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We would like to visit Lego House as part of our unit . The different colours and how they affect us etc.

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Art ideas:
painting sistine chapel Michaelangelo
http://www.mrsbrownart.com/1st.htm

https://www.deepspacesparkle.com/category/art-lessons/first-grade-art-lessons/

http://artprojectsforkids.org/category/view-by-grade/1st-grade/

Paint Krøyer paitings: Ask Gabby for the Krøyer book

Mondrian crafts
http://thecraftyclassroom.com/crafts/famous-artist-crafts-for-kids/mondrian-crafts-for-kids/

Paint like Pollock
https://www.deepspacesparkle.com/paint-like-pollock-art-project-for-grades-k-2/

Picasso faces
https://www.deepspacesparkle.com/picasso-faces-art-project/

Van Gogh'ish city at night
https://www.deepspacesparkle.com/city-at-night-van-gogh-style/

Paper owl art
https://www.deepspacesparkle.com/paper-owl-art-project-2/

Poinsettia print
https://www.deepspacesparkle.com/poinsettia-print-project/

palm painting
https://www.education.com/activity/article/owl-picture/

Painting with bobbles
https://www.education.com/activity/article/soap_bubble_prints/

Paint Starry Night
https://www.education.com/worksheet/article/starry-night-by-van-gogh/

Paint the Mona Lisa:
https://www.education.com/worksheet/article/mona-lisa-coloring-page/

Geometric Sculptures
http://www.hellowonderful.co/post/GEOMETRIC-CARDBOARD-SHAPE-SCULPTURES--WITH-FREE-PRINTABLE-#_a5y_p=3629401
Famous Sculptures of the world
http://www.enkivillage.com/famous-sculptures.html/
Making carrot rose
https://www.youtube.com/watch?v=RY54LI8tuj4

Different  Monet's bridge
http://thecraftyclassroom.com/crafts/famous-artist-crafts-for-kids/monet-craft-for-kids/

Drawing Monet's Bridge
https://vimeo.com/189600855/4744b7a473

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November 8th Wednesday 8:00 - 9:00

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Visit sculpture park

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Week 39-45

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Strand: Measurement
Phase: 2
Conceptual Understandings:

Standard units allow us to have a common language to identify, compare, order and sequence objects and events

We use tools to measure with different levels of accuracy

Learning Outcomes:

understand that tools can be used to measure

understand that calendars can be used to determine the date, and to identify and sequence days of the week and months of the year

understand that time is measured using universal units of measure, for example, years, months, days, hours, minutes and seconds.

read and write the time to the hour, half hour and quarter hour

estimate and compare lengths of time: second, minute, hour, day, week and month

Strand: Shape and space
Phase: 2
Conceptual Understandings:

Shapes are classified and named accordinf to their properties

Learning Outcomes:

understand that there are relationships among and between 2D and 3D shapes

understand that 2D and 3D shapes can be created by putting together and/or taking apart other shapes

understand that geometric shapes are useful for representing real-world situations

sort, describe and label 2D and 3D shapes

analyze and describe the relationships between 2D and 3D shapes

analyse and use what they know about 3D shapes to describe and work with 2D shapes

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Strand: Living Things
Skills:

Observe carefully in order to gather data

Use a variety of instruments and tools to measure data accurately

Identify or generate a question or problem to be explored

Make and test predictions

Interpret and evaluate data gathered in order to draw conclusions

Learning Outcomes:

Observe, measure and describe the people's opinions on different types of art

Examine ways in which the local community could be improved by using art

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Strand: Social organization and culture
Skills:

Use and analyse evidence from a variety of historical, geographical and societal sources

orientate in relation to place and time

Learning Outcomes:

explain why a particular work of art is considered appealing

indentify and compare works of art observed by others in the class

suggest reasons for producing art

create graphs and charts to organize and interpret information

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase: 3
Conceptual Understandings:

People interpret messages according to their unique experiences and ways of understanding

Learning Outcomes:

use language for a variety of personal purposes, for example, invitations

express thoughts, ideas and opinions and discuss them, respecting contributions from others

participate in a variety of dramatic activities, for example, role play, puppet theatre, dramatization of familiar stories and poems

