Student Teacher: Annelise Binnig

Setting: Third Grade

Subject: Art
Date of Lesson: 2/19/16
Planning: Lesson 1

Objectives:
The student will design a robot from their imagination.
The student will invent a purpose for their robot.
The student will decide the elements necessary for their robot to function.
The student will distinguish between two dimensional and three dimensional art.
I Can Statements:
I can design a robot using my imagination.
I can decide what purpose my robot will have.
Ohio Content Standards:
6 PE Recognize and identify choices that give meaning to a personal work of art.
4 PR Create artworks that demonstrate awareness of two and three-dimensional space.
3 PR Find and solve problems of personal relevance and interest when developing
artmaking ideas.
Materials:
Design template
Reflection worksheet
Crayons
Pencils
Prerequisite Skills/Knowledge:
Drawing: using mark-making instruments (pencils, crayons, etc.) to create an image.
Coloring: using color from crayons or colored pencils to completely fill in shapes with
color.
Brainstorming: talking over ideas with peers to form new ideas and provide inspiration.
Working Spatially: working in two dimensional space and bringing it to three
dimensional space.
Prerequisite Vocabulary:
Draw: using a pencil, crayon, or other utensil to create an image.
Brainstorm: bouncing ideas off of each other to come up with new ideas and
inspiration.
Create: to make something.
Design: to plan ideas for making something.
Imagination: creating something new inside your mind.
Key Lesson Vocabulary:

Two-Dimensional: having a flat surface; existing on a piece of paper.

Three-Dimensional: existing in space, off of a piece of paper, having form.
Function: what your robot does
Appearance: how your robot needs to look in order to complete its function

Potential Misunderstandings:
Students may have
Difficulty using their imagination.
Difficulty writing about their creation.
Misunderstandings in the concept, potentially due to language learning barriers.
Difficulty picturing the two dimensional drawing as a three dimensional object.
Differentiation & Learning Supports:
For students who are English Language Learners, assist them in completing the written
portion by having them verbally talk about their machine to me as I scribe for them.
Support students individually as their needs arise.
__________________________________________________________________________
Instructional Delivery & Learning Activity

Students arrive, ask them to show me that theyre ready to do art

Tell them that today, we are going to use our imaginations to create some kind of robot.
Today, were making two dimensional designs of our robots and next week were
going to make three dimensional designs- who can tell us what two dimensional
is? What three dimensional is?
Explain that two dimensional is something that exists on a paper, three
dimensional is something that exists off of paper
Remind them of when they made a Happy Meal toy in STEM.
Ask what it means to use your imagination, write answers on the board
Brainstorm what their robot could do and how their robot could be different than other
robots, write answers on the board
Where does it take you?
What does it need to function?
What does your robot make?
What does it do for you?
Were going to use crayons and pencils to draw and design our own robot
Draw on the design template
Write about our design on the reflection worksheet
It does not matter which one you do first, whichever is better for your
imagination
Pass out the template/worksheets
Circulate to answer questions, provide encouragement, and assist in brainstorming
If we have extra time at the end of the class time where students have finished their
designs, we can have a few students share their design with the class.

With 10 mins left in class, ask for students to come talk about their robots to the class
At the end of time, students will pile their papers on the crayon label at the end of their
table and be called to line up

__________________________________________________________________________
Assessment
At the end of this lesson, students will:
be able to...
talk about their robot and explain what its purpose is
create a design in two dimensions to transition into three dimensions
use their imagination to create something new
know
how they are going to design their three dimensional robot
the difference between three dimensional and two dimensional
what the purpose of their robot is
Assessment Description:
I will determine how the students demonstrate mastery by checking their drawings and reading
their written descriptions. This formative assessment of their work will enable me to gauge
understanding of the prompt and concept. I will also utilize informal assessment throughout the
lesson by walking around and asking questions about the students designs and drawings.
I will also be completing a rubric at the end of the lesson sequence as a summative assessment
that will evaluate the students craftsmanship, completeness, their use of their design, and their
use of materials through the whole process.

