Art Integration Unit Plan Template

Art Integration Unit Plan Template

LTC Art for Children
Unit Title & Big Idea:
Title: Animal Adaptation Through Travel Journal
Perspective is the big idea under
investigation through this unit.
Perspective means portraying something,
suggesting it have depth or distance, or
how something is understood.
Using the travel journal and read aloud
discussions, students will create a
scientific drawing of a chosen animal
(based on work of Beatrix Potter) and
create a drawing from an animal
perspective (based on illustrations by
Diary of a Worm by Doreen Cronin &
Flotsam by David Weisner).

Grade Level/Class Periods Required:

2nd Grade
10 Class periods

Unit Overview/Summary:
Over the course of 10 days, students will
explore types of animal adaptations,
make inferences based on literature in
reading groups, present learning to
classmates in a mind map, produce
multiple writing entries in an animal
travel journal, conduct research about
certain animal adaptations, and create a
perspective drawing from the view point
of an animal.
Through this unit, students are given
opportunities to use inference skills,

Materials/Equipment/Etc:
Materials Needed:
plastic binoculars (1 per student)
plastic kaleidoscopes (1 per student)
butcher paper (KWL chart & students mind maps)
teacher examples (mind map & perspective drawing)
composite notebooks/animal travel journals (1 per student)
plastic bags - small (1 per student)
several maps/atlases
markers
colored Pencils
crayons

Art Integration Unit Plan Template

communication skills, and demonstrate

the concept of perspective through their
drawing. They are also encouraged to
play and create through experiences
found in and outside the classroom.
These experiences are important for
students because they draw on prior
understanding and relate to future
expectations found in more mature levels
of coursework (ex. formal presentations in
higher education).

Books Needed:
Eye to Eye: How Animals See the World By Stever Jenkins
What if You Had Animal Teeth!? by Sandra Markle
What If You Had Animal Hair!? By Sandra Markle
What Do You Do With a Tail Like this? By Steve Jenkins
If You Hopped Like a Frog by David M. Schwartz
Animals in Flight by Steve Jenkins
What do You Do When Someone Wants to Eat You? by Steve
Jenkins
Diary of a Worm by Doreen Cronin
Peter Rabbit by Beatrix Potter
Flotsam by David Weisner
Videos/Websites Needed:
https://www.youtube.com/watch?v=J5c7c5NGbok
http://www.peterrabbit.com/en/beatrix_potter/beatrixs_life/bea
trix_potters_art/scientific_illustrations
Electronic Tools Needed:
ipads, classroom computers, smart board
Additional Books to Keep in Classroom Library:
Creature Features: 25 Animals Explain Why They Look the Way
They Do by Steve Jenkins
The Spider and the Fly by Toni DiTerlizzi
How Many Ways Can You Catch a Fly? By Steve Jenkins
Actual Size by Steve Jenkins
Diary of a Fly by Doreen Cronin
Eye to Eye by Vivian Maier

Art Integration Unit Plan Template

Additional video/website resources:

http://www.vam.ac.uk/page/b/beatrix-potter/
Preparation for teacher examples:
Mind map: (30 min) To create this example, you will need a
piece of butcher paper, markers, and access to a computer.
You will need to choose an animal that students will not likely
choose (such as a horse if you lived on a farm). This example
will require you to think like your students in that you will
extract information that is vitally important. For example, you
would want to include inferences about adaptations, how big
this animal is (include units of measurement), and make
language simple for students.
Perspective picture: (45 min) To create this example, you will
simply need a blank piece of paper (preferably in a composite
notebook), drawing tools, and a place to draw. You will take on
the perspective of your chosen animal, finding a place that fits
your animals eye shot, and begin drawing what your animal
might see. Be creative with this, knowing that the picture you
draw should be tied to a story that brings the picture to life. It
would be helpful to actually write out this short story, so that
your students can see your expectations for depth of story
details.
Key Concepts
Essential Questions
Students will learn and know that book
What is perspective in regards to literature and art? Does it
matter and if so why?
illustrations help tell a story, and allow the
What picture books have you read?, Where these picture
reader to make inferences about the purpose
books powerful?, and If so, why were they powerful?
of an illustration. They will also see that
What do you notice about the illustrations made by Harry
perspective changes the meaning derived
Bliss?, What perspective did Harry Bliss take when he drew
from an illustration (David Weisner).
these illustrations?, Why do you think he drew these
Students will learn and know that art serves
illustrations in this way?, What predictions can you make
a purpose, one of those being to

