TheShipOfDreams

Anintegratedcollaborativeunitpreparedforintermediategrades

Subjectconcentration:
History

CommonCore/GradeLevelExpectationStandards:
(History5thgrade)
4.2.2Analyzeshowpeoplefromvariousculturalgroupshaveshapedthehistoryofthe
UnitedStates.

GradeLevelExpectationStandard
(Music5thgrade)
1.3Understandsandappliesmusicalgenresandstylesofvariousartists,cultures,andtimes.
GLE1.3.1
Examinestheuseofaculturalandhistoricalaspectinamusicalperformanceorapiece
ofmusic.
Implementsculturalandhistoricalaspectsinamusicalperformanceorapieceofmusic.

LearningTarget:
Whenlisteningtosongsfromvariousculturalgroupsandtimeperiodsstudentswill
correctlymatchthesongtotheship.

Materials/ResourcesNeeded:

Listofsignificantshipsguidednotetakingpage.
Laptops,computers,andotherdevicesforresearch.
Booksaboutships.
Exampleofacomparativeinputchart.
Posters.
Pens,pencils,crayons,markers.
Worksheetwithshipslistingguide
Songclips
Instructionalprocedure:
TeacherDoes:

StudentsDo:

Guidesstudentsthroughaoverviewof
significantshipsthathavemoved
peopleinhistory.Providingstudents
withimportantdates,namesofthe

ships,anddetailsofthevoyage.

Tellstudentstheywillberesearching

Studentswilllistenandtakenoteson
aguidednotetakingsheetprovidedby
theteacher.

Studentswillsignupforshipsthey

twooftheshipsandpresentinga
comparativeinputchart.

wanttoresearchandgroupmembers
toworkwith.

Guidestudentstofindinformation
fromwebsites,books,andother
resources.

Studentswillresearchthetwoships
theychose.Findinginformationfrom
websites,books,andotherresources.

Presentanexampleofacomparative
inputchart.Explainkeydetailsthat
studentsalsoneedontheirs.Students
needtoincludethenameoftheship,
thedates,andatleastfivekeydetails.

Studentswillcreateaposterofthe
twoships.Theywillincludethe
namesoftheships,apictureor
drawing,andatleastfivekeydetails
oftheships.

Tellthestudentshowtodisplaytheir
postersanddirectthewalkaround.

Studentswillparticipateinawalk
around.Thisinvolveslookingat
classmatespostersastheyare
displayedaroundtheclassroom.

Handoutworksheetwithfiveships
listedandtellthestudentsthatthey
willbehearingsongclipsandwitha
grouptryingtomatchthenumberof
thesongcliptotheship.

Studentsgetingroups.

Playsongclips15.Givingstudents
enoughtimetotalktotheirgroup
membersandcometoanagreement.

Studentslistentosongclips15and
writedownthenumberoftheclipinto
thecorrespondingblanknexttothe
shiptheythinkthesongisrelatedto.

Gothroughtheworksheetandaskthe
studentswhatsongcliptheythought
matchedtheships.Askthestudentsto
explaintheirthinking.

Presentthecorrectanswerstowhat
songclipsmatchedeachship.If
studentsdidnotgetthematching
correctexplainhowthesongrelatesto
theship.

FormativeAssessment:
Matchsongtoshipusinglisteningskills.

Studentswillanswerwhatsongclips
theythoughtmatchedtheships.They
willexplaintheirthinking.
Studentscorrecttheiranswers.

TheShipOfDreams
Anintegratedcollaborativeunitpreparedforintermediategrades

Subjectconcentration:
Science

CommonCore/GradeLevelExpectationStandards:
5PS13.Makeobservationsand
measurementstoidentifymaterialsbasedontheirproperties.

GradeLevelExpectationStandard(Music):GLE:1.1.3
Analyzes,understands,andapplies
theelementsharmony,texture,andtimbre/tonecolorwhilecreating,performing,andresponding
tomusic.

LearningTarget:
Givenaseismographstudentswillplayavarietyofinstrumentstocreate
textureanddensitywithsound.