Resources
Use your imagination image. Retrieved from
http://www.theimaginativeconservative.org/2015/04/spreading-imagination-creativity-a-usersguide.html

Student Teacher: Annelise Binnig

Setting: Third Grade

Subject: Art
Date of Lesson: 2/26/16
Planning: Lesson 2

Objectives:
The student will construct their robot structure out of paper mache.
The student will utilize the new technique of paper mache.
The student will demonstrate skill with new materials.
I Can Statement:
I can create my robot structure using paper mache.
Ohio Content Standards:
1 PR Demonstrate skill and expression in the use of art techniques and processes.
2 PR Use appropriate visual art vocabulary during artmaking processes.
4 PR Create artworks that demonstrate awareness of two and three-dimensional space.
Materials:
Newspaper
Premade structure:
Toilet paper rolls
Balloons
Paper mache paste
Water
Tall yogurt cups
Prerequisite Skills/Knowledge:
Working Spatially: working in two dimensional space and bringing it into threedimensional space.
Prerequisite Vocabulary:
Two-Dimensional: having a flat surface; existing on a piece of paper.
Three-Dimensional: existing in space, off of a piece of paper, having form.
Key Lesson Vocabulary:
Paper Mache: An art process where paper is dipped in a paste substance and wrapped
around a form, then hardens when dry.
Paper Mache Paste: A goop mixture of glue and water that is applied to paper for
Paper Mache.
Structure: The base of something, the sturdy part of our robot.
Potential Misunderstandings:
Students may have difficulty

Knowing how many coats of paper mache theyve applied

Keeping their form together if they use too much paste
Using an appropriate amount of paste, rather than too much or too little
With the texture of the paste being uncomfortable

Differentiation & Learning Supports:

Support students individually as problems arise.
For students with tactile/sensory issues, rubber gloves may be provided from their
Occupational Therapist
Assistance and extra demonstration may be provided for students with difficulty
understanding the concept of or are struggling with application
__________________________________________________________________________
Instructional Delivery & Learning Activity

Students arrive, ask them to show me that theyre ready to do art

Ask for a reminder as to what we talked about last week
What did we do last week? Designed our robots and talked about twodimensions vs. three-dimensions
What does two dimensional mean? What does three-dimensional mean?
Today, we are going to make the structures of our robots using these forms made out of
toilet paper rolls and balloons.
Ask who has done paper mache before by a show of hands?
Have someone pick sticks to decide the tables to come up for the demonstration
Demonstration (~5 mins)
Make sure the students can see
Show them how to use the yogurt container to prop up their structure
The color of the balloon doesnt matter- you wont be able to see it.
The first thing we are going to do is write our name on a strip in Sharpie and tuck
it into our desks (so we dont accidentally use it)
Dip strips of newspaper into the paste- remind them that they will NOT need to
do this with every strip of paper: as they get paste on their hands and on the
structure, they can use the excess instead of dipping it again
You can also use the excess that has dripped on the table instead of using fresh
from the container
Overlap the papers as you go so that we make a strong structure
When you have a layer built up, you can add just dry papers over top of the wet
papers
Make sure youre smoothing down your newspaper as you go- we want a nice
smooth surface since we are going to be painting these once theyre dry.
We need to do at least two layers of paper mache
You can do more, but dont let your structure get too wet!
If your structure falls apart, it is too wet. We will be able to reattach it next week.

Its a little difficult to tell when youve done another layer- try to keep track of how
many times youve flipped your structure over and if you can see the color of your
balloon, you need another layer.
The last piece you should add is your name on top of your balloon
Questions? Address any questions they might have
You may walk back to your seats
Pass out structures
Walk around and provide assistance
Announce 5 minutes of work time with ~10 mins left in class
Announce clean up
Students need to bring their robot structures over to the cabinet to dry BEFORE
they wash their hands
Once students have washed their hands, they will sit quietly and wait to be called to line
up.

__________________________________________________________________________
Assessment
At the end of this lesson, students will:
be able to...
Use paper mache to cover a structure
Appropriately use paper mache materials
know
The technique of paper mache
Assessment Description:
I will determine how students demonstrate mastery with this learning task by assessing the level
of completion of their structure and the craftsmanship that was used. Students who are
demonstrating mastery have the following project traits: smooth, not too wet or too, and have
used at least two layers. Students who are not demonstrating mastery have the following project
traits: either very wet or very dry, incomplete layers, open spaces, parts falling off, and rough
edges.
I will also be completing a rubric at the end of the lesson sequence as a summative assessment
that will evaluate the students craftsmanship, completeness, their use of their design, and their
use of materials through the whole process.

