Place Value Robot

Large Arts Integration Project

November 10th, 2016
Katelyn Slavik

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I. NAME, SECTION NIGHT: Katelyn Slavik, Thursday

II. GRADE LEVEL OF STUDENTS: 2nd grade

III. CURRICULUM INTEGRATION AREA: Math

IV. TITLE OF OVERALL UNIT: Place Value

V. DESCRIPTIVE ART PROJECT TITLE: Place Value Robot

VI. IMAGE OF ART PROJECT:

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VII. PHILOSOPHY OF TEACHING WITH ARTS INTEGRATION:

Art education is so important in the classroom. It creates an avenue for so many

students to actually understand and grasp the content that is being presented to them. I
went to a Pre-Engineering performing arts high school. This is a very interesting
combination for most people to hear, but it really allowed us to explore so many different
content areas in so many different ways. Some of the people who I graduated with are
some of the most successful people that I know in a very wide range of career paths.
Some are engineers, some are performing on Broadway, one of my classmates was Miss
Kentucky last year, some are studying/working across the world; I could go on and on.
But what is common amongst all of these people is they are all very determined to learn
in every aspect of life. I firmly believe that their desire for this stemmed from the
teaching that we received in high school. So, realistically, how do we do this and make
this a reality in every school?
For me growing up, history has always been my worst subject. I struggle
memorizing facts that just dont seem super relevant to me. However, I had one teacher
who made history go from my worst subject to my best subject because of her lessons.
One things she did was when we studied ancient Greece, we had to make an art project
on our own of anything related to this history of Greece. She gave us lots of freedom with
this project so we were able to make it something we were interested in. I made an
ancient Greece amphitheater out of popsicle sticks, clay, and modge podge. I still
remember this project because I got to make it what I wanted. So, something you could
do to integrate arts education is to design projects that let students have a wide range of
freedom to do what they want so that they are more interested in it.
Math is another subject that students struggle a lot with because the ideas of math
are often hard to grasp. Adding in art can make a child way more interested in learning it.
For example, for fractions, you could have students make their own pizzas out of paper,
markers, pom poms, glitter, and so much more and then cut them into slices based on the
fractions. This would be fun for the students and they would really remember which
fractions go with which pizza, which would serve as a memorization tool for them as
well.
Another difficult subject area for students can be science. There are so many
hands on and creative ways to incorporate art into the science classroom though. For
example, when talking about cells, you could have your students actually make cells.
They could do this a variety of ways. They could do this in groups on poster boards or
butcher paper with markers and paint. They could also do this individually just on paper
with markers, paint, pipe cleaners, pom poms, etc. They could also do a 3-d version of
this with Styrofoam spheres and paint and other art supplies. This could be a great way to
get students working together or individually, depending on the lesson and class.
As you can see, there are so many ways to incorporate art into the classroom. It is
so crucial for students to have this opportunity to learn this way because so many
students learn best kinesthetically. I know I do, which is why a school that focused so
heavily on the arts in our classes was critical to my success in high school. I hope that
this one day become the norm in schools across the world and other students are able to
have the experience of art used to teach lessons.

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VIII. GOALS:

Number and Operations in Base Ten 2.NBT

Understand place value.

1. Understand that the three digits of a three-digit number represent amounts of

hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
Understand the following as special cases:

1. 100 can be thought of as a bundle of ten tenscalled a hundred.

2. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one,
two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0
ones).

IX. OBJECTIVE:

In this lesson, students will star by learning about place value through a place value
song, assessment, and book. Then, they will make Place Value Robots using several
different materials. Once they complete their robot, they will then figure out the place
value of their robot by using a key to what art supplies are associated with what place
value.

X. RATIONALE:
A. BRIEFLY SUMMARIZE THE MATH, SOCIAL STUDIES, LANGUAGE
ARTS, SCIENCE, OR SPANISH LESSON TO BE TAUGHT AND THE REASON
STUDENTS OF THIS AGE NEED TO KNOW THIS-This is where you describe the
LESSON for these subjects.

This lesson will focus on place value and familiarizing the students with how
place value works. First, the teacher will tell the students that each number has a place
value. Place value can be defined as: the value of a digit depending on its place in a
number. in the decimal system, each place is 10x bigger than the place to its right. the
decimal system uses 10 digits to show all numbers 0,1,2,3,4,5,6,7,8,9. The teacher will
explain that today, they are going to focus on the first four places (ones, tens, hundreds,
and thousands). The teacher will then show the Place Value Song to meet the needs of
the visual/auditory learners in the class.

Then, the teacher will put a few numbers up on the board and have the class
identify what number is in each place value. Then, the teacher will review what they have
been learning about place value. The teacher will pass out white boards and will do a

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quick review lesson of what they learned about place value previously. The teacher will
write a number (506) on the board and will ask the students to write down on their boards
the number in the ones place. Students will write down answers and hold them up. The
teacher will go through a few other questions similar to this one to gage where the
students are at.

Finally, the teacher will tell the students that they are going to make robots in
class today. The teacher will read the book Robots, Robots Everywhere!. Then the
teacher will describe how the students will go about making their robots.

