Weathering the Storm - Lakehead...

Rocks, Minerals and Weather (S & T links, Drama)A Moving Story of Rocks and Weather (Dance)

The Storm Begins (Music)Creating Characters (Drama)

Drama SoundscapeLooking at Art (Visual Art)

Telling the Ancestors' Stories (Drama: Tableau)Creating Personal Symbols (Visual Art)

Rock Opera with a Stormy Overture (Music)Creating a Cave Painting (Visual Art)

The Fate of the Cave - Village Meeting (C.T.A)Reflection (Culminating Task B)

Including:

January 2003

Written by:

Lori Drawetz, Mary Lawlis, Pam Swingler, David Geene (Project Leader)

Weathering the StormThe Arts

Length of Unit: approximately: 13.5 hours

A Unit for Grade 4/5

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01* March, 2001* Open Printed on Jan 21, 2003 at 11:53:17 PM

Weathering the StormThe Arts A Unit for Grade 4/5



York Region District School Board

York Region District School Board

Based on a unit by:

A Unit for Grade 4/5Written by:

This unit was written using the Curriculum Unit Planner, 1999-2001, which was developed in the province of Ontario by theMinistry of Education. The Planner provides electronic templates and resources to develop and share units to helpimplement the Ontario curriculum. This unit reflects the views of the developers of the unit and is not necessarily those ofthe Ministry of Education. Permission is given to reproduce this unit for any non-profit educational purpose. Teachers areencouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unit to particular commercialresources, learning materials, equipment, or technology does not reflect any official endorsements by the Ministry ofEducation, school boards, or associations that supported the production of this unit.

AcknowledgementsThe developers are appreciative of the suggestions and comments from colleagues involved through theinternal and external review process.

The Council of Ontario Directors of Education expresses its appreciation to the Boards who took the lead indeveloping these units on

The Arts, Grades 1-8

Health & Physical Education, Grades 1-8

Language, Grades 1-8

and to the many writers from District School Boards across the province.

The following organizations have supported the elementary curriculum unit project through team building andleadership:

The Council of Ontario Directors of EducationCurriculum Services CanadaThe Ministry of Education, Curriculum and Assessment Policy Branch


Weathering the Storm Page 1

The Arts A Unit for Grade 4/5

Unit Overview

Task ContextThe weather has become a societal obsession... television networks, radio updates every 10 minutes,advisories and warnings regularly, and headline news items... but consider that weather has been affectinglife on this planet for thousands of years. Junior students are affected by this preoccupation with weather,and have a natural curiosity about its causes and effects. Rocks and minerals carry the marks of weather,and also the marks of prehistoric peoples who documented their experiences in artistic ways. Studentsinvestigate the human interaction with weather and with rocks and minerals through the skills and processesof the arts.

Children, like all of us, learn and understand in multiple ways (Howard Gardner), and the arts touch on manyof these. Music and movement are integrally related for junior students. Visual images can tell limitless stories,and through role play and tableau students incorporate their knowledge and understanding in their minds andbodies. The arts provide a depth of understanding of the issues being addressed. They provide open-endedopportunities for the investigation of issues. In addition to the inherent and distinct power of the arts, literacyis developed through these active and authentic activities. Skills and processes from the arts can inspirewriting, provide the context and motivation for reading and listening, and develop oral and visualcommunication skills.

Task SummaryIn this unit, students use the skills and concepts of the arts to investigate the connections between weather,rocks and minerals, and to understand how humans have coped with the weather and used rocks andminerals to document their lives. The entire unit is based on an original story called Weathering the Storm inwhich a community discovers secrets of its past when they are forced underground into a rocky cave byextreme weather. Using background knowledge of weather, and rocks and minerals, students follow thestory and explore the richness of its themes through music analysis, creation and performance, role play,tableau and interpretive movement, and the creation of visual symbols to tell their personal stories.

Unit Focus:Drama and Dance - use of storytelling and interpretive movement to aid in understanding weather patterns,rocks, minerals, and the people of a communityMusic - use of analysis, melodic notation, and performance to investigate elements of music and the storiesof the environmentVisual Art - use ancient artwork as inspirationScience and Technology - rocks and minerals have distinct characteristics and properties, and they arecontinually changing due to natural causes (Grade 4); weather directly affects our lives, the patterns ofweather affect human decision making (Grade 5) What can rocks tell us? How does weather influence us?

Culminating Task AssessmentWeathering the Storm concludes with an open-ended question. The community has discovered the stories ofits ancestors' encounters with extreme weather recorded on the rocks of a subterranean cave. They haveadded their own stories in images, movement, tableaux, and music. The teacher, in role as the oldest personin the village, calls together the families to decide the fate of the cave. The group role plays to decide if thepassageways should be sealed or whether there are other options to protect the cave, yet still have access.In this culminating task, students argue their cases for sealing or leaving open the cave by telling their stories,performing their creations, and casting their vote as community members.

Links to Prior KnowledgeSuccessful completion of The Ontario Curriculum, The Arts, Grade 3 or 4, including the following specifics:

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Unit Overview

Music - knowledge of the families of instruments (tone colour); basic understanding of beat, tempo, rhythm,dynamics, melody, and texture; some performing experience on one of the following melodic instruments:recorder, Orff instruments, band instruments, or keyboard, etc.; understanding of melodic notation for theirinstrument on the appropriate staff.

Drama/Dance - experience with speaking and writing in role, and control of bodies in space.

Visual Art - experience using paint, brushes, and creating symbols.

Science and Technology - Completion of the Science and Technology Grade 4 Rocks and Minerals topic(Earth and Space strand) and the Grade 5 Weather topic (Earth and Space strand) is recommended prior tothis arts unit.

This prior knowledge is diagnostically assessed as each arts strand is addressed in the unit.

ConsiderationsTECHNOLOGY• Use word processors to create scripts, written reports; use Internet and CD-ROMs for research; use digital andanalog sound and image recording.

CAREER EDUCATION(Choices Into Action) exploring and obtaining information about education, training, and careers:• identify jobs and occupations in the community related to school subjects (geologist, meteorologist, storyteller,emergency services).Education and career decisions:• earn and apply decision-making and problem-solving skills.

ANTIDISCRIMINATION EDUCATION• Point of view, role play, community-mindedness.

HEALTH AND SAFETY• Safe use of art materials.

LIBRARY/INFORMATION CENTRE• Provide access to CD-ROMs and Internet, resources on rocks, minerals, and extreme weather phenomenon,career information (geology, meteorology).• Consider use of library as a large group performance space for the culminating task.

CHOICES INTO ACTION (K-6)Student DevelopmentSetting goals and monitoring progress:• use goal setting skills to improve their school work.• identify improvement in their work resulting from goal setting.Interpersonal DevelopmentSelf-management:• demonstrate their understanding of socially acceptable responses to a variety of situations in school.Getting along with others:• identify the variety of characteristics, skills, competencies, qualities, and talents of others.• demonstrate their understanding of using skills to build positive relationships at school, e.g., co-operating withothers.Social responsibility:• demonstrate their understanding of “being a responsible citizen” in the classroom and the school.

Notes to TeacherThis Elementary Curriculum Unit has been written by a team of teachers for use by other teachers. It represents




Unit Overview

the approach they took to help students achieve the knowledge and skills described in the curriculumexpectations. It is expected that teachers delivering the unit will use their professional judgment in tailoring theteaching/learning to meet the needs and interests of their students and their communities. Teachers may chooseto use all or part of the unit, use additional or different resources, develop additional subtasks, and/or use theseunits as a stimulus to develop their own units.

The times provided by the writers for the unit and each subtask are only approximations. Teachers should adjustthe task times in consideration of the needs and interests of their students and the organization of program intheir school.

Each unit subtask contains strategies for teaching/learning and assessment, as well as assessment recordingdevices. Teachers may wish to adjust strategies based on their particular situations. Where strategies arechanged, corresponding changes must be made to assessment recording devices.

Some activities in the unit may require written communication with parents and guardians to provide information,receive permission or request assistance. Teachers must follow school and board policies and procedures whencommunicating with parents and guardians.

Units for combined grades provide examples of activities that could be used to meet the expectations for eachgrade. Teachers must examine the expectations listed for each subtask to determine the approach to the activitiesfor each grade and how the instruction and assessment will be organized. Teachers may wish to developadditional activities specific to the expectations for each grade. Often the teacher must direct one grade to workon an appropriate assignment while the teacher focuses the other grade on different content.

IntegrationThis unit brings together each strand of the arts by focussing on a science and technology theme. The unitconcentrates on specific skills and concepts in each arts strand, and uses the issues and concepts of the scienceand technology curriculum as its topic material. Science and technology expectations are identified in the unit andmay be assessed using the rubric provided. However, the unit is not contingent on the achievement of theseexpectations.

Assessment and EvaluationIn order to assess and evaluate students fairly, a unit rubric has been created which will function as the windowthrough which student achievement will be viewed and tracked. Each subtask has its own assessment strategiesand recording devices. These feed into one or more of the categories of the unit rubric, as specified in eachsubtask. It is important to distinguish between assessments that function in a diagnostic or formative role(feedback to improve learning), and assessment that is summative and is an evaluation of student achievement.Expectations that are assessed diagnostically or formatively are not selected in this unit. Those that aresummatively evaluated are identified ("A" in print or check mark electronically). This distinction is also highlighted ineach subtask and can be seen on the Unit-Wide Resource, BLM U.1 Assessment Map.

Tracking, Evaluating, and ReportingEvaluations from the subtasks that are specific to a certain strand can be tracked using a different colour orsymbol on each student's unit rubric, e.g., The results of an evaluation in Drama may be recorded using red or atriangle in the Performance Work and Critical Thinking categories of the unit rubric. These entries should be datedin some way. The unit rubric is also used to evaluate student achievement in the culminating task and reflectionsubtask.

For evaluating and reporting in each strand, the clustering of each symbol or colour can be observed. Usingprofessional judgement, teachers can determine a level based on consistency and most recent achievement. Textfrom the descriptors together with text from the expectations addressed can be used to create report cardcomments.

AdaptationsAdaptations include adjustments for exceptional pupils, students with special education needs, and/or ESL/ELDstudents. Teachers should consult students' Individual Educational Plans (IEP) for specific directions on requiredaccommodations and/or modifications. Use the Teacher Companion (see Ontario Curriculum Unit Planner) tobrowse, copy, or bookmark Special Education and ESL/ELD strategies.




Unit Overview

• Focus on abilities rather than on disabilities.• Provide accommodations as recommended in the IEPs.• If the program is modified, assess progress based on the expectations stated in the IEP.

ESL• Ensure that students have many opportunities for language development and practice, and that learning is nottotally contingent on language proficiency.• Provide plenty of concrete and visual support.• Brainstorm a topic with the class to determine students’ background knowledge and to gauge their repertoire ofkey vocabulary and concepts on the topic.• Have students work with partners from the same linguistic background who can act as interpreters, classroompartners, and peer tutors.• Draw on the students’ own cultural backgrounds and experiences and incorporate them into the program.• Send home short descriptions of projects and keep parents informed/involved.• Provide a structured overview of the lesson prior to beginning instruction.• Announce what you are going to say before you say it, say it, then say what you said. This kind of structurehelps to "glue" the ideas in place.• Use visual aids, demonstrations, simulations, and manipulatives to ensure that students understand conceptspresented.

WebsitesThe URLs for the websites were verified by the writers prior to publication. Given the frequency with which thesedesignations change, teachers should always verify the websites prior to assigning them for student use.

CopyrightTeachers need to consult their board policies regarding use of any copyrighted materials. Before reproducingmaterials for student use from printed publications, teachers need to ensure that their board has a Cancopylicence and that this licence covers the resources they wish to use. Before screening videos/films with theirstudents, teachers need to ensure that their board/school has obtained the appropriate public performancevideocassette licence from an authorized distributor. Teachers are reminded that much of the material on theInternet is protected by copyright. Copyright is usually owned by the person or organization that created the work.Reproduction of any work or substantial part of any work on the Internet is not allowed without the permission ofthe owner.



Subtask List Page 1List of Subtasks

Rocks, Minerals and Weather (S & T links, Drama)In order to provide the background and understanding that facilitates the drama, dance, music, andvisual art work of this unit, students work in role as researchers. As a citizen team of experts, theGrade 4 students become geologists to study the identity of the rocks and minerals in their community.As meteorologists, the Grade 5 students research the forms of extreme weather that impact the Earthand the humans who must adapt to this extreme weather.

1

A Moving Story of Rocks and Weather (Dance)The teacher introduces students to qualities of movement by exploring a variety of verbs associatedwith their area of research. Based on their learning about rocks and minerals, Grade 4 studentgeologists, working in pairs, explore through movement the story of the formation of rocks.Using their learning about weather systems, Grade 5 student meteorologists, working in pairs, create amovement sequence about a weather system and its effects on the earth, including rocks and landformations.

2

The Storm Begins (Music)In this subtask, students listen to the beginning of the story Weathering the Storm, told by the teacher.At one point, a storm threatens the characters in the story. Here, students listen to and analyse avariety of "stormy" music selections using a variety of analysis and classification techniques.

3

Creating Characters (Drama)As the story of Weathering the Storm continues, students brainstorm what kind of weather may beapproaching, and then visualize the experience of the storm. The teacher introduces students totableau, and speaking and writing-in-role in order to create the characters which they role-playthroughout the unit.

4

Drama SoundscapeIn this subtask, the story continues as residents of the village make their way through mysteriouspassageways as they escape the storm. Students create soundscapes and participate in a Corridor ofVoices (Jonathan Neelands) strategy to bring to life the stories of the ancestors who travelled thepassageways generations before.

5

Looking at Art (Visual Art)When the families of the village reach the end of the passageways, they discover the artistic recordsof the experiences of their ancestors. In this subtask, students look at and respond to examples ofprehistoric cave paintings, petroglyphs, and hieroglyphs. The teacher prompts students to think aboutand write down their responses to questions posed to them.

6

Telling the Ancestors' Stories (Drama: Tableau)Based on the analysis of prehistoric works in Visual Art (Subtask 6), students create tableaux toconvey their ancestors' encounters with the weather. The teachers chooses one of the followingextension activities: Tapping In or The Walls Have Ears (Jonathan Neelands) to develop the drama.

7

Creating Personal Symbols (Visual Art)In role as family members in Weathering the Storm, students create symbols that represent who theyare, their personal preferences and experiences, and their stories of encounters with the weather. Inorder to prepare for this symbol-making activity, students understand the role of symbols in our societyand what the attributes of a symbol are.

8

Rock Opera with a Stormy Overture (Music)In this subtask, the stories of the rocks themselves found in the cave are told through music. As awhole class, a stormy overture is composed, notated, and performed. Then in groups, students create,notate, and perform a layered melodic composition based on three rhythmic rock chants. The overtureand group compositions are assembled to create a "rock" opera.

9

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Subtask List Page 2List of Subtasks

Creating a Cave Painting (Visual Art)Students in role as villagers return to the cave to make their contributions to the walls of stories insymbols and colour. Students create a personal cave painting depicting their story using the symbolscreated in Subtask 8.

10

The Fate of the Cave - Village Meeting (C.T.A)Weathering the Storm concludes with an open-ended question. The community has discovered thestories of its ancestors' encounters with extreme weather recorded on the rocks of a subterraneancave. They have added their own stories in images, movement, tableaux, and music. The teacher, inrole as the oldest person in the village, calls together the families to decide the fate of the cave. Thegroup role plays to decide if the passageways should be sealed or whether there are other options toprotect the cave, yet still have access. In this culminating task, students argue their cases for sealingor leaving open the cave by telling their stories, performing their creations, and casting their vote ascommunity members.

11

Reflection (Culminating Task B)In this metacognitive subtask, students apply their critical analysis and appreciation skills, both in andout of role, to the work done in this unit. Students also reflect on the new understandings they nowhave about rocks, minerals (Grade 4), and weather (Grade 5).

12

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Weathering the Storm Subtask 1Rocks, Minerals and Weather (S & T links, Drama)

The Arts A Unit for Grade 4/5 mins80

Expectations4s102 • investigate, test, and compare the physical

properties of rocks and minerals and investigate thefactors that cause erosion of the landscape;

4s101 • demonstrate an understanding of the physicalproperties of rocks and minerals and the effects oferosion on the landscape;

5s105 • demonstrate an understanding of the majorclimatic factors and patterns associated withweather;

5s107 • examine how weather forecasts influencedecisions concerning human activity and howhumans have adapted to a variety of weatherconditions.

4a62 – represent and interpret main characters byspeaking, moving, and writing in role (e.g., write andpresent monologues);

5a59 – create characters and portray their motives anddecisions through speech (e.g., vocabulary, volume)and movement (e.g., hand gestures, facialexpressions, pace);

5a68 – provide support for their interpretations ofpersonal experiences and aspects of history, whichthey have presented through drama and dance(e.g., arrival in a new country, life in a medievalvillage), using various research resources to gatherinformation;

4a70 – explain the importance of research in producingeffective dramatizations (e.g., in portraying people inhistory, depicting current world events).

4s115 A – use appropriate vocabulary, including correctscience and technology terminology, in describingtheir investigations and observations (e.g., useterms such as hardness, colour, lustre, and texturewhen discussing the physical properties of rocksand minerals);

4s122 A – identify the many uses of rocks and minerals inmanufacturing, and in arts and crafts (e.g., china,iron fences, soapstone carvings, jewellery, coins);

5s120 A – use appropriate vocabulary, including correctscience and technology terminology, in describingtheir investigations and observations (e.g., useterms such as temperature, precipitation, humidity,wind chill factor, barometric pressure, and cloudcover);

5s123 A – describe ways in which weather conditions affectthe activities of humans and other animals (e.g.,people refrain from strenuous physical activity in

DescriptionIn order to provide the background and understanding that facilitates the drama, dance, music, and visual artwork of this unit, students work in role as researchers. As a citizen team of experts, the Grade 4 studentsbecome geologists to study the identity of the rocks and minerals in their community. As meteorologists, theGrade 5 students research the forms of extreme weather that impact the Earth and the humans who mustadapt to this extreme weather.

