Integrated+Art+Lesson

__** Integrated Art Lesson **__

=** Thematic Unit Theme/Title/Grade Level: **=

= Wiki space address: =

= Daily Lesson Plan Day/Title: =

**__ Bridge __****__ Building __**
2. The students will construct a bridge out a variety of materials. 3. The students will understand that bridges are categorized into three primary types: suspension, beam, and arch. 4. The students will understand that every bridge is designed and built according to certain principles of engineering. 5. The students will learn about the type of bridges that were built over the St. Johns River in Jacksonville in the lower basin. 6. The student will use creativity and artistic abilities when designing the bridge so that it looks like a work of art. ||
 * **Learning Objectives/** ** What will students accomplish / be able to do at the end of this lesson? ** || 1. The student will design a bridge using their creativity out of a variety of materials.
 * NCSS Theme/Sunshine State Standards**

S.S.4.A.4.1 Explain the effects of technological advances on Florida.

MA.4.G.5.3 Identify and build a three-dimensional object from a two-dimensional representation of the object and vice versa.

SS.4.A.1.1 Analyze primary and secondary resources to identify significant individuals and events throughout Florida history.

SC.4.N.1.8 Recognize that science involves creativity in designing experiments.

VA.A.1.2.1 Uses and organizes two-dimensional and three dimensional media, techniques, tools, and processes to produce works of art that are derived from personal experience, observation, or imagination.

VA.A.1.2.4 Uses good craftsmanship in a variety of two-dimensional and three-dimensional media.

VA.A.1.2.2 Uses control in handling tools and materials in a safe and responsible manner.

What best practice strategies will be implemented? How will you communicate student expectation? What products will be developed and created by students? || 1. To introduce this lesson I would have a discussion as part of a pre assessment.
 * || // In this lesson I address science, technology, the arts, math, science, and history through the bridge building construction. // ||
 * **Student Activities & Procedures**
 * //Teacher Activities/Student Activities//**

2. I would first ask what year the students think the first bridge was built over the St. Johns River.

3. I would then show the students one of my artifacts of the first bridge over the St. Johns River.

4. We would discuss the history and what year the first bridge over the St Johns River was built and the history behind building the bridge.

5. I would then show another artifact of a photograph of the first bridge over the St. Johns in Jacksonville that cars would drive on.

6. I would pass out a pre assessment which would test their knowledge of the different types of bridges.

7. After the students complete their pre assessment, I would show the students photographs of the bridges over the St. Johns River today in Downtown Jacksonville and ask the students what type of bridges these are.

8. Using the photographs of the bridges over the St. Johns I would explain to the students the difference of the three primary bridges and what makes each bridge different from each other.

9. I would then discuss a brief history behind the bridges that are located in Jacksonville over the St. Johns River.

10. I would then divide the class into three groups and each group is to design and build a bridge over their own.

11. One group would have to build a suspension bridge, one would have to build a arch bridge, and the last group would have a build a beam bridge.

12. I would pass out a short handout to each group with a brief history of what makes that type of bridge work and pictures of their type of bridge.

13. I would give the groups five to ten minutes to do the planning of their bridges and have all the materials laid out in the front of the classroom for the groups to see and have access to.

14. Once the three groups have decided on their design for the bridge they can use of the materials that are in the front of the classroom on a table.

15. I would then give the students forty five minutes to build their bridge. Their bridge design should not only be practical but look beautiful as well.

16. While the students are working on their bridge I would monitor the students from going group to group and assessing how well the groups are working together.

17. Once the students have completed their bridges we would place each bridge across two desks.

18. I would then have each group explain their bridge to the class, how they came up with the design and how the built the bridge. The students would also have to explain what makes their bridge a suspension bridge, arch bridge, or beam bridge. I would also take a picture of each of the bridges to put in their portfolio as another form of assessment.

19. We would then test the bridges by playing objects of the same weight on the bridge to see which bridge can hold the most weight.

20. Once we have tested the bridges I would have a post assessment through a whole class discussion. I would ask “Why do you think Group “?”’s bridge held the most weight?” I would then ask “How could we improve the design the bridges our groups built?” I would then ask, “Where do you think the most bridge places are to use a suspension, arch, and beam bridge?” || •3 x 5 cards •pencils •paper •text books •jar of pennies •drinking straws • masking tape •scissors •meter stick •blocks of wood •chalk •chalkboard •balls of string •1/4 - 5 pound weights such as rocks, coffee can) •toothpicks •glue •popsicle sticks •artifact bag (with pictures of bridges over the St. Johns River in Jacksonville) || How will student learning be assessed? Authentic/Alternative assessments? Are you using a rubric? Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || Pre-Assessment: I am having a whole class discussion to see what they know about bridges. I also have a handout to assess their individual knowledge of the different types of bridges. Post-Assessment: For post assessment I am monitoring and observing the students during their group work. I have each group present their bridge and explain the design and explain what makes it that type of bridge. I would take pictures of the bridges to put in their portfolio. I would take notes of the group’s presentation of their bridges and take notes during the whole group discussion at the end of the lesson. || 1. I am having the students work in groups so that they can work and collaborate together. ESOL and SLD students benefit from group work because the members of the group help to support and give the students guidance. 2. I use photographs of the different types of bridges and use photographs as part of the pre-assessment. These photographs are good visuals for both ESOL and SLD students. Gifted/Talented: 1. Accommodations for gifted students is group work. Gifted students work well in groups because they can help to teach the students in the group who may be at a lower level. 2. I would not put all the gifted students in one group because that would be unfair for the other groups, but see how much the gifted students participate in their group. This is an opportunity for them to use creativity and see how well they can plan and carry out a design. || -For an extra credit homework assignment the students could take a picture of a bridge in this area and explain what type of bridge it is. -You would do a whole class project to rebuild the first bridge in Jacksonville that was built over the St. Johns River. -You could discuss the world’s tallest bridge in class and what type of bridge it is, where it is located, when it was built, and any other history behind the bridge. -You could also discuss who was involved in building the first bridge in Jacksonville over the St. Johns River. ||
 * **Resources/Materials** || •KNEX
 * **Assessment**
 * **Exceptionalities** What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ESOL/SLD:
 * **Discussion Notes** || -For homework related to this assignment the students could pick a bridge in the United States and find a picture of it or draw a picture of it and explain in one to two paragraphs what makes it an arch, suspension, or beam bridge. They would also explain a short history of the bridge.
 * Extensions ** :

// Social Studies Lesson Plan Template //

=Here is the handout of the pre-assessment for the lesson plan.= [|sse pre assessment.pub]