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Art Integration Lesson Plan Template

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea*: Food Chains & Relationships

Lesson Overview/Summary*: (This is like an abstract of the structure and procedures section)
Students will be predicting, investigating, and creating art based on newly learned knowledge of
food chains. Students will begin the two-day lesson with a VTS of Food Chains by Alicia Gilbert.
Once the class discussion of the drawing is complete students will be set free to begin
researching an animal of their choice. The animal must have at least three other animals within
its food chain. Students will use their research to fill out a packet organizing their thoughts and
preparing them for the art project. Once the packet is complete they can begin constructing their
food chain collage (day two). After the collage is finished and approved students will compose a
written explanation of each animal and its purpose within the food chain.
Key Concepts for each area (1-2 each): What you want the
students to know.*
1. Visual Art: Students will understand that art is perceived in
different ways depending on the person. Each aspect of
artwork is important and has deeper meaning.
2. Literacy: Students will be able to write a descriptive
paragraph intently identifying each animal within the food
chain using correct vocabulary, punctuation, and grammar.
3. Science: All animals go through a sequenced flow of energy
through a food chain beginning with the sun. Each animals
food chain is different and each part is crucial to their survival.

Essential Questions

Grade Level*: 3rd

Class Periods Required:
(please circle)


1. How does energy flow through a food chain?

2. How are animals and plants dependent on one

Lesson Objectives/Goals: (Excellent resource at What

you want the students to do. *
1. Visual Art: All students will make predictions and inferences about the artwork presented and connect it to the big idea of
relationships within food chains.
2. Literacy: All students will compose a written explanation for each step within the food chain and how each animal affects
the chain.
3. Science: All students will research their desired animal and investigate the food chain while filling out the packet.
Grade Level Expectations (GLEs)


Instructional Strategies (Teachers approach to helping students

Art Integration Lesson Plan Template

1. Visual Art (May use NAEA National standards): Anchor Standard
#4: Analyze, interpret, and select artistic work for presentation
2. Literacy: RI.3.3: Describe the relationship between a series
of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to
time, sequence, and cause/effect.
3. Science: 3-4.2.A: Changes in Ecosystems and Interactions of
Organisms with their Environments.

achieve learning)

Content Areas Integrated*:

1. Visual Art (Inspiration Artist: Alicia Gilbert)
2. Literacy
3. Science

Lesson Structure & Procedure(s) Sequence of events of the lesson

The teacher will use modeling to help achieve maximum

student learning. The teacher will have an example packet
filled out and an example food chain collage finished to show
students. The teacher will also be available to answer
questions and provide guidance during student independent
elements. (The before, during, and after the lesson, e.g.
Engagement/Opening, Procedures, Guided Practice, Conclusion ,please be
very specific, walk me through step by step of the What of what is
happening with a rationale as to WHY you are doing this):

1. The lesson will begin with students preforming a VTS of the

drawing Food Chain by Alicia Gilbert. Students will be
encouraged to explain what they see and what they think it
means aloud. Together as a class we will analyze the drawing
and connect it to what weve learned about food chains.
2. Student will begin researching an animal of their choosing
using the website,
3. During research time students will fill out the first graphic
organizer in the packet. This organizer has students list out
each animal within the food chain. Students will be required
to research 3 different food chains.
4. Students will choose one food chain and sketch each
animal in the food chains head and face region on the new
graphic organizer in the packet.
5. The last page in the packet is for students to sketch the
chosen food chain mouth in mouth in mouth. This is the
sketch that will be used to create the food chain collage.
6. Students will get their sketch approved from the teacher
and with the go-ahead begin constructing their piece.
7. After the project is completed, students will begin

Art Integration Lesson Plan Template

constructing their detailed paragraph about the food chain.

The paragraph should contain a detailed description of each
animal and the part they play within the food chain.
8. Once all students are finished working, ask for volunteers
to present their work to the class.
9. After all volunteers have presented have students set their
project on their desks and have a class gallery walk.
Opening (Gaining Attention, what will you show, or demonstrate)*:
Students will be shown Alicia Gilberts drawing Food Chains
and participate in a class discussion of the meaning behind
each aspect of the drawing. Together all students will make
connections from previous knowledge of food chains and the
art work shown.

Closure (Reflecting Anticipatory Set, how will student share what they

Formative Assessment strategy: (how will you assess while the

Summative Assessment strategy*:

-Evaluating students food chain collages on the bases of:
-Including at least three animals
-Animals sequenced in correct order
-Student have a written explanation of the food chain
that includes correct vocabulary, punctuation, and

learning is happening?)

-Observing participation in class wide discussion

-Observing students independent work
-Asking questions to individuals and class
-Participation in filling out the graphic organizer packet


Volunteers will present their food chain collage to the class

and all students will participate in a gallery walk to ensure
every students work is seen and valued.

What student prior knowledge will this lesson require/draw upon? (what do they need to already know)
This lesson will take place after having done an ecology lesson on food chains. Students will need to know what a food chain
is, the importance behind them, and how they work.
Technology Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student learning
The technology within this lesson is the use of to conduct food chain research on their desired animals. An
assistive technology of audio books will be provided for students with low reading skills, students that are unable to conduct
internet research, or any other student that wishes.
How will this lesson allow for/encourage students to solve problems in divergent ways?
Students are encouraged to pay attention to detail, make predictions, conduct research, and compose a detailed paragraph

Art Integration Lesson Plan Template

throughout this lesson. All of these skills are encouraging students to gather information to become well informed about a
topic. Teaching these skills will help students become well-informed citizens in the future.
How will you engage students in routinely reflecting on their learning? (How will the students know they have learned something?)
Providing students with feedback on their food chain collage, in a timely manor, will allow students to reflect on their project.
Students will be praised for their hard work and suggestions for how to improve will be provided when necessary.
Differentiated/Accommodations/Modifications/Increase in Rigor To help meet the needs of all learners, learning differences,
cultural and language differences, etc.

Hold a gallery walk to show the artwork of everyone as opposed to having all students present to the class.
For an extension students can visit to learn more and play the Food Chain Game!
Audio books will be available during the research time for students to use opposed to internet usage.
For students to which it applies, artwork can be verbally explained in replacement of composing a written description.
However, the same requirements of descriptions apply.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
Food Chains by Alicia Gilbert
* Include this information during the Padlet/prezi/ppt presentation.
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

Art Integration Lesson Plan Template

Food Chains by Alicia Gilbert