GroupingsStudents Working As A Whole ClassStudents Working In Small Groups

Teaching / Learning StrategiesFair TestReportOral Presentation

AssessmentDiagnostic AssessmentScience and Technology:By observing classroom presentations andreviewing written work, the teacher canassess students' understanding of thebackground science and technologyinformation needed to inform the music,visual art, drama, and dance work in thisunit. Assessment (diagnostic in this subtask,and formative in other relevant subtasks) ofscience and technology achievement isbased on the attached rubric for eachgrade.

Drama:Students' ability to stay in role anddemonstrate understanding of theimportance of research for drama work mayalso be observed.

Assessment StrategiesClassroom PresentationObservationLearning Log

Assessment Recording DevicesRubric

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extreme heat; farmers plant crops when the soil ismoist; animals hibernate in extreme cold);

Teaching / LearningThis task requires students to use the Internet. Teachers must ensure that students follow board and schoolpolicies related to Internet use.

As a class, students discuss their perceptions of the work that a geologist or a meteorologist might do. Themeaning of the "ologist" suffix is discussed (one who studies), and the meaning of the root words isexplored. Students assume the role of a geologist or meteorologist in the following research-in-role:

Grade 4 students are members of a Geology Research Team. Each Grade 4 student/geologist is given avariety of rock and mineral samples, and writes a report on the samples, using a field guide and the "fair test"method (see Notes to Teacher). The report should include:1) whether the sample is a rock or a mineral;2) identification of the rocks as igneous, sedimentary, or metamorphic according to the physicalcharacteristics of the sample;3) classification of the minerals, based on: hardness, streak colour, lustre, texture and colour.

Grade 5 students are members of an Extreme Weather Research Team. The Grade 5 students brainstorm allthe different types of extreme weather they can think of. Each Grade 5 student/meteorologist chooses a typeof extreme weather and writes a report on its causes, its characteristics, and how humanity has adapted tothe effects of it, using available print, video, and electronic resources.

In order to add interest and avoid resource duplication, each Geology Researcher is given unique anddifferent samples, and each Extreme Weather Researcher researches a different form of extreme weather.An oral presentation accompanies each research report in order to share information with the rest of theclass. Written reports should be kept in a journal/portfolio, and/or posted in the classroom as reference forwork in the rest of the unit.

The teacher explains that the information students have gathered provides valuable knowledge as theyexplore the arts through a story called Weathering the Storm. Their research of rocks, minerals, and weathersystems will be used to work in role in drama, create rock and weather-related dance and music pieces, andto create visual art works. These will all be part of a culminating task that celebrates a community's encounterwith severe weather.

Throughout the unit, the teacher should provide a storage place for portfolios and ensure that work isorganized and stored in the portfolio at the end of each lesson.

AdaptationsIn addition to consulting the student's IEP, adaptations may include but are not limited to the followingsuggestions.

- Time adaptations.- Scribing if necessary.- Use of a research/report template.- Inform parents of written reports and oral presentations.- Encourage parental support for task completion and practice of oral presentation.- Pair students to complete reports.- Have labelled samples of rocks for students to check for correctness of responses.- Provide a list of the physical characteristics of each rock type and, for reference, post definitions of minerals androcks.




Resources

- When formulating answers, allow students to refer to list and definitions.- Accept oral explanation for identification of rock types.

ESL/ELD- Key vocabulary lists.- Pairing with an English speaker.

Science and Technology Diagnostic Rubric- Grade 4Science and Technology Diagnostic Rubric- Grade 5Rocks and Minerals Arem, Joel E.

Everybody Needs A Rock Baylor, Byrd

Learn about Rocks and Minerals. Learn about Series

Discovering Rocks and Minerals: A NatureGuide to Their Collection andIdentification.

Gallant, Roy,A. and Christopher J. Schuberth

Rocks and Fossils Oliver, Ray

The Rock Parnall, Peter

The Story of Rocks Shuttlesworth, Dorothy Edwards

The Magic Schoolbus Inside the Earth Ruth Young

National Audubon Society First FieldGuide: Rocks and Minerals

Ricciuti, Edward R. and Margaret W. Carruthers

Weather Atkinson, B.W. and A. Gadd

Science Is... Bosak, Susan

All About the Weather Whitear, Jane

Weather Watch Wyatt, Valerie

Hurricanes and Storms Barber, N.

Cloudy with a Chance Of Meatballs Barrett, J.

Blizzards Burby, L.

Tornadoes Burby, L.

Weather Everywhere Casey, D.

Eyewitness Books - Weather, Hurricanesand Tornadoes Pack

Cosgrove, B.




Floods Drohan, M

Tsunamis Killer Waves Drohan, M.

Wild, Wet and Windy Llewellyn, C.

Hurricanes and Tornadoes Morris, N.

Sunburns, Twisters and Thunderclaps Parker, J.

Storms and Weather Pack Simon, S.

Tornadoes and Lightning Pack Simon, S.

Rain Causes and Effects Steele, P.

Looking at Weather Suzuki, D.

Hands-On Science Level Four Lawson, Jennifer, and Joni Bowman, Randy Cielen,Carol Pattenden, Rita Platt

Hands-On Science Level Five Lawson, Jennifer and Joni Bowman, Kevin Chambers,Randy Cielen, Nancy Josephson, Anita Kamal

National Geographic

The Weather Channel

Kids Weather Info.

Rockhounds

Canadian Landscapes

Rocks and Minerals

Discovery Channel

National Resources Canada

learning log/journal/portfolio 1

Rock and mineral samples




Notes to TeacherCompletion of the Grade 4 Rocks and Minerals topic (Earth and Space strand) and the Grade 5 Weather topic(Earth and Space strand) is recommended prior to this Arts unit.

The learning log/journal/portfolio should have the capability of containing research notes, written work, sketches,ideas, journal entries, completed compositions, images of art work, clippings, etc. Students may design their owncovers for their file folder or book. If technology is available, students may have their own computer file/CD-ROMof work done in the unit which may include digital visual and sound images.

"Fair Test" MethodA "fair test" is an investigation carried out under strictly controlled conditions to test a theory and to ensureaccuracy and reliability of results. A "fair test" requires an effective method of reporting and communicating theresults of tests. In a "fair test," all variables are identified and controlled except the one under investigation. A"fair test" is used in science and technology investigations and inquiries when active exploration and hands-oninvestigation will best promote learning to apply theory. It follows the scientific method of asking a question,making a hypothesis, setting up appropriate test conditions, conducting the test, making observations, drawingconclusions, and repeating the cycle. "Fair tests" should be able to be replicated by others with the sameresults. "Fair tests" can be conducted using computer software that simulates real conditions.

Teacher Reflections


Weathering the Storm Subtask 2A Moving Story of Rocks and Weather (Dance)


Expectations4a58 – identify and describe examples of movement

found in their environment, and explain their use increative movement;

4a65 – create and present a short choreographyindividually or in a group;

5a47 • create dance pieces, using a variety oftechniques;

5a56 – describe the use of sequential patterns in bothdrama and dance (e.g., in the organization of a plot;in movements in various dance types);

5a60 – rehearse and perform small-group drama anddance presentations drawn from novels, poems,stories, plays, and other source materials;

5a61 – select words, visual images, and sounds fromother subjects in the curriculum for interpretationand dramatization;

4a51 • communicate, orally and in writing, their responseto their own and others’ work in drama and dance(e.g., through discussions, interviews, researchprojects);

5a48 • describe, orally and in writing, their response totheir own and others’ work in drama and dance,gather others’ responses (e.g., through interviews,research), and compare the responses;


4s102 • investigate, test, and compare the physicalproperties of rocks and minerals and investigate thefactors that cause erosion of the landscape;



DescriptionThe teacher introduces students to qualities of movement by exploring a variety of verbs associated with theirarea of research. Based on their learning about rocks and minerals, Grade 4 student geologists, working inpairs, explore through movement the story of the formation of rocks.Using their learning about weather systems, Grade 5 student meteorologists, working in pairs, create amovement sequence about a weather system and its effects on the earth, including rocks and landformations.

GroupingsStudents Working As A Whole ClassStudents Working In PairsStudents Working Individually

Teaching / Learning StrategiesRehearsal/repetition/practiceBodily / Kinesthetic IntelligenceDemonstrationBrainstorming

AssessmentDiagnostic and Formative AssessmentDance:The teacher uses the checklist provided toassess and provide ongoing feedback tostudents. The checklist includes multipleopportunities for students to demonstrateachievement as it will be used on futuresubtasks in dance. The checklistassessment has two columns entitled “yes,”“not yet” (see BLM 2.2 Weathering the StormDance Assessment).

Assessment StrategiesResponse JournalPerformance Task

Assessment Recording DevicesChecklistRubric

Teaching / LearningThe teacher introduces students to qualities of movement by exploring a variety of verbs.

The teacher creates movement charts with students by brainstorming verbs in the following categories:Travelling Actions: e.g., step, run, hop, roll, dash, stalk, rush, dart, creep, flee, skip, slide, slither.Vibrating Actions: e.g., shiver, quiver, wobble, vibrate, shake, tremble, shudder.




Spreading Actions: e.g., grow, reach, inflate, open, release, widen, spread, swell.Rising Actions: e.g., lift, grow, rise, ascend, elevate, stretch.Sinking Actions: e.g., collapse, lower, sink, drip, melt, disintegrate, fade, crumple.

Movement charts should be visible throughout this dance subtask. New words can be added at any time.

Warm-up:Students choose a travelling verb from the chart and interpret it through movement. Students experiment withtheir movement idea by practising it using different levels, speed, energy, and direction. The teacher promptsstudents to be creative: Can you travel at different levels doing the same travelling action? Can you do yourtravelling action at a different speed? Now change your speed but keep the same level. Can you travelsmoothly, with bound energy, backwards, sideways?

Students explore vibrating, spreading, rising, and sinking actions in a similar way.

Students choose one word from each of the charts to form a movement "sentence." As students create theirmovement sequence, the teacher reminds them to include different levels, speeds, and directions. Themovement sequence should begin and end in stillness. Stillness at the beginning and end of a movementsequence may be compared to the capital letter and period in a sentence.

Students present their movement sequences to an audience of class members. This may be facilitated bydividing the class in half. While half the class presents, the other half observes as audience. The teacherfocuses the audience by asking them to look for a variety of levels, directions, and different qualities ofmovement in the presentations.

Telling the "Moving" Story of Rock Formation:Based on their prior learning about rocks, Grade 4 students, working in pairs, explore through movement thestory of the formation of rocks. The teacher records the following stories on task cards (see BLM 2.1 Grade4 and 5 Movement Task Cards) which students use to create their movement sequences:

1. I am magma. I rise from deep inside the earth. One day, I bubble out of a volcano. I ooze slowly andspread over the land. Exposed to the air, I cool quickly. I harden. I am igneous rock. After several years Ibegin to erode. The water, wind, and ice erode me, breaking pieces off. These pieces get washed downand blown together to make sediments. With many layers and a lot of pressure, I transform intosedimentary rock.

2. I am magma. I move deep inside the earth. As I cool slowly, I gather together with others around meand settle. I am igneous rock. The earth quakes, cracks, and bends. A mountain rises above me. Thepressure and heat from deep underground transform me into a different kind of rock. All my crystals lineup together and build bands around me. I am now metamorphic rock.

3. I am metamorphic rock. The earth trembles and shakes. The earth quakes and pushes me up to thesurface of the earth's crust. I am exposed to air and weather. The water, wind, and ice erode me,breaking pieces off. These pieces get washed down and blown together to make sediments. With manylayers and a lot of pressure, I transform into sedimentary rock.

4. I am sedimentary rock. Moved by wind, water, or ice my little bits and pieces of rock are pushed into oneplace. I build layer upon layer. In time, I am buried deep under the ground. Great pressures push andtemperatures burn and bake me for many years until my layers join. I am transforming slowly intometamorphic rock.

Students begin exploring the movements of the rocks and then the forces which act upon them, such as




Resources

pressure, temperature changes, and time. The charts used in the warm-up activities (travelling, vibrating,spreading, rising, and sinking actions) provide movement ideas. Students develop and rehearse theirmovement sequences.

Telling A Tale of the Weather:Grade 5 students, working in pairs, create a movement sequence about a weather system and its effects onthe earth, including rocks and land formations using the task cards (see BLM 2.1 Grade 4 and 5 MovementTask Cards).

Students choose a weather system that they would like to explore through movement. Students brainstormthe different characteristics and components of the weather system and write a descriptive sentence, e.g.,When a cold, dry air mass meets a warm moist air mass, it forces the warmer air to rise quickly. Thisproduces updrafts and large, dark thunderheads. The verbs, adverbs, adjectives, directional words, andreferences to time stimulate movement ideas. Students develop the story of their weather system. Studentsmay use props to enhance their movement pieces. (See Notes to Teacher.)

Grade 4 students present their movement sequences to an audience of Grade 5 students, and vice versa.The teacher focuses the audience by asking students to decide in advance who they will watch. Studentspoint at the pair they observe before the performance. The teacher ensures that all partners have someonewatching them. The audience looks for a movement story with a clear beginning, middle, and end, as well as,a variety of levels, directions, and different qualities of movement in the presentations. Following thepresentations the audience comments on what they saw.

What Happens When Weather Meets Rock:Students form combined grade groups of four made up of grade partners from the previous activity. A Grade5 pair presents their weather dance around and through a Grade 4 pair as they perform their rock movementstory. The weather-and-rock pairs perform at the same time. In the dance, the relationship between the rockand the weather system does not have to be planned, but to the audience it looks dynamic because of theproximity of the two groups. The dynamics between the groups can be increased if the students areencouraged to make eye contact with the other group.

Each group of four performs while the audience observes. Discuss students' impressions. How did it look likethe weather affected the rock?

Students write, in role, their story as a rock or weather system and their relationship to the other, e.g., I am atornado. How did I affect the earth when I passed over it?


- Ensure all students feel included; assign partners, if required.- Scribe, if necessary.

BLM 2.2 Weathering the Storm DanceAssessment

BLM_2.2_DanceChecklist_T.cwk

BLM 2.1 Grade 4 and 5 Movement TaskCards

BLM_2.1_MovementTaskCards.cwk




Notes to TeacherProps to Enhance Movement:- Chiffon scarves- Old curtain sheers- Bed sheets- Scarves and ribbons- Hoops

A large length of silky fabric effectively creates a river. When held at each end and rippled up and down thefabric creates a storm, visually and audibly.

If props are to be used, students need time to experiment and practise with the props.

Teacher Reflections


Weathering the Storm Subtask 3The Storm Begins (Music)


Expectations4a13 – identify the individual instruments of the

woodwind, brass, string, and percussion families;4a27 – communicate their thoughts and feelings about

the music they hear, using language and a varietyof art forms and media (e.g., a word-processingprogram, storytelling, a collage);

4a29 – describe how a composer can manipulate theelements of music to create a specific mood (e.g., inThe Sorcerer’s Apprentice by Dukas);

5a15 – recognize and classify various instruments (e.g.,as woodwind, brass, stringed, or percussioninstruments);

5a23 – describe how various elements of music arecombined to create different moods (e.g., comparetempo and melody in “Hard Day’s Night” and“Yesterday” by the Beatles);

5a24 – communicate their thoughts and feelings aboutthe music they hear, using language and a varietyof art forms and media (e.g., computer graphics,charcoal drawings);

DescriptionIn this subtask, students listen to the beginning of the story Weathering the Storm, told by the teacher. At onepoint, a storm threatens the characters in the story. Here, students listen to and analyse a variety of "stormy"music selections using a variety of analysis and classification techniques.

GroupingsStudents Working As A Whole ClassStudents Working IndividuallyStudents Working In Pairs

Teaching / Learning StrategiesBrainstormingClassifyingMusical - Rhythmic IntelligenceMind Map

AssessmentDiagnostic and Formative AssessmentMusic:The teacher observes the mind mapsproduced by student pairs. Evidence of theelements of music specified for each gradeshould be present including: rhythm (beat,tempo), dynamics, melody/melodic contour,texture. Particular attention should be paidto the tone colour sections of the mindmaps. The following instrument familiesshould be present for each grade:Grade 4 - brass, woodwind, percussion,string (including individual instruments ineach family).Grade 5 - individual instruments identifiedand classified according to the familiesshown above.

This exercise may be repeated, and aftersufficient practice, be completed individuallyby students for summative evaluation.

Assessment StrategiesObservationLearning Log


Teaching / LearningThe teacher explains the general outline of the unit: the unit is based on a story called Weathering the Storm.Students take on a variety of roles; they listen to music and compose a "Rock Opera"; they create artworksbased on elements of the story; and they use movement and drama to help them understand how humanshave dealt with the weather and used the materials available to them to document their stories.




Resources

The teacher, in role as a storyteller, begins: (Full story in BLM 3.1 Weathering the Storm.)Once there was a village in a land tormented by violent weather. Everyday, the people woke expecting toencounter thunder and lightning storms, tornadoes, even hurricanes. Their daily lives revolved aroundpreparing for the next storm. Every child knew how to board up the windows and doors of their homes. Theyknew that walls of sandbags placed around the outside walls could prevent floodwater from destroyingeverything they owned. Even the clothes the villagers wore told the story of their ongoing battle with theweather.