Art Integration Unit Plan Template

demonstrate accurately scaled drawings for

scientific purposes (Beatrix Potter).
Students will learn about the artists Harry
Bliss and his art making process. They will
know that art making takes much revision,
practice, and inspiration.

about this story based on the illustrations?

What is an animal adaptation? Do adaptations help or hurt
animals?
What does draw to scale mean?, Why do you think Beatrix
Potter wanted to draw animals to their scale?, and What
point of view are many of her drawings?

Unit Objectives:
The learner will be able to identify animal structures, their specific functions, and adaptations that assist
them in survival.
The learner will make inferences about animal adaptations when reading informational texts and clearly
present learning through a mind map.
The learner will make predictions and ascribe meaning to illustrations found in wordless picture books.
The learner will compose creative narratives using the perspective of chosen animals while demonstrating a
clear control of ideas and include relevant details.
The learner will design an animal exploration map, including map symbols such as title and key.
The learner will draw an animal perspective picture that demonstrates an understanding of contrasting
features showing illusion of space.
Grade Level Expectations (GLEs) &
National Art Standards
(http://www.nationalartsstandards.org)
1.Sci.3Characteristics Organisms.1.D.b&d
2.Sci.7Inquiry.1.C.a&b
2.Sci.7Inquiry.1.D.a
2.CA.Reading.1.G.e
2.CA.Reading.2.C.b&c
2.CA.Writing.2.B.a&b
2.CA.Writing.3.A.a
2.SS.Geog.5.A.a

Core Academic Standards (Common Core State Standards)

(http://www.corestandards.org/)
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print
or digital text to demonstrate understanding of its characters,
setting, or plot
CCSS.ELA-LITERACY.RI.2.3
Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a
text

Art Integration Unit Plan Template

2.VA.PP.3.A
2.VA.EP.1.G

CCSS.ELA-LITERACY.W.2.3
Write narratives in which they recount a well-elaborated event or
short sequence of events, include details to describe actions,
thoughts, and feelings, use temporal words to signal event order,
and provide a sense of closure
CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media

Content Areas Integrated:

1. Visual Art
2. Science
3. Literacy (reading & writing)
4. Social Studies (geography)

Identify & define common vocabulary/concepts that

connect the art form with the other identified subject
area(s):
-Scale: how one adjusts or describes something in reference to
its proportion
-Perspective: portraying something as to suggesting it have depth
or distance, how something is understood (generally visual)
-Perception: how something is understood whether it be through
visual, auditory, taste, smell, or touch
-Balance: the sense of distribution of perceived visual weights
that offset one another
-Cause: a person/thing that gives rise to an action, phenomenon,
or condition
-Effect: a change that is a result or consequence of an action or
other cause

Lesson Titles in Sequence/Order with TIME

and MATERIALS needed for each portion:
Day 1 (45 minutes): Adaptation Introduction &
Eye Exploration

Brief Lesson Descriptions:

Day 1
The class will have a discussion about what an adaptation

Art Integration Unit Plan Template

Materials: Plastic Binoculars (1 per

student), plastic kaleidoscopes (1 per
student), butcher paper (KWL chart)

Day 2 (1 hour & 15 minutes): Jigsaw Reading &

Adaptation Presentation
Materials: KWL chart from previous day,
butcher paper for 7 groups, markers for 7
groups, following books: Eye to Eye: How
Animals See the World By Stever
Jenkins, What if You Had Animal Teeth!?
by Sandra Markle, What If You Had Animal
Hair!? By Sandra Markle, What Do You
Do With a Tail Like this? By Steve
Jenkins, If You Hopped Like a Frog by
David M. Schwartz, Animals in Flight by
Steve Jenkins, What do You Do When
Someone Wants to Eat You? by Steve
Jenkins, teacher example mind map

is. The teacher will use a KWL chart to track students

thinking for what they know. The teacher will pose
questions such as What do you think an adaptation is?,
Do you know any animals with an adaption? and Do
adaptations help animals or hurt animals?
The teacher will then give table groups sets of plastic
binoculars and kaleidoscopes. Students will be instructed to
observe what they see through the lenses. With
classmates, they should discuss the differences in what
they see. The teacher will pose guided questions such as
Do the two types of tools allow us to see things
differently? and What type of animals might have eyes
that let them see in this way and why?

