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

2. 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

3. 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.

4. 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)

5. 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

6. 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)

7. 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

8. 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

9. 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

15. 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

16. 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