One day, a storm, greater than all the rest, threatened the village. The people were not frightened. Theywere prepared. The windows and doors were quickly boarded up. Sandbags were placed where they hadbeen placed many times before.

The sky darkened and the land became silent. But soon, the silence was filled with the rage of wind andwater. The storm had begun.

The teacher models a "stream of consciousness" brainstorm as the class listens to a selection of stormymusic, music that was composed to portray some form of weather or could be interpreted as such (seeResources - Media). The teacher writes down any words or draws any images that come to mind whilelistening, without qualifying anything, e.g., loud, trumpets, scary, thumping, scratchy, timpani, no melody, soloflute, etc. The teacher models how to categorize the words and images on the list, e.g., look for commonideas, nouns vs. adjectives. Students listen to another selection of storm music. While listening to eachselection, each student records as many musical observations as possible in words and/or symbols on alarge sheet of paper. With a partner, students categorize the observations they have made. Students derive adescriptive title for each word-grouping and attempt to define the concept that is behind each grouping. Usingthese classifications, students create a mind map flowing out from the title of the musical selection (see BLM3.2 Mind Map sample). The class goes on a walkabout to look at the mind maps of other student pairs, thenreturns to make any additions or changes they feel are appropriate to their own mind map.

The teacher introduces the concept of tone colour, explaining that tone colour is the distinctive characteristicof any sound that helps the listener identify it, e.g., your mother's voice, the sound of your favourite singer,the names of instruments, instruments played in a certain way, etc. Students are asked to find the area(s) ontheir mind maps that correspond(s) to this concept. Student pairs expand this part of their mind map using thenames of orchestral instrument families, and listing as many instruments in each family as possible. Wordsand/or images are acceptable. Resources may be provided for this part of the subtask (see Resources).

AdaptationsIn addition to consulting the student's IEP, adaptations may include but are not limited to the followingsuggestions

- Scribing, use of symbols.

BLM 3.1 Weathering the Storm BLM_3.1_WeatherStormStory.cwk

BLM 3.2 Mind Map Sample BLM_3.2_SampleMindMap.cwk

The Orchestra Mark Rubin




The Story of the Incredible Orchestra: AnIntroduction to Musical Instruments andthe Symphony Orchestra

Bruce Koscielniak (illus.)

Meet the Orchestra Ann Hayes

The Philharmonic Gets Dressed Karla Kuskin

The Maestro Plays Bill Martin Jr.

Orchestranimals Vlasta van Kampen

Also Sprach Zarathustra (2001 SpaceOdyssey)

by Richard Strauss

La Mer (The Sea- 3 movements) by Claude Debussy

Night on Bald Mountain by Modest Mussorgsky

Overture to William Tell by G. Rossini

Ride of the Valkyries by Richard Wagner

Soundtrack from Twister Atlantic

Soundtrack from The Perfect Storm Sony

Selection from Don Giovanni by W.A. Mozart

Symphonie Fantastique by H. Berlioz

Solitudes: Thunderstorm in theWilderness

by Dan Gibson

National Arts Centre - Arts Alive

large paper for mind maps 1

pencils, markers, crayons

CD/tape player 1

Notes to TeacherOther music suggestions:Programmatic music (generally written by composers of the late 19th century such as Tchaikovsky, Berlioz,Wagner, Elgar, Holst, Prokofiev, Mussorgsky, etc.) is music based on stories, images, and ideas, and is avaluable source of music for this subtask. Other sources may include movie soundtracks, ballet music, operamusic, and music of other cultures.

Teacher Reflections


Weathering the Storm Subtask 4Creating Characters (Drama)


Expectations4a50 • interpret and communicate the meaning of stories,

poems, plays, and other material drawn from avariety of sources and cultures, using a variety ofdrama and dance techniques (e.g., techniquesused in the activity of “inner and outer circle”);

4a54 – demonstrate an understanding of voice andaudience by speaking and writing in role ascharacters in a story (e.g., using the first-personpoint of view);

4a62 – represent and interpret main characters byspeaking, moving, and writing in role (e.g., write andpresent monologues);

4a64 – demonstrate the ability to maintain concentrationwhile in role (e.g., create tableaux in small groups,using different levels, a specific focus, facialexpressions, and symbols to convey meaning);

5a49 • solve problems presented through drama anddance, working in large and small groups and usingvarious strategies;

5a51 – demonstrate awareness of audience when writingin role, and use the appropriate language, tone ofvoice, gestures, and body movements whenspeaking as a character in a drama;

5a55 – demonstrate the ability to sustain concentration indrama and dance (e.g., by adding transitionsbetween tableaux);

5a59 – create characters and portray their motives anddecisions through speech (e.g., vocabulary, volume)and movement (e.g., hand gestures, facialexpressions, pace);



DescriptionAs the story of Weathering the Storm continues, students brainstorm what kind of weather may beapproaching, and then visualize the experience of the storm. The teacher introduces students to tableau, andspeaking and writing-in-role in order to create the characters which they role-play throughout the unit.

GroupingsStudents Working In Small Groups

Teaching / Learning StrategiesTableauRole-playingVisualisationBodily / Kinesthetic Intelligence

AssessmentDiagnostic and Formative AssessmentDrama:The teacher creates a checklist identifyingthe elements of effective tableau toassess and provide ongoing feedback tostudents (see BLM 4.1 Generic Checklist).The checklist should include multipleopportunities for students to demonstrateachievement and will be used on futuresubtasks in drama.

Students are assessed on their ability to:- sustain concentration while working indrama;- sustain silence and stillness whileworking in tableau;- create tableau using different levels(high, middle, and low);- create tableau using physical and facialexpression;- create tableau paying attention to therelationship between characters in space;- create tableau with a single point offocus (clear focal point for the audience toread the message of the tableau).

The writing-in-role work should be kept inthe learning log/folio for future reference.All role-play work in this unit may refer tothe role-play checklist provided (see BLM4.2 Role-Play Checklist). This initialexercise in tableau and writing in role maybe diagnostically assessed or used forfeedback according to the Unit Rubric:Understanding of Concepts and




Performance and Creative Workcategories.

Assessment StrategiesExhibition/demonstrationObservationLearning Log


Teaching / LearningVisualizationThe teacher retells (or asks students to recount) Weathering the Storm from the previous subtask (BLM 3.1Weathering the Storm), asks students to close their eyes, and then reads the story up to "How would they knowwhat was happening with the storm? Who would tell them what to do next?" The teacher leads studentsthrough a brainstorming session. What kind of storm might be approaching? What do you do when a great stormthreatens?

After gathering responses to the previous questions, the teacher asks students to close their eyes again andvisualize the next section of the story, paying attention to the sensory information. The teacher reads the story upto "Arms reaching out, encircling. 'Shhhh. It will be okay.'"

Tableau WorkStudents form family groups. Students make choices about who they are in each family, remembering to includecharacters representing all age groups and genders, married and single, etc.Students create tableaux which depict the families as they escape into the passageways.The teacher reminds students to consider the elements of effective tableau:- use of different levels (high, middle, and low)- physical and facial expression- relationship between characters in space- single point of focus (clear focal point for the audience to read the message of the tableau)- stillness (but keep breathing!)- silence

After students create and practise their family tableau, they present it to the rest of the class. When studentspresent their tableaux, the teacher "taps in," to hear the thoughts, fears, and hopes of the character by gentlytapping each student on the shoulder (see Notes to Teacher). If a student is tapped again, they can continuetheir thoughts or repeat exactly what they said previously. The teacher may conduct the different voices like aconductor leading an orchestra, tapping in different characters, solo or together, with repeating voices.

Photographs (digital or reflex camera) may be taken of each family tableau for placement in the learning log/folioor posting in the classroom.

Following the tableau work, the teacher asks students to write, in role, a journal/learning log entry, introducing theircharacter and family, in the first person (gender, age, name, family situation, where they live and with whom,occupation, special interests, or talents), e.g., My name is... I am 10 years old and my parents were both born inChina. I have 2 brothers... Students should describe their family's experience of preparing for the great storm aswell as any previous related storm experiences, and include their character's present concerns and/or hopes forthe future.

AdaptationsIn addition to consulting the student's IEP, adaptations may include but are not limited to the following




Resources

suggestions.

- Suggest a role to a student who has difficulty choosing.- Provide an outline of the journal entry.- Scribe, if necessary.

BLM 4.1 Generic Checklist BLM_4.1_GenericChecklist.cwk

BLM 4.2 Role-Play Checklist BLM_4.2_Role-PlayChecklist.cwk

writing paper

pencils, pens

Notes to TeacherThe elements of effective tableaux:- use of different levels (high, middle, and low)- physical and facial expression- relationship between characters in space- single point of focus (clear focal point for the audience to read the message of the tableau)- stillness- silence

Tapping In:A strategy which enables students, while in role, to audibly reveal their character's thoughts and feelings.

An open space in the classroom (desks moved aside) or in the gym or library is useful for this subtask. Aroutine for clearing the room for drama and dance work in the classroom is valuable. In most situations andwith practice, students can create an open space for movement, role play, and tableau in a minute or less.

Teacher Reflections


Weathering the Storm Subtask 5Drama Soundscape


Expectations4a54 – demonstrate an understanding of voice and

audience by speaking and writing in role ascharacters in a story (e.g., using the first-personpoint of view);

5a56 – describe the use of sequential patterns in bothdrama and dance (e.g., in the organization of a plot;in movements in various dance types);

4a49 • demonstrate understanding of some of theprinciples involved in the structure of works in dramaand dance (e.g., variety, unity);

4a63 – demonstrate control of voice and movement byusing appropriate techniques (e.g., projection andenunciation in choral speaking);

4a64 – demonstrate the ability to maintain concentrationwhile in role (e.g., create tableaux in small groups,using different levels, a specific focus, facialexpressions, and symbols to convey meaning);

5a45 • demonstrate understanding of some of theprinciples (e.g., contrast, harmony) involved in thestructuring of works in drama and dance;

5a60 – rehearse and perform small-group drama anddance presentations drawn from novels, poems,stories, plays, and other source materials;

5a61 – select words, visual images, and sounds fromother subjects in the curriculum for interpretationand dramatization;

DescriptionIn this subtask, the story continues as residents of the village make their way through mysteriouspassageways as they escape the storm. Students create soundscapes and participate in a Corridor of Voices(Jonathan Neelands) strategy to bring to life the stories of the ancestors who travelled the passagewaysgenerations before.

GroupingsStudents Working As A Whole ClassStudents Working In Small Groups

Teaching / Learning StrategiesRole-playingChanting

AssessmentFormative AssessmentDrama:The teacher encourages students toexperiment with different ways to createsound: vocal; using the body; with props,found objects, instruments. Students areasked to explain their sound choices. Theteacher creates a checklist (BLM 4.1Generic Checklist) to assess and providefeedback to students with the followingcriteria:The student is able to:- sustain concentration while working indrama;- create soundscapes with a clearbeginning and end;- creates soundscapes with sounds thatare layered;- shape the sounds with points of intensityor excitement.

Written work may be placed in the learninglog/portfolio for future reference.

Observations may be used for feedbackand improvement strategies according tothe Unit Rubric: Performance andCreative Work and UnderstandingConcepts categories.

Assessment StrategiesObservationLearning Log




Assessment Recording DevicesChecklist

Teaching / LearningWarm-up:The teacher introduces the students to the concept of soundscapes as follows:

The teacher asks students to close their eyes and listen to the sounds in the room. Students try to identifyindividual sounds and their source. The teacher asks students to listen for sounds outside the room. Studentsagain try to identify individual sounds and their source. The teacher ask students to focus now on the soundsof their own breathing. Is it possible to hear or feel their own heartbeat?

The teacher explains how this warm-up activity builds concentration and sensitizes students to the musicalquality of sounds in the environment. Individual sounds woven with other sounds create a rich and texturedsymphony of sound similar to the way the music of individual instruments works together to create music.Reference may be made to the tone colours of subtask 2.

The teacher introduces the idea that a soundscape, like a story, is shaped with a clear beginning, middle, andend. Soundscapes begin and end in silence. Within the soundscape, there are points of intensity orexcitement. In small groups, students create soundscapes representing different environments, e.g., rainforest, farmyard, sports event, subway station, hospital waiting room.Students are reminded to:- begin and end in silence;- layer the sounds;- shape the sounds with points of intensity or excitement.

Student groups share their soundscapes and the rest of the students close their eyes to appreciate, withoutdistraction, the performances.

Application to Weathering the StormThe teacher reminds students of the story (BLM 3.1 Weathering the Storm) to this point (or asks students torecount it), and then reads the story up to "Voices were leading them along, calling to them throughthe walls of rock. What were they saying?"

The teacher invites students to consider the sounds heard in the passageway. Working in their family groups,students create soundscapes which depict what the families heard as they escaped the storm. Studentsmay use their bodies, found sounds, or available instruments to create the desired sounds. When groupsshare their soundscapes, the rest of the class closes their eyes to appreciate, without distraction, theperformances.

Corridor of Voices (Neelands)The teacher leads a discussion about the origin of the voices in the passageway. Using the strategy,Corridor of Voices (Neelands), students begin to explore the stories of the ancestors who travelled thepassageways generations before. Standing in two lines, facing each other, students re-create thepassageway into the cave with their bodies. As an ancestor, each student expresses a thought, a warning,words of encouragement, concern, or welcome to the people moving through the passage. (Students shouldbe given the opportunity to consider what they will say, writing it down if necessary, and to practise itbeforehand.) A number of students will then have an opportunity to walk through the corridor, hearing thevoices of the ancestors. As students or the teacher walk along (slowly), the students in the corridor shouldrepeat their word or phrase as the person moves by, fading away or maintaining volume, as is deemedappropriate. These words and phrases may be recorded in student journals/learning logs/folios.




Resources


- Students with sensitivity to sound may need to practise with their group in an alternate location.- Prearrange the location and the supervision.- Reduce the volume of the human passageway if a student in class has sensitivity to sound.

Structuring Drama Work Jonathan Neelands

rhythm/percussion instruments

sound making materials

Notes to Teacher

Teacher Reflections


Weathering the Storm Subtask 6Looking at Art (Visual Art)


Expectations4a33 • describe their interpretation of a variety of art

works, basing their interpretation on evidence fromthe works (i.e., on ways in which an artist has usedthe elements of design for expressive purposes)and on their own knowledge and experience;

4a46 – describe how a variety of artists working indifferent styles and media and in different historicalperiods have used the elements of design and/ortools, materials, and techniques of their art (e.g.,describe buildings made in different historicalperiods, such as the CN Tower, a Native longhouse,and the Parliament Buildings in Ottawa, and showhow the availability of certain materials influencedthe designers or architects);

5a43 – describe the connection between an element ofdesign and a specific artistic purpose, usingappropriate vocabulary (e.g., the artist has used softcolours and circular shapes to emphasize the lovingrelationship between the mother and child);

5a36 – describe the strengths and limitations of variousart tools, materials, and techniques (e.g., identifydrawing tools, such as charcoal, pencil crayons, andpastels, and describe their effectiveness on specificsurfaces);

4a34 • use correctly vocabulary and art terminologyassociated with the specific expectations for thisgrade.

5a29 • use correctly vocabulary and art terminologyassociated with the specific expectations for thisgrade.

DescriptionWhen the families of the village reach the end of the passageways, they discover the artistic records of theexperiences of their ancestors. In this subtask, students look at and respond to examples of prehistoric cavepaintings, petroglyphs, and hieroglyphs. The teacher prompts students to think about and write down theirresponses to questions posed to them.

GroupingsStudents Working As A Whole ClassStudents Working In Small GroupsStudents Working Individually

Teaching / Learning StrategiesDiscussionGuided ExplorationBrainstorming

AssessmentDiagnostic and Formative AssessmentVisual Art:Use the first activity to assess priorknowledge and understanding of the"looking at art" sequence and theprocesses used to create rock paintings,observing students' use of vocabulary andcorrect terminology.

Use the expectations for this subtask as achecklist (BLM 4.1 Generic Checklist).Observations gathered may be used asfeedback or to inform future planningaccording to the Unit Rubric:Understanding Concepts and CriticalAnalysis and Appreciation categories.

Assessment StrategiesQuestions And Answers (oral)Observation


Teaching / LearningThe teacher recalls that the families of the village have now moved through the passageways into adarkened cave. Continue reading the story to "They read each story on the rocks, one by one."Students then look at prehistoric stories recorded on rocks (and other material) from a variety of cultures andhistorical periods.

Diagnostic




To find out what students already know about looking at art, small groups of three or four students look atprehistoric paintings (e.g., cave paintings from Lascaux, France (c.15000-10000 B.C.), Egyptian hieroglyphs,and Native North American petroglyphs).Each group uses a place mat (see BLM 6.1 Place Mat) to brainstorm individual perceptions of the work theyare given (use different samples for each group). Each student works independently and silently on her/hisportion of the place mat to include a question or focus statement. Then group members analyse theirinformation in order to find common ideas. Common information is written in the centre of the place mat. Theteacher circulates during the individual and group responses to monitor student recall of the process(diagnostic). Responses should touch on description, analysis, interpretation, and judgement.

Looking at ArtKeeping place mats and the art samples available, the teacher guides students through (or reminds studentsof) the stages of "Looking at Art" using the following questions:(Students have the opportunity to update their sections of the place mat and summarize the common ideas inthe centre of their place mat.)

Describe:What do you see?What is the first thing you see?What kinds of lines do you see?What colours do you see?What shapes do you see?