Day 2
This class time will consist of jigsaw reading stations where
students will present their learning to the class. The teacher
will split the students up into 7 groups, with 3-4 students in
each group. Each student will be assigned a role during the
stations (2 readers, 2 writers, each person presents one
sentence about their learning). Each group will be given a
book about animal adaptations and one large piece of
butcher paper to write down (or draw) things they learn.
The teacher will explain that students should draw a mind
map to show their learning. An example mind map will be
shown that includes: explanation of several animal
adaptations, predictions as to how these adaptations help
organisms, interesting facts, and questions students still
have. This will take approximately 45 minutes.
After students have created a mind map about their
learning, they will present their findings to the class.

Art Integration Unit Plan Template

Day 3 (45 minutes): Diary of a Worm and

Choose an Animal
Materials: Diary of a Worm by Doreen
Cronin, video
https://www.youtube.com/watch?
v=J5c7c5NGbok , animal travel
journals/composition notebooks (1 per
student), KWL chart from previous day

Day 4: Study Beatrix Potter scientific drawings

and Research chosen animal (1 hour)
Materials: website
http://www.peterrabbit.com/en/beatrix_po

Students will be given an opportunity to ask presenters

about their learning, and the teacher will add several facts
to the know and want of the KWL chart.
-Station 1: Eye to Eye: How Animals See the World By Stever
Jenkins (GL 1-4)
-Station 2: What if You Had Animal Teeth!? by Sandra Markle (GL
PK-3)
-Station 3: What If You Had Animal Hair!? By Sandra Markle (GL
1-3)
-Station 4: What Do You Do With a Tail Like this? By Steve
Jenkins (GL PK-5)
-Station 5: If You Hopped Like a Frog by David M. Schwartz (GL
2-5)
-Station 6: Animals in Flight by Steve Jenkins (GL K-3)
-Station 7: What do You Do When Someone Wants to Eat You?
by Steve Jenkins (GL PK-5)
Day 3
First, the teacher will show students the illustrations in the
book Diary of a Worm written by Doreen Cronin and
illustrated by Harry Bliss. The teacher will ask guided
questions such as What do you notice about these
illustrations?, What perspective did Harry Bliss take when
he drew these illustrations?, Why do you think he drew
these illustrations in this way?, What predictions can you
make about this story based on the illustrations?
The teacher will show the Q & A video with Harry Bliss at
(https://www.youtube.com/watch?v=J5c7c5NGbok).
Students will turn to a partner to share something they
learned or a question they had about the interview.
The teacher will then read through the story Diary of a

Art Integration Unit Plan Template

tter/beatrixs_life/beatrix_potters_art/scien
tific_illustrations , Peter Rabbit by Beatrix
Potter, ipads, classroom computers,
animal travel journals, KWL chart from
previous day

Day 5: Research continued (45 minutes)

Materials: NONE

Day 6: Writing about Artifact (45 minutes)

Materials: Plastic bags (1 per student),
animal travel journals, tape

Worm. The teacher will then ask students what they

noticed about the story, how it interacted with the
illustrations, and what animal adaptations the worm had.
These noticings will be added to the KWL chart.
The teacher will then tell students they will choose an
animal that they can write a journal for. This will serve as
the animal in their animal travel journal. This animal (or
insect) should be one that a student could find in their
neighborhood.