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase: 3
Conceptual Understandings:

Visual texts can expand our database of sources of information

Visual texts provide alternative means to develop new leves of understanding

Learning Outcomes:

view visual information and show understanding by asking relevant questions and discussing possible meaning

discuss their own feelings in response to visual messages,; listen to other responses, realizing that people react differently

recognize and nam familiar visual texts, for example, advertising, logos, labels, signs, ICT iconography

select and use suitable shapes, colours, symbols and layout for presentations; practise and develop writing styles

use appropriate terminology to discuss visual texts, for example, logos, font, foreground, backround, impact

WRITTEN LANGUAGE_ READING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ WRITING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ READING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ WRITING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

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ENGLISH with Idah and Athina- Monkey Dream

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ENGLISH with Idah and Athina- Monkey Dream

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ORAL LANGUAGE_ LISTENING AND SPEAKING

Phase: 2

Conceptual Understandings: The sounds of language are a symbolic way of representing ideas and objects.

Learning Outcomes:

·         Listen to and enjoy stories read aloud; showing understanding by responding in oral, written or visual form.

·         Memorize and join in with poems, rhymes and songs

·         Follow classroom instructions, showing understanding.

VISUAL LANGUAGE_ VIEWING AND PRESENTING

Phase: 3

Conceptual Understandings: Visual texts provide alternative means to develop new levels of understanding.

Learning Outcomes:

·         Realize that visual information reflects and contributes to the understanding of context

·         Use actions and body language to reinforce and add meaning to oral presentations

WRITTEN LANGUAGE_ READING

Phase: 2

Conceptual Understandings: Consistent ways of recording words or ideas enable members of a language community to communicate.

Learning Outcomes:

·         Listen attentively and respond actively to read aloud situations; make predictions, anticipate possible outcomes

·         Understand sound-symbol relationship and recognize familiar sounds/symbol/words of the language community

·         Participate in learning engagements involving reading aloud- taking roles and reading dialogue. Repeating refrains from familiar stories, reciting poems.

WRITTEN LANGUAGE_ WRITING

Phase: 2

Conceptual Understandings:

·         The sounds of spoken language can be represented visually (letters, symbols, characters).

·         Consistent ways of recording enable members of the language community to understand each other’s writing.

Learning Outcomes:

·         Enjoy writing and value their own efforts

·         Demonstrate an awareness of the conventions of written texts, for example sequence, spacing, directionality

·         Connect written codes with the sounds of spoken language and reflects this understanding when recording ideas.

·         Form letters/characters conventionally and legibly, with an understanding as to why this is important within a language community.

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Communicator

Reflective

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Creativity

Confidence

Independence

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Form

Function

Perspective

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Perception

Response

Appreciation

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Creating
Phase:1
Conceptual Understandings:

We can express ourselves through arts.

Learning Outcomes:

Communicate and express feelings through body movements.

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Landscape Painting.
(Focusing on the Elements of Art)

RESPONDING
Phase: 2
Conceptual Understandings: We can reflect on and learn from the different stages of creating.
Learning Outcomes:
-identify the stages of their own and others' creative processes.
-Use appropriate terminology to discuss artwork.

CREATING
Phase: 2
Conceptual Understandings: Applying a range of strategies helps us to express ourselves.
Learning Outcomes: combine a variety of formal elements to communicate, ideas, feelings and/or experiences.

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Strand: Movement composition
Phase: 1
Conceptual Understandings:
- We can observe changes in our bodies when we exercise.
Learning Outcomes:
- Identify some of the effects of different physical activity on the body.

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Self-management Skills

Fine motor skills

Spatial Awareness

Organisation

Communication Skills

Viewing

Presenting

No-verbal communication

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Art Exhibition:
P5 students are invited to the P2 classroom for an art exhibition. The children will create the invitations themselves. Every student from P2 will get paired with a student from P5 (Peer Assessment). The older student will then check, if the younger student can answer questions from different criterias (following a Rubric). After that, the P5 students will give the P2 students a feedback.

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People respond to works of art in various ways.

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Types of art and what they express

Ways we can use art

Responses to art