Analyse:How does the artist achieve the desired effects?How does the artist achieve the desired colours?How are lines used to make your eye travel around the painting?Are there patterns of lines to make the composition interesting? Explain.How does the artist's use of colour and line help you find the focal point?

Interpret (Meaning):What story is the artist telling?How does this piece make you feel?What does this piece tell you about the artist?What title would you give this piece?

Judge:Why is this piece of work valuable?Why is this piece important to us today?

Students discuss the group's common ideas and record them in the circle in the centre of the place mat. Eachgroup presents its place mat and artwork sample to the rest of the class in a walkabout storefront strategy(half of each group moves to visit other groups, while the other half stays behind to explain their responsesto the visitors, then switch). Place mats and samples are displayed or copies are placed in the learninglog/folio and used as reference throughout the art subtasks.


- Provide student with a copy of 'Looking at Art' questions (BLM 6.2 Looking at Art).- Scribe, if necessary.




Resources

BLM 6.1 Place Mat BLM_6.1_PlaceMat.cwk

BLM 6.2 Looking at Art BLM_6.2_LookingArtQuestions.cwk

Adventures in Art 6 Chapman, Laura H.

Understanding Art Mittler G., and Ragans R.

Exploring Art Mittler G. and Ragans, R.

Brown Bag Ideas From Many Cultures Tejada, Irene

Art of Different Cultures Coppock, Lillian

How to Teach Art to Children Evans, Joy Skelton, Tanya

First Painter Lasky, Kathryn

Exploring Visual Design Gatto, Porter, Selleck

Go To Your Studio and Make Stuff Fred Babb

chart paper 1

markers 1

Notes to TeacherUsing a place mat involves groups of students working alone and together around a single piece of paper tosimultaneously involve all members. The paper is divided up according to the number of members in the groupwith a central circle or other shape. Three or four students in a group works best.

Prompt students to think about the following concepts when considering the work of prehistoric artists:- Prehistoric artists used materials which were readily available such as charcoal from their fires, ground up earthminerals, animal fats, egg whites, vegetable juices, and crushed berries.- Cave paintings were a way of recording important events such as extreme weather and animal migration.- A cave provided a protected area for shelter, food preparation, storytelling, and ceremonies.- Cave paintings are found in various places around the world such as France (Lascaux and Altimira), Australia,and the petroglyphs in Peterborough, Ontario.

Show a variety of images, where possible, such as cave paintings, petroglyphs, and Egyptian hieroglyphics.

Think about why early peoples used symbols as a way of communicating.

Teacher Reflections


Weathering the Storm Subtask 7Telling the Ancestors' Stories (Drama: Tableau)


Expectations4a50 A • interpret and communicate the meaning of stories,

poems, plays, and other material drawn from avariety of sources and cultures, using a variety ofdrama and dance techniques (e.g., techniquesused in the activity of “inner and outer circle”);

4a54 A – demonstrate an understanding of voice andaudience by speaking and writing in role ascharacters in a story (e.g., using the first-personpoint of view);

4a63 A – demonstrate control of voice and movement byusing appropriate techniques (e.g., projection andenunciation in choral speaking);

4a64 A – demonstrate the ability to maintain concentrationwhile in role (e.g., create tableaux in small groups,using different levels, a specific focus, facialexpressions, and symbols to convey meaning);

5a46 • interpret and communicate the meaning of stories,films, plays, songs, and other material drawn fromdifferent sources and cultures, using a range ofdrama and dance techniques (e.g., using a “corridorof voices”);

5a51 A – demonstrate awareness of audience when writingin role, and use the appropriate language, tone ofvoice, gestures, and body movements whenspeaking as a character in a drama;

5a55 A – demonstrate the ability to sustain concentration indrama and dance (e.g., by adding transitionsbetween tableaux);

5a59 A – create characters and portray their motives anddecisions through speech (e.g., vocabulary, volume)and movement (e.g., hand gestures, facialexpressions, pace);



DescriptionBased on the analysis of prehistoric works in Visual Art (Subtask 6), students create tableaux to convey theirancestors' encounters with the weather. The teachers chooses one of the following extension activities:Tapping In or The Walls Have Ears (Jonathan Neelands) to develop the drama.

GroupingsStudents Working In Small Groups

Teaching / Learning StrategiesTableauBodily / Kinesthetic IntelligenceRole-playing

AssessmentFormative Assessment/ SummativeEvaluationDrama:The teacher assesses using the checklist fortableau introduced in Subtask 4. Since thisis a second opportunity for tableau work,students may be evaluated at this point, withthe understanding that there will be furtheropportunities for evaluation in this area.

Assessment StrategiesObservationPerformance Task


Teaching / LearningThe teacher has read the story up to "They read each story one by one."

Working in groups of four, students form tableaux depicting the stories of how their ancestors were affectedby the weather. The stories may be based on the analysis of artworks from prehistoric times, may besuggested by the teacher, or may be invented by each group, e.g., A tornado threatens the village. Whilemost villagers flee to safety underground, one woman stubbornly clings to her chair. Three family members


Weathering the Storm Subtask 7Telling the Ancestors' Stories (Drama: Tableau)


Resources

struggle to convince her to take shelter.

The teacher chooses one of the following extension activities to open up these tableaux:- Tapping In: The teacher taps a student working in tableau on the shoulder. This prompts the student to givea phrase which expresses the character's thoughts and feelings (see Subtask 4 Notes to Teacher).

- The Walls Have Ears (Jonathan Neelands): Students working in tableau hold the freeze. Following a classdiscussion about the interpretation of the tableau, a small group of students surrounds the tableau groupforming a "wall." The students in the wall give voice to the thoughts and feelings of the characters in thetableau as they interpret them.

Adaptations

Notes to Teacher

Teacher Reflections


Weathering the Storm Subtask 8Creating Personal Symbols (Visual Art)


Expectations4a32 • identify the elements of design (colour, line,

shape, form, space, texture), and use them in waysappropriate for this grade when producing andresponding to works of art;

4a42 – solve artistic problems in their art work, using theelements of design specified for this grade (e.g.,create a self-portrait and defend their colourchoices);

5a27 • define the elements of design (colour, line, shape,form, space, texture), and use them in waysappropriate for this grade when producing andresponding to works of art;

5a38 – organize their art works to create a specific effect,using the elements of design (e.g., create a still lifedepicting their favourite foods, and explain how theyused colour, texture, and shape to appeal to theviewer’s senses);

DescriptionIn role as family members in Weathering the Storm, students create symbols that represent who they are, theirpersonal preferences and experiences, and their stories of encounters with the weather. In order to preparefor this symbol-making activity, students understand the role of symbols in our society and what the attributesof a symbol are.

GroupingsStudents Working IndividuallyStudents Working As A Whole ClassStudents Working In Small Groups

Teaching / Learning StrategiesSketching To LearnBrainstorming

AssessmentFormative AssessmentVisual Art:Student symbols should fit the attributesdiscovered in the Concept Attainmentstrategy. These attributes may form thecriteria for a checklist used by the teacherand students (simplicity, line vs. detail,recognisable, simple shapes). Eachstudent should have a minimum of 10symbols on their chart, representing agood variety of actions, items, andemotions.

Feedback for improvement should refer tothe Creative Work category of the UnitRubric.

Assessment StrategiesPerformance TaskObservationLearning Log


Teaching / LearningConcept Attainment strategy (Bruner/Bennett): Concept of SymbolThe teacher presents a data set of symbols from many locations, e.g., product and company logos,washroom signs, hospital and airport signs, telephone locations, copyright, road signs, Olympic event logos,weather map icons, etc., compared against a set of other drawings, photographs, and pictures. In groups,students hypothesize about the attributes of the data set. They then attempt to categorize a new visual image




Resources

and decide whether it fits the data set or not. If the group is wrong, they should reconsider their hypothesis.More "testers" can be used to clarify the hypotheses of each group and the class. The discussion thencentres on the concept of what a symbol is. (Possible attributes: simplicity, recognizability, essentialelements, e.g., a single letter, outlines, or simple shapes, etc.)

Students then create a chart of the symbols and what they mean (word/symbol chart).

Weather and SymbolsFollowing concept attainment strategy, the teacher prompts students to write down the answers (singlewords or phrases) to the following questions, asking students to respond in their role as a family memberhiding in the caves and passageways underground:What weather events affect your life?What activities depend on the weather?What events are important to you? (e.g., dances, birthdays.)What places are important to you? (e.g., home, school, birthplace, cottage.)What people are important in your life? (e.g., parents, siblings, friends, relatives.)What family or school trips were your favourites? (e.g., ocean, beach, forest, mountain.)What is your favourite season?What is your favourite animal?What is your favourite pet?What activities do you enjoy? (e.g., sports, hobbies, music.)What objects are valuable to you?How have you felt while hiding in the caves?And finally,What symbols could be created to represent your answers to these questions?

Using the word/symbol chart format modelled above, students individually create their own set of personalsymbols, based on selected answers from the preceding questions. Reference may be made to the symbolsused by prehistoric peoples and the symbols of modern life. Students should adhere to the attributes of asymbol. Students should create a minimum of ten symbols. The symbols will be used to create a cave paintingin Subtask 11, a painting which will reflect the personal experience of each character, based on the work inrole from Weathering the Storm.


- Show an exemplary model of the finished product.- Provide question prompts in written form to those students who may work more slowly and may have to completethe work at home.- Pair students.- Have them prompt each other to further develop written responses.

Art Talk Rosalind Ragins

Beyond Monet: The Artful Science ofInstructional Integration

Barrie Bennett

paper 1




pencils 1

chart paper 1

markers

Notes to Teacher

Teacher Reflections


Weathering the Storm Subtask 9Rock Opera with a Stormy Overture (Music)


Expectations4a19 – create an accompaniment for a story, poem, or

drama presentation, using their knowledge of beat,rhythm, and tone colour;

4a24 – create an accompaniment for a song, using amelodic ostinato (short melodic pattern repeatedthroughout the song);

5a18 – create an accompaniment for a story, poem, ordrama presentation, using their knowledge of beat,rhythm, tone colour, and melody;

4a23 – create musical compositions that show appropriateuse of some of the elements of music (e.g.,tempo,dynamics, pitch, beat, rhythm, tone colour),and perform them;

5a20 – create musical compositions that show appropriateuse of various elements of music (e.g., tempo,dynamics, melody, form, tone colour), and performthem;


4s102 • investigate, test, and compare the physicalproperties of rocks and minerals and investigate thefactors that cause erosion of the landscape;

DescriptionIn this subtask, the stories of the rocks themselves found in the cave are told through music. As a whole class,a stormy overture is composed, notated, and performed. Then in groups, students create, notate, and performa layered melodic composition based on three rhythmic rock chants. The overture and group compositions areassembled to create a "rock" opera.

GroupingsStudents Working IndividuallyStudents Working In Small Groups

Teaching / Learning StrategiesMusical - Rhythmic IntelligenceRehearsal/repetition/practice

AssessmentDiagnostic and Formative AssessmentMusic:The teacher assesses whether studentsknow how to perform and notate the threenotes indicated in the Teaching/Learningstrategies. If not, these need to betaught/reviewed.

Student groups are assessed on the basisof the following checklist (BLM 4.1 GenericChecklist) criteria. These may be applied toeach student's individual work within thegroup and may be used again in theculminating task. Feedback may beprovided in reference to the Unit Rubric:Performance and Creative Work category.Creation:- use of three/five notes in melody- accurate rhythmic notation- other expressive decisions (texture,dynamics, tempo)Performance:- rhythmic accuracy- pitch accuracy- expressive accuracyGroup Criteria:- stay together- expressive unity

Copies of each group score are placed inthe learning log/folio for use in theculminating task.

Assessment Strategies




Performance TaskObservationLearning Log


Teaching / LearningStudents recount the story, Weathering the Storm (BLM 3.1) so far. Then the teacher reads the next section up to"The people lost themselves in the stories in the rock and the land above grew quiet." The teacher explainsthat another way to tell a story is through music. The class composes a "rock" opera with a stormy overture. (Seeform in Notes to Teacher.)

Creating the OvertureDescribe a storm. The teacher uses words and images to record the suggested information on the board.Students may refer to weather research from Subtask 1, the movement sequences, the visualization of the stormin the story, weather symbols created in Subtask 8, or the stormy music listened to in Subtask 3.

How can we make the sound of a storm from what we have here in our room? Brainstorm the possibilities, whichmight include keys, desk tops, pencils tapping, scraping a pencil down the spine of a coiled notebook, rippingsound of velcro, upside-down garbage cans and recycling boxes, flapping Bristol board, body percussion (tapping,clapping, patting thighs, chest thumping), vocal sounds (humming, singing, lip trills, clucking).

Students experiment with the sounds which they have suggested in the brainstorm. (This will be noisy!)

How do we want the storm to start? How will it finish? What will there be in the middle? Will there be moments ofsilence? Students recreate the sound of a storm as a whole group. Reflect and adjust (sound choices,dynamics(volume), texture(layers)) where necessary. As a class, with teacher guidance, a score for the overture willbe developed on chart paper. Symbols may be borrowed from the weather symbols created in the previoussubtask.

Building the Rock ThemeStudent task:In a group, students create a three-part musical theme about rocks. Each group's musical theme will be used inthe performance of Weathering the Storm Rock Opera.

Here are three short chants, each about a different type of rock:(underline indicates emphasis)

Igneous, deep in the Earth,It started out as magma, molten, at birth.

Sedimentary is my name, I've been changed by wind and rainChanged to layers one by one, sandstone, limestone, am I done?

Limestone to marble, and shale to slate,That's the metamorphic process in its ever-changing state.

The rhythm of each chant is provided (see BLM 9.1 Rock Chants). The teacher may teach the rhythms by rote, ifnecessary. Each line will fit with the others if a common beat is followed. In groups of six, students compose amelody for each line of the chant. Students should use instruments with which they are familiar (recorders, Orffinstruments, piano, band instruments, drums). (See Notes to Teacher.) In order for the three melodies to worktogether harmonically, the following notes should be used in each melody (recorders... GBD; Orff... C pentatonic(CDEGA), F pentatonic (FGACD), or G pentatonic (GABDE); piano... black keys only; band instruments... BbDF




Resources

concert; voice... any triad (doh, mi, so) in a comfortable key; drums... low, medium, high (see BLM 9.3 NotationSample). Students should notate the melody on the appropriate staff, using the rhythms provided. (Review ifnecessary.)

Some Considerations for ComposingTo get started, students play/sing the rhythm of the chant on one note only, then experiment with two notes,expanding gradually until they have had a chance to explore all of the possibilities. If students discover somethingthey like the sound of, stop and repeat it several times. Keep building on what the ear likes. Sketch the pitches onthe staff, then copy them out on a good copy, adding the rhythms.

Practice, Performance, and SharingStudent groups designate two members to each line, one to perform the melody, the other to say/sing the chant.Groups make decisions about how they will layer each line (all at once, adding or deleting lines (erosion?), variousdynamic levels, the tempo (speed of the beat)). Each group practices its composition and then performs the "rock"theme for the class. Students offer peer feedback, and groups may edit or adjust their compositions. As a class,the order of groups is decided for the "rock" opera, for the best overall effect.

Score copies are kept in the learning log/folio. Performances may be recorded on video or in sound (digital oranalog).


- Continue to encourage and support organized storage of materials in the student portfolio.- Students with sensitivity to sound may need to practice with their group in an alternate location (Some studentsmay not be able to participate fully in this activity.).- Make arrangements in advance.

BLM 9.2 Staff Paper BLM_9.2_MusicStaffPaper.cwk

BLM 9.1 Rock Chants BLM_9.1_ChantSheetMusic.cwk

BLM 9.3 Notation Sample (Teacher) BLM_9.3_NotationSamples_T.cwk

staff paper 1

sound-generating materials

chart paper

instrument 1




Notes to TeacherThe "rock" opera begins with a whole class overture, followed by a recurring rhythmic theme based on the threetypes of rocks; igneous, sedimentary, and metamorphic. The recurring theme alternates with dramatic and/ormovement presentations in the culminating task.

OVERTURE- Group 1- rock theme- drama/dance- Group 2 - rock theme- drama/dance- Group 3 - rock theme- drama/ dance- Group 4 - rock theme- drama/dance- Group 5 - rock theme- drama/danceOVERTURE RECAP

Expectations for music are very similar for Grades 4 and 5. If a grade distinction needs to be made, then Grade5 students could perform the stormy overture and recap, and the Grade 4 students perform their "rock" themes.

For the harmony to work properly, the intent is for one type of instrument to be used. A combination of recordersand Orff instruments may be used if the Orff instruments use a G pentatonic scale.

Teacher Reflections


Weathering the Storm Subtask 10Creating a Cave Painting (Visual Art)


Expectations4a31 A • produce two- and three-dimensional works of art

that communicate ideas (thoughts, feelings,experiences) for specific purposes and to specificaudiences;

4a44 A – plan a work of art, identifying the artistic problemand a proposed solution (e.g., plan to use a spongeto paint the background of an underwater scene toproduce a bubbly environment for the fish to swimthrough);

5a26 A • produce two- and three-dimensional works of artthat communicate a range of ideas (thoughts,feelings, experiences) for specific purposes and tospecific audiences;

5a40 A – identify, in their plan for a work of art, the artisticproblem and a number of possible solutions (e.g.,identify different types of subject matter that theycould use to express their concern for theenvironment);

DescriptionStudents in role as villagers return to the cave to make their contributions to the walls of stories in symbols andcolour. Students create a personal cave painting depicting their story using the symbols created in Subtask 8.

