Lady Liberty for Little Learners
Grade Level: Kindergarten
Presented by: Alicia Smith, Judith Chalmers, and Amy Seerey Coolidge Elementary, Oklahoma
City, Oklahoma
Length of Unit: 12 days
I.
ABSTRACT
Expose your Kindergarten students to multiple aspects of The Statue of Liberty. The
students will be introduced to visual arts through sculpture. American history and
geography will include the naming of continents and countries that inspired the Statue of
Liberty. Teaching basic French words will touch the connection to France. “America the
Beautiful” will utilize a variety of musical concepts. The children will use measurement
of the statue’s dimensions as well as comparing and contrasting their bodies to the
statue’s dimensions. The erosion of the Statue of Liberty will be addressed through
science experimentation. To incorporate technology into the unit, the students will take a
“ field trip” to the statue via the Internet. Finally, in recognition of the enormous effort it
took to create The Statue of Liberty, our saying will be “ Where there is a will, there is a
way.”
II.
OVERVIEW
A.
Concept Objective(s):
1.
Students will develop an appreciation for an important US symbol
2.
Students will gain an understanding of the concept of location.
3.
Students will gain an understanding of measurement and size.
B.
Content from the Core Knowledge Sequence:
1.
Phonemic awareness
2.
Overview of the seven continents/ symbols and figures
3.
Sculpture/ Elements of music
4.
Measurement
5.
Seasons and weather
C.
Skill Objectives:
1.
Use initial sound in the child’s name to create an alliteration (i.e. Lady
Liberty)
2.
Label France and the ocean that separates France and the United States
on a map.
3.
Describe the meaning of a specific part of the statue (i.e. crown, torch,
etc.)
4.
Find a sculpture in your community.
5.
Compare a sculpture to a painting.
6.
Use “ America the Beautiful” to find beat, high and low pitch, and
rhythm.
7.
Choose the best unit for measuring the statue.
8.
Find everyday objects, which are comparable to the statue’s, body parts.
9.
Show how weather erosion can affect a statue.
10.
Recognize The Statue of Liberty and its significance to America.
11.
The students will compare and contrast sculpture with other forms of art
and recognize the connection to their everyday world.
12.
The student will locate and label The Statue of Liberty.
13.
The students will locate key cities involved in the production and final
site of The Statue of Liberty.
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14.
15.
16.
The student will use measurement to compare and contrast the size of the
Statue’s body parts to his or her own.
The student will recognize the effects of different objects in the
environment.
The students will learn the song America the Beautiful.
III.
BACKGROUND KNOWLEDGE
A.
For Teachers
1.
Topal, C. Children Clay and Sculpture. Massachusetts: Davis
Publication, 1983.
2.
Statue of Liberty National Monument and Ellis Island [On-line]
Available URL: http://www.nps.gov/stli/prod02.htm
3.
Curlee, L. Liberty. Atheneum books for young readers. Simon and
Schuster. New York.2000. ISBN:0-689-82823-3.
B.
For Students
1.
Isolate and repeat the initial sound of a spoken word
2.
Decode a letter into the phoneme it represents
3.
Listen to and understand a variety of texts, both fiction and nonfiction.
4.
Write his or her own name
5.
Identify and locate the seven continents on a map.
6.
Compare and contrast two-dimensional and three-dimensional artwork.
7.
Move responsively to music.
8.
Recognize a steady beat.
9.
Characteristics of local weather patterns.
10.
Interpret simple pictorial graphs.
11.
Identify familiar instruments of measurement
12.
Compare objects according to linear measure
IV.
RESOURCES
A.
Statue of Liberty National Monument and Ellis Island [On-line] Available URL:
http://www.nps.gov/stli/prod02.htm
B.
Topal, C. Children Clay and Sculpture. Massachusetts: Davis Publication, 1983.
C.
Curlee, L. Liberty. Atheneum books for young readers. Simon and Schuster.