Students need to know place value because it is used in everyday life. Anything
you buy, counting anything, pretty much anything with numbers involves place value. So
it is important to learn about place value in order to understand the amount that a number
is. This lesson will help student because all math lessons build from knowing the place
value of a number.

B. REASON THIS ART PROJECT IS IMPORTANT TO TEACHING THE

MATH, SOCIAL STUDIES, LANGUAGE ARTS, SPANISH, OR SCIENCE
LESSON:

Making a robot in class is memorable because it isnt a normal math lesson just
written on the board, but an opportunity for students to get creative in the classroom.
Since all learning styles are addressed: auditory through the song, visual through the
book, and kinesthetic through the robot art project.

C. REASON PROJECT IS AGE APPROPRIATE FOR YOUR CHOSEN AGE

GROUP OF STUDENTS:

Number and Operations in Base Ten 2.NBT

Understand place value.

1. Understand that the three digits of a three-digit number represent amounts of

hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
Understand the following as special cases:

1. 100 can be thought of as a bundle of ten tenscalled a hundred.

2. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one,
two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0
ones).

As you can see, this standard is from the second grade common core standards.
Because of this, it is age appropriate for them. As for the art project, this art
project is age appropriate because it allows for a mix of structure and direction
with freedom and expression.

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 D. REASON STUDENTS WILL ENGAGE WITH THIS PROJECT:

This lesson ultimately plays to every learning type. Students learn in one of three
styles; visual, auditory, and kinesthetic. Making a place value robot would play to the
kinesthetic learners, as this makes the lesson hands on. Students learn best when they are
taught to their personal learning style, and when the lesson is made memorable and
relatable. Since robots are a common thing used in many books, movies, tv shows, etc, it
makes it relatable to the students. Making a robot in class is memorable because it isnt a
normal math lesson just written on the board, but an opportunity for students to get
creative in the classroom. Since all learning styles are addressed: auditory through the
song, visual through the book, and kinesthetic through the robot art project.

E. OTHER RATIONALE FOR TEACHING THIS PROJECT

The arts teach children that problems can have MORE than ONE solution and
that questions can have more than one answer. This is a lesson that you can tell students
many times, but they wont fully understand it or grasp it until they experience it for
themselves. It is really cool that the arts provide a way for these lessons to be explored.
This art project is a prime example of this being exemplified. Every student will be given
the same instructions, but every students robots will turn out differently, and therefore
their place values will be different.

XI. EISNERS INFLUENCE:

The arts teach children that problems can have MORE than ONE solution and
that questions can have more than one answer. This lesson lets students be creative and
each student may come up with completely different robots and place values. This shows
how even in math, which is a pretty straightforward subject, its okay to arrive at a
solution a different way.
Even though each student will be given the same instructions and materials that
they are able to use, each students robots will turn out differently. This is because they
will be able to express themselves in their robots. Once they have finished their robots,
their place values will also be different. This is due to their creative juices flowing and
using different materials in different ways.

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XII. VISUAL THINKING STRATEGIES (VTS):

A. DESCRIPTION OF VTS: (3-4 sentences)

Visual Thinking Strategies (VTS) is a method initiated by teacher-facilitated
discussions of art images and documented to have a cascading positive effect on both
teachers and students. It is perhaps the simplest way in which teachers and schools can
provide students with key behaviors sought by Common Core Standards: thinking skills
that become habitual and transfer from lesson to lesson, oral and written language
literacy, visual literacy, and collaborative interactions among peers.
VTS provides a way to jumpstart a process of learning to think deeply applicable
in most subjects from poetry to math, science and social studies. Art is the essential first
discussion topic because it enables students to use existing visual and cognitive skills to
develop confidence and experience, learning to use what they already know to figure out
what they dont; they are then prepared to explore other complex subject matter alone and
with peers. (www.vtshome.org)

B. 5 REFLECTIVE QUESTIONS:

1. Why do we need to know what the place value of a number is?

2. How could we use place value outside of math?
3. How do you see robots in other areas? i.e. books, movies, etc?
4. Why did you use those colors and materials?
5. Describe how your robot is different than you classmates?

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XIII. LESSON:

1. Teacher will show a few examples of student generated robots made from these
materials.
2. Teacher will give each student a 6x8 rectangle of cardboard and enough aluminum foil
to cover the cardboard. The teacher will instruct students to fold the aluminum foil
around the cardboard and press it down hard enough to make it stay on there.
3. Teacher will instruct students to add as much or as little metallic paint on to their
robots as they would like.
4. Students will need to let these robots dry. This could be great to finish the next day or
after lunch or recess.
5. Teacher will then instruct student to pick out some construction paper shapes, buttons,
popsicle sticks and pipe cleaner to glue on to their robot. Teacher will tell students that
they can up to 9 of each item and the pipe cleaners or popsicle sticks could be used as
arms and legs if they so choose but they can be creative!
6. Teacher will turn on music and let them work.
7. Teacher will then tell students that they may add googly eyes if they wish to their
robot.
8. Students will pick a piece of construction paper and they can either use markers or
paint to make a background for their robot to live in.
9. Students will glue their robot onto their background.
10. Teacher will tell students that they need to count how many construction paper
shapes, buttons, popsicle sticks, and pipe cleaners. The teacher will write on the board
that the construction paper shapes represent the thousands place value, the buttons
represent the hundreds place value, the popsicle sticks represent the tens place value, and
the pipe cleaners represent the ones place value.
11. Teacher will pass out place value sheets and have students count each of the items that
they used to come up with the number of their robot.

