Matrix Template
A1. ​E​lementary Grade Level: 5th grade
A3. MATH ​Standard:
Mathematical process
standards. 5.b.1 (D). The
student is expected to
communicate
mathematical ideas,
reasoning, and their
implications using
multiple representations,
including symbols,
diagrams, graphs, and
language as appropriate
A2. A4. Cooperative Learning
VISUAL ARTS
Standard: A4a. Students will work in
VA:Cr1.1.5a groups to create a mural
Combine ideas to that depicts a given math
generate an problem and has each
innovative idea for step in the order of
art-making. operations labeled. By
working in cooperative
learning groups, the
students will each be able
to bring their own input
that will contribute to the
understanding of the
order of operations for
the entire group, as well
as sharing their own
creative abilities that will
assist in making a visual
representation.
A5.Order of Operations
Song | PEMDAS Rap by
NUMBEROCK
https://www.youtube.co
m/watch?v=ZzeDWFhYv3E
A3. SCIENCE
Standard:Organisms and
environments 5.b.9 (A).
The student is expected to
observe the way
organisms live and survive
in their ecosystem by
interacting with the living
and non-living elements.
A4. Partners
A4a. Students will work
with a partner to create a
poster presentation that
includes a food web, food
chain, and energy
pyramid. By working with
a partner the students’
learning and engagement
will be improved as they
will be using their
knowledge to contribute
and actively participate in
the creation of the poster
presentation.
A5. Pass the Energy,
Please!
by Barbara Shaw
McKinney
A3. LANGUAGE ARTS
Standard: Reading/
Comprehension of Literary
Text/Fiction. 5.b.6.
Students are expected to
make inferences and draw
conclusions about the
structure and elements of
fiction and provide
evidence from text to
support their
understanding.
A4. Partners
A4a. After finishing a book
together as a class,
students will work in pairs
to create a presentation
based on four inferences
of their choice as found in
the book. By working with
a partner the students
learning and engagement
will be improved as they
will be using their
knowledge to contribute
and actively participate in
the creation of the
presentation.
A5. Homer, & Fitzgerald,
R. (1990). The Odyssey.
New York: Vintage Books.
A3. SOCIAL STUDIES
Standard: Geography 5.
B.7 (B) The student is
expected to describe a
variety of regions in the
United States such as
landform, climate, and
vegetation regions that
result from physical
characteristics such as the
Great Plains, Rocky
Mountains, and Coastal
Plains
A4. Cooperative Learning
Groups
A4a. Students will develop
a creative map on butcher
paper, labeling Mountains
and Basins, Great Plains,
North Central Plains, and
Coastal Plains regions and
places of importance in
Texas during the 19th,
20th, and 21st centuries
such as major cities, rivers,
natural and historic
landmarks, political and
cultural regions, and local
points of interest. By
working in cooperative
learning groups, the
students will each be able
to bring their own
knowledge that will
contribute to the
understanding of the
geography of Texas for the
entire group, as well as
sharing their own creative
abilities that will assist in
creating their map.
A5. “Texas Map Art -
Vintage Antique Map Of
Texas”

