ALEX Resources

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Learning Activities (8) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (8)

ALEX Learning Activities  
   View Standards     Standard(s): [SC2015] (4) 6 :
6 ) Develop a model of waves to describe patterns in terms of amplitude and wavelength, and including that waves can cause objects to move.

[ARTS] VISA (4) 2 :
2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

Subject: Science (4), Arts Education (4)
Title: Anatomy of the Wave
Description:

In this activity, the students will use the “Anatomy of the Wave”  video to learn and answer questions about waves. In the video, students will look at the anatomy of waves and learn vocabulary words such as crests, troughs, wavelength, amplitude, frequency, period, and velocity. Finally, students will develop a model of waves through abstract visual art to describe patterns in terms of amplitude and wavelength. 

This resource was created as a part of the ALEX Resource Development Summit.



   View Standards     Standard(s): [MA2019] (4) 25 :
25. Use a protractor to measure angles in whole-number degrees and sketch angles of specified measure.
[ARTS] VISA (4) 2 :
2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

Subject: Mathematics (4), Arts Education (4)
Title: Colorful Angles
Description:

In this learning activity, students will watch a video to review right, acute, and obtuse angles.  Students will create various angles using strips of construction paper.  Finally, students will measure their newly created angles with a protractor.

This activity was created as a result of the Arts COS Resource Development Summit.



   View Standards     Standard(s): [MA2019] (4) 5 :
5. Generate and analyze a number or shape pattern that follows a given rule.

[ARTS] VISA (4) 2 :
2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

Subject: Mathematics (4), Arts Education (4)
Title: Artistic Spiderwebs
Description:

In this learning activity, students will discover how spider webs are made by watching a short video.  Students will compare photographs of spider webs and look for patterns.  Finally, students will create a 3-dimensional patterned spider web using geometric shapes and lines.

This activity was created as a result of the Arts COS Resource Development Summit.



   View Standards     Standard(s): [ARTS] VISA (4) 2 :
2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

[SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

Subject: Arts Education (4), Science (4)
Title: Bioluminescent Sealife
Description:

Students will demonstrate their knowledge of animals with bioluminescent characteristics by collaboratively creating a sea animal out of glow in the dark slime. Students will then display their sea animal for the class and explain why their animal uses bioluminescence to survive.  

This activity was created as a result of the Arts COS Resource Development Summit.



   View Standards     Standard(s): [ARTS] VISA (4) 2 :
2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

[SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

Subject: Arts Education (4), Science (4)
Title: A Hotel for Bees
Description:

In this activity, students will watch a video to introduce them to the Red Mason Bee.  During the video, they will gather evidence about the lifestyle, life cycle, growth, and reproduction of the Red Mason Bee. Students will then create a bee hotel to encourage Red Mason Bees to pollinate in their area.

This activity was created as a result of the Arts COS Resource Development Summit.



   View Standards     Standard(s): [ARTS] VISA (4) 2 :
2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

[MA2019] (4) 29 :
29. Define a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts.

a. Identify line-symmetric figures and draw lines of symmetry.
Subject: Arts Education (4), Mathematics (4)
Title: Symmetrical Stained Glass Window
Description:

This learning activity should be completed at the end of a geometry unit or after a lesson on symmetry. The teacher will pose a real-world problem that requires the students to create a design for a stained glass window. Using virtual manipulatives, students will work collaboratively to design a symmetrical stained glass window that has at least one line of symmetry.

This activity was created as a result of the Arts COS Resource Development Summit.



   View Standards     Standard(s): [SC2015] (4) 9 :
9 ) Examine evidence to support an argument that the internal and external structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem, phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to support survival, growth, behavior, and reproduction.

[ARTS] VISA (4) 2 :
2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

Subject: Science (4), Arts Education (4)
Title: Creative Camouflage
Description:

This activity should be completed after teaching a lesson on animal adaptations and camouflage. Students will choose an animal and create an artwork by using a series of patterned dots to "camouflage" or blend their animal into the landscape. After completing their artwork, students will examine their artwork and demonstrate their scientific knowledge by answering reflection questions in their science journal. 

This activity was created as a result of the Arts COS Resource Development Summit.



   View Standards     Standard(s): [ARTS] VISA (4) 2 :
2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

[SC2015] (4) 10 :
10 ) Obtain and communicate information explaining that humans have systems that interact with one another for digestion, respiration, circulation, excretion, movement, control, coordination, and protection from disease.

Subject: Arts Education (4), Science (4)
Title: Body System Diagrams
Description:

Students will demonstrate their knowledge of human body systems by creating a work of art that displays the included organs and their functions.

This activity was created as a result of the Arts COS Resource Development Summit.



ALEX Learning Activities: 8

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ALEX Classroom Resources  
   View Standards     Standard(s): [ARTS] VISA (3) 5 :
5) Individually or collaboratively construct representations of places that are part of everyday life.

Examples: Create a two-dimensional or three-dimensional model of school, home, bedroom, or neighborhood.

View and discuss Van Gogh's Bedroom.

[ARTS] VISA (4) 2 :
2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

[ARTS] VISA (5) 1 :
1) Combine ideas to develop an innovative approach to creating art.

Subject: Arts Education (3 - 5)
Title: City Wildlife in a Vase
URL: http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson01.html
Description:

Students will discuss wildlife - both plants and animals.  They will go outdoors and sketch animals and plants.  They will analyze a still-life painting, Vase of Flowers by Jan van Huysum.  Students will collaborate to make a large collaged still-life.  