GroupingsStudents Working Individually

Teaching / Learning StrategiesStory Mapping

AssessmentFormative Assessment and SummativeEvaluationVisual Art:Using criteria from previous visual artchecklists, including the attributes of asymbol and the expectations listed for thevisual art subtasks, the teacher andstudents provide feedback on the works inprogress. Reference may be made to theUnit Rubric: Understanding Concepts andCreative Work categories.

When pieces are finished, they may beevaluated using the same criteria asabove, and may be recorded in theUnderstanding Concepts and CreativeWork categories of the Unit Rubric.

Assessment StrategiesPerformance Task

Assessment Recording DevicesRubricChecklist

Teaching / LearningThe teacher continues reading the story (BLM 3.1 Weathering the Storm) up to "Their stories would join withthose of their ancestors."

Students create a cave painting in the style of those studied previously and using the symbols created in Subtask8 (see BLM 10.1 Cave Painting sample). The cave paintings should reflect each student's personal story. Whatstory would the villager/student leave behind for the next group that comes to the cave? The criteria of aneffective artwork in this style are discussed (see Assessment Strategies).Individually students follow this procedure, as modelled by the teacher:

Background Preparation ITear the edges of paper (from a paper bag or kraft paper) and crumple it into a ball.Put the ball under water until the paper is soaked.


Weathering the Storm Subtask 10Creating a Cave Painting (Visual Art)


Resources

Carefully squeeze out the excess water and spread out the paper to dry on newsprint.Let it dry.

PlanningWhile the paper dries, students decide what story they will tell (referring to the role-play, movement sequences,tableaux, storm music, composition, etc.) and what symbols they will use from Subtask 8. Use a pencil to composethe story map, following a visual path such as a circle, oval, zig zag, or hook, deciding on the placement and sizeof the symbols.

Background Preparation IIWhen dry, sponge paint the background with a random pattern to create rock-like textures. Usewhite, shades of brown, yellow ochre, and orange.

The PaintingAt first, use a pencil to transfer the story map onto the dried brown paper. Outline the drawings with contrastingcolours of chalk pastels. Gently smudge some of the pastel outwards from the symbol shapes (positive). Smudgesome of the pastel into the symbol shape (negative). Use black or dark brown markers to add any details.

PresentationMount pictures on black construction or Bristol board. Finished paintings are displayed around the room, and theclass/village is invited to do a walkabout, viewing the works and recalling the experiences in role as villagers andfamilies.


- Monitor and reinforce the successful completion of each stage of the art activity.- Provide a model of the completed task so the student can visualize a completed project.- Simplify by reducing the number of symbols the student is expected to create.

BLM 10.1 Cave Painting Sample BLM_10.1_SampleCavePainting.cwk

tempera paint 8-10

sponges 1

paper 1

pencils 1

chalk pastels 1 set

Notes to Teacher

Teacher Reflections


Weathering the Storm Subtask 11The Fate of the Cave - Village Meeting (C.T.A)


Expectations4s101 A • demonstrate an understanding of the physical

properties of rocks and minerals and the effects oferosion on the landscape;

4a1 A • demonstrate an understanding of the basicelements of music specified for this grade (seebelow) through listening to, performing, and creatingmusic;

4a31 A • produce two- and three-dimensional works of artthat communicate ideas (thoughts, feelings,experiences) for specific purposes and to specificaudiences;

4a49 A • demonstrate understanding of some of theprinciples involved in the structure of works in dramaand dance (e.g., variety, unity);

4a52 A • identify and apply solutions to problems presentedthrough drama and dance, and make appropriatedecisions in large and small groups;

5s105 A • demonstrate an understanding of the majorclimatic factors and patterns associated withweather;

5s107 A • examine how weather forecasts influencedecisions concerning human activity and howhumans have adapted to a variety of weatherconditions.

5a1 A • demonstrate an understanding of the basicelements of music specified for this grade (seebelow) through listening to, performing, and creatingmusic;

5a26 A • produce two- and three-dimensional works of artthat communicate a range of ideas (thoughts,feelings, experiences) for specific purposes and tospecific audiences;

5a45 A • demonstrate understanding of some of theprinciples (e.g., contrast, harmony) involved in thestructuring of works in drama and dance;

5a49 A • solve problems presented through drama anddance, working in large and small groups and usingvarious strategies;

4s102 A • investigate, test, and compare the physicalproperties of rocks and minerals and investigate thefactors that cause erosion of the landscape;

4a2 A • create and perform music, using a variety of soundsources;

4a54 A – demonstrate an understanding of voice andaudience by speaking and writing in role as

DescriptionWeathering the Storm concludes with an open-ended question. The community has discovered the stories ofits ancestors' encounters with extreme weather recorded on the rocks of a subterranean cave. They haveadded their own stories in images, movement, tableaux, and music. The teacher, in role as the oldest personin the village, calls together the families to decide the fate of the cave. The group role plays to decide if thepassageways should be sealed or whether there are other options to protect the cave, yet still have access. Inthis culminating task, students argue their cases for sealing or leaving open the cave by telling their stories,performing their creations, and casting their vote as community members.

GroupingsStudents Working IndividuallyStudents Working In Small Groups

Teaching / Learning StrategiesBodily / Kinesthetic IntelligenceMusical - Rhythmic IntelligenceVerbal - Linguistic IntelligenceVisual - Spatial Intelligence

AssessmentSummative EvaluationMusic, Drama, Dance, Science andTechnology:Using the checklists developed in previoussubtasks, the teacher evaluates studentperformances of:1) the rock opera;2) their movement sequences (bothre-created from Subtask 2 and the new aspart of the opening/closing ritual);3) their tableaux work (both re-createdfrom Subtask 7 and the new as part of theopening/closing ritual) and student work inrole (role play and writing in role).

Evaluative decisions should be recordedon the Unit Rubric in the Understanding ofConcepts, Performance and CreativeWork, and Communication categories.Tracking on the rubric should differentiatebetween arts strands in some way (colourcoding, simple shape for each strand) forreporting purposes.

Assessment StrategiesPerformance TaskLearning LogExhibition/demonstration

Assessment Recording Devices


Weathering the Storm Subtask 11The Fate of the Cave - Village Meeting (C.T.A)


characters in a story (e.g., using the first-personpoint of view);

5a46 A • interpret and communicate the meaning of stories,films, plays, songs, and other material drawn fromdifferent sources and cultures, using a range ofdrama and dance techniques (e.g., using a “corridorof voices”);

Rating ScaleRubric

Resources

Teaching / LearningThe teacher finishes reading the story (BLM 3.1 Weathering the Storm).

The teacher in role as the oldest person in the village calls together the families of the village and raises her voice:

"Thank you all for coming to this important meeting. We have a very serious decision to make today. Will we sealthe passageways to protect the cave for future generations to find when they need it, or will the cave be leftopen? We need to hear both sides of the argument. I know why the adults were silent and wouldn’t tell me thestories of the last great storm when I was a child. They were protecting the secret of the cave. Some of us feelthat we should do the same by sealing up the passageways. But it is not my decision to make. Everyone musthave a voice. We must hear from all the families."

Students in role meet in family groups to decide what their position will be. Students role-play the discussion thatensues. A decision must be reached whether to close the passageways and the cave, or leave them open insome way. Once the decision has been made, students as villagers decide on a ceremonial commemoration oftheir experiences. The ceremony should incorporate the dance sequences from Subtask 2, the tableaux fromSubtask 7, interspersed with the music created in Subtask 9. After the performances, the village decision to closeor not is carried out. This action is carried out in movement sequences and tableaux created by students, followingthe criteria provided in previous subtasks. Writing in role, students write their versions of the end of the story andplace it in their learning log/folio.

Adaptations

The Arts Unit Rubric - Grade 4


BLM 11.1 Unit Focus - Grade 4 BLM_11.1_Gr.4UnitFocus_T.cwk

BLM 11.2 Unit Focus - Grade 5 BLM_11.2_Gr.5UnitFocus_T.cwk

Notes to Teacher

Teacher Reflections


Weathering the Storm Subtask 12Reflection (Culminating Task B)


Expectations4a27 A – communicate their thoughts and feelings about

the music they hear, using language and a varietyof art forms and media (e.g., a word-processingprogram, storytelling, a collage);

4a46 A – describe how a variety of artists working indifferent styles and media and in different historicalperiods have used the elements of design and/ortools, materials, and techniques of their art (e.g.,describe buildings made in different historicalperiods, such as the CN Tower, a Native longhouse,and the Parliament Buildings in Ottawa, and showhow the availability of certain materials influencedthe designers or architects);

4a70 A – explain the importance of research in producingeffective dramatizations (e.g., in portraying people inhistory, depicting current world events).

5a24 A – communicate their thoughts and feelings aboutthe music they hear, using language and a varietyof art forms and media (e.g., computer graphics,charcoal drawings);

5a43 A – describe the connection between an element ofdesign and a specific artistic purpose, usingappropriate vocabulary (e.g., the artist has used softcolours and circular shapes to emphasize the lovingrelationship between the mother and child);

5a68 A – provide support for their interpretations ofpersonal experiences and aspects of history, whichthey have presented through drama and dance(e.g., arrival in a new country, life in a medievalvillage), using various research resources to gatherinformation;

4s101 A • demonstrate an understanding of the physicalproperties of rocks and minerals and the effects oferosion on the landscape;

4s102 A • investigate, test, and compare the physicalproperties of rocks and minerals and investigate thefactors that cause erosion of the landscape;

5s105 A • demonstrate an understanding of the majorclimatic factors and patterns associated withweather;

5s107 A • examine how weather forecasts influencedecisions concerning human activity and howhumans have adapted to a variety of weatherconditions.

DescriptionIn this metacognitive subtask, students apply their critical analysis and appreciation skills, both in and out ofrole, to the work done in this unit. Students also reflect on the new understandings they now have aboutrocks, minerals (Grade 4), and weather (Grade 5).

GroupingsStudents Working Individually

Teaching / Learning StrategiesInquiry ProcessLearning Log/journalMetacognitive ReflectionMind MapResponse Journal

AssessmentSummative EvaluationAll strands:The teacher uses the responses recordedby students on the reflection template(BLM 12.1 Personal Reflection) as thebasis for evaluation, either from the writingalone or in conference with each student.Evaluations made in this subtask may beevaluated using the Unit Rubric in theCritical Analysis and Appreciation andCommunication categories.

Responses to the science and technologyquestion may be assessed and/orevaluated using the Science andTechnology Rubric for each grade.

Assessment StrategiesLearning LogConferenceResponse Journal


Teaching / LearningStudents use the collected work of this unit from their learning log/folio, and any other documentation they have(sound recordings, video) to reflect on the performance and creative work done in the unit. Students fill in the


Weathering the Storm Subtask 12Reflection (Culminating Task B)


Resources

reflective template provided (see BLM 12.1 Personal Reflection) to apply critical analysis skills and to connect theirlearning in the arts to concepts from science and technology.


- Use conferencing for a more accurate assessment of students with weak writing skills.- Scribe, if necessary.- Have ESL/ELD students work with partners from the same linguistic background who can act as interpreters orpeer tutors, but ensure responses are individual to the ESL/ELD student.

BLM 12.1 Personal Reflection BLM_12.1_ReflectWorkshee.cwk

Notes to Teacher

Teacher Reflections


Blackline Masters:


Appendices

Rubrics:

Resource List:

Unit Expectation List and Expectation Summary:



Resource List


Page 1

Rubric

Science and Technology Diagnostic Rubric -Grade 4

3

ST 1

Science and Technology Diagnostic Rubric -Grade 5

3

ST 1


ST 11


ST 11

Blackline Master / File

BLM 10.1 Cave Painting SampleBLM_10.1_SampleCavePainting.cwk

ST 10

BLM 11.1 Unit Focus - Grade 4BLM_11.1_Gr.4UnitFocus_T.cwk

ST 11

BLM 11.2 Unit Focus - Grade 5BLM_11.2_Gr.5UnitFocus_T.cwk

ST 11

BLM 12.1 Personal ReflectionBLM_12.1_ReflectWorkshee.cwk

ST 12

BLM 2.1 Grade 4 and 5 Movement Task CardsBLM_2.1_MovementTaskCards.cwk

ST 2

BLM 2.2 Weathering the Storm DanceAssessment

BLM_2.2_DanceChecklist_T.cwk

ST 2

BLM 3.1 Weathering the StormBLM_3.1_WeatherStormStory.cwkThis original story is the basis for the unit. Thesubtasks associated with each section are indicatedwithin the story itself, beginning where the story left offand ending with the activity for each subtask. The BLMmay be printed out and made into a book for moreauthenticity.

ST 3

BLM 3.2 Mind Map SampleBLM_3.2_SampleMindMap.cwk

ST 3

BLM 4.1 Generic ChecklistBLM_4.1_GenericChecklist.cwk

ST 4

BLM 4.2 Role-Play ChecklistBLM_4.2_Role-PlayChecklist.cwk

ST 4

BLM 6.1 Place MatBLM_6.1_PlaceMat.cwk

ST 6

BLM 6.2 Looking at ArtBLM_6.2_LookingArtQuestions.cwk

ST 6

BLM 9.1 Rock ChantsBLM_9.1_ChantSheetMusic.cwk

ST 9

BLM 9.2 Staff PaperBLM_9.2_MusicStaffPaper.cwk

ST 9

BLM 9.3 Notation Sample (Teacher)BLM_9.3_NotationSamples_T.cwk

ST 9

BLM U.1 Assessment MapBLM_U.1_AssessmentMap.cwk

Unit

Licensed Software

Explore Canada Unit

Eyewitness Encyclopedia of Nature Unit

Weather Workstation Unit

Print

Adventures in Art 6Chapman, Laura H.

pg. 40-41, Exploring Styles and Meanings0-87192-256-8

ST 6

All About the WeatherWhitear, Jane1550352261

ST 1

Art of Different CulturesCoppock, Lillian

Belair Publications Inc. pg. 23-25, Rock Art PastelDrawings

0-94788-240-5

ST 6

Art TalkRosalind Ragins

Published by McGraw-Hill0-02-662434-6

ST 8

Beyond Monet: The Artful Science ofInstructional Integration

Barrie BennettISBN 0969538839

ST 8

BlizzardsBurby, L.0823952916

ST 1

Brown Bag Ideas From Many CulturesTejada, Irene

Davis Publications, pg. 124-127, Painted Buffalo Robes0-87192-247-9

ST 6

Cloudy with a Chance Of MeatballsBarrett, J.0606004173

ST 1

Discovering Rocks and Minerals: A Nature Guideto Their Collection and Identification.

Gallant, Roy,A. and Christopher J. Schuberth0385062273

ST 1

Everybody Needs a RockByrd Baylor, pictures by Peter ParnallISBN 0-689-71051-8

Unit

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01* March, 2001* Open Printed on Jan 21, 2003 at 11:53:59 PM Page D-1


Resource List


Page 2

Everybody Needs A RockBaylor, Byrd0684138999

ST 1

Exploring ArtMittler G. and Ragans, R.

McGraw-Hill, pg. 54-55, The Language of Art0-02-662356-0

ST 6

Exploring Visual DesignGatto, Porter, Selleck

Pg. 30 shows a petroglyph from Utah0-87192-379-3

ST 6

Eyewitness Books - Weather, Hurricanes andTornadoes Pack

Cosgrove, B.0789457822

ST 1

First PainterKathryn Lasky, paintings by Rocco BavieraISBN 0-7894-2578-5

Unit

First PainterLasky, Kathryn

Fictional picture book depicting tools and media used bythe fictional first painter.

0-7894-2578-5

ST 6

FloodsDrohan, M0823952886

ST 1

Go To Your Studio and Make StuffFred BabbISBN 0761113924

ST 6

Hands-On Science Level FiveLawson, Jennifer and Joni Bowman, KevinChambers, Randy Cielen, Nancy Josephson, AnitaKamalISBN 1-894110-58-7

ST 1

Hands-On Science Level FourLawson, Jennifer, and Joni Bowman, Randy Cielen,Carol Pattenden, Rita Platt

A teacher resource containing lesson ideas for allscience and technology strands as well as blacklinemasters and extension activities.

1-894110-47-1

ST 1

How to Teach Art to ChildrenEvans, Joy Skelton, Tanya

Evan-Moor Publishers, pg. 156-157, Rock Art. Furtherreferences listed on page 157.

1-55799-811-6

ST 6

Hurricanes and StormsBarber, N.0237513250

ST 1

Hurricanes and TornadoesMorris, N.

ST 1

Learn about Rocks and Minerals.Learn about Series1859677584

ST 1

Looking at WeatherSuzuki, D.0471540471

ST 1

Meet the OrchestraAnn HayesISBN 152002227

ST 3

National Audubon Society First Field Guide:Rocks and Minerals

Ricciuti, Edward R. and Margaret W. Carruthers0590054848

ST 1

OrchestranimalsVlasta van Kampen

Big book and tape also available.ISBN 590731610

ST 3

Rain Causes and EffectsSteele, P.0531109895

ST 1

Rocks and FossilsOliver, Ray0679826610

ST 1

Rocks and MineralsArem, Joel E.0945005067

ST 1

Science Is...Bosak, Susan0590740709

ST 1

Storms and Weather PackSimon, S.0688117082

ST 1

Structuring Drama WorkJonathan NeelandsISBN 0521787297

ST 5

Sunburns, Twisters and ThunderclapsParker, J.0739801317

ST 1

The Maestro PlaysBill Martin Jr.ISBN 0152012176

ST 3

The Magic School Bus: Inside a HurricaneJoanna Cole, illustrated by Bruce DegenISBN 0-590-44686-X

Unit

The Magic Schoolbus Inside the EarthRuth Young0590612085

ST 1

The OrchestraMark Rubin

This book is accompanied by a video and a recording.ISBN 0920668992

ST 3

The Philharmonic Gets DressedKarla KuskinISBN 006443124X

ST 3

The RockParnall, Peter00277011816

ST 1

The Story of RocksShuttlesworth, Dorothy Edwards0385069286

ST 1



Resource List


Page 3

The Story of the Incredible Orchestra: AnIntroduction to Musical Instruments and theSymphony Orchestra

Bruce Koscielniak (illus.)ISBN 0395960525

ST 3

TornadoesBurby, L.0823952894

ST 1

Tornadoes and Lightning PackSimon, S.0688146465

ST 1

Tsunamis Killer WavesDrohan, M.082395286X

ST 1

Understanding ArtMittler G., and Ragans R.