Materials/ResourcesNeeded:
Dataonicebergs
Seismograph
Varietyofinstruments:metal,wood,drums,shakers

Instructionalprocedure:

TeacherDoes:

StudentsDo:

Showstudentsthetermsdensityand
buoyancy.Discusswhattheymean.

Tellstudentstheywillberesearching
thedensityoficebergs.Specificallya
blackbergicebergwhichisthetype
thattheTitanicraninto.Givefacts
andpercentagesabouticebergs.

Assiststudentstomaketheirown
icebergsinordertoobservedensity
andbuoyancy.

Guidestudentsthroughobservations
oftheiricebergs.

Studentswilllistenandtakenoteson
vocabularyanddefinitions.
Studentslistenandtakenoteson
icebergs.

Studentswillfillcontainerswithwater
andfreezethem.

Studentswillmakeobservationson
theiricebergsontheirnotetaking
chart.

Gothroughcorrectpercentagesabout
thedensityoficebergs.

Studentschecktheiranswersand
discussanydifferencetheyhave
betweentheirsandthecorrectones.

Postseismographforstudentstolook
at.Distributeinstrumentstostudents.

Tellstudentstheywillbeplayingtheir
instrumentshowtheyinterpretthe
seismographisshowingthemto.

Askstudentswhytheychosetoplay
thewaytheydid.Explainthatwhat
theyjustplayedshowstextureand
densitywithsound.

FormativeAssessment:
Discusstextureinmusic.

Studentsgetaninstrumentandlookat
theseismograph.
Studentsplaytheirinstrumentsalong
withtheseismograph.
Studentsdiscusswhytheychoseto
playthewaytheydidandhowit
showstextureanddensity.

TheShipOfDreams
Anintegratedcollaborativeunitpreparedforintermediategrades

Subjectconcentration:
Geography

CommonCore/GradeLevelExpectationStandards:
3.2.3Understandsthegeographicfactorsthatinfluencethemovementofgroupsofpeople
inthepastorpresent.

GradeLevelExpectationStandard(Music)
1.3Understandsandappliesmusicalgenresandstylesofvariousartists,cultures,andtimes.
GLE1.3.1
Examinestheuseofaculturalandhistoricalaspectinamusicalperformanceorapiece
ofmusic.
Implementsculturalandhistoricalaspectsinamusicalperformanceorapieceofmusic.
LearningTarget:
Studentswillcreateamapthatdescribesthemovementofafamilydescribedinthesong
AwaytoAmerica.

Materials/ResourcesNeeded:
AwaytoAmericasonglyricsandaudio

Instructionalprocedure:

TeacherDoes:
Askstudentswhypeoplemaymove
locations.Explainthatpeoplein
EnglandviewedAmericaasa
promisedlandthathasalotofjob
opportunities.

Havestudentsmakeamapthatshows
thecoursethattitanicwassupposeto
go,andlabelwhereitsank.

Discusswhywhenlifechanging
eventshappen,peoplewritemusic
aboutit.

StudentsDo:
Studentsdiscusswhypeoplemove
locations

Studentscreatemapsofthe
Titanicscourse

Studentslisten

PlayAwaytoAmericaforstudents,
havethemreadthelyricsinpartner
groups.

AskstudentswhatlyricsfromAway
toAmericaexplainthemovementof
thesepeople.Wheredidtheymove?
Whomoved?Whydidtheymove?
Whydidthesonmovebackto
England?

Askstudentswhatothereventsmade
peoplemovelongdistances.

Studentslistenandreadlyrics

Studentsidentifythelyricsthat
identifythemovementofthese
people
Studentsthinkofotherevents
wherepeoplemovedlongdistances.

TheShipOfDreams
Anintegratedcollaborativeunitpreparedforintermediategrades

GradeLevel:
5th

AcademicFocus:
LanguageArts

CommonCoreStandard(LanguageArt,Grade:5):

CCSS.ELALITERACY.RL.5.7
Analyzehowvisualandmultimediaelementscontributetothemeaning,tone,orbeautyofatext
(e.g.,graphicnovel,multimediapresentationoffiction,folktale,myth,poem).