A3. MATH ​Standard:
Mathematical process
standards. 5.b.1 (D). The
student is expected to
communicate
mathematical ideas,
reasoning, and their
implications using
multiple representations,
including symbols,
diagrams, graphs, and
language as appropriate
A2. A4. Think Pair Share
MUSIC
Standard: A4a. The teacher will
MU:Cr3.2.5.a show the PEMDAS music
Present the final video and provide
version of personal students with a
created music to follow-along lyric sheet.
others that After the video, the
demonstrates teacher will take up the
craftsmanship, and lyric sheet and allow
explain connection students 5 minutes to
to expressive intent brainstorm ideas for their
own rap or song
individually before pairing
with a partner to create a
rap or song that they will
present together for the
class. This strategy
requires students to (1)
think individually about a
topic or answer to a
question; and (2) share
ideas with classmates as
they create their song to
perform.
A5. Order of Operations
Song | PEMDAS Rap by
NUMBEROCK
https://www.youtube.co
A3. SCIENCE
Standard:Organisms and
environments 5.b.9 (A).
The student is expected to
observe the way
organisms live and survive
in their ecosystem by
interacting with the living
and non-living elements.
A4. Cooperative Learning
Groups
A4a. After watching the
video below, given living
organism and energy flow
card, students will work in
cooperative learning
groups to properly
organize the given
organisms in the correct
order, and then will write
a song to describe their
food web to present to
the class. By working in
cooperative learning
groups, the students will
each be able to bring their
own input that will
contribute to the
understanding of the flow
of energy through living
systems for the entire
group while arranging
their energy flow cards, as
well as sharing their own
creative abilities to assist
in creating their food web
song.
A3. LANGUAGE ARTS
Standard: Reading/
Comprehension of Literary
Text/Fiction. 5.b.6.
Students are expected to
make inferences and draw
conclusions about the
structure and elements of
fiction and provide
evidence from text to
support their
understanding.
A4. Cooperative Learning
Groups
A4a. After analyzing a
popular song, “Let it Go”,
together as class, students
will work in groups to
analyze an epic tale of
their choice and create a
song using the
conventions they find in
the original text that they
will present to the class.
By working in cooperative
learning groups, the
students will each be able
to bring their own
knowledge that will
contribute to the
understanding of the
different conventions in
the given epic tale for the
entire group, as well as
being able to share their
own creative abilities that
will assist in creating their
song.
A5.Let it Go
https://www.azlyrics.com/
https://fineartamerica.co
m/featured/texas-map-art
-vintage-antique-map-of-t
exas-world-art-prints-and-
designs.html
A3. SOCIAL STUDIES
Standard: Geography 5.
B.7 (B) The student is
expected to describe a
variety of regions in the
United States such as
landform, climate, and
vegetation regions that
result from physical
characteristics such as the
Great Plains, Rocky
Mountains, and Coastal
Plains
A4. Cooperative Learning
Groups
A4a. After showing the
“Shot Heard Round the
World” song as an
example, the teacher will
provide a list of Texas
geography characteristics
and have the students
work in groups to create
their own song that
incorporates at least 5
characteristics to present
to the class to present to
the class. By working in
cooperative learning
groups, the students will
each be able to bring their
own knowledge that will
contribute to the
understanding of the
geography of Texas for the
entire group, as well as
being able to share their
own creative abilities that
will assist in creating their
song.
A5.Schoolhouse Rock!:
 m/watch?v=ZzeDWFhYv3E A5.The Magic School Bus
Rides Again | The New
Miss Frizzle
https://www.youtube.com
/watch?v=j4-KIDtbscQ
lyrics/idinamenzel/letitgo. America - The Shot Heard
html 'Round the World
https://www.youtube.com
/watch?v=rZMmPWTwTHc

A3. MATH ​Standard: A3. SCIENCE A3. LANGUAGE ARTS A3. SOCIAL STUDIES
Mathematical process Standard:Organisms and Standard: Reading/ Standard: Geography 5.
standards. 5.b.1 (D). The environments 5.b.9 (A). Comprehension of Literary B.7 (B) The student is
student is expected to The student is expected to Text/Fiction. 5.b.6. expected to describe a
communicate observe the way Students are expected to variety of regions in the
mathematical ideas, organisms live and survive make inferences and draw United States such as
reasoning, and their in their ecosystem by conclusions about the landform, climate, and
implications using interacting with the living structure and elements of vegetation regions that
multiple representations, and non-living elements. fiction and provide result from physical
including symbols, evidence from text to characteristics such as the
diagrams, graphs, and support their Great Plains, Rocky
language as appropriate understanding. Mountains, and Coastal
Plains

