Claude Monet

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Claude Monet

• The Basin at Argenteuil

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P.E./Health

• Anticipatory Set
• Present two faces either drawn or actual people.
  Alter them so that one is pale with dark circles
  under the eyes, chapped, wrinkled lips, basically
  a tired-looking face. Another pink faced, full,
  hydrated lips, excited and full-of-life-face.
  The face that looks tired is the one that eats
  unhealthy foods, does not exercise and does not
  drink the water necessary for their body. The
  other face is the one that eats right, exercises
  and is well hydrated. Thats the way everyones
  face should look.
• Objectives
• Students will be able to
• describe and select physical activities that
  provide opportunities for enjoyment and
  challenge.
• Students will be able to
• (C) identify foods that enhance a healthy heart.
• (D) explain the need for foods as a source of
  nutrients that provide energy for physical
  activity.
• Students will be able to
• (B) describe ways to improve personal fitness
• identify types of nutrients
• Instructional Input
• Ask students what type of healthy things can be
  found in nature. Give examples such as fruits,
  vegetables and water. Then discuss the
  importance of exercising while eating nutritional
  foods. Explain to them that water is necessary
  in their bodies because it keeps them better
  hydrated than any other type of drink. Tell them
  that a person needs at least eight glasses of
  water a day. Tell them that eating nutritious
  foods gives you energy to exercise so that your
  heart is in good shape. The teacher will have
  already made a chart of a weeks time showing how
  many foods from nature they have eaten, the
  amount of water and the amount of exercise I have
  done in a week.

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P.E./Health Cont

• Guided Practice
• Help children make a list as a class of foods and
  exercise that they can do for a week to fill in
  their chart. Explain to them that they can try
  new foods and exercise for that week. The
  exercise does not have to be in the gym they can
  walk for 20-30 minutes.
• Independent Practice
• Students make a list of their own of activities
  and foods they already eat. I will make a chart
  so they can copy on which they will write down
  the foods, activities and amount of water
  consumed by them in a week.
• Closure
• While they are finishing their list and chart, I
  will ask questions such as Can you eat different
  foods that youve never eaten before to fill in
  your chart? and Does the exercise have to be
  done in a gym? and Why is water good for your
  body? etc.
• Evaluation
• When the students turn in their charts I will
  know if they ate nutritious foods, drank the
  water necessary for their bodies and exercised.

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Art

• Anticipatory Set
• The students will recite a Season Poem.
• Objective
• The students will recognize Claude Monets
  artistic style and his medium to create his art
  pieces. The student will create a similar piece
  of art to resemble his art work.
• Instructional Input
• The teacher will introduce The Basin at
  Argentevil piece by Claude Monet and discuss the
  medium used by this artist to create his artwork.
  The teacher will discuss whats on the painting
  in order to instigate the students creativity
  and imagination.
• Using the Art piece The Basin at
  ArgentevilThe teacher will ask the student
  questions such as
• What season is represented in this painting?
• How is the weather in this painting?
• Where is this taking place?
• Who is in the painting?

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Art Cont

• Guided Practice
• After the discussion, the teacher will ask the
  students to think of their favorite place and
  their favorite season in order to create their
  own piece of art. The teacher will show an
  example of her favorite place and season.
• Independent Practice
• Modeling Claude Monets artistic style the
  students will create a painting of their favorite
  season and favorite place.
• Closure
• The students will present their art piece and
  orally describe what they painted and how it
  reflects Monets art style.
• Evaluation
• The students will write two sentences to compare
  their own painting to Monets piece The Basin at
  Argentevil and to express their feelings about
  this art experience. Example I painted my
  family at the beach during summer, just like
  Monet painted a family at a lake during spring
  time. I enjoyed painting like Monet because it
  helped me understand this artist style.

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Math

• Anticipatory Set
• Bring 5 plants into the classroom that vary in
  size and shape. Ask the students if they know
  which plant is the biggest, the smallest. Also
  ask them if they have plants in their yards at
  home, or if they know what kind of plants these
  are.
• Objective
• Measurement. The student recognizes and uses
  models that approximate standard units (metric
  and customary) of length, weight, capacity, and
  time. The student is expected to
• (A) identify concrete models that approximate
  standard units of length, capacity, and weight.
• Probability and statistics. The student
  organizes data to make it useful for interpreting
  information. The student is expected to
• (A) construct picture graphs and bar-type graphs
• Instructional Input
• Start the lesson by pointing out the different
  plant-life that is in the painting The Basin at
  Argenteuil by Claude Monet. Explain to the
  students that plants come in all different sizes
  and shapes, so in order to figure out which
  plants are bigger than others, we have to measure
  them. Demonstrate what you are explaining by
  taking a yard-stick and measuring the height and
  width for two of the plants are that you brought
  for the class. Write your results on the board
  and then compare the two, asking the students,
  Which one is taller? Which one is wider? Let
  the students answer, and then make 2 bar graphs
  on the board of the two plants one showing
  height and one showing width.

