Art Integration Unit Plan Template

Art Integration Unit Plan Template

LTC Art for Children

Unit Title & Big Idea:

Perception, maps reflecting values, opinions, politics, and society

Grade Level/Class Periods Required:

Fourth Grade

Unit Overview/Summary: Why is this important to teach? What do you hope to accomplish?
Materials/Equiptment/Etc: Pen, Pencil,
Maps are an art form that is often neglected as simply utilitarian. However, maps
Watercolor, Paper towels, Map pictures below,
inherently symbolize the perceptions and values of the makers. Students should
globe, other maps of local attractions (Zoo,
have the opportunity to join the controversial and rich conversation of map
Amusement Park, College campus), iPads with
artwork, and contribute to the vast collection themselves. Maps allow students to
Google Map, Construction paper, Scissors.
question boundaries, social structures, and scale, leading to a more sophisticated
worldview.
Key Concepts (3-4)
Essential Questions (3-4)
Students will understand basic definition of map.
What details are included in this map?
What details are not included in this map?
Students will know basic elements of a map.
What do you think the cartographer is saying through this map about the
Students will understand how the preservation or removal of
location depicted? What evidence do you have to support this?
distance, scale, color, central features, boundary lines, and
Are maps true depictions of area?
areal detail can contribute to the purpose of the map and values
of map makers.
Students will learn the history of the Mercator map, and learn
about the misconceptions it produces.
Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1)
Student will investigate what elements are commonly used in maps (compass rose, lines of longitude and latitude, scale, title,
key).
Students will analyze different maps to determine the purpose of the map, drawing on details like the preservation or neglect
of size, distance, boundary lines, color, items centered, and details of area.
Students will create their own maps utilizing these element to portray their own perception of their community.
Students will collaborate as a class to create a visionary map of their community.
Students will be able to describe how maps portray different opinions and values, political and social.
Grade Level Expectations (GLEs)

(3-4)

Core Academic Standards (Common Core State Standards)

(3-4)

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

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

DESE GLEs Social Studies 5.A Grade 4-Construct

and interpret maps

National Geography Standard 6-1-A The Perception of Places and

Regions The student is able to describe how people view places in their

Art Integration Unit Plan Template

DESE GLEs Social Studies 5.D Grade 4-Describe
how people are affected by, depend on, adapt to
and change their environments
National Core Art Standards
(http://www.nationalartsstandards.org)

community differently.
National Geography Standard 6-2-A Changes in the Perception of Places
and Regions The student is able to describe how a place becomes more
familiar the more it is experienced.

VA:Cr2.3.3a Individually or collaboratively construct

representations, diagrams, or maps of places that are part
of everyday life.
VA:Cr2.3.5a Identify, describe, and visually document
places and/or objects of personal significance.
VA:Re.7.2.5a Identify and analyze cultural associations
suggested by visual imagery.

Content Areas Integrated:

1. Visual Art
2. Geography

Identify & define common vocabulary/concepts that connect the art

form with the other identified subject area(s):

Lesson Titles in Sequence/Order with TIME and

MATERIALS needed for each portion
1. World Map Investigators

Brief Lesson Descriptions

2. Community Cartographers
3. Walk Around Columbia
4. Perception Reflection
5. Better Community Forecast

(2-3 sentences each)

1. World Map Investigators- Give each group a Mercators World Map and
have them locate all seven continents and the oceans. Give each group
other world maps, and have them discuss the similarities and differences
about the maps. Have the groups share their findings. Create a map
elements chart of basic elements of most maps. Create a fluid elements
chart of elements that can be left out or included to create meaning with
maps. Have students write a list of places they value in their community
(not including the school). Have them pick 4 of those places, and have
them all include the school. Let them get out their iPads and use Google
map to plot those places, screen shotting the image of the map.
2. Community Cartographers- Allow students to create a map of their
community, including the places they chose the previous day. Remind
them to use the basic elements, as well as the fluid elements, to show
what they value most in their community. They may use their screen shot