Student Teacher: Annelise Binnig

Setting: Third Grade

Subject: Art
Date of Lesson: 3/4/16
Planning: Lesson 3

Objectives:
The student will paint their three dimensional robot structure according to their two
dimensional design.
The student will negotiate the transition between two dimensions and three dimensions.
The student will adapt to the structural form that they created and whatever
imperfections and issues arise.
I Can Statements:
I can paint my structure using my drawn design.
I can add elements to my robot using paper.
Ohio Content Standards:
1 PR Demonstrate skill and expression in the use of art techniques and processes.
4 PR Create artworks that demonstrate awareness of two and three-dimensional space.
6 PE Recognize and identify choices that give meaning to personal works of art.
5 RE Use feedback and self-assessment to improve the quality of personal artworks.
Materials:
Newspaper
Premade structure:
Toilet paper rolls
Balloons
Paper mache paste
Water
Glue
Colored Paper
Clear protective sleeve
Prerequisite Skills/Knowledge:
Working Spatially: working in two dimensional space and bringing it to three
dimensional space.
Create: to make something.
Design: to plan ideas for making something.
Structure: The base of something, the sturdy part of our robot.
Painting: Applying color to a surface
Prerequisite Vocabulary:
Two-Dimensional: having a flat surface; existing on a piece of paper.
Three-Dimensional: existing in space, off of a piece of paper, having form.

Potential Misunderstandings:
Students may have
Difficulty translating their two dimensional design to their three dimensional structure and
painting it on or cutting it out of paper and gluing it on
Difficulty imagining their robot as it exists all the way around
Trouble applying paint to the surface of their structure because of paint consistency
Difficulty gluing onto a wet surface
Differentiation & Learning Supports:
Students who may have been absent during paper mache will get a chance to paper
mache a structure or will receive a partially completed paper mache structure to finish
and begin painting.
Students who may have been absent during the design portion of the learning segment
will receive prompts about their robot and will be asked to discuss the function of their
imagination robot before beginning to paint.
__________________________________________________________________________
Instructional Delivery & Learning Activity
Day 1 of Lesson:
Students arrive, ask them to show me that theyre ready to do art
Ask for a reminder as to what we did last week:
We worked on our robots and made our three-dimensional structures using
paper mache
We are going to decorate our robots today so we will have two steps of passing back
work: passing back our structures and passing back our designs.
Pass back designs first with a clear protective sleeve. This way, they will not get
their designs covered in paint and will be able to use them again.
Pass back their robot structures. Once they receive their paper mache structure,
they may begin working.
Remind them to paint the ENTIRE structure- yes, paint over your name, too.
If you have a major problem on your structure (i.e. the head falling off), make a single file
line over by the cabinet to have it glued back on with hot glue.
The hot glue is only to be operated by the teacher.
Fix major issues and remind them that it is HOT and to wait to touch it until it
looks cloudy and dry.
Students will work on painting their robots.
If they absolutely need to mix colors, they need to get a separate paper instead
of mixing directly on the table.
Walk around and assist as needed, offer feedback to students to assist in their three
dimensional design reflecting their two dimensional design.
Announce 5 minutes of work time at around 10 mins left in class.
When it is time to clean up, announce that students are to:

Bring their robot over to the drying cabinet when their table is called
Robots will be organized in the cabinet by table, since we wont be able to
see their names anymore.
Put the caps back on their paint cups
Wash their brushes in the sink
Wash their hands
Make a stack of their designs at the end of their table
Wait patiently to be called to line up

Day 2 of Lesson:
Students arrive, ask them to show me that they are ready to do work.
Ask for a reminder as to what we did in the last class
We began painting our robots
Today, we are going to finish painting our robots and we are going to add paper onto our
structures to create the things that stuck off of our base structures
We can create our jetpacks, wings, arms, etc. out of paper
Explain there are a few different ways you can fold the paper before you glue it
on, and that folding a tab to attach to the base structure works better than gluing
the thin edge of the paper
Demonstrate folding the tab
We have paint at our tables and paper up at the front table.
We have two things to pass back today, again. We need to pass back our designs and
our structures.
Pass back designs and clear protective sheets
I am going to call tables up to get their robot structures; once you get your robot
structure you may begin working.
Call tables to retrieve their robot structures.
Students continue working on their robots
Walk around and assist as needed, offer feedback to students to assist in their three
dimensional design reflecting their two dimensional design.
Announce 5 minutes of work time at around 10 mins left in class.
If we have time left before clean up, we will have a few volunteers share their robots.
When it is time to clean up, announce that students are to:
Bring their robot over to the drying cabinet when their table is called
Robots will be organized in the cabinet by table, since we wont be able to
see their names anymore.
Put the caps back on their paint cups
Pick up any scrap papers and put them in the box
Wash their brushes in the sink
Wash their hands
Make a stack of their designs at the end of their table
Put away pencils, scissors, and glue
Wait patiently to be called to line up
_________________________________________________________________________

