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MLS.4.W.1.D.a With some guidance and support from adults, use technology,including the Internet, to produce and publish writing.

After watching the video as a whole class, students will be participate in a one-minute writing. The will be given one minute to write a prompt about why hygiene is important to out health.

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Life Skills for People with Learning Disabilities: CD8 of 12 in the NewHop Skills for Work series from New Horizons Partnership

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Carle, E. (2000). Dream snow. New York: Philomel Books.

Maestro, B., & Krupinski, L. (1994). Why do leaves change color? New York, NY: HarperCollins.

ArtsEdge, T. K. (n.d.). The Kennedy Center: ARTSEDGE - the National Arts and Education Network. Retrieved November 30, 2016, from https://artsedge.kennedy-center.org/educators/lessons/grade-3
4/Woodwind_Instruments_and_Pitch

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Pallotta, J., & Biedrzycki, D. (2000). Dory story. Watertown, MA: Talewinds.

McKinney, B. S., & Wallace, C. (1999). Pass the energy, please! Nevada City, CA: Dawn Publications.

(n.d.). Retrieved November 30, 2016, from https://www.brainpop.com/science/ecologyandbehavior/foodchains/

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Leedy, L. (2012). Seeing symmetry. New York: Holiday House.

Greene, R. G., & Kaczman, J. (1997). When a line bends ... a shape begins. Boston: Houghton Mifflin.

W. (2015). Retrieved November 30, 2016, from https://www.youtube.com/watch?v=YFzktJNmnPU

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Hintz, M., & Hintz, K. (1996). Thanksgiving: Why we celebrate it the way we do. Mankato: Capstone Press.

Allsburg, C. V., & Neeson, L. (2010). The Polar Express. Boston: Houghton Mifflin

Martin Luther King, Jr. - BrainPOP. (n.d.). Retrieved November 30, 2016, from https://www.brainpop.com/socialstudies/famoushistoricalfigures/martinlutherkingjr/

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MLS.4.W.3.A.e. Apply research process into written notes

Students will participate in cooperative learning. After watching the short educational film about food chains, they will be responsible for conducting research with their partner. When the are done with doing research about different ecosystems and food chains, they will create a food chain of their own and write a short paragraph about it.

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Predator or prey, consumer or producer? How about all of the above? Tim and Moby talk about how the food chain connects every species.

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MLS.4.PC.1. Examine ways by which citizens have effectively voiced opinions, monitored government, and brought about change both past and present.

After watching the video as a whole class, students will write a reflective paragraph about the impact that Dr. Martin Luther King, Jr. had on our country back then and now.

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MLS. 4.SL.2.A.a Develop and apply effective listening skills and strategies in formal and informal settings by generating and following active listening rules, according to classroom expectations

The class will participate in a Rhythm Review using the videos from the site provided below. In small groups with music playing in the background, students stand in a circle and the leader starts a clapping or finger-snapping rhythm. Once the rhythm is established, each student will provide the instruments that they heard.�

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Overview

Key Staff

Classroom teacher

Assistance of music teacher could be helpful

Key Skills

Developing Arts Literacies: Analyzing and Evaluating - Critique

Summary

This lesson introduces students to the instruments of the woodwind family. Students learn the types and parts of woodwind instruments and then create a woodwind instrument similar to panpipes. They will make predictions and explore how pitch changes based on the length of the air pipe.

Learning Objectives

Students will:

Design investigations that determine what factors affect the pitch of woodwind instruments based on the length of the windpipe

Explore the factors that determine pitch fluctuation of woodwind instruments

Create and record a meaningful hypothesis as well as accurate data sets reflecting knowledge gained through their investigation

Teaching Approach

Arts Integration

Teaching Methods

Large or Small Group Instruction

Cooperative Learning

Hands-On Learning

Guided Listening

Assessment Type

Informal Assessment

Preparation

What You'll Need

Materials

Resources

Required Technology

Required Plugins

Lesson Setup

Teacher Background

General understanding of acoustics

General understanding of woodwind instruments

Prior Student Knowledge

Students should have:

A basic understanding of sound as waves and as energy

Some familiarity with orchestral instruments

Prior experience with science experiments

Physical Space

Kitchen

Grouping

Large Group Instruction

Small Group Instruction

Staging

Cue up listening passage(s).

