowledge
Gained

Students can
accurately answer
all questions about
their system and the
processes used to
create their poster.

Students can
accurately answer
most questions
about their system
and the processes
used to create their
poster.

Students can
accurately answer
some questions
about their system
and the processes
used to create their
poster.

Students appear to
have insufficient
knowledge about
their system and the
processes used to
create their poster.

Required
Elements

The poster includes

all required body
parts, labels and
functions.

A label or function
was forgotten.

A few labels or
functions were
missing.

Multiple label or
functions were
missing or a body
part was missing.

Mechanics

The poster has no

spellings or
grammatical errors.

The poster has no

more than two
spellings and/or
grammatical errors.

The poster has three

spellings and/or
grammatical errors.

The poster had four

or more spelling
and/or grammatical
errors.

Presentation

Students use clear

voices and correctly
pronounces all
required terms.

Students have clear

voices and
pronounces most
words correctly.

Students incorrectly
pronounces terms,
the class has
difficulty hearing
them present.

Students mumble,
incorrectly
pronounces terms,
and speaks too
quietly for the class
to hear.

Accuracy

Students have used

the visual
references to
accurately create
and place body
parts in correct
location.

Visual references
were used but some
body parts seem
slightly out of
place.

Visual references
may have been used
but one or two body
parts are not placed
correctly.

Visual references
were not used and
more than two body
parts are not in the
right spot.

Recycled Materials Digestive System Model Lesson Plan

Nate Polich and Holly Ripard
Behavioral Objectives
a. Students will be able to visually represent the digestive system using recycled material to
represent (pancreas, duodenum, gall bladder ,mouth, salivary glands, anus, rectum, the large
intestine, small intestine, stomach liver, esophagus)
b. Students will become experienced and comfortable with new materials
c. Students will be able to demonstrate an understand the parts of the digestive system and
where they belong.
Standards
9.1b.1 dramatic expressions-use multiple nonconforming representations of real life object or
activities
9.1c.1 representation- represents common themes and patterns in visual arts- create simple
sculptures using clay and various tools to create texture.

10.5.1 Strength, coordination and muscle control Manipulate dough and clay by squeezing,
pounding, rolling into recognizable shapes, objects.
3.1a.5 Form and function- identify the specific functions of living things parts
Materials
- Empty toothpaste tube
-Various old tubes small and large (old vacuum hoses)
-Empty water bottles
-Old film container
-Pop can
-Glue stick container
-Empty juice box
-Small thin plastic container
-Any other recycled things that can be used
Introduction
1. We will read a story about parts of the digestive system.
2. After we read the story using my body I will demonstrate where the parts of the digestive
system are.
3. Next we will talk about where each part is having the students use their own bodies to point
at.
Procedure
a.

I will instruct the student to sit on the reading rug

b.
Next I will show the student the cover of the story and ask them what they think the book
will be about
c.
As we read the book I will point to each part of the digestive system and have the students
point to where the part is on their own body
d.
When we are finished reading the story I will ask the students to raise their hand and tell
me a part of the digestive system we read about in the story.
e.

I will record their answers on the board to use later

f.
After we are done discussing parts of the digestive system I will tell the students the
activity we are going to do
g.
Today we are going to use recycled materials to make parts of the digestive system , we
are going to place the recycled material parts in cut outs of our bodies that I've made.

i.
Next, take your given recycled materials and see which materials look like the parts of
the digestive system we discussed in the book
j.
When we are finished I will have all the students use their craft to point to the parts of the
digestive system and name which part it is and its function.
Evaluation
1. To evaluate what the students learned I will ask them to turn to a friend and tell them the name
of one part of the digestive system, where it is located, and its function.

Sources Cited
http://www.arvindguptatoys.com/toys/Humandigestivesystem.html

http://misstinasweebly.weebly.com/digestive-system-lesson.html

Nate Polich and Holly Ripard

https://www.smm.org/heart/lessons/lesson10.htm
Nate: procedure and introduction
Behavioral Objectives
a.
b.

Students will act out the flow of blood in the circulatory system.
Students will understand the functions of certain parts of the circulatory system.

Standards
Science:
L.OL.05.41 Identify the general purpose of selected animal systems (digestive, circulatory,
respiratory, skeletal, muscular, nervous, excretory, and reproductive).
L.OL.05.42 Explain how animal systems (digestive, circulatory, respiratory, skeletal, muscular,
nervous, excretory, and reproductive) work together to perform selected activities.
Art:
ART.T.II.5.1 Appraise artistic choices regarding character, environment, and situation that
support the creation of a classroom dramatization
ART.T.I.5.1 Create and demonstrate vocal expression to support the playing of a character
ART.T.II.5.3 Create simple scenery, costumes, sound, and props in the dramatic process.
Materials
A Heart Pumping Adventure: An Imaginative Journey Through the Circulatory System
(Human Body Detectives)
Art Supplies (markers, bulletin board paper, tape, etc.)
Student Created Costumes
Plates/Frisbee/Disk like items to represent oxygen and carbon dioxide
Labels/Name Tags
Introduction:
1. First we will read A Heart Pumping Adventure: An Imaginative Journey Through the
Circulatory System (Human Body Detectives) by Heather Manley as a class.
2. As a class we will create an anchor chart with a diagram detailing the circulatory system
and the processes at each section.
Procedure:
1. Students will break out into groups of at least six.

2. Each group will decide on a part of the circulatory system and develop a skit detailing the
role of that part of the circulatory system.
3. Students will have class time and materials to practice and develop their skit.
4. Students will present their skits to the class.

Evaluation:
Category

Content

Students represent
content accurately by
acting out a skit that
represents the parts of
the circulatory system
correctly.

Students represent
content almost
accurately by acting
out a skit that
represents the parts of
the circulatory system
correctly.

Students represent
content almost
accurately by acting
out a skit that
represents parts of the
circulatory system
somewhat correctly.

Students represent no
content in the acting
of their skit that
represents parts of
the circulatory
system incorrectly.

Skit

All group members

are actively
participating in the
skit and all required
elements are
included.

All group members

are actively
participating in the
skit and some required
elements are included.

Some group members

are actively
participating in the skit
and some required
elements are included.

Some group
members are actively
participating in the
skit and no required
elements were
included.

Participatio
n

During other
presentations, student
is being an active
observer and listener.

During other
presentations, student
is being somewhat of
an active observer and
listener.

During other
presentations, student
is being a distracted
observer and listener.

During other
presentations,
students is not
observing or
listening.