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Math Cont

• Guided Practice
• Students get into groups of 4 with one yard-stick
  to each group. By taking turns, each group will
  have the opportunity to approach the 5 plants and
  measure their height and width, and then record
  their results. The teacher will be available at
  the plant station in case anyone needs help
  measuring.
• Independent Practice
• After getting their results, children will go
  back to their desks and individually make bar
  graphs of all five plants. One graph will
  represent the plants height, and the other will
  represent their width.
• Closure
• Question the children on what they learned about
  measuring width and height of objects. Ask which
  plant ended up being the widest? The shortest?
  The tallest? The thinnest? Were any of these
  the same plant?
• Evaluation
• Look at the students finished bar graphs to
  interpret if they understood the lesson and how
  to rank things from tallest to shortest or
  thinnest to widest based on measurements.

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Science

• Anticipatory Set
• Have students stand in classroom where they will
  have room to move. Let them know that they are
  about to do a movement activity the only rules
  are that there is no right or wrong, use your
  inside voices, pay attention, and keep all body
  parts to yourself.
• Ask the students the following questions Show me
  how you think a mountain lion would stalk its
  prey. Now stay in your spotWhat do you think a
  coyote sounds and looks like when it is howling?
  Last oneHow would a deer move in the woods on a
  clear day?
• Now you might have noticed that all these animals
  are different in many ways and live in different
  habitats, but can anyone guess what they have in
  common based on where they live? (Answer all can
  be found in Texas)
• Objective
• Science 3.8(a) The student is expected to
  observe and describe the habitats of
• organisms within an ecosystem
• Theatre 3.1(d) The student is expected to
  reflect environment, portray character,
• and demonstrate actions in classroom
  dramatizations
• Instructional Input
• After movement activity show the students the
  painting The Basin at Argenteuil by Claude
  Monet and talk about different habitats animals
  that live in them.
• Tell students they are going to be put into in
  groups to research a different animal listed on
  the board from Texas and the habitats they live
  in. Put the students in groups of at least four.
  Each group will produce a mini-report on their
  animal and habitat with the following
  information Physical description on the animal
  habitat, Examples of the habitat, Pictures,
  either drawn or photos, of the habitat and animal.

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Science Cont

• Guided Practice
• Have the groups designate a group leader to come
  get the materials they need from the list above
  and to pull of sheet of paper out of the bowl
  that will have an animal listed on it.
• On the chalkboard, write the names of different
  animals and habitats found in Texas. Briefly
  review the basic information of each habitat.
• Assign the groups numbers to use the computer to
  find pictures of their animal and its habitat.
  To use less time already have websites with the
  information needed saved in your favorites area
  so the students can locate the pictures they need
  quicker.
• Independent Practice
• Give groups the rest of the class time to work on
  their mini-reports.
• Closure
• Each group will present their mini-report to the
  class on the next day.
• Evaluation
• What habitats are found in the state of Texas? /
  Humans also live in marsh land areas. Compare
  ways that humans and animals have adapted to life
  in the marshes. / What are some other animals
  that could be found in Texas habitats?

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Language Arts

• Anticipatory Set
  
  
• Read The Cloud Book by Tommy de Paola. Ask the
  students if they can tell what the weather is
  going to be by looking at the clouds?
• Objective
• Science 2.7(d) The student is expected to
  observe, measure and record changes in weather,
  the night sky and seasons.
• Social Studies 2.7(b) The student is expected to
  explain how people depend on the physical
  environment and its natural resources to satisfy
  their basic needs.
• ELA 2.4(b) The student is expected to clarify and
  support spoken messages using appropriate props,
  such as objects, pictures, or charts. (K-3)
• ELA 2.1(b) The student is expected to develop
  vocabulary by listening to and discussing both
  familiar and conceptually challenging selections
  read aloud.
• Instructional Input
  