New York.2000. ISBN:0-689-82823-3.
V.
LESSONS
Lesson One: Who is that Lady?
A.
Daily Objectives
1.
Concept Objective:
a.
Students will develop an appreciation for an important US
symbol.
2.
Lesson Content:
a.
Overview of the seven continents/ symbols and figures
3.
Skill Objective:
a.
Recognize The Statue of Liberty and its importance.
B.
Materials
1.
The Statue of Liberty by Penner
2.
Picture of the Statue of Liberty
3.
Video The Statue of Liberty, History for Kids.
4.
The New Colossus Poem by Emma Lazarus on chart paper
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Give me your tired your poor, / your huddled masses yearning to breathe
free,
The wretched refuse of your teeming shore. Send these the homeless, tempestlost, to me,
I lift my lamp beside the golden door!
5.
piece of copper (new and old)
C.
D.
E.
Key Vocabulary-( list on chart paper)
1.
Statue – a sculpted form made of stone, clay, wood, or metal
2.
Liberty- the condition of being free
3.
Freedom- the condition of being free
4.
Immigrants- one who leaves a country to settle permanently in another
5.
Copper- a reddish-brownish metallic element
6.
Veridgree- a blue or green copper acetate
Procedures/ Activities
1.
Read aloud The Statue of Liberty.
2.
Show the video The Statue of liberty.
3.
Read the poem written by Emma Lazarus. Recite this poem daily and
explain its meaning to the students.
4.
Explain to the students they will be learning much information about the
Statue of Liberty.
5.
Discuss what you think the Statue of Liberty is made of.
Assessment/Evaluation
1.
Complete a KWL chart for the unit
Lesson Two: I Spy a Sculpture (This lesson will play a role in the culminating
activity.)
A.
Daily Objectives
1.
Concept Objectives
a.
Students will develop an appreciation for an important US
symbol.
2.
Lesson Content
a.
Sculpture
3.
Skill Objectives
a.
Identify sculpture as part of the Fine Arts curriculum.
b.
Recognize the basic categories of sculptures.
c.
Identify The State of Liberty as a sculpture.
d.
Locate and identify sculptures in the community.
e.
Create a clay sculpture.
B.
Materials
1.
Chart paper
2.
Colored markers to record information
3.
Collections of a variety of sculptures. (Examples: realistic and abstract
made out of a variety of different materials.)
4.
Photos of local sculpture in the community for a display or to use in a
Power Point presentation.
5.
Clay or your own recipe for play dough
C.
Key Vocabulary
1.
Sculpture is art of creating forms and arranging them in a space.
2.
Sculpturing is creating any form of sculpture.
3
Realistic sculpture looks like the real object.
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4.
5.
6.
D.
1.
2.
3.
4.
5.
6.
7.
8.
E.
1.
Abstract sculpture is based on what the eyes see, but is exaggerated,
distorted, simplified, or uses geometric shapes.
Sculptor is one who creates any type of sculpture.
3-dimentional has depth. You can walk around it or move the sculpture
and look at it from different angles.
Procedures/Activities
Divide children into groups of four and give each group a collection of a
variety of sculptures.
Ask them to look their collection and see if they can describe what they
are looking at. Allow free discussion for as long as you see they are
discussing the topic. Evaluate what they know about sculptures as you
walk around the room.
After this discovery time, bring them into a group and list on the charts
how each group describes their collections. If no one suggests
sculptures, then you introduce the word. Ask the children to list the
areas of fine arts they see in their school day. Most likely they will say
painting, so expand the definition of fine arts to include painting, writing,
music, drawing, and sculpturing.
Display and name the different types of sculptures using the collections
the children studied. After naming the types, hold up examples and
discuss as a group what type it is. (Realistic or abstract) Display samples
at a center for free exploration for the length of this unit. Photos of
sculptors of Rodin or Picasso can be displayed in this section.
