As elementary educators, we all know the feeling of impending doom as we become frustrated with the number of standards to teach and the time allotted for instruction. I have found that the only method to this superfluous standard madness is to integrate the content areas. Here are some third grade ways to easily integrate science, social studies, and literacy standards by effectively using the arts as a means to weave together learning goals.
I use the Kennedy Center’s definition for Arts Integration as a guideline to creating deeper understanding for my students. The Kennedy Center’s ARTSEDGE program even has lessons at your disposal! My goal is to connect inquiry-based learning with arts integration to provide engaging learning opportunities.
In the science standards for third grade, the reoccurring theme is the Renaissance Man who excels at many things. An individual who influenced history with his careful examination of his surroundings was Leonardo da Vinci. Teaching third graders about the Renaissance time period may seem unnecessary, but I have seen the connections generated and the creative understanding promoted.
The theme of innovation and careful, detailed observation constructed an alternate universe for my students because they too wanted to become like da Vinci. The classroom culture was transformed as the students learned that da Vinci would not have formulated his ideas about the universe without being reflective, dedicated, and meticulous. If you have not already, you should view some of da Vinci sketches online or in person at an exhibit.
In this unit of study, these were the main science objectives, but I do not feel that it is limited to these:
3.P.1 Understand motion and factors that affect motion
• Students examined da Vinci’s sketches of catapults, military machines, crossbow, and hydraulics.
• Students were provided minimal supplies such as a wooden dowel, paperclips, rubber bands, and a tongue depressor in order to create a marshmallow catapult that would launch the farthest.
• After numerous trials, students would sketch (in da Vinci fashion) their catapult for the students in years to come.
3.L.1 Understand human body systems and how they are essential for life
• Student will examine da Vinci’s bones and muscle sketches in true Renaissance fashion with dimmed lighting.
• Students will use tracing paper to challenge themselves to use as much detail as da Vinci did in tracing his sketches.
• Students will make observations about the interactions between bones and muscles.
Possible Literacy Connections
• Compare and contrast in a Venn diagram the Mona Lisa and the Head of a Woman
• Predict the story behind Mona Lisa’s smile
• Study which facts from Magic Tree House Monday with a Mad Genius are true compared to the nonfiction text, Who Was Leonardo da Vinci?
• Create, sketch, and write about your own invention and your inspiration to one of da Vinci’s sketches
• After reading Magic Tree House, write on the prompt “If I had wings…” Students wrote their stories on feathers to create class “wings.”
Knowing da Vinci’s ideas were progressive for the times, students will begin to make connections to today’s technological advances and be inspired to create their own inventions.
About the Author
Leni Fragakis has worked at The Arts Based School in Winston-Salem, NC, for five years, teaching 1st, 3rd, and 5th grades. She has her BA (Elementary Education, minor Special Education), MEd (Literacy), and administration add-on from High Point University. She is working toward her EdD in cultural foundations and leadership from UNCG. Published by the International Literacy Association, Leni also presents on her passions of literacy and arts integration at workshops in and out of NC.
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