Day 4
On the smart board, the teacher will pull up the website
(http://www.peterrabbit.com/en/beatrix_potter/beatrixs_life/
beatrix_potters_art/scientific_illustrations). The teacher will
read through sections of the website, talking to students
about the author/illustrator Beatrix Potter. At the same
time, the teacher will pass around one of her novels Peter
Rabbit. The teacher will ask students questions such as
What does draw to scale mean?, Why do you think
Beatrix Potter wanted to draw animals to their scale?, and
What point of view are many of her drawings?
Next, students will do some research on the animal they
chose the day before. Using ipads, classroom computers,
and the library, students will compile information about
their animal. In their animal travel journal, they will answer
the following questions that will be posted on the front
board:
1. What is the size of your animal?
2. What type of special features does your animal have?
(remember exploration from the jigsaw reading day)
3. Make a scientific drawing of your animal in your
notebook. Try and draw it to scale.

Art Integration Unit Plan Template

Day 7: Animal Exploration Map (1 hour)

Materials: Animal travel journals, example
maps/atlases, markers, colored pencils,
crayons

Day 8: Flotsam read aloud & Perspective

drawing (1 hour & 20 minutes)
Materials: Flotsam by David Weisner,
animal travel journals, teacher
perspective drawing model

If students make any discoveries about adaptations, they

can add it to the KWL chart from the previous day under
the want or learned columns.

Day 5
Students will continue working through their research on
their animal
If a student feels like they are done they may share their
research with a partner who is in a similar stage.
Day 6
At recess, students will be asked to find a unique object on
the playground such as a leaf, gum wrapper, piece of grass,
clump of dirt, small rock, trash, etc. They will be given a
plastic bag to put this object in.
The teacher will explain that they will be writing a story in
their animal journal, from their perspective of their animal,
how their animal would react if it came upon this object.
This artifact will be taped in their animal travel journal, and
students will be given time in class to write their story.
Some questions that might help students get their story
started include What is the name of this object?, What
purpose do you think the object serves?, and Where do
you think this object came from?
Day 7
On this day, the teacher will inform students that they will
be going to the playground with their animal travel
journals. They will explore a path that they think their
animal would take. As they walk this path, they will be
writing/drawing notes in their animal travel journal. (20
min)
They will then compile what notes they have, and begin

Art Integration Unit Plan Template

Day 9: Animal Meeting You Story (1 hour)

Materials: Artist travel journals

Day 10: Flex day to finish any journal entries (1

hour)
Materials: Will match students particular
needs

10

drawing a map of their animals adventure (using pencils).

The teacher will encourage students to use features of
maps they have seen before (such as symbols, landmarks,
compass, title, key). (20 min)
When the students come back inside, they will be given
time to finish drawing their map using artist tools found
within the classroom (markers, colored pencils, crayons,
etc.). The teacher will also have maps and atlases available
for students to use as resources in making their maps. (20
min)

Day 8
On this day, the teacher will do a read aloud of Flotsam by
David Weisner. The teacher will first ask students about
their experiences with picture books. Questions might
include things like What picture books have you read?,
Where these picture books powerful?, and If so, why
were they powerful?
The teacher will then show students the cover of Flotsam
by David Weisner and ask them to make some predictions
about the book based on the illustrations. The teacher will
then call on students to share their predictions.
The teacher will then read the book to the whole class
without any discussion. Students will need to be on the
front carpet so that all students can see the illustrations
clearly.
Next, the teacher will have students turn to a partner and
discuss the book. The teacher will then ask students to
share a few observations about what they saw. If needed,
the teacher will refer back to drawings in the book to
support students thinking and push them to more mature

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ways of thinking. The purpose of this discussion will be to

allow students to see that illustrations tell a story. This book
in particular asks students to think about how perspective
changes the meaning of the story.
The teacher will then go through the book and ask students
to describe the perspective, or point of view, that the
reader takes based on the illustrations. The teacher will
encourage students to create names for certain types of
views and shots.
The teacher will then explain that students will get to draw
a perspective picture in their animal travel journal. The
teacher will show the example to the whole class and
answer any questions at this time. The whole class will then
make a final trip to the playground to draw a perspective
picture in their animal travel journal. Students will find a
spot on the playground they might find their animal, plant a
spot, and draw what their animal would see.
Students will then write a story along with their perspective
drawing to explain what is going on in their story.