Ask them if The Statue of Liberty is a sculpture. Retell the story
of how Frederic Bartholdi sculpted a small five-foot clay model version
of the statue. Ask the children what they know about the size of
sculptures. At this point they should recognize that some you can hold in
your hand and others are very big.
Ask the children if they know where some big statues in the
community are. Proceed with your photos of sculptures that they
children might have seen. Ex.: museums, zoos, and etc. I used a Power
Point presentation to display my collection and also created a bulletin
board display.
Use a candy mold or a ceramic mold to show how some sculptures are
created.
The lesson will end with the children creating their own
sculptures using clay. List children suggested topics and allow the
children to choose their own. I included this as a center as long as the
children were interested. The sculptures should be saved for fine art
show or culminating activity.
Assessment/Evaluation
Teacher observation would provide information on the children’s
understandings of sculptures. These observations could occur in any of
the steps of the lesson. The following questions could provide a
guideline to inform the teachers’ instruction.
a.
Do the children understand that sculptures can be any size and
made of any material?
b.
Can they identify that sculptures can look like the real think or
be an idea of the sculptor?
c.
Do they connect the idea of being a sculptor when they created
their own sculptures?
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Lesson Three: Where in the World?
A.
Daily Objectives
1.
Concept Objective
a. Students will gain an understanding of the concept of location.
2.
Lesson Content
a.
Overview of the seven continents/symbols and figures
3.
Skill Objective
a.
Locate France on a map.
b.
Locate the United States and New York on a map.
c.
Locate the Atlantic Ocean on a map.
B.
Materials
1.
Map of world
2.
Individual map ( See Appendix A)
C.
Key Vocabulary
1.
Present-gift to someone
2.
Bonjour-hello
3.
Au Revior-Goodbye
4.
Merci-Thank You
5.
Oui- Yes
D.
Procedures and Activities
1.
Use a map to show the location of France and the United States.
2.
Question and brainstorm how they could get the Statue of Liberty to New
York harbor.
3.
Divide students on each side of the room and how could you get
something across to the other side.
4.
Name the ocean between France and New York.
E.
Assessment/ Evaluation
1.
Color map in Appendix A
a.
France- Red
b.
Liberty Island Green
c.
Ocean Blue
2.
Extension
a.
Practice the French vocabulary- Have students repeat as teacher
models
Lesson Four: What’s in a name?
A.
Daily Objectives
1.
Concept Objectives
a.
Students will gain an appreciation for an important U.S. symbol.
2.
Lesson Content
a.
Phonemic awareness
3.
Skill Objective
a.
Use initial sound in the child’s name to make an alliteration
B.
Materials
1.
Emma’s Elephant by David Ellwand
2.
12x18 white construction paper (1 per student)
3.
“Post-it” note paper
4.
Chart paper
5.
Pencils, crayons, markers, etc.
C.
Key Vocabulary
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1.
2.
3.
D.
E.
Lady Liberty - a nickname for the Statue of Liberty
Liberty- the condition of being free
Statue of Liberty- a statue representing liberty as a woman with a torch
upraised in one hand and a book in the other located on Liberty Island in
New York harbor
4.
Nickname- a descriptive name added to our replacing the actual name of
a person, place, or thing
Procedures/ Activities
1.
Show a picture of The Statue of Liberty. Ask the students to recall its
name.
2.
Inform the students that the statue has another name or a nickname.
Write Lady Liberty on chart paper and read it to the students.
3.
Ask the students if they have nicknames that they would like to share.
4.
Ask the students if they recognize what is the same about the two words
Lady Liberty.
5.
Underline both “L’s” in the words and review the sound that “L” makes.
(If a student notices that they also both end in “y” underline the “y”
also.)
6.
Ask the students if anyone in the class has a name that begins with”L”.
Add those names to the chart paper and underline the “L” (It is
important that you ask even if there is no one with an “L” name, so the
children will use their phonemic awareness skills to eliminate their
name.)
