Learn From Home

Learning resources brought to you by Tucson Unified's Curriculum and Instruction

Flori Huitt, Assistant Superintendent for Curriculum and Instruction | Heidi Aranda, Senior Director of Curriculum Development

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This page contains a "menu" of lessons and activities for this week's learning at home. You will find the objectives: the specific skills that your child will be able to do. Then you will find a selection of lessons and activities which help your child master those skills. If you run into technical issues or other difficulties with any of these, simply move on and choose another. These activities fit into the Sample Dailly Schedule.

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  • Your child DOES NOT have to complete all activities listed for each subject.
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Grades 3 Art and Multiplication - Week Five

School/Grade Level: 3rd Grade
Big Idea/Title of Lesson: Cavett and Hughes
Date: 2020 Duration: 3 Hour long sessions
Objective: Students will create a work of art inspired by Paul Klee that demonstrates understanding of multiplication with arrays.

State Standards Being Addressed (only one standard per curriculum item)
Math:
3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.
Standard for Fine Arts – Discipline:
VA.CR.2.3a
a. Create artwork using a variety of artistic processes, materials, and approaches (such as using elements and principles of modern art, applying artistic ideas from diverse cultures, etc.).

Global Perspectives:
Students learn about German artist Paul Klee and his interest in geometric shapes and color theory.

21st Century Skills Content: (place an X before all that apply)

Creativity/Innovation Problem Solving Health/Wellness
Critical Thinking Democracy International Perspectives
Communication Adaptability/Resiliency Ethics
Collaboration/Teamwork Financial & Economic Literacy Social/Civic Responsibility

Teacher’s Role During and After Lesson

Before: Prior to lesson, Classroom Teacher reads weekly e-mail from OMA Teacher and attached OMA lesson plan in order to actively participate during OMA lesson. Students have basic knowledge of multiplication with arrays.
During: Classroom Teacher monitors student progress and helps students during process of identifying multiplication through arrays. Classroom Teacher assists with setup/clean up of materials and helps students make any connections to the curriculum during lesson that they see fit. Classroom Teacher also takes note of any students struggling with integration concepts.
After: Classroom Teacher may extend lesson- students write array equations (multiplication or repeated addition) in their artwork on a separate sheet as a guide to their artwork or with an artist statement.

Materials:

Planning Page
Grid Guides
9x7” Cardstock
Sharp Pencils
Images of Paul Klee’s Work
Oil Pastel
Black Crayon
Q-Tips
Baby Oil
Newspapers (to protect desks)

Lesson Plan Design
Day 1
A. Anticipatory Set / Activation of Prior Knowledge:
OMA Teacher projects Paul Klee’s image on the document camera and ask students to find an array in his painting. Students think, share with neighbors, and then aloud to the class.
B. Teaching the Lesson:
Students write name and date on planning page. Students write our vocabulary world for the project. Array: A group of things organized in rows and columns. Students draw a visual example of an array in the post-it on their Planning Page.

OMA Teacher introduces the artist Paul Klee from Germany and shares his picture with the class. Based on what we’ve seen? what elements of art does he seem interested in? (Shape, Line, Color) What kinds of colors does he use? OMA Teacher shows students the color wheel on the document camera. Red, Orange, Yellow- are Warm Colors. Blue, Green, and Violet are Cool Colors. color in circles on Planning Page to show 3 Warm and 3 Cool Colors.
Next, OMA Teacher demonstrates on document camera how to draw “Whisper Lines,” light lines that we can erase easily. Students practice drawing Whisper Lines in the box on their Planning Page using the Wavy Rulers.
OMA Teacher then demonstrates how to use Grid Guide to make “Baby Lines,” around edge of art paper. Students complete task. OMA Teacher then shows students how to use whisper lines to connect their baby lines. Did Paul Klee make just a regular checkerboard? No, his grid is wavy. OMA Teacher shows students how to make either a free hand wavy or wavy ruler line (that is also a Whisper Line) to connect baby lines for a fun and funky grid. Students complete work on their grids.
C. Closure / Concluding the Lesson:
Students whisper to table about arrays they can find in the classroom. Volunteers share aloud with the class.
Day 2
A. Anticipatory Set / Activation of Prior Knowledge:
Hula Game- OMA Teacher brings several Hula Hoops and places them on the floor. OMA Teacher chooses a select number of students to divide them selves evenly in groups among the hoops. (For example 12 students must divide into groups of 3 people to fit in 4 hoops.) Once students are arranged they do the Hula Dance with music. Repeat several times including all students who want to participate.
B. Teaching the Lesson:
OMA Teacher uses document camera to demonstrate how to use Planning Page Grid to plan 2-3 square or rectangular arrays. OMA Teacher shows non examples of L shapes. Students explain whey L shapes are not arrays. Students transfer their arrays to art paper using a black crayon.
Students choose whether to put Warm or Cool colors inside their arrays. OMA Teacher demonstrates how to use Oil Pastels to add colors inside arrays. OMA Teacher shows non examples illustrating breaking their color scheme/coloring outside array. Students complete coloring inside of their arrays.
OMA Teacher demonstrates how to use opposite color scheme outside of their arrays. Students have time to color.
C. Closure / Concluding the Lesson:
Students whisper to table about whether they prefer warm colors or cool colors and why. Volunteers share aloud with the class.
Day 3
A. Anticipatory Set / Activation of Prior Knowledge:
Students look at array sample pictures as groups and come up with an equation to represent each array. OMA teacher shares images aloud with the class.
B. Teaching the Lesson:
OMA Teacher uses document camera to show to use a Q-Tip and a little bit of Baby Oil to blend the oil pastel on their paper. Helpers distribute 2 Q-Tips per student and cups of Baby Oil to share. Students blend inside their arrays first and switch Q-Tips to blend outside of their arrays.
C. Closure / Concluding the Lesson:
Students write multiplication problems that express their arrays on their Planning Page. Volunteers share aloud with the class. Students circle 3 Art Elements that stand our in their work. Volunteers share aloud with the class. If time allows, students may do a Gallery Walk around the room to see what peers did and share compliments aloud with the class.

Methods for Facilitating Creative and Critical Thinking:
Vocabulary world with visual definition, Hula game, Expressing arrays visually, Use of Planning Page
Strategies for Active Participation:
Elements Rock Song, Hula game, Array Pictures, Gallery Walk
Strategies for Reviewing, Assessing Understanding, and Reinforcing:
Planning Page, Step by step directions, OMA and Classroom teachers formally and informally monitor student progress and understanding

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