McGraw-Hill, pg 52-53, Painting Using Earth Pigments0-02-662359-5

ST 6

WeatherAtkinson, B.W. and A. Gadd

ST 1

Weather EverywhereCasey, D.0027177777

ST 1

Weather WatchWyatt, Valerie0921103638

ST 1

Wild, Wet and WindyLlewellyn, C.076360304X

ST 1

Media

Also Sprach Zarathustra (2001 Space Odyssey)by Richard Strauss

tape or CDmany versions available

ST 3

La Mer (The Sea- 3 movements)by Claude Debussy


ST 3

Night on Bald Mountainby Modest Mussorgsky


ST 3

Overture to William Tellby G. Rossini


ST 3

Ride of the Valkyriesby Richard Wagner


ST 3

Selection from Don Giovanniby W.A. Mozart

The scene when the Commendatore's ghost arrives fordinner.

many versions available

ST 3

Solitudes: Thunderstorm in the Wildernessby Dan Gibson

Not purely music, but usable in this subtask.ASIN: B000001CZE

ST 3

Soundtrack from The Perfect StormSonyASIN: B00004TTFB

ST 3

Soundtrack from TwisterAtlanticASIN: B000002JBA

ST 3

Symphonie Fantastiqueby H. Berlioz


ST 3



Resource List


Page 4

Website

Canadian Landscapes

A collection of photographs of various Canadianlandscapes and landforms with brief geologicalexplanations as to how particular features developed.

http://sts.gsc.nrcan.gc.ca/landf.htmST 1

Discovery Channel

Discovery Channel School: Earth Alert page featuresbackground information and activities on the followingtopics:volcanoes, earthquakes, pollution, floods, snow,thunderstorms, hurricanes, tornadoes and drought. Thispage is continuously updated.

http://discoveryschool.com/schoolfeatures/featurestories/earthalert/index.html

ST 1

Kids Weather Info.

Click on "Weather" and find interesting facts aboutweather including Celsius and Farenheit scales, windchill factor, extreme temperatures, the sun andultraviolet rays.

http://kids.infoplease.lycos.com/science.htmlST 1

National Arts Centre - Arts Alive

The National Arts Centre's website with many instrumentrelated acitivites and information.

http://www.artsalive.ca/ST 3

National Geographic

This National Geographic site includes information aboutscience facts, photos, and survival stories.

http://www.nationalgeographic.com/lightning/index.html

ST 1

National Resources Canada

National Resources Canada: For Kids Only! "Mineralsand Metals" page, "Ask a Geologist" and more.

http://www.nrcan.gc.ca/eduST 1

Rockhounds

This online geological magazine for elementaryschoolchildren is an offshoot of Canadian Rockhounds,a geology magazine published by the University ofSaskatchewan. Includes information on the geology ofthe Earth, collections, field trips,safety tips, and rules,"Ask a Geologist" and more.

http://pangea.usask.ca/df846/rockhound/junior.htmlST 1

Rocks and Minerals

This educational site is designed for students in thefourth grade. Igneous,sedimentary, and metamorphicrocks, Earth, minerals, and a rocks and chart section.

http://willowgrove.district96k12.il.us/RocksandMinerals/rocks.html

ST 1

The Weather Channel

Developed by the Weather Channel, this site is for theweather savvy educator. It offers lesson plans,teacher's guides, and online teaching resources.

http://www.weather.com/education/ST 1

Material

chalk pastels1 setper group

ST 10

chart paper1

Any large sheet of paper will do. Use one of the placemat templates from the BLM.

per group

ST 6

chart paper1

Use for class chart of modern symbols.per class

ST 8

chart paper ST 9

large paper for mind maps1per pair

ST 3

learning log/journal/portfolio1per person

ST 1

markers1per person

ST 6

markers ST 8

paint Unit

paper1

Large enough to fit all symbols.per person

ST 8

paper1

Large pieces of kraft paper or large paper bags.per person

ST 10

papers Unit

pencils1per person

ST 8

pencils1per person

ST 10

pencils, markers, crayons ST 3

pencils, pens ST 4

rock and mineral samples Unit

sound-generating materialsSee suggestions in Teaching/Learning strategies.

ST 9

sponges1

Cellulose sponges such as those from a hardware store.per person

ST 10



Resource List


Page 5

staff paper1

May use black line master 9.2 Staff Paperper group

ST 9

tempera paint8-10

Colours: white, black, yellow, orange, brown.per class

ST 10

writing paper ST 4

Equipment / Manipulative

brushes, scissors Unit

CD/tape player Unit

CD/tape player1per class

ST 3

instrument1

recorder, Orff instrument, band instrument,keyboard/piano, drum

per person

ST 9

musical instruments Unit

rhythm/percussion instruments ST 5

Rock and mineral samplesMany schools have access to the "Deeper and Deeper"kit (Mining Matters), or may obtain these resources fromSpectrum (905-841-0600), Boreal (St. Catharines, ON),or loan from the Royal Ontario Museum.

ST 1

sound making materials ST 5

Parent Community

ancient art specialists Unit

geologists, meteorologists Unit


Weathering the StormAn integrated arts unit for combined Grades 4 and 5

Prior Learning Required

Music Visual Art Drama Dance Science and Technology

Unit Rubrics

1 2 3 4

Culminating Task

= diagnostic assessment = formative assessment (feedback) = summative evaluation

K/U

P/C

Analysis

Comm.

1 2 3 4 5 6 7 8 9 10 11 12

Science Rubrics

elements of music from previous grade, some performing experience on a melodic instrument

experience with speaking and writing in role

experience with control of bodies in space, qualities of movement

experience using paint, brushes, creating symbols

awareness of weather phenomena and their causes (Grade 5), awareness of the difference between rocks and minerals, and the types of each (Grade 4)

BLM U.1Assessment Map

BLM 2.1Grade 4 and 5 Movement Task Cards

Grade 4 Cards

1. I am magma. I rise from deep inside the earth. One day, I bubble out of a volcano. I ooze slowly and spread over the land. Exposed to the air, I cool quickly. I harden. I am igneous rock. After several years I begin to erode. The water, wind, and ice erode me, breaking pieces off. These pieces get washed down and blown together to make sediments. With many layers and a lot of pressure, I transform into sedimentary rock.

2. I am magma. I move deep inside the earth. As I cool slowly, I gather together with others around me and settle. I am igneous rock. The earth quakes, cracks, and bends. A mountain rises above me. The pressure and heat from deep underground transform me into a different kind of rock. All my crystals line up together and build bands around me. I am now metamorphic rock.

3. I am metamorphic rock. The earth trembles and shakes. The earthquakes and pushes me up to the surface of the earth's crust. I am exposed to air and weather. The water, wind, and ice erode me, breaking pieces off. These pieces get washed down and blown together to make sediments. With many layers and a lot of pressure, I transform into sedimentary rock.

4. I am sedimentary rock. Moved by wind, water, or ice my little bits and pieces of rock are pushed into one place. I build layer upon layer. In time, I am buried deep under the ground. Great pressures push and temperatures burn and bake me for many years until my layers join. I am transforming slowly into metamorphic rock.

Grade 5 Card

With your partner, explore a weather system through movement. Show the beginning of the weather system, how it builds to its most active part and finally, how it is resolved. You should begin and end in stillness. When creating your dance sequence, consider levels, direction, and quality of movement, e.g., when a cold, dry air mass collides with a warm moist air mass, it forces the warmer air to rise quickly. This produces updrafts and large, dark thunderheads.

Weathering the Storm-Dance AssessmentTEACHER CHECKLIST

Students demonstrate their knowledge and skill in dance when they:

Y= Yes NY= Not Yet 3 opportunities

Y NY Y NY Y NY- identify and apply solutions toproblems presented in dance (Gr. 4/5);

- solve problems by analysing them both individually and in cooperative work groups (Gr. 4/5);

- express their own thoughts and feelings through movement (Gr. 4/5);

- use research information to interpret dance/movement (Gr. 4/5);

- create and present a short dance piece (Gr. 4/5);

- identify effective use of dance elementsin performances, e.g., levels, directions,quality of movement (Gr. 4/5);

- participate in group reflections (Gr. 4/5);

- use a learning log to communicatepersonal reflections (Gr. 4/5).

Comments:

BLM 2.2

Weathering the Storm ©

by Mary Lawlis

BLM 3.1

Page 1

Weathering the Stormby Mary Lawlis

Subtask 3

Once there was a village in a land tormented by violent weather. Everyday, the people woke expecting to encounter thunder and lightning storms, tornadoes, even hurricanes. Their daily lives revolved around preparing for the next storm. Every child knew how to board up the windows and doors of their homes. They knew that walls of sandbags placed around the outside walls could prevent floodwater from destroying everything they owned. Even the clothes the villagers wore told the story of their ongoing battle with the weather.

One day, a storm, greater than all the rest, threatened the village. The people were not frightened. They were prepared. The windows and doors were quickly boarded up. Sandbags were placed where they had been placed many times before.

The sky darkened and the land became silent. But soon, the silence was filled with the rage of wind and water. The storm had begun.

Listening to storm music.

Subtask 4

Inside their homes the people of the village huddled around their television sets, radios and computer screens. They followed the progress of the storm on the weather channels. The weather was the only story on any channel. They waited for the reassuring voices to tell them what to do next. They waited to hear when it would be safe to go outside again.

Everyone said that this storm was going to be “the storm of the century.” The oldest person in the village, who was one hundred and two years old, had seen many bad storms in her time. She loved to describe each storm in detail when anyone would listen. Well, today they were listening. She was being interviewed on every channel.

BLM 3.1

Page 2

Weathering the Storm

“What do you think will happen?” the interviewer asked. “Are the preparations the villagers have made enough to protect their homes?” “Do you have any words of advice for our viewers and listeners?”

But, she hadn’t been alive for the last “storm of the century.” It had happened just before she was born. As a child, she had asked about it but no one would say anything. Adults would shake their heads and quickly change the subject.

Suddenly, the lights in all the houses flickered and went out. The reassuring voices from the television sets were silenced. In every house, someone shouted, “The power’s gone out!” How would they know what was happening with the storm? Who would tell them what to do next?

The teacher leads students through a brainstorming session. What kind of storm might be approaching?

What do you do when a great storm threatens?

The teacher asks students to close their eyes and visualize the next section of the story, paying attention to the sensory information.

Meanwhile, outside, rain was pounding on the rooftops. Wind was tossing sheds and bicycles down the streets. Boards, so securely nailed to the doorframes, were ripped from their places. It seemed that their preparations hadn’t been enough.

In all the houses, the villagers scrambled down the stairs to their basements to escape the wind and water. The earth trembled with the storm above and the walls of their basements, groaned and cracked open. Was this an earthquake? What would they do? How would they survive?

The cracks in the basement walls revealed passageways, dark but inviting. Holding each other, their flashlights and candles, the people entered the darkness. It was cool and quiet.

BLM 3.1

Page 3


Everyone felt unsure. The air was filled with the sounds of breathing and hurrying and children crying.“Mommy, I’m afraid. I can’t see you.”In the darkness, voices reached out to comfort.“Shhhh. It’s going to be okay.”

Building character through tableau.

Subtask 5

As they entered the passageways, there were strange smells and sounds of water dripping. And there was something else too. The villagers heard voices; faint at first, then louder and clearer. Voices were leading them along, calling to them through the walls of rock. What were they saying?

Soundscapes and Corridor of Voices (Neelands).

Subtasks 6, 7 and 8

At the end of the passageway there was a large, round cave that seemed to be waiting for them. The people gathered with their neighbours. Someone shone a flashlight on the walls. Shadows swirled and danced. On the rock walls the villagers saw images of people and animals from long ago who, like them, struggled with the forces of nature. The cave held the stories of all of their ancestors. They read each story on the rocks, one by one.

6 - Looking at Art (prehistoric rock painting).

7 - Based on the analysis in Visual Art, students create tableaux to convey the ancestors’ encounters with weather.

"Tapping in" convention is used, following class analysis of the tableaux."The walls have ears" convention is used to give voice to the tableaux stories.

8 - Based on these stories, students create symbol sets to represent their own stories as villagers and family members.

BLM 3.1

Page 4


Subtask 9

Before too long, they began to explore the many forms of rocks in the cave space. They found igneous, sedimentary, and metamorphic rocks. The cave glistened with minerals that told the stories of their history. The people lost themselves in the stories in the rock and the land above grew quiet.

Music: Based on a “rock” chant students create a layered, melodic composition with a "stormy" overture.

Subtask 10

The structure of the rock was strong and it had protected them. The storm of the century had finally passed. Now it was time to leave their safe underground haven. The villagers moved through the passageways that lead to their basements, climbed the stairs and returned to the surface.

The storm had caused much damage. Roofs could be replaced and basement walls could easily be repaired. But the villagers knew that, with the repairs, the passageways would be closed and the cave would be lost to them. Not everyone wanted to close the access to the cave. The villagers argued among themselves. A decision would be made, later, after they added their own stories to the gallery of rock paintings. Their stories would join with those of their ancestors.

Visual art: Using original symbols students create a visual narrativethat communicates and commemorates this event in their lives.

BLM 3.1

Page 5


Subtask 11

The time had come to make a decision. Should the passageways be sealed to preserve the cave and and its stories for future generations? Or, should they be left open and possibly vulnerable? The oldest person in the village called everyone to a meeting.

Village meeting.Teacher in role as the oldest person in the village.

Will the villagers seal the passageways or not?

The villagers did return to the cave, at least one last time. They added their painted stories to the gallery deep in the Earth. They created a ceremony to mark their decision to seal or leave open the passageways. In music and dance they celebrated their battle against the storm, their fears and hopes for the future.

BLM 3.1

Page 6

Mind Map SampleBLM 3.2

Tracking Sheet:

NAME

Date:

BLM 4.1Generic Checklist

Role-Play Checklist

Students demonstrate their knowledge and skills in role play when they:

Y = Yes NY = Not Yet 3 opportunities

Y NY Y NY Y NY- create characters and communicate their thoughtsand feelings through speech (vocabulary, volume)and movement (gestures, facial expression, pace);

- maintain concentration while in role;

- demonstrate an understanding of a character'spoint of view through speaking and writing in role(using the first person point of view);

- solve problems in various situations throughrole-playing;

- understand the meaning of symbols or objects indrama, and use props and costumes appropriatelyand effectively;

- respond to questioning in role.

Comments

BLM 4.2

BLM 6.1Place Mat

(enlarge on 11 x 17 paper)

Looking at Art

Describe:What do you see?What is the first thing you see?What kinds of lines do you see?What colours do you see?What shapes do you see?

Analyse: How does the artist achieve the desired effects?How does the artist achieve the desired colours?How are lines used to make your eye travel around the painting?Are there patterns of lines to make the composition interesting? Explain.How does the artist's use of colour and line help you find the focal point?

Interpret Meaning:What story is the artist telling?How does this piece make you feel?What does this piece tell you about the artist?What title would you give this piece?

Judge:Why is this piece of work valuable?Why is this piece important to us today?

BLM 6.2

BLM 9.1Rock Chants

BLM 9.2

Staff Paper

BLM 9.3Notation Sample (Teacher)

Quarter notes are used to show pitch only.Students should apply the Rock Chant rhythms appropriately

(see BLM 9.1 Rock Chants).

The black keys on the piano outline a pentatonic scale.The notation as shown is complex, however

for voice... students may use doh, mi, so in any key.For notation purposes C,E,G; F,A,C; or G,B,D are the simplest to use.