A2. A4. Whole Group A4. Cooperative Learning A4. Cooperative Learning A4. Cooperative Learning
DANCE Instruction Groups Groups Groups
Standard:
DA:Pr5.1.5.a. Recall A4a. After showing a A4a. After viewing the A4a. After viewing the A4a. Working in groups,
and execute a video of the “PEMDAS video below about the video below that shows an students will choose 5
series of dance Shuffle”, the teacher will food chain, students will interpretive dance, geographic characteristics
phrases using lead the class in learning split into large groups to students will split into of Texas and work
fundamental dance the words and choreograph a dance that large groups to together to create a short
skills (for example, movements to the dance. goes along with the food choreograph an song and dance that will
alignment, Once the class has learned chain song from the video. interpretive dance that help the class to
coordination, and practiced the dance, They will recall and goes along with an epic remember those certain
balance, core the students will use what perform their dance with tale of their choosing. characteristics better.
support, kinesthetic they learned to complete their groups in front of the Students will then recall They will recall and
awareness, clarity a PEMDAS worksheet. class. By working in and perform their dance perform their dance for
of movement). Students will recall and cooperative learning with their group in front of the class. By working in
perform the “shuffle” groups, the mixed learners the class. By working in cooperative learning
while working on their will each be able to bring cooperative learning groups, the mixed learners
worksheet to help their own ideas that will groups, the mixed learners will each be able to bring
remember the order of contribute to the will each be able to bring their own ideas that will
operations. Whole group choreography of the their own ideas that will contribute to the creation
instruction is a dance, as well as allowing contribute to the of the song and the
student-centered strategy them to share their choreography of the choreography of the
which allows the students knowledge of the food dance, as well as allowing dance, as well as allowing
to be interactive chain with the group. them to share their them to share their
participants while the knowledge of their specific knowledge of the
teacher leads. This A5. Food Chain Song tale with the group. geographic characteristics
promotes student https://www.youtube.com with the group.
participation, active /watch?v=5Gv9yuN2Ch8 A5. SLIP | @PhillipChbeeb
learning and student & Renee Kester | A5. Bruun, E. A., &
accountability. @ElliotMossMusic Peterson, R. (2001). State

A5. Mr. Menckes PEMDAS
Shuffle 2015/2016
https://www.youtube.co
m/watch?v=j3bi89RU2Mc
A3. MATH ​Standard:
Mathematical process
standards. 5.b.1 (D). The
student is expected to
communicate
mathematical ideas,
reasoning, and their
implications using
multiple representations,
including symbols,
diagrams, graphs, and
language as appropriate
A2. A4. Partners
THEATER
Standard: A4a. Students will work in
TH:Pr6.1.5.a. pairs to write a short skit
Present that includes dialogue
drama/theatre which will describe the
work process of order of
informally to an operations. The students
audience. will then present the skit
with their partner. By
working with a partner to
create the skit, the
students learning and
engagement will be
improved, as well as
allowing the students to
actively participate in the
dialogue writing process.
A5.Order of Operations
Song | PEMDAS Rap by
NUMBEROCK
https://www.youtube.co
m/watch?v=ZzeDWFhYv3E
A3. SCIENCE
Standard:Organisms and
environments 5.b.9 (A).
The student is expected to
observe the way
organisms live and survive
in their ecosystem by
interacting with the living
and non-living elements.
A4. Whole Group
Instruction
A4a. Students will create
charades to depict energy
through living systems,
including food chains,
food webs, and energy
pyramids. (producer,
consumer, carnivore,
omnivore, etc.) Whole
group is a student-
centered strategy in which
teachers assume the role
of facilitator, and students
become interactive
participants. Student
participation during whole
group instruction
promotes active learning
and greater student
accountability because
students must share their
knowledge.
A5. Bill Nye - The Science
Guy - S02 - E06 - Food
Web
http://www.dailymotion.c
om/video/x3jyupd
https://www.youtube.com
/watch?v=qk00gbDwGqM
A3. LANGUAGE ARTS
Standard: Reading/
Comprehension of Literary
Text/Fiction. 5.b.6.
Students are expected to
make inferences and draw
conclusions about the
structure and elements of
fiction and provide
evidence from text to
support their
understanding.
A4. Cooperative Learning
Groups
A4a. Working in small
groups, students will take
turns acting out a
particular part of a given
myth or epic tale. The
other group members will
have to guess what is
being described. ​By
working in cooperative
learning groups, the
students will each be able
to voice their own input
that will contribute to
their understanding of
acting for the entire group
while arranging their
energy flow cards, as well
as sharing their own
creative abilities when
acting out their “scene”
from the book.
A5. Samurai Rising: the
epic life of Minamoto
Yoshitune
by Pamela S. Turner, illus.
by Gareth Hind
Shapes: Texas. New York:
Black Dog & Leventhal.
A3. SOCIAL STUDIES
Standard: Geography 5.
B.7 (B) The student is
expected to describe a
variety of regions in the
United States such as
landform, climate, and
vegetation regions that
result from physical
characteristics such as the
Great Plains, Rocky
Mountains, and Coastal
Plains
A4. Partners
A4a. Students will work in
partners to write a short
script with dialogue that
describes two geographic
features in Texas. They will
perform their skits for the
class. By working with a
partner the students
learning and engagement
will be improved and they
will be actively
participating in the script
writing process.
A5. Bruun, E. A., &
Peterson, R. (2001). ​State
Shapes: Texas​. New York:
Black Dog & Leventhal.
B. Visual Arts and Math

Visual Arts Standard:​ ​Combine ideas to generate an innovative idea for art-making.