7.
Read Emma’s Elephant (or any other alliteration book) make note of the
alliterations.
8.
Explain to the children that they will make a new page for the book using
their name.
9.
Give an example using the teacher’s name on chart paper.
10.
Ask the children to think of an animal that begins with the first letter of
their name. (For names such as Jorge or Juan, use the beginning sound
instead of the beginning letter.) Write the children’s suggestions on chart
paper.
11.
Give children a piece of white construction paper and ask them to write
their name on it and add an ”s”.
12.
Ask the children to recall their alliteration and draw themselves and their
animal on the paper.
13.
As the children are illustrating their page, use the “Post-it” notepad to
dictate each child’s animal. Give the child the opportunity to write the
animal’s name, if this is too challenging, write it with them.
14.
Collect the pages, bind it into a book and read it to the class.
Assessment/Evaluation
1.
To assess the students learning, the teacher would state a student’s name
and the class would create multiple animals, which begin with the first
letter of the name.
Lesson Five “Look and Find” (Optional: Visual Arts Extension Lesson)
A.
Daily Objective
1.
Concept Objectives:
a.
The students will compare and contrast sculpture with others
forms of art and recognize the connection to their every day
world.
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2.
B.
C.
D.
E.
Lesson Content
a.
Sculpture and paintings
3.
Skill Objectives:
a.
Identify the differences in sculptures and painting.
b.
Recognize that sculptures are 3 dimensional and paintings are
two-dimensional.
Materials
1.
Print of Mary Cassatt’s, The Bath
2.
Print of Homer Winslow’s Snap the Whip
3.
Print of Matisee’s The Purple Robe
4.
Paper for painting
5.
Variety of different colored paints
6.
Chart and markers for recording student information
Key Vocabulary
1.
Two dimensional includes length and width of a flat surface
Procedures/Activities
1.
Display sculptures and review that they can be different sizes, look
realistic or abstract, and they are the ideas of the sculptor.
2.
Discuss any of the listed prints in the material. Look at the colors, the
theme of the painting and the characters in the paintings. Ask can you
see all sides of the children in Snap the Whip or the lady in The Purple
Robe. Hold up a sculpture from the collection discussed the day before.
Ask can you see all sides of the sculpture if you walk around it. Can you
see all sides of a painting if you walk around it? Discuss the terms 3
dimensional and two-dimensional. Ask which one a painting would be
and a sculpture would be?
3.
Either set up a painting center that would allow each child to paint a
picture of his/her own topic choice. All the children could also paint at
the same time. Set up a still life exhibit consisting of stuffed animals,
flowers, and etc. Put this exhibit in the center of the room and move the
children’s desks so they face the exhibit. Prepare a paint palate of
several colors for each child. Each child has one brush and a piece of
paper towel for cleaning the brush. No water is needed. The children
can dip in a color, paint, and clean the brush on the paper towel. They
are then ready to use a different color.
4.
Save the painting for the assessment activity.
Assessment/Evaluation
1.
Have a Fine Arts sharing time. Each child will display their sculpture
and their painting and share his/her learning about the differences
between paintings and sculptures. Encourage the children to use the
terms 2 or 3 dimensions in reference to their display. Save exhibits for
the culminating celebration.
Lesson Six: Lady Liberty’s Enlightenment (This lesson will play a role in the
culminating activity.)
A.
Daily Objective
1.
Concept Objectives:
a.
Students will develop an appreciation for an important US
symbol.
2.
Lesson Content
a.
Overview of the seven contents/ symbols and figures
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3.
B.
C.
D.
E.
Skill Objective:
a.
Name the parts of the Statue of Liberty.
b.
State the meaning of torch, crown, tablet, and chains
Materials:
1.
The Statue of Liberty (Renner)
2.
Poster of the Statue of Liberty
3.
Chart Paper
4.
