Names of Group Members: Anna Kingsbury, Alyssa Ballard, Katie Wilcox, Heather Schwartz, Jordan

Wargo
Lesson Title: Dont Destroy Habitats
Grade Level: 4th grade
Area(s) of Integration: Science and Art
1. LESSON OVERVIEW:
This lesson teaches students the impact of humans and their use of natural resources on the
environment. The students will show their understanding by painting two contrasting scenes depicting an
animal of their choosing in a healthy environment, and also in an environment that has been negatively
damaged by humans in some way - either through pollution or taking advantage of natural resource.The
teacher will introduce this activity by showing the class pictures of artwork from Graham Jahme and doing
a class discussion involving a quick 10 by 10 activity to get students engaged in the concept. They will
then do a brainstorming activity to formulate ideas about about what animal they are going to paint and
what the contrasting environments would look like before doing the actual painting itself.
2. OBJECTIVE AND BENCHMARK (MICHIGAN STATE VISUAL ARTS STANDARDS AND
BENCHMARKS):

Benchmarks:
4-ESS3-1.Obtain and combine information to describe that energy and fuels are derived from natural
resources and their uses affect the environment. [Clarification Statement: Examples of renewable energy
resources could include wind energy, water behind dams, and sunlight; nonrenewable energy resources
are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due
to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.]
VA:Cr2.3.4a. Document, describe, and represent regional constructed environments.
VA:Re.7.2.4a. Analyze components in visual imagery that convey messages.
Objectives:
Student will be able to visualize and describe the effects that pollution and the use of natural resources
has on specific environments.
Student will be able to compare and contrast a healthy environment with an unhealthy one that has been
negatively impacted by humans use of its natural resources.
Student will be able to accurately represent an animal in both a healthy and damaged natural
environment using tempera paint and paint brushes.
Student will be able to analyze examples of painted environments to determine its depictions or message.
3. ART CONTENT KNOWLEDGE/ARTIST/ART-MAKING STRATEGY/ART ACTIVITY- ALYSSA
BIG IDEA (theme):
Nature
KEY CONCEPT(S):

When the environment is affected negatively by outside factors the habitats of animals living in
that area are damaged.
ESSENTIAL QUESTION(S):

What does a habitat look like before and after pollution or other negative environmental effects?
SELECTED ARTIST: Graham

Jahme

Contextual information about the artist:

Graham Jahme taught himself to paint and typically paints scenes of African wildlife. He
started in Zimbabwe but later moved to South Africa, where he still currently lives. He really
focuses on the small details of the animals and realism in his art. He wants all of his art to seem
as realistic as possible. http://www.natureartists.com/artists/artist_biography.asp?ArtistID=1172

Key artwork:

Title: Mesmerized
Subject: Leopard and dragonfly
Dimensions (centimeters): 110 x 60
Medium: oil on canvas
Description: Leopard distracted by dragonfly. Habitat looks disturbed and shows dead branches.
( Example of damaged habitat in the comparison.)
Source: http://www.natureartists.com/artists/artist_artwork.asp?ArtistID=1172

Art-making strategies:
Compare and Contrast Painting (Tempera Paint)

ART ACTIVITY:

Description of the art activity: Students will create a painting on a large piece of paper. The paper will
be divided in half and one side will represent an animal in a healthy habitat and the other will represent
the same habitat but damaged. They will be given a list of animals to choose from which includes; lion,
cheetah, whale, fish, elephant, rabbit, and squirrel.

Key ideas:

Use shapes, lines, and small details like Graham Jahme did for his animals
Show the correct habitat for the chosen animal
Make a clear difference showing the healthy habitat and the damaged one

Sub ideas:

Choose a good perspective

Make the texture of the animal realistic like Graham Jahme
BRAINSTORMING RELATED STUDIO ACTIVITY:
The students will brainstorm their own ideas on the beginning worksheet following the questions as
guidelines.

Choice of media, subject matter, formal limitations:

Painting on large paper so that the paper can be split in half to show the comparison. The subject
will be healthy and damaged habitats focusing on environmental effects. The limitations of the
project could be that the students dont have enough time to make small details or draw the animals to be
as realistic as they would like.

Personal connections: Students will answer why they chose the animal that they did on the beginning
worksheet.

Development of student ideas for expression: Students can choose what animal they would like and
what things of items are in its habitat (within restrictions of science). They can also choose the perception
and colors (within restrictions of science and realism).

CONCEPT MAPPING: Please provide a map that illustrates how you will teach the big idea (theme) or
understand the key concept.