Math Standard:​ The student is expected to communicate mathematical ideas, reasoning,

and their implications using multiple representations, including symbols, diagrams, graphs,

and language as appropriate

Strategy: ​Cooperative Learning

Description of the Integration Experience: ​The teacher will have the students start the

lesson by playing the video, “Order of Operations Song | PEMDAS Rap by NUMBEROCK” for

the class. Once the song is over the class will discuss their thoughts about how they would

use the song to help them remember the order of operations, as well as if they have other

ideas to help them to remember. Students will then divide into cooperative groups. They will

work in their groups to combine their ideas on the order of operations to create a mural that

depicts a given math problem and has each step in the order of operations labeled. The

groups will share and explain their artwork with the class.

Justify how the chosen strategy and activity designed will integrate both

standards effectively for student learning. ​Both standards are integrated in the activity

as the students will each be able to bring their own ideas and creativity that will contribute

to the understanding of the order of operations in their artwork. The visual arts standard is

met when the students are contributing and combining their ideas for the artwork. The Math

standard is met when the students are communicating by drawing and labeling the order of

operations in their artwork.

C. Music and Science

Music Standard:​ ​MU:Cr3.2.5.a Present the final version of personal created music to

others that demonstrates craftsmanship, and explain connection to expressive intent.

Science Standard:​ Organisms and environments 5.b.9 (A). The student is expected to

observe the way organisms live and survive in their ecosystem by interacting with the living

and non-living elements.

Strategy: ​Cooperative Learning Groups

Description of the Integration Experience: ​The teacher will have the students start the

lesson by playing the video, “The Magic School Bus Rides Again - The New Miss Frizzle” for

the class. Once the video is over, the class will have a discussion about food chains and food

webs, and ask any questions they may have. The teacher will then group the students and

pass out living organism and energy flow cards. Working with their cooperative group,

students will work together to properly organize the given organisms in the correct order,

and will then write a song to describe their food web, which they will present to the class.

Justify how the chosen strategy and activity designed will integrate both

standards effectively for student learning. ​Both standards are integrated in the activity

as the students will contribute to the understanding of energy flow through food chains and

food webs when they create and present their song. The music standard is met when the

students are creating and presenting their food web song. The science standard is met when

the students are organizing the energy flow cards in the correct order prior to writing their

song.

D. Dance and Language Arts

Dance Standard:​ ​DA:Pr5.1.5.a. Recall and execute a series of dance phrases using

fundamental dance skills (for example, alignment, coordination, balance, core support,

kinesthetic awareness, clarity of movement).

Language Arts Standard:​ Reading/ Comprehension of Literary Text/Fiction. 5.b.6.

Students are expected to make inferences and draw conclusions about the structure and

elements of fiction and provide evidence from text to support their understanding.

Strategy: ​Cooperative Learning Groups

Description of the Integration Experience: ​The teacher will start the lesson by showing

the students the video, “Slip” choreographed by ​Phillip Chbeeb and Renee Kester.​ After

viewing the video that shows an interpretive dance, the teacher will allow students to

discuss their thoughts about interpretive dance and ask any questions they may have. The

students will then split into large cooperative groups to choreograph an interpretive dance

that goes along with an epic tale of their choosing. They will work together to make

inferences about their chosen epic tale and combine their ideas on how to incorporate pieces

of their chosen epic tale into the dance. Students will then recall and perform their dance

with their group in front of the class.