Day 9
On this day, the teacher will ask students to write a story of
their animal discovering them (the student) for the first
time. Some questions that will help guide students thinking
include What do you look like from the animals point of
view?, what will you smell like?, will you touch this
strange giant?, and Will you talk to the giant (use
quotes)?
Day 10
Students will be given the whole time to work through any
additions and revisions they need to make to entries in

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their animal travel journal.

If students feel as though they have reached a done spot
they will be encouraged to share their entries with a
partner who is at a similar stage and offer each other
feedback.

What student prior knowledge will this unit require/draw upon?

Prior to this unit, students will already have experience working with maps and discussing map features.
Prior to this unit, students will be familiar with the concept of point of view or perspective when it comes to
texts. (This understanding will overlap with the artistic drawing exercise)
Prior to this unit, student will know behavior expectations when working with large group, small group, and
individual work settings.
What activities will you use to engage students in imagining, exploring, and/or experimenting in this
unit?
On day 1, students will get to explore their surrounding using the tools binoculars and kaleidoscope. Through
this activity they will get to discuss how their type of eyesight (or adaptation) affects their view.
On day 2, students will explore various types of adaptations by reading picture books with their small group.
Their learning will be presented via a mind map (requires imagining) and will be presented to the class.
On day 3, students will imagine the perspective of a worm through the read aloud Diary of a Worm by Doreen
Cronin. Students will then get to choose an animal that they could write about in their animal travel journal.
On day 4, students will use ipads, classroom computers, and the library to compile information about their
chosen animal. Based on the work of Beatrix Potter, they will draw a scientific picture of their animal using
whatever classroom materials they desire.
On day 6, students will get to choose an artifact off the playground to write a story about from the
perspective of their animal. This task will require them to imagine what it must be like (using all senses) to
come upon something that is completely foreign.
On day 7, students will use the playground as a place to explore a path that their animal might travel. They
will then experiment drawing a map using map features that they have encountered in previous experiences.
On day 8, students will experiment drawing a perspective picture on the playground based on the illustrations
found in Flotsam by David Weisner. Since students have most likely never drawn a perspective picture, this

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will require them to draw upon the knowledge gained from the previous lessons.
On day 9, students will imagine what type of encounter it would be if they (as a child) encountered their
animal. I am expecting that some students will experiment with quotations to show the thoughts and feelings
of both characters.

How will this unit permit/encourage students to solve problems in divergent ways? Deeply describe
how this lesson allows for students to solve problems, aesthetically as well as scholastically? What
about this lesson allows for divergent outcomes?
This lesson requires students to think in divergent ways by asking them to consider perspective from a living
being other than themselves (animal). As they explore electronic resources, books, and illustrations which
emphasize point of view, they will begin to aesthetically recognize how perspective changes meaning. They
will demonstrate this understanding in a culminating entry where they choose a location on the playground to
draw a perspective for their animal travel journal. Scholastically, they will be practicing writing narratives
from the perspective of their chosen animal, demonstrating understanding that stories have a specific
sequence.
How will you engage students in routinely reflecting on their learning/learning processes?
Throughout the unit, the KWL chart that will be hung in the classroom will be a place that students can
routinely reflect on their learning. Students will be frequently reminded that they can share their learning with
the class, adding in vital information for the classs attention. Their animal travel journals will be tracking
their individual learning. Throughout the unit, students will have opportunities to make revisions to entries,
look at illustration resources, and work alongside other students to discuss their learning.
What art talk questions can you engage your students in that will help them in reflecting not only
on the product, but also the product?
What is perspective in regards to literature and art? Does it matter and if so why?
What picture books have you read?, Where these picture books powerful?, and If so, why were they powerful?
What do you notice about the illustrations made by Harry Bliss?, What perspective did Harry Bliss take when
he drew these illustrations?, Why do you think he drew these illustrations in this way?, What predictions can
you make about this story based on the illustrations?
What does draw to scale mean?, Why do you think Beatrix Potter wanted to draw animals to their scale?, and

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What point of view are many of her drawings?