Assessment
At the end of this lesson, students will:
be able to...
Translate a two dimensional design into a three dimensional art object
Adapt to the structure that they created and the challenges it presents
know
How to incorporate multiple media into one artwork
Assessment Description:
I will determine the students demonstration of mastery with this learning task based on my
assessments of how closely their final robot matches their drawn design, how effectively they
used their materials, their level of craftsmanship, and if their structure remains intact. I will
informally assess their progress as I walk around and provide feedback during the class.
I will also be completing a rubric at the end of the lesson sequence as a summative assessment
that will evaluate the students craftsmanship, completeness, their use of their design, and their
use of materials through the whole process.

Student Teacher: Annelise Binnig

Setting: Third Grade

Subject: Art
Date of Lesson: 3/14/16
Planning: Lesson 4

Objectives:
The student will justify their artistic decisions.
The student will describe their artwork.
The student will evaluate the success of their work.
I Can Statements:
I can participate in an artistic critique.
I can discuss my artwork with others.
Ohio Content Standards:
3RE Compare and contrast their opinions of a work of art with those of their peers.
5RE Use feedback and self-assessment to improve the quality of personal artworks.
1PR Demonstrate skill and expression in the use of art techniques and processes.
6PE Recognize and identify choices that give meaning to a personal work of art.
Materials:
Colored paper
Glue
Critique PowerPoint
Prerequisite Skills/Knowledge:
Adding paper to their robot
Sharing their artwork
Prerequisite Vocabulary:
Function: what your robot does
Appearance: how your robot needs to look in order to complete its function
Paper Mache: An art process where paper is dipped in a paste substance and wrapped
around a form, then hardens when dry.
Structure: The base of something, the sturdy part of our robot.
Key Lesson Vocabulary:
Critique: A discussion with fellow artists about the decisions made in our artwork and
what went well.
Success: Things that worked well and went well
Potential Misunderstandings:
Students may have
More work to finish on their robot than they can complete in the first five minutes of class

Trouble having a conversation with their peers due to language barriers

Difficulty elaborating on their answers to the critique questions

Differentiation & Learning Supports:

Students who may have been absent during one of the decorative phases of the learning
segment will have to do what they can without paint, and instead use more paper than
originally planned.
For students who are having difficulty maintaining a conversation, I will walk around and
provide additional supports and prompts to keep the discussion going.
For students who finished their robots and do not need the extra five minutes at the
beginning of class, they will be prompted to talk to their peers about their work and be
patient for the first couple minutes.
__________________________________________________________________________
Instructional Delivery & Learning Activity

Students arrive, ask them to show me that theyre ready to do art

Today we are going to be doing a critique of our robots and finally finishing them up!
Ill explain what a critique is, but first: we are going to use the first five minutes of class to
work on our robots and finish adding our final touches.
We are going to call tables to pass back our robots.
Use the scrap papers at the front desk to finish adding paper to your robot.
Students will work for the first five minutes, then they will be told to put away their
scissors, glue, and other supplies so they can focus on the critique.
Begin the critique presentation on the SMART board
Ask for volunteers to read slides to encourage participation and attention
What is a critique?
A critique is a discussion with fellow artists about your artwork and the work that
went into creating your artwork.
Students will be asked questions that encourage discourse about their robots. They will
be asked to consider challenges and successes as well as the function and appearance
of their robots.
The students will have two minutes to discuss each question. This will be timed. Each
question has an example statement to help prompt the discussion and to point the
students in the right direction.
To ensure discussions are on the right track, I will walk around and ask students to tell
me what they are talking about and what they have found interesting.
At the end of each question, I will ask for someone to share something that they have
learned as part of my formative assessment.
At the end of the critique I will ask for more volunteers to share something that they have
learned.
At the end of time, students will be asked to bring their robots over to the cabinet by
table

__________________________________________________________________________
Assessment
At the end of this lesson, students will:
be able to...
Answer questions about their artwork
Hold a discussion with their peers about their artwork
know
What an art critique is
How to participate in a critique
About their peers artwork and choices
Assessment Description:
I will be performing formative assessments of the students through their critique based on the
conversations they are having as I walk around and talk to them and listen to their discourse. I
will also be asking for individuals to share what they learned from their peers at their table, to
assess the quality of their discussions and whether or not they are retaining what they are
talking about.
I will also be completing a rubric at the end of the lesson sequence as a summative assessment
that will evaluate the students craftsmanship, completeness, their use of their design, and their
use of materials through the whole process.