Crown- 9 pipe cleaners per child
5.
Torch- 1 paper towel roll, gray construction paper, red and yellow crepe
paper cut in 12-inch segments
6.
Tablet-1 Styrofoam meat tray per child, green paint and black paint
7.
Streamers- stray pipe cleaner cut in half. Red, white and blue streamers.
8.
A list of children’s birthdays
9.
Appendix B
Key Vocabulary
1.
Torch- a portable light produced by the flame of a flammable material
wound about the end of a stick and ignited
2.
Freedom- the condition of being free
3.
Tablet- sheet of metal, wood or stone with words or designs written on it
4.
Crown- something you wear on top of your head.
5.
Colossal- huge
Procedures/Activities
1.
Read aloud the Statue of Liberty by Renner
2.
Look at picture or poster of the Statue of Liberty
3.
List vocabulary words on chart paper. Read and define. Find on poster
and tell the symbolism of her parts.
4.
Ask for volunteers to point to a part of the Statue of Liberty. Discuss its
name and symbolism.
5.
If possible, go to the website and look at the Statue of Liberty.
6.
In-groups of 3 or 4 have the children go to various stations to make the
crown, torch, tablet, and streamers.
Crown-take 2 pipe cleaners put together to form a circle then use the other seven
to make the points on the crown ^ (They will flop over) bend the points
to the circle.
Tablet-paint the meat tray green, when dry have the children paint their birthday;
month and date.
Torch-Glue gray construction paper to the paper towel roll. Glue streamers to the
end of the roll.
Streamers-w pipe cleaners around the middle of the streamers (red, white and
blue). place the end in the straw. You may have to tape so it doesn’t flop
out when we are moving around. (Keep for lesson 10).
(Note: keep all the projects for the final assessment, and to show parents.)
Assessment/Evaluation
1.
Ask the children to complete Appendix B.
Lesson Seven: Weathering the Test of Time
A.
Daily Concepts
1.
Concept objective:
a.
Students will gain an appreciation for an important US symbol.
2.
Lesson Content:
a.
Weathering and sculptures
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3.
B.
C.
D.
Skill objective:
a.
Students will use science experiments to show weathering and
erosion and how it can affect a sculpture, such as The Statue of
Liberty.
Materials
1.
Book on erosion and weathering.
2.
Sand to make a pile for each working group of children.
3.
Tray to put the sand on.
4.
Rocks and pieces of rocks
5.
Individual journals for each child
6.
Small water balloon for each child
7.
Plaster of Paris or salt-flour mixture to cover the balloon.
8.
Freezer for overnight experiment
9.
Chart to record information and markers
10.
Safety goggles for children
11.
Science journal
12.
New and old piece of copper
Key Vocabulary
1.
Erosion -the removal of small fragments
2.
Weathering- all changes in a material as a result of their exposure to the
atmosphere
3.
Atmosphere - the air around us
4.
Rocks are weathered into sands and soils.
5.
Verdigris- a green patina or crust of copper sulfate formed on copper
exposed to air or sea water for long periods of time
Procedures/Activities
1.
Ask the children to describe a rock while you record their impressions.
2.
Tell the children that we are going to make a model of a rock and see
what freezing does to it.
3.
Fill a small water balloon for each child or groups of children. Each
child will cover the balloon with a plaster of Paris mixed with water or
use a mixture of ½ cup salt and 1 cup of flour. Add enough water to
make a paste. Cover the balloon with the mixture to make it look like a
rock. (The water in the balloon is like water seeping into a rock.) Let it
dry. Compare their rock with a real rock. Children should record their
observations of the rock in their journals at this time.
4.
Put the model rocks inside a freezer for 1 night. Have the children
predict what will happen. The children should discover that the freezing
will crack their rock. Ask them if they think a real rock will do the same.