What reflective practices can you think of that will help them in transitioning from start to stop?
Throughout the unit, a reflective practice that could help students transition from start to stop is to do a brief
visit of the KWL chart with the class prior to each new activity. This would help students reflect on information
that has been discussed in class, tie learned concepts together, cultivate new curiosities, and build
confidence in students as they reflect on all they have accomplished.
How will this unit engage students in assessing their own work?
Although this unit is fairly dense, there are two flex days built in so that students can continue to improve
their work These days will allow students to assess what information they know and what information they
still need to obtain. The KWL chart will also serve as a constant reminder of what learning expectations
students are being held to.
What opportunities will you allow your students to display, describe, or evidence their learning?
Students will be able to display, describe, and evidence their learning through various modes including: group
mind map, group presentations, group KWL chart, and entries throughout their animal travel journal. The
entries that the teacher would pay most attention to would be the narrative stories, map drawing, and the
perspective drawing.
Describe what student success looks like and what evidence you have that learning has taken place.
You should include formative and summative assessments.
Formative: mind map creation and presentation will show learning about animal adaptations, during in-formal
group discussions and mini lessons students will offer feedback about their learning
Summative: perspective drawing and narration accompany that demonstrates understanding of depth,
artifact narration demonstrates understanding of story sequence and incorporates story details all 2 nd graders
should know, students demonstrated effort/interest/creativity into entries, demonstrating understanding that
maps have elements and can enhance the readability of maps
What opportunities/activities will students be given to revise and improve their understandings and
their work?
Throughout the unit, the teacher will be meeting in conferences to check through the students animal travel
journals. At these times, the teacher will offer feedback and suggest revision strategies to improve the

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entries. These conferences will give students valuable suggestions on knowing how to revise and improve
their understanding and work.
When students feel as though they have reached a done spot, they will be asked to share their entries with
a classmate in a similar spot. Students will offer each other feedback, in which the student author can choose
to take into account.
What happens when revision is needed? How will you handle that in this situation?
When revision is needed, students will be given opportunities to revise without penalty. There will be one final
due date, and at this time students should have made all necessary revisions.
What opportunities/activities will you provide for students to share their learning/understanding/work
in this unit? Presenting the work in a meaningful way. How will this be accomplished?
The mind map will be the first opportunity for students to showcase their learning about adaptations. They
will use markers, a piece of butcher paper, and an accompanying book to show their understanding of
adaptations.
The animal travel journal will serve as a portfolio containing all students entries throughout the unit.
Throughout the lessons, the teacher will randomly give students chances to share their entries with the class
and peers, and listening students will be given the opportunity to provide constructive feedback.
At the end of the lesson, students will be encouraged to keep their animal travel journals in case they wish to
add more entries, or they may show their learning to family members outside of school.
How will you adapt the various aspects of this lesson to differently-abled students?
(highly talented student) For this student, I would give them a top secret task where they chose an animal
off the endangered species list. They would then conduct research about this animal. They would then be
given the big question: does this animal lack adaptations that help it survive or are there other reasons it is
endangered.
(student with dyslexia) For this student, I would allow them to use an electronic device (such as ipad or
computer) to create their journal entries through google docs. I could install a program that automatically
addresses words they spell backwards. This would allow their meaning making to not be hindered by their
disability.
(finish early) For this student, I would first encourage them to share their work with a peer so as to gain

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valuable feedback. Next, I would encourage them to look through the books presented on in class to learn
more about the adaptations held by many animals. I could also have them choose a different perspective
(perhaps if the animal was in the classroom) and ask them to draw what the animal would see.

TEACHER REFLECTION: How will you know that this lesson is successful and meaningful? List indicators.
Students will have fun and stay engaged/interested in the topics at hand
Students will desire to continue work through their animal travel journals, regardless if the unit is over
Students will be able to discuss and pinpoint animal adaptations that they could recognize on a daily basis
Students will be able to describe perspective and how it affects a story (through both words and pictures)
Students will recall various artist/illustrators that use perspective to help tell a story
Students will be familiar with the fact that art serves a purpose
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

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