BLM 10.1Cave Painting Sample

The Grade 4 part of the Weathering the Storm unit focuses on:

Concepts

Drama and Dance- interpretation and communication of meaning- problem solving in role and through tableau- voice and audience- role-play: the idea of character, writing and speaking in role, point of view- movement sequences: interpretation of source material, choreography- research of role, visualization

Music- elements of music: beat, rhythm, tempo, melody, dynamics, tone colour- traditional notation (staff, clef, pitch and rhythmic notation)- form and texture as expressive elements- mood/mental image as created by manipulation of the elements

Visual Art- two-dimensional artwork (cave paintings)- elements of design for historical painting: colour, texture, form, line, space- use of symbols- use of visual artwork to create meaning or communicate

Performance Skills

Drama and Dance- use of vocabulary, orally and in writing, tone of voice and body movements of a character to portray role, interpret character (Tapping In, Walls Have Ears, Corridor of Voices)- demonstration of understanding of voice and audience- interpretation of source material through tableau and movement (text, research)- voice and body control in role, tableau, and movement sequences- concentration in role, tableau work and movement sequences

BLM 11.1Unit Focus - Grade 4

(Teacher Reference)

Page 1

Music- performance on an instrument using tempo, dynamics, rhythm, beat, tone colour- use of beat and rhythm for group cohesion- performance from traditional notation

Visual Art- N/A

Creative Skills and Techniques

Drama and Dance- solving problems and clarifying meaning through group decision-making- choices of vocabulary, orally and in writing, tone of voice and body movements of a character to portray role, interpret character (Tapping In, Walls Have Ears, Corridor of Voices)- demonstration of understanding of voice and audience- interpretation of source material through tableau and movement (text, research)

Music- traditional notation of melody, using prescribed rhythms- choice of dynamics and tempo to express ideas- choice of form and texture- composition using tone colour, beat, rhythm, tempo and dynamics, melody

Visual Art- making artistic choices in preparatory work (symbols) and in compositions using the elements of design (organization, colour, line, shape, texture)- use of tools and materials (including paint, brushes, pastel, charcoal, prepared paper)- use/recreation of historical techniques to create artworks (cave paintings)


(Teacher Reference)

Page 2

Critical Analysis and Appreciation SkillsDrama and Dance- response to questions in and out of role- connection of their drama and dance experiences to their own lives- connections of music and dance- explanation of research connections to their drama and dance work- response to, and interpretation of, the drama and dance work of others (through Walls Have Ears, Tapping In, movement, visual art)

Music- identification of rhythmic and melodic patterns, tone colours through listening- personal response to music using vocabulary (beat, rhythm, tempo, tone colour, ostinato) and analysing the creation of mood and mental images- response to music through writing and drawing

Visual Art- analysis of the artistic choices of artists (others and themselves)- analysis of strengths and areas for improvement in artworks (others and themselves)

Communication Skills- clarity and precision of speaking and writing- documentation of work (learning log, reflection)

Drama and Dance- use of drama and dance vocabulary (in role, out of role, position, level, direction, tableau)- writing in role (expressing point of view, character development)

Music- use of terminology (beat, rhythm, tone colour, ostinato, tempo, dynamics) orally and in writing- communication of musical presentation (storm and rock portrayal)

Visual Art- use of terminology (colour, texture, form, space)- conveyance of message in artwork (personal stories of encounters with weather)- can explain their artistic choices and preferences verbally


(Teacher Reference)

Page 3

The Grade 5 part of the Weathering the Storm unit focuses on:

Concepts

Drama and Dance- interpretation and communication of meaning- problem solving in role and through tableau- voice and audience- role-play: the idea of character, writing and speaking in role, point of view- movement sequences: interpretation of source material, sequential patterns- research of role, visualization

Music- elements of music: beat, rhythm, tempo, melody, dynamics, tone colour- traditional notation (staff, clef, pitch and rhythmic notation)- form and texture as expressive elements- mood/mental image as created by manipulation of the elements

Visual Art- two-dimensional artwork (cave paintings)- elements of design for historical painting: colour, texture, form, line, space- use of symbols- use of visual artwork to create meaning or communicate

Performance Skills

Drama and Dance- use of vocabulary, orally and in writing, tone of voice and body movements of a character to portray role, interpret character (Tapping In, Walls Have Ears, Corridor of Voices)- demonstration of understanding of voice and audience- interpretation of source material through tableau and movement (text, research)- voice and body control in role, tableau, and movement sequences- concentration in role, tableau work and movement sequences


(Teacher Reference)

Page 1

Music- performance on an instrument using tempo, dynamics, rhythm, beat, tone colour- use of beat and rhythm for group cohesion- performance from traditional notation

Visual Art- N/A

Creative Skills and Techniques

Drama and Dance- solving problems and clarifying meaning through group decision-making- choices of vocabulary, orally and in writing, tone of voice and body movements of a character to portray role, interpret character (Tapping In, Walls Have Ears, Corridor of Voices)- demonstration of understanding of voice and audience- interpretation of source material through tableau and movement (text, research)

Music- traditional notation of melody, using prescribed rhythms- choice of dynamics and tempo to express ideas- choice of form and texture- composition using tone colour, beat, rhythm, tempo and dynamics, melody

Visual Art- making artistic choices in preparatory work (symbols) and in compositions using the elements of design (organization, colour, line, shape, texture)- use of tools and materials (including paint, brushes, pastel, charcoal, prepared paper)- use/recreation of historical techniques to create artworks (cave paintings)


(Teacher Reference)

Page 2

Critical Analysis and Appreciation SkillsDrama and Dance- response to questions in and out of role- connection of their drama and dance experiences to their own lives- connections of music and dance- explanation of research connections to their drama and dance work- response to, and interpretation of, the drama and dance work of others (through Walls Have Ears, Tapping In, movement, visual art)

Music- identification of rhythmic and melodic patterns, tone colours through listening- personal response to music using vocabulary (beat, rhythm, tempo, tone colour, ostinato) and analysing the creation of mood and mental images- response to music through writing and drawing

Visual Art- analysis of the artistic choices of artists (others and themselves)- analysis of strengths and areas for improvement in artworks (others and themselves)

Communication Skills- clarity and precision of speaking and writing- documentation of work (learning log, reflection)

Drama and Dance- use of drama and dance vocabulary (in role, out of role, position, level, direction, tableau)- writing in role (expressing point of view, character development)

Music- use of terminology (beat, rhythm, tone colour, ostinato, tempo, dynamics) orally and in writing- communication of musical presentation (storm and rock portrayal)

Visual Art- use of terminology (colour, texture, form, space)- conveyance of message in artwork (personal stories of encounters with weather)- can explain their artistic choices and preferences verbally


(Teacher Reference)

Page 3

Personal Reflection

Name:_______________________

Use words and/or pictures to tell about your work

Drama:

1. In role, write how would you have liked “ Weathering the Storm” to end.

2. What have you learned about role-playing (in tableau, corridor of voices, tapping in, etc.)?

BLM 12.1

Page 1

Dance:

1. How can dance/movement tell a “story?” Explain.

2. How does imagination relate to drama and dance/movement?

BLM 12.1

Page 2

Music:

1. What mood did you try to create in your “rock” theme? What elements of music did you use to create this mood? Why?

2. What did you like most about the music work in this unit? Why?

BLM 12.1

Page 3

Visual Arts:

1. What do you like best about your cave painting? Why?

2. What might you do differently next time?

BLM 12.1

Page 4

Grade 4:What are some characteristics or properties of rocks and minerals that you have learned about? What are some of the effects of weather related to the erosion of rocks?

Grade 5:What are some climatic factors related to weather that you have learned about? (i.e., What causes a thunderstorm?) How does weather affect humans?

BLM 12.1

Page 5

Expectations for this Subtask to Assess with this Rubric:

Understanding ofconcepts4a1

Performance work4a2

Creative work4a54

Critical analysis andappreciation4a52

– shows understanding a offew of the concepts

– explanations that showlimited understanding of theconcepts

– applies a few of the skillstaught

– creates in limited ways

– provides analysis thatshows limited understanding,and gives limited evidence tosupport personal responses

– shows understanding ofsome of the concepts

– sometimes gives completeexplanations

– applies some of the skillstaught– occasionally performs incomplete ways– occasionally uses instrumentscorrectly

– applies some of the skillsand techniques taught

– occasionally creates incomplete ways

– provides partial analysis,and gives some evidence tosupport personal responses

– shows understanding ofmost of the concepts– usually gives complete ornearly complete explanations

– applies most of the skillstaught– usually performs in completeways– usually uses instrumentscorrectly

– applies most of the skillsand techniques taught

– usually creates in completeways

– provides complete analysis,and gives sufficient evidenceto support personalresponses

– shows understanding of all(or almost all) of the concepts– consistently gives completeexplanations

– applies all (or almost all) of theskills taught– consistently performs inwell-developed ways– consistently uses instrumentscorrectly

– applies all (or almost all) of theskills and techniques taught

– consistently creates inwell-developed ways

– provides complete analysis,and gives well-consideredevidence to support personalresponses

Level 1 Level 2 Level 3 Level 4

Communication4a31

– communicates with limitedclarity and precision

– limited use of appropriatesymbols and terminology

– sometimes communicateswith clarity and precision– sometimes usesappropriate symbols andterminology

– usually communicates withclarity and precision

– usually uses appropriatesymbols and terminology

– consistently communicateswith clarity and precision– consistently usesappropriate symbols andterminology

The Arts Unit Rubric - Grade 4for use with Subtask 11 : The Fate of the Cave - Village Meeting (C.T.A)

from the Grade 4/5 Unit: Weathering the StormStudent Name:Date:

– applies a few of the skillstaught– performs in limited ways

– limited use of instruments

4a1 • demonstrate an understanding of the basic elements of music specified for this grade (see below) through listening to, performing, and creating music;

4a2 • create and perform music, using a variety of sound sources;

4a31 • produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences;

4a52 • identify and apply solutions to problems presented through drama and dance, and make appropriate decisions in large and small groups;

4a54 – demonstrate an understanding of voice and audience by speaking and writing in role as characters in a story (e.g., using the first-person point of view);

Category/Criteria

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01* March, 2001* Open Printed on Jan 21, 2003 at 11:54:03 PM Page E-1

Expectations for this Subtask to Assess with this Rubric:

Understanding ofconcepts5a1

Performance work5a1

Creative work5a26

Critical analysis andappreciation5a49

– shows understanding of afew of the concepts– explanations show limitedunderstanding of theconcepts

– applies a few of the skillstaught

– creates in limited ways

– provides analysis thatshows limited understanding,and gives limited evidence tosupport personal responses

– shows understanding ofsome of the concepts

– sometimes gives completeexplanations

– applies some of the skillstaught– occasionally performs incomplete ways– occasionally uses instrumentscorrectly

– applies some of the skillsand techniques taught

– occasionally creates incomplete ways

– provides partial analysis,and gives some evidence tosupport personal responses

– shows understanding ofmost of the concepts– usually gives complete ornearly complete explanations

– applies most of the skillstaught– usually performs in completeways– usually uses instrumentscorrectly

– applies most of the skillsand techniques taught

– usually creates in completeways

– provides complete analysis,and gives sufficient evidenceto support personalresponses

– shows understanding of all(or almost all) of the concepts– consistently gives completeexplanations

– applies all (or almost all) of theskills taught– consistently performs inwell-developed ways– consistently uses instrumentscorrectly

– applies all (or almost all) ofthe skills and techniquestaught– consistently creates inwell-developed ways

– provides complete analysis,and gives well-consideredevidence to support personalresponses


Communication5a49


– uses limited symbols andterminology

– sometimes communicateswith clarity and precision– sometimes usesappropriate symbols andterminology

– usually communicates withclarity and precision

– usually uses appropriatesymbols and terminology

– consistently communicateswith clarity and precision– consistently usesappropriate symbols andterminology

The Arts Unit Rubric - Grade 5for use with Subtask 11 : The Fate of the Cave - Village Meeting (C.T.A)


– applies a few of the skillstaught– performs in limited ways

– use of instruments limited

5a1 • demonstrate an understanding of the basic elements of music specified for this grade (see below) through listening to, performing, and creating music;

5a26 • produce two- and three-dimensional works of art that communicate a range of ideas (thoughts, feelings, experiences) for specific purposes and to specificaudiences;

5a46 • interpret and communicate the meaning of stories, films, plays, songs, and other material drawn from different sources and cultures, using a range of drama anddance techniques (e.g., using a “corridor of voices”);

5a49 • solve problems presented through drama and dance, working in large and small groups and using various strategies;

Category/Criteria


Expectationsfor this Subtask to Assess with this Rubric:

Understanding of basicconcepts(rocks and minerals havedistinct characteristics andproperties, and they arecontinually changing due toerosion)4s1014s102

Communication ofrequired knowledge(use of language andsymbols in research,vocabulary)4s115

Relating of science andtechnology to the worldoutside the school(the use of rocks andminerals by people)4s122

– shows limitedunderstanding of the basicconcepts (rocks and mineralshave distinct characteristicsand properties, and they arecontinually changing due toerosion)

– shows limitedunderstanding of the use ofrocks and minerals by people

– shows understanding ofsome of the basic concepts(rocks and minerals havedistinct characteristics andproperties, and they arecontinually changing due toerosion)

– communicates with someclarity and precision

– sometimes usesappropriate science andtechnology terminology

– shows someunderstanding of the use ofrocks and minerals by people

– shows considerableunderstanding of most of thebasic concepts (rocks andminerals have distinctcharacteristics andproperties, and they arecontinually changing due toerosion)

– communicates withconsiderable clarity andprecision

– usually uses appropriatescience and technologyterminology

– shows considerableunderstanding of the use ofrocks and minerals by people

– shows thoroughunderstanding of all of thebasic concepts (rocks andminerals have distinctcharacteristics andproperties, and they arecontinually changing due toerosion)

– communicates withthorough clarity and precision

– consistently usesappropriate science andtechnology terminology

– shows thoroughunderstanding of the use ofrocks and minerals by people


Science and Technology Diagnostic Rubric - Grade 4for use with Subtask 1 : Rocks, Minerals and Weather (S & T links, Drama)



– uses limited appropriatescience and technologyterminology

4s101 • demonstrate an understanding of the physical properties of rocks and minerals and the effects of erosion on the landscape;

4s102 • investigate, test, and compare the physical properties of rocks and minerals and investigate the factors that cause erosion of the landscape;

4s115 – use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such ashardness, colour, lustre, and texture when discussing the physical properties of rocks and minerals);

4s122 – identify the many uses of rocks and minerals in manufacturing, and in arts and crafts (e.g., china, iron fences, soapstone carvings, jewellery, coins);

Category/Criteria


Expectationsfor this Subtask to Assess with this Rubric:

Understanding of basicconcepts(weather directly affectsour lives, the patterns ofweather affect humandecision making)521055s107

Communication ofrequired knowledge(use of language andsymbols in research,vocabulary)5s120

Relating of science andtechnology to the worldoutside the school(how does weather affectour lives?, how doesweather influence ourdecision-making?)5s123

– shows limitedunderstanding of the basicconcepts (weather directlyaffects our lives, the patternsof weather affect humandecision making)

– shows limitedunderstanding of the effectsof weather on ourselves andour decision making

– shows some understandingof some of the basicconcepts (weather directlyaffects our lives, the patternsof weather affect humandecision making)

– communicates with someclarity and precision

– sometimes usesappropriate science andtechnology terminology

– shows someunderstanding of the effectsof weather on ourselves andour decision making

– shows considerableunderstanding of most of thebasic concepts (weatherdirectly affects our lives, thepatterns of weather affecthuman decision making)

– communicates withconsiderable clarity andprecision

– usually uses appropriatescience and technologyterminology

– shows considerableunderstanding of the effectsof weather on ourselves andour decision making

– shows thoroughunderstanding of all of thebasic concepts (weatherdirectly affects our lives, thepatterns of weather affecthuman decision making)

– communicates withthorough clarity and precision

– consistently usesappropriate science andtechnology terminology

– shows thoroughunderstanding of the effectsof weather on ourselves andour decision making


Science and Technology Diagnostic Rubric - Grade 5for use with Subtask 1 : Rocks, Minerals and Weather (S & T links, Drama)



– uses limited appropriatescience and technologyterminology

5s105 • demonstrate an understanding of the major climatic factors and patterns associated with weather;

5s107 • examine how weather forecasts influence decisions concerning human activity and how humans have adapted to a variety of weather conditions.

5s120 – use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such astemperature, precipitation, humidity, wind chill factor, barometric pressure, and cloud cover);

5s123 – describe ways in which weather conditions affect the activities of humans and other animals (e.g., people refrain from strenuous physical activity in extreme heat;farmers plant crops when the soil is moist; animals hibernate in extreme cold);

Category/Criteria


Expectation List

Selected


Page 1

Assessed

Science and Technology---Earth and Space Systems• demonstrate an understanding of the physical properties of rocks and minerals and the effects of erosion on the landscape; 3 24s101

• investigate, test, and compare the physical properties of rocks and minerals and investigate the factors that cause erosion ofthe landscape;

3 24s102

– use appropriate vocabulary, including correct science and technology terminology, in describing their investigations andobservations (e.g., use terms such as hardness, colour, lustre, and texture when discussing the physical properties of rocksand minerals);

14s115

– identify the many uses of rocks and minerals in manufacturing, and in arts and crafts (e.g., china, iron fences, soapstonecarvings, jewellery, coins);

14s122

The Arts---Music• demonstrate an understanding of the basic elements of music specified for this grade (see below) through listening to,

performing, and creating music;14a1

• create and perform music, using a variety of sound sources; 14a2

– identify the individual instruments of the woodwind, brass, string, and percussion families; 14a13

– create an accompaniment for a story, poem, or drama presentation, using their knowledge of beat, rhythm, and tone colour; 14a19

– create musical compositions that show appropriate use of some of the elements of music (e.g., tempo,dynamics, pitch, beat,rhythm, tone colour), and perform them;

14a23

– create an accompaniment for a song, using a melodic ostinato (short melodic pattern repeated throughout the song); 14a24

– communicate their thoughts and feelings about the music they hear, using language and a variety of art forms and media(e.g., a word-processing program, storytelling, a collage);

1 14a27

– describe how a composer can manipulate the elements of music to create a specific mood (e.g., in The Sorcerer’sApprentice by Dukas);

14a29

The Arts---Visual Arts• produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for specific

purposes and to specific audiences;24a31

• identify the elements of design (colour, line, shape, form, space, texture), and use them in ways appropriate for this gradewhen producing and responding to works of art;

14a32

• describe their interpretation of a variety of art works, basing their interpretation on evidence from the works (i.e., on ways inwhich an artist has used the elements of design for expressive purposes) and on their own knowledge and experience;

14a33

• use correctly vocabulary and art terminology associated with the specific expectations for this grade. 14a34

– solve artistic problems in their art work, using the elements of design specified for this grade (e.g., create a self-portrait anddefend their colour choices);

14a42

– plan a work of art, identifying the artistic problem and a proposed solution (e.g., plan to use a sponge to paint the backgroundof an underwater scene to produce a bubbly environment for the fish to swim through);

14a44

– describe how a variety of artists working in different styles and media and in different historical periods have used theelements of design and/or tools, materials, and techniques of their art (e.g., describe buildings made in different historicalperiods, such as the CN Tower, a Native longhouse, and the Parliament Buildings in Ottawa, and show how the availabilityof certain materials influenced the designers or architects);

1 14a46

The Arts---Drama & Dance• demonstrate understanding of some of the principles involved in the structure of works in drama and dance (e.g., variety,

unity);1 14a49

• interpret and communicate the meaning of stories, poems, plays, and other material drawn from a variety of sources andcultures, using a variety of drama and dance techniques (e.g., techniques used in the activity of “inner and outer circle”);

1 14a50

• communicate, orally and in writing, their response to their own and others’ work in drama and dance (e.g., throughdiscussions, interviews, research projects);

14a51

• identify and apply solutions to problems presented through drama and dance, and make appropriate decisions in large andsmall groups;

14a52

– demonstrate an understanding of voice and audience by speaking and writing in role as characters in a story (e.g., using thefirst-person point of view);

2 24a54

– identify and describe examples of movement found in their environment, and explain their use in creative movement; 14a58

– represent and interpret main characters by speaking, moving, and writing in role (e.g., write and present monologues); 24a62

– demonstrate control of voice and movement by using appropriate techniques (e.g., projection and enunciation in choralspeaking);

1 14a63

– demonstrate the ability to maintain concentration while in role (e.g., create tableaux in small groups, using different levels, aspecific focus, facial expressions, and symbols to convey meaning);

2 14a64

– create and present a short choreography individually or in a group; 14a65

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Expectation List

Selected


Page 2

Assessed

– explain the importance of research in producing effective dramatizations (e.g., in portraying people in history, depictingcurrent world events).

