Lesson Plan Template

Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 5 6 (please circle)
Print First and Last Names:
____Jenavieve Kisst_______________
______Celina Gonzalez____________
____Kristyn Delcarmen____________
________________________________
Lesson Title*: Exploring Environments

_______Natalie Horwath____________
________________________________

Big Idea*: Ecosystem

Grade Level*:
2rd

21st Century Art Education Approach(es): Choice-Based and Learner-Directed

Lesson Overview (~3 complete sentences)*: Students will be introduced to an artist who shares similar interest with our lesson, as
well as a power point that gives a sneak peek into the art they are going to create. Students will be partnered, in groups of
two, and will create an ecosystem of their choice using available materials.
Key Concepts (3-4): What you want the students to
know.*
1. Art is connected to ecosystems.
2. Art reflects beliefs and ideas in ecosystems.

Essential Questions (3-4)*:

1. How is art connected to ecosystems?
2. In what ways does art reflect beliefs and ideas of ecosystems?
3. How have artists used art to complement ecosystems?
4. How can ecosystems benefit from art?

3. Artists have used art to compliment

ecosystems.
4. The ecosystem benefits from art.
Lesson Objectives of three distinct content areas: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?
for_printing=1&detoured=1): What you want the students to do. *
1. Content area 1 Visual Art
: The students will (TSW) be able to . . . discuss what they like about their created ecosystem
in complete sentences using detail.
2. Content area 2 Literacy
: The students will (TSW) be able to . . . recall prior knowledge and new information about
ecosystems to create their own individual versions.

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3. Content area 3 Science
: The students will (TSW) be able to . . . discuss with and listen to peers describe their
ecosystems using scientific language such as ecosystem, environment, and the types of animals and plants within their
ecosystems.
Common Core State Standards
standards.

(2-3):

Please list grade-specific

1. Speaking and Listening: Produce complete sentences when

appropriate to task and situation in order to provide requested
detail or clarification.
2. Writing: Recall information from experiences or gather
information from provided sources to answer a question.
3. Language: Use knowledge of language and its conventions
when writing, speaking, reading, or listening.

Identify & define vocabulary that connect the art form with
the other two identified content areas*:
1. Ecosystem: a biological community of interacting
organisms and their physical environment.
2. Environment: the surroundings or conditions in which a
person, animal, or plant lives or operates.
3. Design: The plan, conception, or organization of a work of
art; the arrangement of independent parts (the elements of
art) to form a coordinated whole.
4. Mixed media: A work of art for which more than one type
of art material is used to create the finished piece.
5. Recall: bring back into ones mind; to recount or
remember.

National Core Art Standards: Visual Arts (grades 1-6 only)

Please list number and description of Anchor Standard.

(4):

1. Creating: Anchor Standard 1-Generate and conceptualize

artistic ideas and work.
2. Presenting: Anchor Standard 4-Select, analyze, and interpret
artistic work for presentation.
3. Responding: Anchor Standard 7 Perceive and analyze

Lesson Activities & Procedures (please be very specific,

including individual roles of group members)*:
1. Students will enter the classroom and be greeted by
teachers and then sit down at the tables. (no assigned
seating) (5 minutes)*
2. Jenavieve will present VTS with the class. (10 minutes)*

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artistic work.

3. Natalie will present the slide show. (7 minutes)*

4. Connecting: Anchor Standard 10 Synthesize and relate

knowledge and personal experiences to make art.

4. Kristyn will go over the directions for the art lesson and
pair up partners. (5 minutes)*

California Visual and Performing Arts Standards (grades 1-6

only) (3-5): Please check all that apply and add number and
description of applicable content standard.

5. Celina will call the students back by tables to watch a

demonstration on creating an ecosystem. (10 minutes)*

_ _1.0 Artistic Perception:

_ _2.0 Creative Expression:
_x 3.0 Historical & Cultural Context: 3.1 Explain how artists
use their work to share experiences or communicate ideas.
_x_4.0 Aesthetic Valuing: 4.3 Use the vocabulary of art to talk
about what they wanted to do in their own works of art and
how they succeeded.
_x_5.0 Connections, Relationships, Applications: 5.3 Identify
pictures and sort them into categories according to expressive
qualities (e.g., theme and mood).
List all materials needed in the columns below.
Have: construction paper, color pencils,
crayons, markers, scissors,
stickers/foam, pipe cleaners, pom-pom
balls, glitter, sequences, beads, natural
material, stick glue, and Elmers glue.
(miscellaneous box of supplies)

Purchase: n/a

6. Students will be excused back to their seats and begin

discussing with their partner which ecosystem they want to
create and the supplies they may need. (5 minutes)*
7. Students will be excused in partners by Jenavieve to grab
supplies they think they may need. (10 minutes)*
8. Students will begin working on their ecosystems in
collaboration with their partner. (30 minutes)*
9. All teachers will walk around and check on students. We
will lead discussion with the partners about their work so far
and encourage art vocabulary by asking specifically what
mediums they are using. (throughout)
10. As students wrap up, we will have them discuss with their
partners what they like most about their ecosystems and the
lesson. (3 minutes)*
11. Clean up; put away left over supplies. (10 minutes)*
12. Have students put their artwork with artwork matching
their same ecosystem at specified theme tables and walk
around to view each others artwork. (8 minutes)*
13. Thank the class on such a great job for the day and ask

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them what their favorite part was! (2 minutes)*

Note: * : there may be variances in times due to students

needs.
14.
15.
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25.
Anticipatory Set (beginning; example VTS)*:

Closure (ending; example ticket-out) *:

VTS of an image is our anticipatory set.

Once the students have walked around and viewed every

ones art work they will be excused.

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>Title of artwork: Children in the Forest
>Artist: Nikko Barber
>VTS questions:
1.) What is going on in this image/work?
[or] What is happening here?
2.) What do you see that makes you say that?
[or] How do you know that from the image?
3.) What more can we find?
[or] Does anyone see something different?

Formative Assessment strategy (of assigned, peer-reviewed

reading)*:
Our assigned reading was on choice-based and learnerdirected teaching styles and so for a formative assessment we
are going to ask the students during their work why they
chose the ecosystems that they did and why they picked the
materials that they did also.

Summative Assessment strategy (artmaking experience):

Our summative assessment is going to be having the
students put their artwork by their peers in matching themed
ecosystems.

Please respond to the following questions thoroughly and in complete sentences.

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1. What student prior knowledge will this lesson require/draw upon?

This lesson requires students to recall different environments they have been in and the animals, plants, and objects that
were part of those areas.

2. How will you engage students in creating, evaluating, analyzing, and/or applying (see Blooms new taxonomy, n.d.) in
this lesson?
The students will be engaged in creating their ecosystems because they get to choose how they want to create them.
Students will evaluate and analyze their own work as our group members ask each pair of students questions about their
artwork.

3. How will this lesson allow for/encourage students to solve problems in divergent ways?
By putting the students in pairs to create an ecosystem the lesson allows for students to problem solve when difference of
opinions and ideas arise.

4. How will you engage students in routinely reflecting on their learning?

By asking the children about their artwork our group members get the students in the habit of reflecting on their learning.

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5. How will you adapt the various aspects of the lesson for differently-abeled students?
The lesson can be adapted for differently-abled students by putting supplies in the center of each table so that they do not
have to maneuver around the classroom for supplies.

6. What opportunities/activities will you provide for students to share their learning in this lesson?
As students are finishing up with their art work we will have the students discuss with their partners what their favorite part
of their ecosystem is and of the lesson.

Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):
California State Board of Education. (2001). Visual and Performing Arts Content Standards for California Public Schools.
Retrieved April, 2016, from http://www.cde.ca.gov/be/st/ss/documents/vpastandards.pdf

*Hathaway, N. (2008). 10 TEACHING AND LEARNING STRATEGIES in a Choice-Based Art Program. Arts & Activities, 144(1),
36-53.

National Core Arts Standards. (2014). Retrieved from www.nationalcoreartsstandards.org

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State
Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington,

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DC: Authors

* Include this information during the peer Presented Lesson Plan.

Some helpful links to new terms:
Anticipatory set: http://www.cultofpedagogy.com/anticipatory-set/
Closure: http://teaching.colostate.edu/tips/tip.cfm?tipid=148
Formative and Summative Assessment: https://www.cmu.edu/teaching/assessment/basics/formativesummative.html

Reference
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State
Standards for English language
arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts
%20Integration.pdf