Art Integration Unit Plan Template

to guide them.
3. Walk Around Columbia- Split the class up into two groups. Allow one
group to sit down with their maps in a circle around the room while the
other group walks around the room, looking at the maps presented. Have
the students walking bring a notebook and pencil and ask at least two
people about one fluid element they included in their map- why they
included it/what it means and why they those that element. Switch
groups.
4. Perception Reflection- Allow students to discuss the similarities and
differences of their maps in groups. Ask the students to discuss whether
the maps were a true depiction of Columbia. What was left out of the
maps? Have them discuss if maps can show things that are not really
there.
Have
them
watch
the
Doppler
radar
map.
http://www.weather.com/weather/map/interactive/l/USMO0193:1:US?
animation=true Explain that maps can predict what the cartographer
believes will happen in the future. Ask students what kind of places make
Columbia a great community to live in. Ask the students about what kind
of places could make Columbia a better place to live for them. (Write their
answers on a chart.) Ask students what places could make Columbia a
better place to live for other people. (Aim for social justice here-perhaps
suggest a Food Bank if they do not make that leap.) Ask students what
places could make Columbia a better place for the environment.
5. Better Community Forecast- Create with the class a large bulletin of the
community. Allow students to pick one or two places, depending on how
many are listed and how many students you have, to create and add to
the future city of Columbia. Have the students use construction paper and
crayons to create their place. You can glue the places in, or for further
discussion, you can ask the class what should be in the middle of their
community map and where the school should go. Have each student write
a reflection about the community map and why the place they included in
the map is important and whether or not maps are true. The students
should also make a list of elements that make maps show the viewer
something.

Art Integration Unit Plan Template

What student prior knowledge will this unit require/draw upon?
Students must have already seen a world map before and know the continents and oceans.

What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit? (PROCESS
OBJECTIVES)
The World Map Investigators lesson will help them have the context to imagine and explore what makes up a map.

How will this unit permit/encourage students to solve problems in divergent ways?
All students will probably have a completely different community map, aside from including the school. They may use any of
the fluid elements they came up with to depict their community, so any of those elements will make a completely different
map, which really emphasizes the point that maps are all about perception.

How will you engage students in routinely reflecting on their learning/learning processes?
Asking the students if maps are true I believe really allows them to grapple with the concept of perception.
How will this unit engage students in assessing their own work?
What opportunities will you allow your students to display, describe, or evidence their learning?
Students should be able to explain why they used or didnt use key and fluid elements in their maps. They also should be able to explain what maps are and
what they convey in the reflection they write. Listening to the group discussion will also provide formative assessment for their developing understanding of
maps.
What opportunities/activities will students be given to revise and improve their understandings and their work?
Students will create the Better Community Forecast as a revision of their community maps, which help them understand that
maps are all about meaning, not necessarily a set in stone picture of how things are.

Art Integration Unit Plan Template

What happens when revision is needed? How will you handle that in this situation?
While students work on their own community maps, walking around and asking questions about the maps, why they included
certain things or didnt include certain things, will further stimulate creativity to do more with their map.
What opportunities/activities will you provide for students to share their learning/understanding/work in this unit?
They present in the Walk Around Columbia and also on the bulletin board for parents to see.
Every map is a view of the globe different maps are like telling a story, but from different points of view. [Kaiser and
Wood, 8]
How will you adapt the various aspects of this lesson to differently-abled students?
The discussion and good grouping will be a great scaffold for students who just arent quite getting it. Perhaps students who
are really struggling with their own community map can collaborate with another student and work on their own maps
together. Those who finish early can always add more places to their maps. Students who do not have enough time do not
have to use water colors.

TEACHER REFLECTION: How will you know that this lesson is successful and meaningful? List indicators.
If in discussion, the students argue about whether or not maps are true and give good reasons both ways, that suggests they are grappling with the meat of the
topic.
If in discussion, the students can talk about how maps can be used to make meaning, they understand the symbolic/perceptive aspect of maps.
Students should be able to explain why or why not they included or didnt include elements in their map.

References

Art Integration Unit Plan Template

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

Art Integration Unit Plan Template