Content Standard(s):
Arts Education 3) Arrange varied content and components to convey purpose and meaning in different media arts productions, applying associated artistic principles.
a. Use artistic concepts of balance and contrast.
Example: Recreate a short scene depicting Hansel and Gretel running through the forest, with some students representing static trees and others performing the moving characters. Balance is created by composition of figures in the frame and contrast is shown by static and moving characters.
Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Construct
Essential Questions:
EU: The forming, integration, and refinement of aesthetic components, principles and processes creates purpose, meaning and artistic quality in media artwork.
Concepts & Vocabulary:
Conceptualize
imagine
visualize
unified ideas
theme
brainstorm
Original
Artistic Goals
Purpose
Artistic Concepts
Elements of Design
Principles of Media Arts
Elements of Design
Figurative Language
Skill Examples:
Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use a storyboard to capture and organize ideas.
In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meet the group's artistic goals. Challenge the model by getting feedback from classmates and revise the storyboard.
After researching choose many and varied images and l for a media arts production that convey a chosen purpose. Images and sounds will use balance and contrast.
Refine a media arts project to address a chosen purpose, communicating through metaphor.
Mathematics 13. Using area and length fraction models, explain why one fraction is equivalent to another, taking into account that the number and size of the parts differ even though the two fractions themselves are the same size.
Example: a /b is equivalent to (n x a) /(n× b) .
Unpacked Content
Evidence Of Student Attainment:
Students:
Use visual models to create equivalent fractions.
Explain the generalized pattern, a/b = (n x a) / (n x b).
Use the generalized pattern to create equivalent fractions. Set models (parts of a group) are not models used in grade 4.
Teacher Vocabulary:
Fraction
Numerator
Denominator
Equivalent
Fraction model
Area model
-Length model Knowledge:
Students know:
Fractions can be equivalent even though the number of parts and size of the parts differ.
Two fractions are equivalent if they are at the same point on a number line or if they have the same area. Skills:
Students are able to:
Use area and length fraction models to explain why fractions are equivalent.
Recognize and generate equivalent fractions. Understanding:
Students understand that:
equivalent fractions are fractions that represent equal value. Diverse Learning Needs:
Essential Skills:
Learning Objectives: M.4.13.1: Identify fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts and size 1/b.
M.4.13.2: Identify a fraction as a number on the number line; represent fractions on a number line diagram.
M.4.13.3: Recognize a fraction as a number on the number line.
M.4.13.4: Represent fractions on a number line diagram.
M.4.13.5: Recognize fractions as numerals that may represent division problems.
M.4.13.6: Label numerator, denominator, and fraction bar.
M.4.13.7: Identify parts of a whole with two, three, or four equal parts.
M.4.13.8: Distinguish between equal and non-equal parts.
M.4.13.9: Define area, length, equivalent, fraction, numerator and denominator.
Prior Knowledge Skills:
Recognize fractions as lengths from zero to one.
Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2…, and represent whole-number sums and differences within 100 on a number diagram.
Identify a number line.
Recognize whole numbers as lengths from zero to one.
Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2…, and represent whole-number sums and differences within 100 on a number diagram.
Identify a number line.
Label the fractions on a pre-made number line diagram.
Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2…, and represent whole-number sums and differences within 100 on a number diagram.
Recognize a number line diagram with equally spaced points.
Compare length using non standard units to determine which is longer.
Alabama Alternate Achievement Standards
AAS Standard:
