YQT1: Matrix Template

Matrix Template
A1. Elementary Grade Level: 4th Grade

A3. A3. A3. LANGUAGE A3.

MATH SCIENCE ARTS SOCIAL
Standard: Standard: Standard: STUDIES
VS 4.10 VS 4.7 the VS 4.5 the student Standard:
b) Identify and student will will read and VS 2 the
describe investigate and demonstrate student will
intersecting, understand the comprehension of demonstrate an
parallel, and organization of fictional text by understanding
perpendicular the solar h) Drawing of the physical
lines. system. conclusions/making geography of
inferences. Virginia by
b) Locating and
describing
Virginia’s Costal
Plain,
Piedmont, Blue
Ridge
Mountains,
Valley and
Ridge, and
Appalachian
Plateau.

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A2. A4. A4. Cooperative A4. Discussion A4.

VISUAL ARTS Performance- learning Performance-
Kennedy Center based A4a. I will show based
Visual Arts A4a. I will read students art titled
Standard 6 A4a. I will start "Big Book of The Great Wave by A4a. Students
by showing Stars and Hokusai. I will ask will make a salt
Making students a Planets" to the students questions dough replica of
connections picture class. Students about what they Virginia’s
between visual Adelaide Street will work in notice about the geography.
arts and other Map by Jurq groups of 3 or 4 artwork and what They will Add
disciplines Studio. As a and pick a conclusions they details of the
class, we will planet they can draw from mountains,
talk about how would like to what they are coastal plains,
the streets can know more seeing and have plateau, and
be intersecting, about. After them discuss their surrounding
parallel, and they have answers with their states.
perpendicular studied their tables. I will then Performance-
lines. Students planet, they will explain to my Based is
will develop a create a replica students that what applied so that
map of a made- of the planet's they just did was students can
up town. Once environment infer and connect it make a
their maps are and then to how we draw meaningful
complete present their conclusions when connection of
students will information to we read. what Virginia’s
identify and the class along Discussion is geography
label all with their applied so that looks like other
intersecting, planet. students have the than just
parallel, and Cooperative opportunity to gain looking at a
perpendicular Learning is insight into how map.
lines within applied so that different Constructing a
there made up students have individuals may model
maps. the opportunity infer differently themselves
Performance- to interact with about the same helps students
Based is each other in picture based on recall
applied so that aiding with the personal geographical
students can learning experiences. elements for
investigate how process. Each later
lines relate to student can A5. discussion.
each other on a study a
single plain. different aspect
Which makes of the planet A5.
the standard and come
more concrete together to
after creating complete their
and identifying final planet
them product.
themselves.

A5.
A5.

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A3. A3. A3. LANGUAGE A3.

MATH SCIENCE ARTS SOCIAL
Standard: Standard: Standard: STUDIES
VS 4.15 The VS 4.1 VS 4.7 Standard:
Student will Students will Students will write VS 2 the
identify, demonstrate an cohesively for a students will
describe, understanding variety of demonstrate an
create, and of scientific purposes. understanding
extended reasoning, of the
patterns. logic, and the relationship
nature of between
scientific physical
planning and geography and
conducting the lives of the
investigations. native peoples,
past and
present, of
Virginia by

g) Describing
the lives of
American
Indians in
Virginia.

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A2. A4. Cooperative A4. A4. Indirect A4. Discovery

MUSIC Learning Performance- Instruction Learning
Kennedy Center Based
Music A4a. After A4a. Students will A4a. Students
Standard 8 listening to the A4a. After listen to Rossini’s will listen to a
“Ants Go watching William Tell musical
Understand Marching,” “Comparing Overture, and be composition of
relationships there will be a High and Low instructed to write authentic
between music, class discussion Pitch,“ Students down any thought Native
the other arts, of beats within will conduct an or emotion that American
and disciplines the song and experiment they felt while chants and
outside the how they make using glasses listening to the music. As a
arts. up a pattern. and a small song. After, class, we will
Students will metal rod. students will discuss how
then practice Students will complete a American
counting those hypothesize Diamante Poem Indians used
beats using how adding using a provided music in
shaker eggs different template. Students customs and
while listening amounts of will use the traditions
to the “Ants Go water affects feelings and thought out
Marching” once the sound and emotions they their culture.
more. Students pitch of each wrote down while Discovery
will then work glass. After the listening to the Learning is
in pairs experiment is song to complete applied by
listening to a complete their poems. giving the
new song to students will Indirect students the
distinguish the discuss the Instruction is opportunity to
beats and results with a applied to ask questions
figure out the partner. encourage the and inquire how
pattern. Performance- cognitive process music directly
Cooperative Based Learning by allowing influenced
Learning is is applied so students to create American
applied so that that students their pomes using Indian Customs
students have become aware the aid of a temple and Traditions.
the opportunity of how high and and their thought
to enhance low pitches are an feeling on the A5.
learning by created by music.
listening to the creating
beats that their different A5.
partner may pitched in an
pick up that experiment.
they may not
have heard in A5.
the song.
A5.

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A3. A3. A3. LANGUAGE A3.

MATH SCIENCE ARTS SOCIAL
Standard: Standard: Standard: STUDIES
VS 4.10 VS 4.7 the VS 4.5 the student Standard:
b) Identify and student will will demonstrate VS 2 the
describe investigate and comprehension of student will
intersecting, understand the fictional texts, demonstrate an
parallel, and organization of narrative nonfiction understanding
perpendicular the solar texts, and poetry. of the physical
lines. system. c) Identify the geography of
main idea. Virginia by
b) Locating and
describing
Virginia’s Costal
Plain,
Piedmont, Blue
Ridge
Mountains,
Valley and
Ridge, and
Appalachian
Plateau.

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A2. A4. A4. Role Play A4. Cooperative A4.

DANCE Performance- Learning Performance-
Kennedy Center Based A4a. After Based
Dance reading A4a. Students
Standard 7 A4a. Students “There’s No watch “To This A4a. Students
will review Place Like Day” performed by will be
intersecting, Space,” the Company introduced to a
Make
parallel, and students will Theater Group simple map of
connection perpendicular split into small while taking notes Virginia with
between dance lines. Students groups and are about the events landmark
and other will then view given a planet that happen symbols.
disciplines. "Parallel, they represent. throughout the Students will
Perpendicular & When the music dance and identify use a variety of
Intersecting is turned on, the main idea that body shapes,
Lines Song" by students dance the dancers are dance
NUMBEROCK. and move as a attempting to positions, and
Students will group to order portray. Students transitional
then be asked the planets will discuss how movements to
to incorporate starting from they determined express the
the movements the closest to the main idea of geographic
of there own the sun before the dance and how regions on the
bodies to music the music is that compares to map. Students
to make up shut off. We will determining the will be asked to
intersecting, then hold a main idea of a perform their
parallel, and class discussion story in small dance sequence
perpendicular on which groups. for each other
lines. planets are out Cooperative and then
Performance- of place and Learning is evaluate
Based is where they applied similarities and
applied so that should be So that students differences
students located among have the between them.
combine their the solar opportunity to gain Performance-
body system. insight into how Based is
movements Students taking other students applied so that
with the on the role of determined the as the students
geometry the planets main idea of the create their
concepts by apply Role dance. This dances, the
using each one. Play. By giving interaction geographic
the students enhances learning regions within
A5. the opportunity by allowing the state of
to be a planet it students to talk Virginia become
allows them to through how they more than an
gain clarity of came up with their idea on paper
the relation of main idea. but a whole
each planet to body learning
the sun. experience that
A5. will stick with
A5. them.

A5.

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A3. A3. A3. A3.

MATH SCIENCE LANGUAGE ARTS SOCIAL
Standard: Standard: Standard: STUDIES
VS 4.4 the VS 4.3 the VS 4.5 the student Standard:
student will student will will read and VS 5 The
d) create and investigate and demonstrate student ill
solve single understand the comprehension of demonstrate an
step and characteristics fictional text, understanding
multistep of electricity. narrative nonfiction of the role of
practical text, and poetry. Virginia in the
problems American
involving i)make, confirm, or Revolution by
addition, revise predictions a) identifying
subtraction, the reasons
and why the
multiplication. colonies went
to war with
Great Britain.

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A2. A4. Simulation A4. Inquiry A4. Direct A4. Role Play
THEATER Instruction
Kennedy Center A4a. Students A4a. After A4a. While
Theater will watch viewing “, A4a. Students will watching “Who
Standard 2 "Acting Out Thomas Edison: be told the title of Won the
Word From School a play “The True American
Acting by Problems." Dropout To Story About the 3 Revolution:
assuming roles After students Genius Inventor Pigs” and be asked Crash Course
and interacting will be split into Of Light Bulb” to write a US History,”
in groups of four Students will prediction about students will
improvisations. and be given take on the role the story based on take notes
four math of a scientist the title. Next about the
problems that and create an students will watch reason the
they have to experiment that "The True Story colonies went
incorporate into shows the About the 3 Pigs." to war with
their practical characteristics After we will Great Britain.
math story. of electricity as discuss if their Students will
While students Thomas Edison predictions were then organize
are acting out himself did. correct and what themselves into
their stories, Inquiry is about the title gave groups of 4 and
the rest of the applied so that them that create a short
class will be students have perception. Direct skit that
working out the the opportunity Instruction is portrays how
math story to to explore the applied to ensure life could be
find the correct concepts of each student different if we
answer. electricity. understands how never went to
Simulation is and why specific war. Role Play
applied to A5 predictions are is used to give
provide made about the students a view
students with title of the play. of what life
the chance to This allows the could have
work out word teacher to make been like and to
.
problems in sure students are build an
real-world engaged and appreciation for
scenarios. understand the that time in our
Relating word content. history.
problems to
actual events A5. A5.
let students see
the connections
that they may
not have
noticed when
reading the
problem set.

A5.

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Visual Arts’ connection to Language Arts’

When Students enter into the classroom, I will have displayed artwork titled The Great Wave by

the artist Hokusai. I will give students ten minutes to write in their journals about elements that

they notice in the artwork and what conclusions they can pull about what the artist was trying to

portray. As a class, we will then discuss so that students have the opportunity to gain insight into

how different individuals may infer differently about the same picture based on personal

experience. By viewing artwork while being asked to conclude what the artist is trying to portray

will allow students to practice how to draw conclusions and make inferences when reading. By

using the picture of The Great Wave, students are making connections between visual arts’ and

language arts.

Music’s connection to Science

Students will watch a video titled "Comparing High and Low Pitch." Using a performance-based

learning strategy; students will hypothesize how adding different amounts of water affects the

sound and pitch of each glass. After the experiment is complete students will discuss the results

with a partner. By watching the video on “Comparing High and Low Pitch,” students are

introduced to the relationship between music and science. By having students perform an

experiment where they create and manipulate pitch, students demonstrate the understanding of

scientific reasoning and how to plan and conduct an investigation. This activity allows students

to understand the relationship between music and other disciplines in the curriculum (science

standards).

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Dance’s connection to Math

Students will begin this lesson by reviewing intersecting, parallel, and perpendicular lines. We

will then watch the music video "Parallel, Perpendicular & Intersecting Lines Song" by

NUMBEROCK. Students will then make up a dance to go along with the video by using there

arms and body to make intersecting, parallel, and perpendicular lines. Students will then perform

their dances for the class. Combining body movements with geometry concepts to make them

more concrete in their memory uses performance-based learning. By having students use their

bodies to make intersecting, parallel, and perpendicular lines into a dance, students are making a

connection between dance and other disciplines in the curriculum (math).

Theater’s connection to Social Studies

Students will begin this lesson by watching “Who Won the American Revolution: Crash Course

US History.” While watching the video, students will take detailed notes on the reasons the U.S.

colonies went to war with Great Britain. After the Video Students will break into groups of 4 and

role-play on how life could have been different if we had never gone to war. By having students

role-play what life could be like if the colonies never went to war allows students to identify the

reasons why the colonies choose to go to war. Role-play will enable students to act by assuming

the roles of the colonist and interacting in improvisation, connecting theater and social studies.

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References

Acting Out a Word Problem. (2013, February 07). Retrieved from https://youtu.be/biv_g7G99wA

Bone, E., & Fiorin, F. (2013). The Usborne big book of stars & planets. London, England: Usborne

Publishing.

Earthatic. (2008, July 12). Rossini: William Tell Overture: Final. Retrieved from

https://www.youtube.com/watch?v=c7O91GDWGPU&list=PLEJASPD0SWWH1oK8k6uUtgY

g_yRXhW6-W&index=4

Flute, S. (2016, April 25). Sacred Indian Chants The Authentic Sound of North America 2002 Full.

Retrieved from https://www.youtube.com/watch?v=PQWEHhXQ8Fs

MissO'ConnorResources. (2015, March 17). Comparing High and Low Pitch. Retrieved from

https://www.youtube.com/watch?v=l124MIwZ1o0

P, J. (2013, May 25). The True Story about the 3 pigs | School Play | Future Actress Olivia plays

wolf :). Retrieved from https://www.youtube.com/watch?v=lkIQvYICsqk

Parallel, Perpendicular & Intersecting Lines Song by NUMBEROCK. (2015, August 11). Retrieved

from https://youtu.be/P3AOoLbA3us

Rabe, T., & Ruiz, A. (2009). Theres no place like space!New York: Random House.

Studio, J. (n.d.). Adelaide Street Map - Adelaide Australia Road Map Art On Color by Jurq Studio.

Retrieved from https://fineartamerica.com/featured/1-adelaide-street-map--adelaide-australia-

road-map-art-on-color-jurq-studio.html

Super Simple Songs - Kids Songs. (2017, May 27). The Ants Go Marching | Kids Songs | Super

Simple Songs. Retrieved from https://www.youtube.com/watch?v=2S__fbCGwOM

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The Underwave off Kanagawa - Katsushika Hokusai - Google Arts & Culture. (n.d.). Retrieved

from https://artsandculture.google.com/asset/the-underwave-off-

kanagawa/JgEdIdn4pME3Mw?hl=en

Who Won the American Revolution?: Crash Corse US History #7. (2013, April 18). Retrieved from

https://youtu.be/3EiSymRrKI4.

Thomas Alva Edison: From School Dropout To Genius Inventor Of Light Bulb | Motivational

Biography. (2018, November 10). Retrieved from https://youtu.be/NccQoPJjdt0

To This Day. The Company. (2017, August 04). Retrieved from https://youtu.be/MxMSRNYvGy8

What Are the Five Physical Regions of Virginia's Geography? (2016, August 30). Retrieved from

https://vahistorical.wordpress.com/2016/05/11/what-are-the-five-physical-regions-of-virginias-

geography

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