Ask them what happens when a real rock cracks open. Have some
examples of rocks and pieces of rocks. Let the children arrive at the
conclusion through discussion rocks break up to smaller pieces until we
have sand and soils.
5.
The second part of this experiment will expose the children to the
weathering caused by wind and rain. Give each group of four students a
fist-size of smaller rocks. Have the children pile the rocks in a mountain
shape on a tray. The sand can then be piled on top of the rocks to make
their own mountain. Refer back to discussion in Lesson One. Reshow
pieces of coppers.
6.
Give each group a container, such as a small watering can of water.
Discuss how they could make it rain on the mountain. As they make the
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E.
rain fall on the mountains, they should record their observation of what
happens to the sand and the rocks.
7.
Ask the children how else they could get the sand to move around.
What would happen if wind would come down the mountains? Give
each child a chance to blow on the mountain. (Be sure to use safety
goggles for this experiment) Record if the sand and rocks move.
8.
Discuss with the children that the Statue of Liberty is made of copper, a
material whose color is affected by the elements. Explain to the students
that the reason the Statue of Liberty is green is due to the fact the she is
outside and the weather has severe effects on her. (Her green color is
called verdigris.) Some days the sun shines on it and it is hot. Some days
the rain, ice, or hail can fall on it. Some days the wind might blow small
pieces of sand on the statue. If there is a little hole with water in it on a
very cold freezing day, what might happen? Relate to the children that
scientists study weathering and erosion, so we can protect this special
landmark.
Assessment/Evaluation
1.
Teacher observation of the interaction and discoveries of the experiences
will give the teacher valuable information on the understanding of the
children.
2.
The science journals will also give good information on what the
children understand and their misconceptions.
3.
Extension Activity
a.
Follow-up activities can be set up in the sandbox for center time
for further individual investigations. Include materials of sand,
rocks of various sizes, containers, water containers, and etc.
Children may wish to draw pictures or show you their
discoveries about erosion.
Lesson Eight: From Head to Toe
A.
Daily Objectives
1.
Concept Objective
a.
Students will gain an understanding of measurement and size.
2.
Lesson Content
a.
Measurement
3.
Skill Objective
a.
Choose the best unit for measuring the statue
B.
Materials
1.
Rope or yarn 111 feet in length (distance from the heel to top of head)
2.
Area large enough to display rope at full length
3.
Ruler
4.
Tape measure
5.
Yard stick
6.
Balance
7.
Scale
8.
Thermometer
9.
Chart paper
C.
Key Vocabulary
1.
Measurement-a system of measuring
2.
Thermometer- an instrument used for measuring temperature
3.
Scale- an instrument used for measuring weight
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4.
5.
6.
D.
E.
Yard stick- a 3 foot measurement instrument
Ruler- a 12 inch (1 ft.) measurement instrument
Balance- a weighing device consisting of a rigid beam horizontally
suspended with identical weighing pans hung at either end
7.
Island- a body of land surrounded by water
Procedures/Activities
1.
Remind the students that the Statue of Liberty sits on an island and is
visited by many people yearly. Explain to them that visitors are able to
walk inside the Statue of Liberty. In the morning, make a graph using
the following question- How tall is The Statue of Liberty? 51 feet, 111
feet, 211 feet, 311 feet. (Make sure to provide students with a point of
reference for each measurement by showing pictures or providing
information on landmarks that closely measure the height of these
choices.) Ask the children to “guess” the height of the Statue of Liberty.
Let the children write their names under their answer.
2.
Total the answers on the graph and explain to the students that they will
explore the answer later.
3.
Gather the children in the large area. Choose two children to hold each
end of the rope and extend it the full length. Explain to the children that
The Statue of Liberty is as tall as the rope is long.
4.
Gather the children in a circle and ask them how they could measure the
rope.
5.
Show each measurement tool and review the name for each. Let the
students put the tools into two groups; possible and not possible. As the
children are deciding, ask them why or why not for each tool. (ex. rulerpossible balance-not possible)
6.