1 14a70

Science and Technology---Earth and Space Systems• demonstrate an understanding of the major climatic factors and patterns associated with weather; 4 25s105

• examine how weather forecasts influence decisions concerning human activity and how humans have adapted to a variety ofweather conditions.

4 25s107

– use appropriate vocabulary, including correct science and technology terminology, in describing their investigations andobservations (e.g., use terms such as temperature, precipitation, humidity, wind chill factor, barometric pressure, and cloudcover);

15s120

– describe ways in which weather conditions affect the activities of humans and other animals (e.g., people refrain fromstrenuous physical activity in extreme heat; farmers plant crops when the soil is moist; animals hibernate in extreme cold);

15s123

The Arts---Music• demonstrate an understanding of the basic elements of music specified for this grade (see below) through listening to,

performing, and creating music;15a1

– recognize and classify various instruments (e.g., as woodwind, brass, stringed, or percussion instruments); 15a15

– create an accompaniment for a story, poem, or drama presentation, using their knowledge of beat, rhythm, tone colour, andmelody;

15a18

– create musical compositions that show appropriate use of various elements of music (e.g., tempo, dynamics, melody, form,tone colour), and perform them;

15a20

– describe how various elements of music are combined to create different moods (e.g., compare tempo and melody in “HardDay’s Night” and “Yesterday” by the Beatles);

15a23

– communicate their thoughts and feelings about the music they hear, using language and a variety of art forms and media(e.g., computer graphics, charcoal drawings);

1 15a24

The Arts---Visual Arts• produce two- and three-dimensional works of art that communicate a range of ideas (thoughts, feelings, experiences) for

specific purposes and to specific audiences;25a26

• define the elements of design (colour, line, shape, form, space, texture), and use them in ways appropriate for this gradewhen producing and responding to works of art;

15a27

• use correctly vocabulary and art terminology associated with the specific expectations for this grade. 15a29

– describe the strengths and limitations of various art tools, materials, and techniques (e.g., identify drawing tools, such ascharcoal, pencil crayons, and pastels, and describe their effectiveness on specific surfaces);

15a36

– organize their art works to create a specific effect, using the elements of design (e.g., create a still life depicting their favouritefoods, and explain how they used colour, texture, and shape to appeal to the viewer’s senses);

15a38

– identify, in their plan for a work of art, the artistic problem and a number of possible solutions (e.g., identify different types ofsubject matter that they could use to express their concern for the environment);

15a40

– describe the connection between an element of design and a specific artistic purpose, using appropriate vocabulary (e.g., theartist has used soft colours and circular shapes to emphasize the loving relationship between the mother and child);

1 15a43

The Arts---Drama & Dance• demonstrate understanding of some of the principles (e.g., contrast, harmony) involved in the structuring of works in drama

and dance;1 15a45

• interpret and communicate the meaning of stories, films, plays, songs, and other material drawn from different sources andcultures, using a range of drama and dance techniques (e.g., using a “corridor of voices”);

1 15a46

• create dance pieces, using a variety of techniques; 15a47

• describe, orally and in writing, their response to their own and others’ work in drama and dance, gather others’ responses(e.g., through interviews, research), and compare the responses;

15a48

• solve problems presented through drama and dance, working in large and small groups and using various strategies; 1 15a49

– demonstrate awareness of audience when writing in role, and use the appropriate language, tone of voice, gestures, and bodymovements when speaking as a character in a drama;

1 15a51

– demonstrate the ability to sustain concentration in drama and dance (e.g., by adding transitions between tableaux); 1 15a55

– describe the use of sequential patterns in both drama and dance (e.g., in the organization of a plot; in movements in variousdance types);

25a56

– create characters and portray their motives and decisions through speech (e.g., vocabulary, volume) and movement (e.g.,hand gestures, facial expressions, pace);

2 15a59

– rehearse and perform small-group drama and dance presentations drawn from novels, poems, stories, plays, and othersource materials;

25a60

– select words, visual images, and sounds from other subjects in the curriculum for interpretation and dramatization; 25a61


Expectation List

Selected


Page 3

Assessed

– provide support for their interpretations of personal experiences and aspects of history, which they have presented throughdrama and dance (e.g., arrival in a new country, life in a medieval village), using various research resources to gatherinformation;

1 15a68



Expectation Summary


Selected Assessed

English Language4e1 4e2 4e3 4e4 4e5 4e6 4e7 4e8 4e9 4e104e11 4e12 4e13 4e14 4e15 4e16 4e17 4e18 4e19 4e204e21 4e22 4e23 4e24 4e25 4e26 4e27 4e28 4e29 4e304e31 4e32 4e33 4e34 4e35 4e36 4e37 4e38 4e39 4e404e41 4e42 4e43 4e44 4e45 4e46 4e47 4e48 4e49 4e504e51 4e52 4e53 4e54 4e55 4e56 4e57 4e58 4e59 4e604e61 4e62 4e63 4e64 4e65 4e66 4e67 4e68 4e69 4e70

French as a Second Language4f1 4f2 4f3 4f4 4f5 4f6 4f7 4f8 4f9 4f104f11 4f12 4f13 4f14 4f15 4f16 4f17 4f18 4f19 4f20

Mathematics4m1 4m2 4m3 4m4 4m5 4m6 4m7 4m8 4m9 4m104m11 4m12 4m13 4m14 4m15 4m16 4m17 4m18 4m19 4m204m21 4m22 4m23 4m24 4m25 4m26 4m27 4m28 4m29 4m304m31 4m32 4m33 4m34 4m35 4m36 4m37 4m38 4m39 4m404m41 4m42 4m43 4m44 4m45 4m46 4m47 4m48 4m49 4m504m51 4m52 4m53 4m54 4m55 4m56 4m57 4m58 4m59 4m604m61 4m62 4m63 4m64 4m65 4m66 4m67 4m68 4m69 4m704m71 4m72 4m73 4m74 4m75 4m76 4m77 4m78 4m79 4m804m81 4m82 4m83 4m84 4m85 4m86 4m87 4m88 4m89 4m904m91 4m92 4m93 4m94 4m95 4m96 4m97 4m98 4m99 4m1004m101 4m102 4m103 4m104 4m105 4m106 4m107 4m108 4m109 4m1104m111 4m112 4m113 4m114 4m115 4m116 4m117 4m118 4m119

Science and Technology4s1 4s2 4s3 4s4 4s5 4s6 4s7 4s8 4s9 4s104s11 4s12 4s13 4s14 4s15 4s16 4s17 4s18 4s19 4s204s21 4s22 4s23 4s24 4s25 4s26 4s27 4s28 4s29 4s304s31 4s32 4s33 4s34 4s35 4s36 4s37 4s38 4s39 4s404s41 4s42 4s43 4s44 4s45 4s46 4s47 4s48 4s49 4s504s51 4s52 4s53 4s54 4s55 4s56 4s57 4s58 4s59 4s604s61 4s62 4s63 4s64 4s65 4s66 4s67 4s68 4s69 4s704s71 4s72 4s73 4s74 4s75 4s76 4s77 4s78 4s79 4s804s81 4s82 4s83 4s84 4s85 4s86 4s87 4s88 4s89 4s904s91 4s92 4s93 4s94 4s95 4s96 4s97 4s98 4s99 4s1004s101 23 4s102 23 4s103 4s104 4s105 4s106 4s107 4s108 4s109 4s1104s111 4s112 4s113 4s114 4s115 1 4s116 4s117 4s118 4s119 4s1204s121 4s122 1 4s123

Social Studies4z1 4z2 4z3 4z4 4z5 4z6 4z7 4z8 4z9 4z104z11 4z12 4z13 4z14 4z15 4z16 4z17 4z18 4z19 4z204z21 4z22 4z23 4z24 4z25 4z26 4z27 4z28 4z29 4z304z31 4z32 4z33 4z34 4z35 4z36 4z37 4z38 4z39 4z404z41 4z42 4z43 4z44 4z45 4z46 4z47 4z48 4z49 4z504z51 4z52 4z53 4z54 4z55 4z56 4z57 4z58 4z59 4z604z61 4z62

Health & Physical Education4p1 4p2 4p3 4p4 4p5 4p6 4p7 4p8 4p9 4p104p11 4p12 4p13 4p14 4p15 4p16 4p17 4p18 4p19 4p204p21 4p22 4p23 4p24 4p25 4p26 4p27 4p28 4p29 4p304p31 4p32 4p33 4p34 4p35 4p36

The Arts4a1 1 4a2 1 4a3 4a4 4a5 4a6 4a7 4a8 4a9 4a104a11 4a12 4a13 1 4a14 4a15 4a16 4a17 4a18 4a19 1 4a204a21 4a22 4a23 1 4a24 1 4a25 4a26 4a27 11 4a28 4a29 1 4a304a31 2 4a32 1 4a33 1 4a34 1 4a35 4a36 4a37 4a38 4a39 4a404a41 4a42 1 4a43 4a44 1 4a45 4a46 11 4a47 4a48 4a49 11 4a50 114a51 1 4a52 1 4a53 4a54 22 4a55 4a56 4a57 4a58 1 4a59 4a604a61 4a62 2 4a63 11 4a64 12 4a65 1 4a66 4a67 4a68 4a69 4a70 11

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Expectation Summary


Selected Assessed

English Language5e1 5e2 5e3 5e4 5e5 5e6 5e7 5e8 5e9 5e105e11 5e12 5e13 5e14 5e15 5e16 5e17 5e18 5e19 5e205e21 5e22 5e23 5e24 5e25 5e26 5e27 5e28 5e29 5e305e31 5e32 5e33 5e34 5e35 5e36 5e37 5e38 5e39 5e405e41 5e42 5e43 5e44 5e45 5e46 5e47 5e48 5e49 5e505e51 5e52 5e53 5e54 5e55 5e56 5e57 5e58 5e59 5e605e61 5e62 5e63 5e64 5e65 5e66

French as a Second Language5f1 5f2 5f3 5f4 5f5 5f6 5f7 5f8 5f9 5f105f11 5f12 5f13 5f14 5f15 5f16 5f17 5f18

Mathematics5m1 5m2 5m3 5m4 5m5 5m6 5m7 5m8 5m9 5m105m11 5m12 5m13 5m14 5m15 5m16 5m17 5m18 5m19 5m205m21 5m22 5m23 5m24 5m25 5m26 5m27 5m28 5m29 5m305m31 5m32 5m33 5m34 5m35 5m36 5m37 5m38 5m39 5m405m41 5m42 5m43 5m44 5m45 5m46 5m47 5m48 5m49 5m505m51 5m52 5m53 5m54 5m55 5m56 5m57 5m58 5m59 5m605m61 5m62 5m63 5m64 5m65 5m66 5m67 5m68 5m69 5m705m71 5m72 5m73 5m74 5m75 5m76 5m77 5m78 5m79 5m805m81 5m82 5m83 5m84 5m85 5m86 5m87 5m88 5m89 5m905m91 5m92 5m93 5m94 5m95 5m96 5m97 5m98 5m99 5m1005m101 5m102 5m103 5m104 5m105 5m106 5m107 5m108 5m109 5m1105m111 5m112 5m113 5m114 5m115 5m116 5m117 5m118 5m119 5m1205m121 5m122 5m123 5m124

Science and Technology5s1 5s2 5s3 5s4 5s5 5s6 5s7 5s8 5s9 5s105s11 5s12 5s13 5s14 5s15 5s16 5s17 5s18 5s19 5s205s21 5s22 5s23 5s24 5s25 5s26 5s27 5s28 5s29 5s305s31 5s32 5s33 5s34 5s35 5s36 5s37 5s38 5s39 5s405s41 5s42 5s43 5s44 5s45 5s46 5s47 5s48 5s49 5s505s51 5s52 5s53 5s54 5s55 5s56 5s57 5s58 5s59 5s605s61 5s62 5s63 5s64 5s65 5s66 5s67 5s68 5s69 5s705s71 5s72 5s73 5s74 5s75 5s76 5s77 5s78 5s79 5s805s81 5s82 5s83 5s84 5s85 5s86 5s87 5s88 5s89 5s905s91 5s92 5s93 5s94 5s95 5s96 5s97 5s98 5s99 5s1005s101 5s102 5s103 5s104 5s105 24 5s106 5s107 24 5s108 5s109 5s1105s111 5s112 5s113 5s114 5s115 5s116 5s117 5s118 5s119 5s120 15s121 5s122 5s123 1 5s124 5s125 5s126 5s127 5s128

Social Studies5z1 5z2 5z3 5z4 5z5 5z6 5z7 5z8 5z9 5z105z11 5z12 5z13 5z14 5z15 5z16 5z17 5z18 5z19 5z205z21 5z22 5z23 5z24 5z25 5z26 5z27 5z28 5z29 5z305z31 5z32 5z33 5z34 5z35 5z36 5z37 5z38 5z39 5z405z41 5z42 5z43 5z44 5z45 5z46 5z47 5z48

Health & Physical Education5p1 5p2 5p3 5p4 5p5 5p6 5p7 5p8 5p9 5p105p11 5p12 5p13 5p14 5p15 5p16 5p17 5p18 5p19 5p205p21 5p22 5p23 5p24 5p25 5p26 5p27 5p28 5p29 5p305p31 5p32 5p33 5p34 5p35 5p36 5p37 5p38 5p39 5p40

The Arts5a1 1 5a2 5a3 5a4 5a5 5a6 5a7 5a8 5a9 5a105a11 5a12 5a13 5a14 5a15 1 5a16 5a17 5a18 1 5a19 5a20 15a21 5a22 5a23 1 5a24 11 5a25 5a26 2 5a27 1 5a28 5a29 1 5a305a31 5a32 5a33 5a34 5a35 5a36 1 5a37 5a38 1 5a39 5a40 15a41 5a42 5a43 11 5a44 5a45 11 5a46 11 5a47 1 5a48 1 5a49 11 5a505a51 11 5a52 5a53 5a54 5a55 11 5a56 2 5a57 5a58 5a59 12 5a60 25a61 2 5a62 5a63 5a64 5a65 5a66 5a67 5a68 11 5a69

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Page 1Unit Analysis

Assessment Recording Devices

8 Checklist1 Rating Scale11 Rubric

Assessment Strategies

1 Classroom Presentation1 Conference2 Exhibition/demonstration8 Learning Log8 Observation6 Performance Task1 Questions And Answers (oral)2 Response Journal

Groupings

6 Students Working As A Whole Class2 Students Working In Pairs8 Students Working In Small Groups8 Students Working Individually

Teaching / Learning Strategies

4 Bodily / Kinesthetic Intelligence4 Brainstorming1 Chanting1 Classifying1 Demonstration1 Discussion1 Fair Test1 Guided Exploration1 Inquiry Process1 Learning Log/journal1 Metacognitive Reflection2 Mind Map3 Musical - Rhythmic Intelligence1 Oral Presentation2 Rehearsal/repetition/practice1 Report1 Response Journal3 Role-playing1 Sketching To Learn1 Story Mapping2 Tableau1 Verbal - Linguistic Intelligence1 Visual - Spatial Intelligence1 Visualisation

Analysis Of Unit Components

12 Subtasks104 Expectations126 Resources110 Strategies & Groupings

-- Unique Expectations -- 8 Science And Tech Expectations 51 Arts Expectations

Resource Types

4 Rubrics 16 Blackline Masters 3 Licensed Software 51 Print Resources 10 Media Resources 9 Websites 22 Material Resources 8 Equipment / Manipulatives 0 Sample Graphics 0 Other Resources 2 Parent / Community 0 Companion Bookmarks

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01* March, 2001* Open Printed on Jan 21, 2003 at 11:54:20 PM Page H-1

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