   View Standards     Standard(s): [ARTS] VISA (3) 1 :
1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

[ARTS] VISA (4) 2 :
2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

[ARTS] VISA (5) 1 :
1) Combine ideas to develop an innovative approach to creating art.

Subject: Arts Education (3 - 5)
Title: Pretty Ugly? The Grotesque in Art and Poetry
URL: http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson36.html
Description:

Students will analyze the Pilgrim Flask, identifying that grotesque designs include both ugly and beautiful elements. They will sketch a design of the pilgrim bottle using pencils and a blue crayon.  Students will work in groups to create a grotesque door panel that includes symmetry. They will analyze a grotesque poem and compose a contradiction poem.  


   View Standards     Standard(s): [ARTS] MUS (3) 19 :
19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Example: Write a review of a live musical performance.

[ARTS] MUS (4) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

[ARTS] MUS (5) 19 :
19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

[ARTS] VISA (3) 5 :
5) Individually or collaboratively construct representations of places that are part of everyday life.

Examples: Create a two-dimensional or three-dimensional model of school, home, bedroom, or neighborhood.

View and discuss Van Gogh's Bedroom.

[ARTS] VISA (4) 2 :
2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

[ARTS] VISA (4) 15 :
15) Through observation, infer information about time, place, and culture in which a work of art was created.

Example: Look at the statue of Vulcan in Birmingham and talk about its relationship to history of the city.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: Arts Education (3 - 5)
Title: The Ultimate Desk
URL: http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson29.html
Description:

Students will analyze Bernard van Risenburgh's Double Desk. They will design and describe their own ultimate desk. They will listen to and analyze Baroque music. Working in groups, students will construct a desk from cardboard and tape.  They will decorate the veneer for their desk. 


   View Standards     Standard(s): [ARTS] VISA (3) 1 :
1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

[ARTS] VISA (3) 9 :
9) Identify and explain how and where different cultures record and illustrate stories and history through art.

Examples: Discuss Chauvet cave paintings, Diego Rivera's mural, The History of Mexico, or the Bayeux Tapestry depicting the events of the Norman Conquest.

[ARTS] VISA (4) 2 :
2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

[ARTS] VISA (4) 14 :
14) Create works of art that reflect community and/or cultural traditions.

Examples: Create a quilt in the style of the Gee's Bend Quilters.

[ARTS] VISA (5) 1 :
1) Combine ideas to develop an innovative approach to creating art.

Subject: Arts Education (3 - 5)
Title: Quilt Block Collage
URL: https://www.oercommons.org/authoring/57510-quilt-block-collage/view
Description:

Students will explore the history of quilts, uses of quilts, and quilt block patterns.  They will create a pattern for a collage quilt block.  Each student will complete one block to be used in the class quilt.  


   View Standards     Standard(s): [ARTS] VISA (4) 2 :
2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

Subject: Arts Education (4)
Title: Medieval Beasts and Bestiaries
URL: https://www.metmuseum.org/learn/educators/lesson-plans/medieval-beasts-and-bestiaries
Description:

Students will analyze the Narbonne Arch. Groups of three students will collaborate on a drawing of a medieval beast.  Finally, students will write a description of their beast. 


   View Standards     Standard(s): [ARTS] VISA (4) 2 :
2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

[ARTS] VISA (4) 3 :
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 2 :
2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[ARTS] VISA (5) 3 :
3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

Subject: Arts Education (4 - 5)
Title: The Nomads of Central Asia - Turkmen Traditions
URL: https://www.metmuseum.org/learn/educators/lesson-plans/the-nomads-of-central-asia
Description:

Students will compare and contrast guls from Arabatchi and Salor tribes.  They will create a quartered medallion for a group they belong to - family, sport, club.  Once complete, students will analyze the medallions and form groups based on similarities. 


   View Standards     Standard(s): [ARTS] VISA (0) 2 :
2) Explore collaboratively in creative art-making.

Example: Work with a partner to create a project.

[ARTS] VISA (1) 1 :
1) Engage collaboratively in exploration and imaginative play with art materials.

Examples: Work with partner or small group to create an artwork.

Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills.

[ARTS] VISA (2) 1 :
1) Brainstorm collaboratively to create a work of art.

[ARTS] VISA (3) 1 :
1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

[ARTS] VISA (4) 2 :
2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

[ARTS] VISA (5) 1 :
1) Combine ideas to develop an innovative approach to creating art.

Subject: Arts Education (K - 5)
Title: Creating, Collaborating, and Problem-Solving
URL: https://philamuseum.org/doc_downloads/education/lessonPlans/11473_EDULessonPlan_March2018_021518.pdf
Description:

Students will analyze a variety of artwork. They will make a list of problems and solutions to creating artwork.  Working in pairs, students will collaborate to create a piece of art. 


   View Standards     Standard(s): [ARTS] VISA (4) 2 :
2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

[ARTS] VISA (4) 6 :
6) Revise artwork in progress on the basis of insights gained by peer discussion.

Subject: Arts Education (4)
Title: Collaboration: Printing Multiples
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Fourth-Grade-Lesson-9.pdf
Description:

Students will identify architectural shapes.  They will cut building shape and details from tagboard.  They will assemble a building and combine with classmates' buildings to create a cityscape.  They will ink and print a collagraph.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.   


ALEX Classroom Resources: 8
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