Justify how the chosen strategy and activity designed will integrate both

standards effectively for student learning. ​By working in cooperative learning groups,

the students will each be able to bring their own ideas and inferences that will contribute to

the choreography of the dance, as well as allowing them to share their knowledge of their

specific tale with the group. Both standards are integrated in the activity as the students will

each be able to bring their own ideas and creativity that will contribute to the understanding

of their chosen epic tale as well as their understanding of interpretive dance. The dance

standard is met when the students are contributing and combining their ideas for the

choreography of the interpretive dance.The language arts standard is met when the

students are brainstorming and making inferences about the epic tale into the dance.

E. Theater and Social Studies

Theater Standard:​ ​TH:Pr6.1.5.a. Present drama/theatre work informally to an audience.

Social Studies Standard:​ Geography 5. B.7 (B) The student is expected to describe a

variety of regions in the United States such as landform, climate, and vegetation regions

that result from physical characteristics such as the Great Plains, Rocky Mountains, and

Coastal Plains.

Strategy: ​Partners

Description of the Integration Experience: ​The teacher will start the lesson by reading

the book, “State Shapes: Texas by ​Erik Bruun” ​for the class. After finishing the book, the

class will discuss their thoughts and ask any questions they may have before starting the

activity. Students will then choose a partner and work together to write a short script with

dialogue that describes two geographic features of their choosing in Texas. Once they have

their script written, each pair of partners will take turns presenting their skit for the class.

Justify how the chosen strategy and activity designed will integrate both

standards effectively for student learning. ​Both standards are integrated in the activity

as the students will each be able to bring their own ideas and creativity that will contribute

to the understanding of Texas Geography in their script. The theater standard is met when

the students are contributing and presenting their ideas using dialogue in their script. The

social studies standard is met when the students are incorporating what they know about

Texas geography into their script.

F. References

Bruun, E. A., & Peterson, R. (2001). State Shapes: Texas. New York, NY: Black Dog &

Leventhal Publications.

Burns, D. (2017). The Magic School Bus Rides Again | The New Miss Frizzle | Darby Burns.

https://www.youtube.com/watch?v=j4-KIDtbscQ

Disney Educational Productions (2012). Schoolhouse Rock!: America - The Shot Heard

Round the World. Retrieved April 23, 2018 from

https://www.youtube.com/watch?v=rZMmPWTwTHc
Homer (Translated by Robert Fitzgerald). (2007). The Odyssey. New York, NY: Vintage

Classics Publications.

Idina Menzel Lyrics (2000). "Let It Go" (from "Frozen" soundtrack). Retrieved April 23, 2018

from ​https://www.azlyrics.com/lyrics/idinamenzel/letitgo.html

McKinney, B. S. (2000). Pass the Energy, Please! Nevada City, CA: Dawn Publications.

Mr. Mencke (2015). Mr. Menckes PEMDAS Shuffle 2015/2016. Retrieved April 22, 2018 from

https://www.youtube.com/watch?v=j3bi89RU2Mc

Mr. R’s Songs for Teaching (2017). Food Chain Song. Retrieved April 23, 2018 from

https://www.youtube.com/watch?v=5Gv9yuN2Ch8

National Arts Standards (2014). National core arts standards. Retrieved April 20, 2018 from

http://nationalartsstandards.org/

NUMBEROCK Math Songs (2015). Order of Operations Song | PEMDAS Rap by NUMBEROCK.

Retrieved April 23, 2018 from ​https://www.youtube.com/watch?v=ZzeDWFhYv3E

Nye, B. (2016). Bill Nye - The Science Guy - S02 - E06 - Food Web. Retrieved April 22,

2018 from ​http://www.dailymotion.com/video/x3jyupd

Pacman (2015). SLIP | @PhillipChbeeb & Renee Kester | @ElliotMossMusic. Retrieved April

22, 2018 from ​https://www.youtube.com/watch?v=qk00gbDwGqM

Texas Education Agency (2018). Texas Essential Knowledge and Skills. Retrieved April 20,

2018 from ​https://tea.texas.gov/curriculum/teks/

Turner, P. S. (2016). Samurai Rising: The Epic Life of Minamoto Yoshitsune. Watertown,

MA: Charlesbridge Publishing.

World Art Print and Designs (2014). Texas Map Art - Vintage Antique Map of Texas.

Retrieved April 22, 2018 from ​https://fineartamerica.com/featured/texas-map-

art-vintage-antique-map-of-texas-world-art-prints-and-designs.html