Content Standard(s):
Arts Education 2) Collaboratively design and create artwork that has meaning and purpose.
Examples: Create a logo for a school or activity.
Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
Concepts & Vocabulary:
Constructed environment
Cultural traditions
Digital format
Engagement
Tertiary color
Preservation
Proportion
Principles of design
Shade
Style
Tints & shades Skill Examples:
Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork.
Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork.
Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies .
Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.).
Design a two-dimensional drawings of a futuristic art room, town, or planet
Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form.
Locate business logos in the community and explore the visual arts skills and materials that were used to create these works.
Engage in group critiques of one's work and the work of others.
Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning.
Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color.
Use the design principles of repetition and alignment to add visual unity to an artwork.
Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).
Mathematics 5. Generate and analyze a number or shape pattern that follows a given rule.
Unpacked Content
Evidence Of Student Attainment:
Students:
When given a rule or pattern,
Generate a number or shape pattern that follows a given rule. Identify a missing number or shape in the pattern.
Identify a feature of the pattern.
Teacher Vocabulary:
Generate
Rule
Pattern
Sequence
Term
Continue
Identify
Explicit Knowledge:
Students know:
Strategies for generating and recording number or shape patterns from a given rule.
Strategies for identifying and communicating shape and number patterns. Skills:
Students are able to:
Generate a number or shape pattern that follows a given a rule.
Analyze a number or shape pattern that follows a given rule. Understanding:
Students understand that:
A pattern is generated from a given rule. The properties of a rule or pattern can be used to extend a pattern. Some features of a given pattern are not explicit in the pattern's rule. Diverse Learning Needs:
Essential Skills:
Learning Objectives: M.4.5.1: Identify arithmetic patterns, including patterns in the addition table or multiplication table; and explain them using properties of operations.
M.4.5.2: Recognize arithmetic patterns (including geometric patterns or patterns in the addition table or multiplication table).
M.4.5.3: Construct repeating and growing patterns with a variety of representations.
M.4.5.4: Continue an existing pattern.
M.4.5.5: Identify arithmetic patterns.
M.4.5.6: Demonstrate computational fluency, including quick recall, of addition multiplication facts.
Prior Knowledge Skills:
Identify a rule when given a pattern.
Use repeated addition to solve problems with multiple addends.
Count forward in multiples from a given number. Define pair, odd and even.
Recall doubles addition facts with sums to 20.
Skip count by 2s.
Alabama Alternate Achievement Standards
AAS Standard:
