GAP Lesson Plan Format

http://www.mrsbrownart.com/4th.htm
Teachers Names:
Halli Daniel
Luca Kimbrell
Kelly Holbert
Daniel Bye
Art lesson title:
A Bugs Life
Grade/age Level:
Fourth Grade
Rationale/Goals:
The primary goal of this artistic lesson is for students to learn and
experience the view that a bug has of the world around them. This lesson
is designed to help students understand that everyone experiences the
world around them in a different and unique way. This lesson also helps
the student to work with the art concept of scale as they must base all
objects in the picture on how a bug would view them. This lesson can also
be used in connection with a biological sciences lesson specifically relating
to bugs.
Standards/Objectives/Assessments:
STANDARDS

OBJECTIVES

ASSESSMENTS

Students will select and use the

most effective materials,
techniques, and processes to
communicate his or her ideas,
experiences, and stories through
works of visual art.

Student will select materials

(crayons, colored pencils,
and construction paper) with
the environment of a bug in
mind

Students final product will depict

the environment they chose in a
view from a bugs standpoint.

Students will select and use

subject matter, symbols, ideas,
and the elements and principles of
design to communicate meaning
through his or her art making.

Students will be able to

make an image based on the
idea of A Bugs Life and the
perspective of a bug.

Students will be able to explain

their illustration and their
decisions to their classmates.

Students will identify and discuss

specific works of visual art as
belonging to a particular time,
culture, and place.

Student will be able to

explain why the specific
location they chose was
decided.

Final product will depict a

location that a bug may find him
or herself in.

Students will understand that

plants are adapted to their
habitats so that their needs can be
met. Some plants have special
structural adaptations for meeting

They will demonstrate

appropriate plants and other
abiotic elements for the
specific environment they

Final product will contain

elements of nature that not only
align with the environment
depicted, but could be found in

their needs in their particular

habitat.

are illustrating.

that environment as well.

The student will demonstrate an

understanding of how the
structural characteristics and traits
of plants and animals allow them
to survive, grow, and reproduce.

The plants depicted will

show an understanding of
the environment and how
they can use things in their
environment to survive.

Each person will be able to tell

their group about why they
chose to draw certain elements.

Key Concepts:
List vocabulary, skills, or concepts you will emphasize/highlight
- Uniqueness
- Perspective
- Detail
- Landscaping
Lesson Sequence:
Be very detailed. Number the steps, and be sure to have a distinct
motivation and closure. Plan how supplies will be distributed and cleaned
up. Your group will have 30 minutes to teach the lesson and for your
students to complete an activity. Organize cleanup within your time slot.
1. Invite students into room and take shoes off. Students enter dance
studio and engage in activity on various insect movements.
2. Begin with a short discussion on point of view and environment.
1. point of view - Daniel
1. students will act like bugs on the performance floor
2. students lay on the floor and imagine theyre are bugs
outside and share what they may see
3. students will watch clip from A Bugs Life https://www.youtube.com/watch?v=jrW_TTxP1ow
ii.
environment - Halli
1. What is an environment?
2. Introduce the 3 types of environment.
3. What types of things would you find in these
environments?
4. Show our examples to them.
5. Each teacher will individually discuss their examples and
explain reasoning behind how photo was drawn.
ii.
Kelly and Luca will be handing materials out while Daniel and
Halli talk.
b. Students will make a picture involving generic scenes from a bugs
point of view. Teachers will provide models for students to view that
demonstrate proper use of point of view and drawing other various
items in relation to the bug(s). They will be able to choose any of
the following environments:
i.
backyard - Kelly
ii.
mountains - Daniel

iii.
beach - Halli
b. Make sure students understand the concept of how a bug would
view the world and how it interacts with its environment. Reiterate
that it is from the bugs perspective and that the elements in the
picture should represent the environment they have chosen.
c. Present final product in small groups and explain reasoning for
elements in the environment.
Questions to generate responses:
o How did you decide on your background?
o Why did you make ____ so big and ___ so small?
o Why did you color this in a certain color?
o What aspects of the environment did you include?
o How did you decide on those aspects?
5. By table, have every kid clean up their area and throw trash away.
Materials, supplies, tools, visuals, and equipment:
A variety of construction paper
Crayons
Colored pencils
Scissors
Glue sticks

Visual samples of the artistic product(s):