3 of Projects in Unit Exploring Our World Through Lights and ShadowsGrade Level 1st

UNIT OVERVIEW

Unit Description (This should consist of a paragraph describing the unit in the form of an elevator pitch. In this paragraph address the activities, the art forms that will be explored and what students will walk away mastering.) / Table of Contents (List all of the project titles, bulleted here. Get creative with the titles of projects, have fun naming them. Be sure we can tell what art form is being explored in each project by how you name it.)
In this project, students will:
●In Visual Arts: The students will work in a team of three to create a painted triptych showing the relationship between light and an object’s shadow in the morning, noon, and afternoon.
●In Music: The students will demonstrate durations of light using instruments.
●In Dance: The students will create and perform shadow dances with movement. / Project 1: Dancing Shadow
Project 2: Mastery Gallery Walk
Project 3: Sound of Shadows

UNIT ESSENTIAL QUESTION (What is the overarching question that is being explored across all projects?)

What are sources of light in our environment? How can we use light to create shadows? How can we measure shadows from the light source to the end of the shadow?

CROSS-CUTTING INTERDISCIPLINARY CONCEPT (What universal concept is present in all projects that ties them all together? Ex: Patterns, Cycle, Cause/ Effect, etc..)

Cause and effect between light placement and its shadow.

REAL WORLD CONTEXT (In paragraph form discuss the importance of students learning about this particular science concept in context of understanding the world around us.)

●Students will watch video “How do solar panels work?”
●Teacher will discuss video in relation to the real world.
●Teacher will ask” What is solar energy?” “Where would you find solar panels?” “Why are they important?”
●The students will build solar ovens :Please preview link before:
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●After the ovens are built, place in the sunlight to “cook.” While students enjoy the s’mores, ask the questions “How did you use the sun to make an oven?” How does your oven compare to the solar panel?”

PROJECT ESSENTIAL QUESTIONS (List the essential question(s) that grounds each project.)

●PROJECT 1: How can I use movements to create a shadow? What would happen if a light source is blocked? How can I use dance to explore science through shadows? How are shadows made?
●PROJECT 2: How does Van Gogh use sources of light in his paintings?
●PROJECT 3: How can we use music to mimic shadows and light?

STANDARDS

Curriculum Standards (Include all of the science content standards addressed in unit, also any ELA or Math standards addressed in projects. Spell out entire standard.) / Arts Standards (Include all of the fine arts (GA) standards addressed in unit. Spell out entire standard)
S1P1
Students will investigate light and shadows.
a. Recognize sources of light.
b. Explain how shadows are formed.
ELAGSE1W2Write informative/explanatory texts in which they name a topic, supply some facts, and provide a sense of closure.
/ D1CO.4 Demonstrates an understanding of dance as it relates to other areas of knowledge
b. Explores commonalities of essential concepts shared between dance and other subject areas.
TAES1.5Directing by conceptualizing, organizing and conducting rehearsals for performance.
M1GM.4 Improvising melodies, variations, and accompaniments
a. Improvise simple body percussion patterns.
b. Improvise soundscapes (e.g., weather, animals, and other sound effects).
VA1MC.3Selects and uses subject matter, symbols, and ideas to communicate meaning.

MATERIALS TO BE PURCHASED FOR UNIT

(drop cloth or white shower curtain, spot light, acrylic paints, 4*6 canvases, paint brushes, smocks, side walk chalk, iPad or video camera, tone blocks, triangles, gong, graham crackers, foil, chocolate bars, and marshmallows).

ASSESSMENTS

Summative Assessments (List the assessment rubrics listed in each in projects, make sure to include their title)
●Shadow Pre/Post
●Dancing Shadows Rubric
●Visual Arts Shadow Rubric
●Sound of Shadows Rubric

CHARACTER EDUCATION COMPONENTS CHARACTER ATTRIBUTES ADDRESSED DURING UNIT

(Describe in detail at least one opportunity

recommended that allows for partnering with

another classroom Peer-to-Peer Service Learning)

Self-Discipline / ●Partner with another class to participate in a gallery walk of the shadow paintings.
●Partner with another class to participate in viewing of the shadow dances.

PARTNERING WITH FINE ARTS TEACHERS (Describe here what sort of support fine arts teachers teacher could offer, be specific by stating the name of the project and how they could support.)

Music Teacher:
●Assist with the vocabulary instruction.
Visual Arts Teacher:
●Assist with the vocabulary instruction.

APPENDIX

●Dancing Shadows Illustration Worksheet
●Shadow recording Sheet
●Dancing Shadows Rubric
●Shadow Pre/post
●Visual Arts Shadow Rubric
●Sound of Shadows Rubric

ADDITIONAL RESOURCES (This is the place where you include items that could be used to extend/ enrich the unit beyond the written projects)

SUGGESTED BOOKS:
●Shadow (A Wordless Picture Book) by Suzy Lee
POSSIBLE FIELD TRIPS:
●Imagine It! Children’s Museum
●Shenandoah Valley Childrens Museum (branch located at KSU and Newnan)
●Fernbank Science Center
WEBSITES:
●YouTube Video- How do solar panels work? - Richard Komp – YouTube
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