A Girl of the Limberlost: A Tale of Change Laura Capps AD 201 Interdisciplinary Unit

Basic Information Grade Level: 5th grade Unit Overview Integration Major Theme: Change Anchor Text: A Girl of the Limberlost by Gene Stratton Porter Topics: Life Cycles; Conservation; Land Use/Change; Human Impact; Human Development; Social Change Integration Literacy Science Social Studies Visual Arts

Standards National Visual Arts Standards State Visual Arts Standards: Understanding and applying media, techniques, and processes Understanding the visual arts in relation to history and culture Reflecting upon and assessing the characteristics and merits of their work and the work of others Making connections between visual arts and other disciplines. State Visual Arts Standards: 5.8.2 Create artwork incorporating concepts, subject matter, technology, or the sign systems of other disciplines that communicates in-depth knowledge gained through integrated study. 5.1.1 Identify the relationship between a work of art and the geography and characteristics of the culture and identify where, when, why, and by whom the work was made 5.3.1 Explore the concept of “critical stance” using sensory, formal, technical, and expressive properties in artists’ work through discussion, utilizing appropriate vocabulary 5.5.2 Identify problems or puzzles in a work of art or aesthetic issue, construct a hypothesis, and evaluate alternative hypotheses.

Lesson 1: Natural Resources & Humans Objectives Using information about swamps and a copy of A Girl of the Limberlost, students will be able to create a chart including the name and location of at least 4 resources as well as how humans benefit from the resource. When given a journal prompt, students will be able to define natural resources, give at least 4 examples of natural resources, and describe at least two benefits of natural resources. Materials A Girl of the Limberlost by Gene Stratton Porter (each student has a copy of the book) Student science journals (3-ring binders with divided tabs; one section is for answering writing prompts. Each student has one.) Packet of information about swamps (one per student; 3-ring hole punched) Natural resource chart (3-ring hole punched student copies, one per student, and one large class copy on chart paper) Pencils (one per student) Colored pencils (one per student) Marker (to write on the class chart)

Lesson 1: Natural Resources & Humans Lesson Summary Activate prior knowledge with journal prompt Discussion of natural resources Modeling of natural resource chart Partner work to complete natural resource chart Whole class discussion of natural resource chart Independent journaling Evaluation Natural resource chart Journal entries

Lesson 2: Maps of the Limberlost Swamp Objectives When given a copy of The Girl of the Limberlost, and a list of distances between objects in the Limberlost swamp area, students will be able to draw their own map of the region described in the book that includes a legend, appropriate scale, and at least 5 symbols for geographic formations. Materials List of questions about maps (with answers) Beach ball with numbers A Girl of the Limberlost by Gene Stratton Porter (each student has a copy of the book) List of distances between places in the book (from a previous lesson) projected on the overhead/document camera Large blank paper (for class map) Marker Blank paper (one per student) Pencils and erasers (one of each per student) Rulers (one per student) Rubrics for maps (one per student)

Lesson 2: Maps of the Limberlost Swamp Lesson Summary Review game about maps Key vocabulary & parts of a map Demonstration of map creation Map of their classroom Instruction on 5 steps of mapmaking Mapmaking of the Limberlost Swamp Evaluation Finished map Rubric

Lesson 3: Photography Aesthetics Objectives: Materials Lesson Summary When given examples of photography, students will be able to discuss the artistic value of the photographs in small groups and as a large group When asked if photography is art, students will be able to make a yes or no decision and provide at least one rationale to support their decision. Materials Question Sheet about Aesthetics (one per discussion group) Notecards (one per student) Pencils (one per student) Lesson Summary Word association activity about art Discussion about aesthetics Guided small group discussion using question sheet Whole class discussion about photography as an art form Notecards

Lesson 3: Photography Art History Objectives: Materials Lesson Summary When given a computer, list of websites, and a research experience, students will be able to write at least 5 sentences about Carlton Ward Jr using information from their research and using correct mechanics of writing. Materials Computers (one per partnership; one hooked up to projector) Projector Slideshow of Carlton Ward Jr’s photograph List of websites to use in research (one per pair) Research Guides (one per student) Lined paper (one sheet per student) Pencils (one per student; should have at their desks) Lesson Summary Slideshow of photographs by Carlton Ward Jr. with discussion Guided partner research of Carlton Ward Jr. (Evaluation) Independent summaries (Evaluation) Whole class discussion

Lesson 3: Photography Art Criticism Objectives: Materials When given a photograph by Carlton Ward Jr and a graphic organizer, students will be able to write an analysis of the photograph, including Brody’s four stages of art criticism. When given a photograph by Carlton Ward Jr and a graphic organizer, students will be able to orally present an analysis of the photograph, discussing Brody’s four stages of art criticism. Materials Large prints of 5 photographs from Art History Lesson Popsicle sticks with students’ names written on them (one per student; already in room on teacher desk) Graphic organizer for art criticism (one per student) Pencils (one per student; already should have them in desks) Rubric (one per student) Lesson Summary Picture walk around the room Brody’s stages of criticism with organizer (Evaluation) Small group discussion of chosen photograph (Evaluation) Whole group discussion of all photographs

Lesson 3: Photography Art Production Objectives: Materials When given a black and white outline of a swamp scene, students will be able to paint the scene using at least 3 colors and different values of those colors. Materials Computer & Projector Tempera paint (ROYGBIV & black and white) Paper plates (one per student) Newspaper (enough to cover all desks; ~3 sheets per desk) Paint brushes (one per student) Plastic cups (one per student) Water Black and white outline of swamp scenes Scene with crocodile (one per student) Scene with trees (one per student) Lesson Summary Discussion of color in photographs Material distribution Exploration of color in a swamp scene (Evaluation) Clean Up