After the measurement tools have been sorted, ask the children to choose
the best tool from the possible group.
7.
After the children choose the tape measure, use it to measure the rope.
8.
Take that number and use it to find the correct answer from the earlier
graph.
9.
Gather the children together and review the usage for each of the
measurement tool.
Assessment/Evaluation
1.
Individually ask the children how tall The Statue of Liberty is and what
you could use to measure it.
Lesson Nine: My What Big Eyes You Have!
A.
Daily Objective
1.
Concept Objective
a.
Students will gain an understanding of measurement and size.
2.
Lesson Content
a.
Measurement
3.
Skill Objectives
a.
Find everyday objects, which are comparable to the statue’s,
body parts.
B.
Materials
1.
Tagboard in the shape of an eye (2.6 feet wide), nose ( 4.6 feet long) and
mouth(3 feet wide) 3 each
2.
large butcher paper (1 per student)
3.
Chart paper
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C.
D.
E.
4.
Pencils
Key Vocabulary
1.
Measure- to mark off dimensions
2.
Trace- to outline the course or trail of
Procedures/Activities
Day One
1.
Create graphs using the following questions: How large is the Statue’s
eye? 3inches, 3feet, 30 feet How large is the Statue’s nose? 5 inches, 5
feet, 50 feet How large is the Statue’s mouth? 3 inches, 3 feet, 30 feet.
(Remember to provide a point of reference for each of the measurements
listed. Allow time for the students to vote for their choices.
2.
Show the tagboard replica of each body part.
3.
Measure each body part and find the correct answer on the graph.
4.
Put the children into small groups and give each group a replica of a
body part.
5.
Give the groups time to find something in the room that is the same size
as the replica.
6.
Gather the children on the carpet and ask each group about their findings.
Day Two
1.
Pass out butcher paper and pencils to each student. Let the student
choose a tagboard replica and trace it onto the butcher paper.
2.
Show the students how to measure using their hands along the longest
part of the pattern.
3.
Ask the students to trace their hand end to end onto the body part and
count the number of hands it took to complete. Write the number on the
body part.
4.
Put the children in groups according to the body part they chose.
5.
Graph the number of hands it took for each body part.
6.
Share the results with the class.
Assessments/Evaluation
Day One
1.
Individually ask each student to recall an object that was the same size as
the statue’s nose, eye, and mouth.
Day Two
1.
Ask the student to show the correct way to measure using hands. (I.e.- no
overlapping or gaps, each hand close to the other.)
Lesson 10:America the Beautiful (This lesson will play a role in the culminating
activity.)
A.
Daily Objectives:
1.
Concept objective
a.
Students will develop an appreciation for an important US
symbol.
2.
Lesson Content
a.
Sculpture/Elements of music
3.
Skill objective:
a.
Learn beat to the song “America the Beautiful”
b.
Find high and low pitch
c.
Find rhythm of the song
B.
Materials
1.
Rhythm Sticks. Tambourine, Bells
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2002 Core Knowledge® Conference
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C.
D.
E.
VI.
2.
CD or tape with America the Beautiful
3.
Piano Accompaniment to “America The Beautiful”
Key Vocabulary
1.
Beat - to strike or hit repeatedly
2.
Pitch- the relative position of tone in a scale
3.
Rhythm- the patterned recurring alternation of contrasting elements of
sound
4.
Patriotic- feeling, expressing, or inspired by love on one’s country
Procedures/Activities
1.
Play patriotic music at various times during the day before this lesson.
2.
Play “America the Beautiful”- demonstrate beat for children, use rhythm
sticks to tap out beat.
3.
Sing the song with the tape (You might want to inlist the help of the
music teacher)
4.
Rhythm- moves around the room to “America the Beautiful” with the
streamers from lesson 6.
Assessment/Evaluation:
1.
Using streamers to keep the beat sing the song for our parents at the final
assessment.