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XIV. RESOURCES AND MATERIALS:

A. STUDENT SUPPLIES:

1. Cardboard pieces cut into 6x8 rectangles

2. Aluminum foil cut into sheets big enough to cover the 6x8 rectangles of cardboard
3. Metalic paint (bule, black, brown, yellow, green, red, white, and green)
4. Construction paper cut up into small shapes (rectangles, squares and circles) and in
several colors (blue, black, brown, yellow, green, red, white, and green)
5. Buttons (assorted pack of multiple sizes and colors)
6. Popsicle sticks
7. Pipe cleaners (blue, black, brown, yellow, green, red, white and green)
8. Glue (both glue sticks and white school glue)
9. Scissors
10. Place value sheets (it will have 4 boxes labeled thousands, hundreds, tens, and ones)
11. Pencils
12. Markers (Craoyla black, brown, green, blue, red, purple, pink, yellow, orange, and
grey)
13. Googly eyes

B. EXEMPLARS:

1. HISTORICAL ARTIST:

A Historical Artist whose work would interest students as they worked on this project is
Jean-Antoine Watteau. He lived from 1684-1721. He was the finest painter of the French
Rococo style. He was known for oil painting. Students could be interested in this because
of the metallic paint that they are adding to their robots.

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2. CONTEMPORARY ARTIST:

A Contemporary artist whose work would interest students as they worked on this project
is Nicholas Yust. He is a mental wall art and modern sculpture artist and he does a lot of
work with metallic things. This would interest the students because of their metallic
paintings.

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3. OTHER EXEMPLARS:

1. Teacher-Created Finished Project: Place Value Robot (Cardboard covered in foil and
metallic paint, along with construction paper, buttons, popsicle sticks, and pipe cleaners,
glued onto a decorated piece of construction paper and the place value sheet completed)

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2. Teacher-Created Project Almost Completed: Place Value Robot (Cardboard covered in
foil and metallic paint, along with construction paper, buttons, popsicle sticks, and pipe
cleaners)
3. Teacher-Created Project Beginning Stage: Place Value Robot (Cardboard covered in
foil and metallic paint)

C. TEACHERS SUPPLEMENTAL MATERIALS (supplies that only the teacher

needs to teach the lesson/project):

1. Place Value Song (https://www.youtube.com/watch?v=21l3Jg5_MCg)

2. Robots, Robots Everywhere! By Sue Fliess
3. Power Point on Place Value Lesson

XV: ASSESSMENT:

A. FORMATIVE ASSESSMENT: (done the first lesson)

For a formative assessment with this lesson, a simple game with personal
white boards and questions. In this, the teacher would have several questions
to ask the students to gage their knowledge on place value. The teacher would
ask the students the questions and they would write their answers on their
white boards and hold them up so that they teacher can see their answers.

B. SUMMATIVE ASSESSMENT:
For a summative assessment with this lesson, the teacher will have the
students complete the place value of their robots. Then they could get into
groups and find the place values of their classmates robots as well. This
would serve to see if students understood place value and how to differentiate
which numbers are in what place value.

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 Place
Value
Robot!
Construction Paper Shapes: Thousands
Buttons: Hundreds
Popsicle Sticks: Tens
Pipe Cleaners: Ones

Thousan Hundred Tens Ones

ds s

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XVI. FINAL TEACHER SELF-ASSESSMENT:

After doing a lot of practice and refining on this art project and lesson plan, I am
very excited to use it in my classroom one day. I think that this is something that students
would enjoy doing. They could see their artwork coming to life before them and
transforming as they add things to their robot.
I am nervous for students not getting into the activity or wanting to change it/add
anything else after they paint it. I think that this activity could get kind of out of control if
discipline is not really enforced. This would be because there would be a lot going on and
students would have free reign of adding anything that they want to their robot.
I am really excited for this project to come to life and see how students create
their robots! I am also excited to see how students can use this robots to aid in their
learning of place value.

XVII. BIBLIOGRAPHY:

Jean-Antoine Watteau (1684-1721). (n.d.). Retrieved November 10, 2016, from

http://www.visual-arts-cork.com/old-masters/jean-antoine-watteau.htm ...

Metal Wall Art by Nicholas Yust | the WOW Factor, Modern ... (n.d.). Retrieved
November 10, 2016, from https://www.modernabstractdecor.com/

Visual Thinking Strategies. (n.d.). Retrieved November 10, 2016, from

http://www.vtshome.org/what-is-vts

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XVIII. APPENDIX:

Place
Value
Robot!
Construction Paper Shapes: Thousands
Buttons: Hundreds
Popsicle Sticks: Tens
Pipe Cleaners: Ones

Thousan Hundred Tens Ones

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ds s

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