  Begin the lesson
  by observing weather in the painting The Basin
  at Argenteuil by Claude Monet. Explain to the
  students that clouds are made up of little drops
  of water or ice hanging in the air. Ask
  questions like Can you touch the clouds? Can
  you hold clouds in your hands?
• Guided Practice
  
  Discuss the
  different types and names of the clouds.
  Identify and discuss the characteristics of the 3
  major cloud types (cirrus, cumulus, and stratus).
  Discuss potential weather that may accompany
  cloud types.
• Independent Practice
• Inform the students that they will be making
  their own cloud books. Distribute materials that
  include 2 sheets of paper, cotton, glue, markers,
  and scissors. Have the students fold the
  construction paper in half. Let the students
  design the cover of their cloud book and to write
  their own definition of a cloud on the front
  cover.

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Language Arts Cont

• Have the students list one of the three major
  cloud types on each page of the book and where
  they are located in the sky and then, using
  cotton, design their clouds above or below their
  respective names
• Cirrus white and feathery, the highest clouds in
  the sky. Unroll the cotton ball, stretch out to
  make thin and wispy. Glue onto respective page
  of the book.
• Cumulus puffy with flat bottoms, low in the sky,
  always changing shape. Cut cotton balls in half,
  glue down creating their own cloud shapes.
• Stratus wide blankets of gray, low clouds.
  Unroll cotton balls, glue onto paper, color or
  tint with gray marker.
• Ask the student to write the characteristics of
  the cloud underneath each cloud type. Assemble
  books and staple.
• Closure
• Ask the children what they learned about clouds.
  Refer back to the painting The Basin at
  Argenteuil by Claude Monet and ask the students
  what the clouds in this painting may be telling
  them.
• Evaluation
• Ask yourself the following questions
• Were the students able to create/depict cloud
  types?
• Could the students list the characteristics of
  cloud types?
• Do the students understand what clouds are made
  of?
• Can the students explain potential weather that
  may come with each cloud type?

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Social Studies

• Anticipatory Set
• Ask the students how they get to school. Ask the
  students other ways in which they get around to
  different places.
• Objectives
• (1.16) Science, technology, and society. The
  student understands how technology has affected
  daily life, past and present. The student is
  expected to
• (B) describe how technology has changed
  communication, transportation, and recreation.
• (2.16) Science, technology, and society. The
  student understands how science and technology
  have affected life, past and present. The
  student is expected to
• (A) describe how science and technology have
  change communication, transportation, and
  recreation.
• (3.2) History. The student understands common
  characteristics of communities past, and present.
  The student is expected to
• (B) compare ways in which people in the local
  community and communities around the world meet
  their needs for government, education,
  communication, transportation, and recreation,
  over time and in the past.
• (4.21) Science, technology, and society. The
  student understands the impact of science and
  technology on life in Texas. The student is
  expected to
• (B) describe how scientific discoveries and
  technological innovations have benefited
  individuals, businesses, and society in Texas.
• Instructional Input
• Discuss all of the methods of transportation that
  we use presently and that have used in the past.
  (presently cars, trucks, boats/ships, buses,
  airplanes, bicycles, etc. past trains, horses,
  horse carriages, boats/ships, etc.)
• Discuss some of the people who invented these
  transportation methods such as who invented the
  car, the boat and airplanes.

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Social Studies Cont

• Guided Practice
• As a class, have the children make a timeline of
  when the different types of transportations were
  invented.
• Ask the students if they know the importance and
  benefits of each type of transportation such as
  boats which transport people and other things
  such as oil and crops.
• Independent Practice
• Have each student pick one of the methods of
  transportation and draw what they would like it
  to look like if they had one themselves. Then
  when they are done, on the back of their drawing
  have them write about what they had learned about
  that type of transportation such as who invented
  it, what year it was invented, the importance of
  that transportation, the benefits of that
  transportation, and anything else that they might
  have learned or already knew about that
  transportation.
• Closure
• Have each student show their drawing and tell the
  class what they have learned by reading what they
  wrote on the back of the drawing.
• Then briefly discuss the other types of
  transportations that may have not been discussed
  by the students.
• Evaluation
• The evaluation can be done while listening to
  each student about what they drew and what they
  learned about the transportation that they drew.

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The end

• Amy
• Michelle
• Diana
• Alicia
• Norma
• Allison

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Resources

• http//fh.oupjournals.org/
• http//www.fine-art-painting-gallery.com/monet.htm
  l
• Preble, Duane Preble, Sarah. Artforms. Upper
  Saddle River, NJ Pearson, 2002.