CULMINATING ACTIVITY
Parents, community, and school advisors will be invited to a patriotic celebration at the
culmination of this unit. The students will share their knowledge of the Statue of Liberty
and other American symbols. This will be accomplished by singing patriotic songs and
monologues by various classes. The audience will then be invited back into the
classroom for an in-class art show that will feature the art projects created during this
unit.
VI.
STUDENT WORKSHEETS/HANDOUTS
Appendices A - B
VIII.
BIBLIOGRAPHY
America Sings. Questar, Chicago IL. 1995.
Ayer, E. Our National Monument The Millbrook Press, Brookfield Conn. @1992 ISBN
1-56294-078-3.
Bell R. and Abrams, R. In Search of Liberty, The Story of the Statue of Liberty and Ellis
Island. Doubleday and Company: Garden City, New York. 1984. ISBN:0-38519624-5.
Coerr, E. Lady With a Torch, How the Statue of Liberty Was Born. New York: Harper &
Row, 1986.
Curlee, L. Liberty. Atheneum books for young readers. Simon and Schuster. New
York.2000. ISBN: 0-689-82823-3.
Ellwand, David Emma’s Elephant. New York: Dutton,1996. 0-525-45792-5
Endex. The Statute of Liberty Facts News and Information.
http://endex.com/gf/building/liberty. html.2001
Fisher, L. The Statue of Liberty. Holiday House. New York. 1985. ISBN: 0-8234-0586-9.
Georgeson Shareholder’s live cam of The Statue of Liberty. Scorrp.com/cam. 2001
Heslewood, J. The History of Western Sculpture- a Young Person’s Guide. Texas:
Steck-Vaughn , 1996.
Hill, J. Clay. New York: Franklin Watts, 1989. 0-531-10757-4
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2002 Core Knowledge® Conference
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Hirsch, Jr. E.D. What Your Kindergartener Needs to Know. New York.
Doubleday,1996,0-385-31841-3
http://www.nps.gov/stli/prod02.htm
ILL: Garrard,1972.8116-6505-4
Johnson, L. Our National Symbols, The Millbrook Press, Brookfield Conn. @1992
ISBN: 0-516294-108-9.
Kraske, Robert. The Statue of Liberty Comes to America. Champaign,
Lambert, D. The Work of the Wind. New York: Bookwright Press, 1984. 0-5310-4789-1
Maestro, B. and G. The Story of the Statue of Liberty. Lothrop, Lee and Shepard Books.
New York. 1986. ISBN: 0688-05773-X.
Miller, N. Cornerstones of Freedom, The Statue of Liberty. Childrens Press, Chicago
1992. ISBN: 0- 516-06655-2.
Moreno, B. The Statue of Liberty Enclyopedia. Simon and Schuster, New York. 2000.
ISBN: 0-684-86227-1.
Nash, M. Statue of Liberty. Keeper of Dreams. Manhattan Post Card publishing co. Inc.
1983.
New York Tourist Center, The Statue of Liberty. http://nyctourist.com/liberty.html, 2001
On-Line Materials:
Penner, L. The Statue of Liberty. Random House, New York 1995, ISBN 0-679-86928-X.
Quiri, P. The Statue of Liberty, A True Book. Children’s Press, New York, 1998 ISBN :0516-206-1.
Smith, S. & Holt, T. The Sculptors Handbook. New York: Gallery Books, 1984. 0-83170471-3.
Statue of Liberty National Monument and Ellis Island [On-line] Available URL:
The Statue of Liberty , History for Kids. American Institute for Education Inc. ISBN: 1891003-21-6
Topal, C. Children Clay and Sculpture. Massachusetts: Davis Publication, 1983.
Weisberger, B. Statue of Liberty – The First hundred Years. American Heritage. New
York. 1985. ISBN: 0-8281-1189-8.
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Appendix A
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Appendix B
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