Accessibility Notes

Students with physical disabilities may need modified movements.

Instruction

Resources in Reach

Here are the resources you'll need for each activity, in order of instruction.

Engage

Apply

Assess

1. Review the members of the woodwind instrument family. Distribute the Instrument Families of the Orchestra handout located within the Resource Carousel.
2. Play instrument listening clips for the woodwind family from Perfect Pitch, a link for which is available within the Resource Carousel.
Build Knowledge

1. Have students explore the following sites to learn more about woodwind instruments, either individually or in groups, depending on availability of computers:

ArtsAlive.ca Music: Instrument Lab: Woodwinds: here, students can learn more about string instruments and play clips

ArtsAlive.ca Music: Woodwind Interviews: students can read interviews with musicians and view demonstration videos

DSO Kids: Families of the Orchestra: students can hear a variety of instruments played in isolation, performing familiar tunes, and playing with the full orchestra

'Perfect Pitch': students can learn about the instruments and try out different combinations of instruments and music styles.
NOTE: You may find a link for 'Perfect Pitch' within the Resource Carousel.

2. Refer back to the 'Instrument Families of the Orchestra' handout located within the Resource Carousel. As a class, share any information discovered in the course of the research, and review the relevant information in the "Woodwinds" column of the handout.

1. Review the Vocabulary handout located within the Resource Carousel, adding the following terms to the discussion:

Air column: space within the air pipe of a woodwind instrument that experiences vibrations created by the player's breath. The speed of the molecules in the air determines the pitch of the note created. Keys are used to open and close the holes in the air column to create pitch fluctuation.

Reed: a flexible strip of cane or metal set into the mouthpiece or air opening of certain instruments to produce tone by vibrating in response to a stream of air.

2. Distribute and review the Scientific Process Guidelines for Woodwinds handout located within the Resource Carousel. As a class, have students create a sample hypothesis regarding the pitch that will be created by blowing over the tops of water bottles with air columns of different sizes. The size of the air column is based on the amount of water in each bottle. As a class, create a prediction based on the hypothesis, using the following format: "If our hypothesis is true then the pitch created should be higher /lower when the air column is longer /shorter."

3. Divide students into cooperative groups of four. Assign one student to each of the following duties:

Recorder: note taker

Group leader: decision maker, dispute settler, teacher liaison

Equipment adjuster: makes adjustments to test equipment

Tester: performs the tests

4. Test the hypothesis within the groups. Students should fill four water bottles to different, measured levels. Students should record their observations on the 'Scientific Process Outline for Woodwinds' handout located within the Resource Carousel.

5. Review the procedural guidelines for Creating Woodwind Instruments handout located within the Resource Carousel and distribute supplies. Play listening examples while students create their instruments, using either the websites or the recordings suggested in Sources.

6. Have students work independently to create their own instruments. Follow the procedural guidelines for 'Creating Woodwind Instruments' handout located within the Resource Carousel.

7. Have students work in small groups to create a hypothesis and prediction regarding the relationship between air column length or size and the pitch it will create.

8. Have small groups test the second hypothesis and prediction using student-created instruments. Have students record their experimental data onto their own 'Scientific Process Outline For Woodwinds' handouts located within the Resource Carousel. Each student must complete the analysis section and the conclusion section independently.

1. Discuss the following questions:

What is the relationship between pitch and the size of the air column?
A longer air column creates a lower pitch. Since a breath travels a shorter distance in a shorter air column, the molecules move faster, creating a higher frequency and thus a higher pitch.

What is the name of the branch of science that we have studied?
Acoustics.

What elements of the listening example influenced the design you created on your windpipe?
Answers will vary.

Assess the student's work using the Assessment Rubric located within the Resource Carousel.