GradeLevelExpectationStandard(Music,Grade:5):
EALR3.GLE3.2.1
Createsandevaluatesmusicthatcommunicatesforaspecificpurpose.

LearningTargets:
Composersmakespecificdecisionsaboutmusictoconveyaspecificfeelingortotellastory.

ResourcesNeeded:

Anyassortmentofinstrumentsthatareeasilyaccessible.
i.e.Xylophones,Sticks,Drums,Recordersetc.

NearerMyGodtoThee(youtube/mp3)

SongedAutomne(youtube/mp3)

Moodpaperstrips.

InstructionalSequence
TeacherDoes

Reviewwithstudentshowwehavebeen
learningthatvisualsandmultimedia
elementsaddtothemeaningofatext,such
asagraphicnovel,orpoem..etc.andthat
wehavebeenlearningabouttheTitanic
duringSocialStudies.

StudentsDo

Studentswillreviewwithgroupsexamples
oftextsthathaveaccompanyingmedia.


Thetitanichadan8personorchestra
whichwasintendedtosetthemoodforthe
passengers.WhentheTitanicstruckthe
iceberg,thebandmembersstartedtoplay
musicinordertokeepthepassengers
calm.

Itisstilltothisday,debatedwhichsong
wasthelasttobeplayedbytheband.
OneclaimistothesongNearerMyGod
toTheeandtheotheristitledAutumn.

Whicheversongwaschosen,wecan
assumethatthebandmemberswerevery
carefulintheirselectionastheywantedto
settherightmoodforthepassengersto
keepthemcalm.
Wearegoingtolistentoabitofeachsong
andthenIdliketoyouturnandtalkto
yourpartnertodiscussanysimilaritiesor
differencesyouheard.Alsobethinking
aboutwhyyouthinkthebandmembers
mighthavechosenonesongoverthe
other.

DiscussionQuestions:

Howdoesthissongaddtothetextor
storiesyouhaveheardaboutthetitanic?

Whydoyouthinkmusicwas
importanttothefilmmakersofTitanic?

Nowthatyouhaveanideaforhowmusic
cansetamood,orinvokeacertain
feeling,wearegoingtotryandsetour
ownmoods.

Studentswillsharetheirideasforwhy
artistschoosetousemultimedia
(providingpictures,music,etc).

Studentslessontosongclips.

Studentsdiscusshowotherformsofmedia
likemusicaddtothemeaningofatextor
story.


Ihavesomestripsofpaperwithsome
generalmoodsorfeelingsonthemsuch
as:Happy,Lonely,Angry,Sleepy..etc.

Eachgroupof3or4withgetafeeling
stripthatyoumustkeepsecretfromthe
othergroups.Yourjobistousethe
instrumentsinfrontofyoutoconveythat
feeling.Theothergroupswilllistenand
trytoguesswhichmoodyouaretryingto
set.
Howdidyoudecidewhattoplaytoconvey
yourmood?Why?

Whatisdifferentaboutthehappygroup
andthesadgroup?

Weusedmusictosimplyconveythemood
thatwaswrittenonourpaper.Inwhat
otherplatformsismusicusedtoconveya
mood/feeling/emotion.

WrapUp:

JustasthebandontheTitanicchoseto
playmusictocalmthepassengers,music
isusedinallsortsofwaytohelpconveya
feelingormood.Whetherinmovies,
television,youtube,liveconcerts,solo
streetplayersetc.

Studentsworkingroupstocreatea
moodusingtheinstrumentsprovided.

Groupstrytoguesstheleadgroups
mood/feeling.

Studentsdiscussthechoicesthateach
groupmadetoconveytheirmood.

Studentsrespond:
Sad=lowerpitches/tones,sowertempo
Happy=higherinpitch,fastertempo

Moviesusemusictosetthemood.

FormativeAssessment:

Canworkinagrouptomakemusicaldecisionsthatwillultimatelycommunicateanemotionor
feeling.

Cantransposemusicalelementstoaparticularmoodorfeeling,forexample,thestudent
demonstratesknowledgethatafastertemposoundsexcitingorhappy,whereasslowertempo
canbesad.