Standards

ArtsEdge Lessons connect to the National Standards for Arts Education, the Common Core Standards, and a range of other subject area standards.

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Overview Key Staff Classroom teacher Assistance of music teacher could be helpful Key Skills Developing Arts Literacies: Analyzing and Evaluating - Critique Summary This lesson introduces students to the instruments of the woodwind family. Students learn the types and parts of woodwind instruments and then create a woodwind instrument similar to panpipes.

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Non-Fiction.
National Standard:

Anchor Standard #3. Refine and complete artistic work.

Students will be completing a drawing or painting of leaves changing colors. Students must use appropriate color scheme. This activity corresponds with the book.

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Non-Fiction.
MLS.4.1.A Classify activities as they relate to the health related fitness components and identify behaviors, that if performed regularly, can contribute to a healthy lifestyle (eating breakfast daily, not smoking, adequate sleep, maintain normal weight, regular physical activity, avoiding alcohol, healthy snacking).

Oral questioning will be used with this story. After reading this aloud to the class, they will be asked questions based off of the story read. If needed, we can do an additional walk through of the story.

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Non-Fiction.

National Standard:
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. 4-PS3-2

After a read-aloud, students will jot a thought. Students will have one minute to write an answer to an answer given to them.  How did you see the use of energy being passed along during the story.

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Fiction.
MLS. 4.W.2.B.c c. Write Informative/explanatory texts that use specific, relevant and accurate words that are suited to the topic, audience, and purpose.

We will listen to this story over audio. After the story students will write a letter to a friend explaining their journey aboard the Polar Express.

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Fiction.

MLS. 4.ESS3.A Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

Danny encounters one sea creature after another and learns about the ocean food chain in the process. After reading the story, students will create their own ending of the story involving a connection of a food chain. A few volunteers will be chosen to share their writing with the class.  We will discuss how this can effect humans if certain animals or plants die off.

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Non-Fiction.

National Standard 1: Family Life Now and in the Recent Past; Family Life in Various Places Long Ago.

Students will participate in an interactive game involving key past dates about the history of Thanksgiving. Afterwards, they will complete a graphic organizer comparing and contrasting the tradition in the past to now.

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Fiction.
National Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

The students will be assessed by their ability to explain how to enhance their health. A one-minute essay question (or one-minute question) is a focused question with a specific goal that can, in fact, be answered within a minute or two.

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Non-Fiction.

National Standard:
Grades 3–5 Expectations: In grades 3–5 each and every student should–identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes.

The class will participate in a Read-Aloud with this story. Periodically throughout the story I will stop and ask students questions about the objects that they are seeing throughout the story that has lines of symmetry.

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Miller, E. (2007). The Monster Health Book: A Guide to Eating Healthy, Being Active & Feeling Great for Monsters & Kids! Holiday House.

Herrington, L. M. (2015). I Have a Cavity. New York: Children's Press, an imprint of Scholastic.

N. (n.d.). Motion picture. Retrieved November 30, 2016, from https://www.youtube.com/watch?v=1ToU2bsYStE

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CCSS.ELA-LITERACY.W.4.2. D
Use precise language and domain-specific vocabulary to inform about or explain the topic.

After watching the short informational video, students will write an informative paragraph locating objects within the room that contains one or more lines of symmetry. They will be responsible for using content-specific vocabulary.

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Intro to Symmetry: All About Symmetry for Kids - FreeSchool

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Fiction.
MLS.4. G.A.3. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

The class will participate in Think-Pair-Share. Before the character reveals the shape or the line of symmetry of the shape, students will discuss their thoughts with a partner. They will also be given shapes after reading the story to fold lines of symmetry with their partners.

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Fiction.

MLS.4.1.B. Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems . Apply watercolor paint to wet areas to blend color (wet on-wet technique) Using tempera paints, add color to white to create a tint Using tempera paints, add black to a color create a shade.
After reading through the story out loud, students will watch a video on how to use watercolors, and tempera paint to create shade and tent. The students will be creating a portrait of a winter scene of their choice.