Nature

Environmental Effects

Choose an animal/habita

Painting that shows comparison

Healthy view of habitat

Damaged view of Habita

4. ANTICIPATORY SET - JORDAN

RESOURCES AND MATERIALS:

Large poster paper
tempera paint
pencils
erasers
Mesmerized
What is Happening to my Habitat worksheet
Are You Environmentally Friendly? worksheet

PROCEDURE AND PREPARATION FOR ART LESSON:

1. The teacher will project Graham Jahmes key work (Mesmerized) onto the board and lead a class
discussion using a 10 X 10 format.
a. Students will study the painting and record 10 key observations.
b. The class will come back together to discuss their observations of the painting.
c. As a class, the students will generate 10 questions about the work. These students generated questions
will lead the next class discussion about Jahme and his works.
2. The class will go through a brief discussion about Graham Jahme and his work as an environmental
artist. Possible discussion prompts include:
a. Where did Jahme get his inspiration for his paintings?
b. Graham Jahme is a member of the Worldwide Nature Artists Group. What is this and what do they do?
c. What is the purpose of Jahmes works?
d. Any of the student generated questions from the 10 X 10 activity.
3. Art Activity
a. The teacher will provide the students with all necessary materials for completing the art project. The
teacher will introduce the activity as one that explores the differences between healthy habitats and
damaged ones. Students will be asked to focus on one animal and its habitat
b. The students will complete the worksheet What is Happening to my Habitat, including a sketch of the
final art product.
c. Students will be given a large piece of paper to transfer their sketch to. The students will draw their art
project on the large paper to scale. Once they have finished their drawing, the students will be given
tempera paint to complete their habitat picture.
4. GIve students the Are You Environmentally Friendly? worksheet to complete.

VOCABULARY:
Habitat: the natural environment of an organism; place that is natural for the life and growth of an
organism:
Pollution: the introduction of harmful substances or products into the environment
Conservation: Restoration and preservation of the environment
Natural Resources: naturally occurring materials such as coal, fertile land, etc, that can be used by man
5. SPECIAL NEEDS ADAPTATIONS - KATIE

This art project is specifically designed to be adapted for students with Dyspraxia.

Definition(s): Dyspraxia can affect the development of gross motor skills like walking or jumping. It
can also affect fine motor skills and these include things like hand movements needed to write clearly and
the mouth and tongue movements needed to pronounce words correctly.

https://www.understood.org/en/learning-attention-issues/child-learningdisabilities/dyspraxia/understanding-dyspraxia#item0
Characteristics: Please identify student behaviors and skills, strengths and weaknesses associated
with the disability. //
Students may show some of these signs if they have have a form of Dyspraxia; try to avoid sports
or gym class, take a long time to write, due to difficulty gripping a pencil and forming letters, having
trouble moving objects from one place to another, struggle with games and activities that require handeye coordination, have trouble following instructions and remembering them, or they find it difficult to
stand for a long time as a result of weak muscle tone.
Skills that can be affected are
Communication: may have trouble pronouncing words or expressing their ideas, trouble adjusting the
pitch and volume of their voice and as a result they may have a hard time being social and making
friends.
Emotional/Behavioral Skills: may behave immaturely, become easily overwhelmed in group settings,
which could make it difficult to make friends and they could become anxious about being social with
others.
Academics: may have trouble writing quickly and this can cause a list of problems in the classroom,
including; trouble taking notes and finishing tests. Some children who have speech difficulties may also
have difficulty with reading and spelling.
Overall life skills: difficulty mastering everyday tasks needed for independence. For example, younger
kids may need help buttoning a shirt or help brushing their teeth. For teens, they may have trouble
learning to drive a car or frying an egg.
https://www.understood.org/en/learning-attention-issues/child-learningdisabilities/dyspraxia/understanding-dyspraxia#item0

List adaptations and modifications to be incorporated in the curriculum for inclusion of students with
the disability.// We will have a device for the student(s) to use to create their artwork and allow them to
explain in a way easier than having to write it out. A device that we could use is an ipad that allows them
to drag pictures where they want them to go (we would create it ahead of time) instead of having to draw
out the details in each pictures and they could use the keypad on the ipad to press the letters they want in
order to create their sentences explaining each of the habitats.
6. ASSESSMENT/EVALUATION/RUBRICS- KATIE
Briefly list the expected student competencies and methods you will use to evaluate student learning
outcome. What evidence do I have that the students learned the objectives? Describe the task or
performance that students will be evaluated on your rubric.
Students will take the picture that they created and explain what had happened to the animals in their
habitat and give examples of ways that people could have damaged that habitat. (rubric will be written
explaining what they need to include)
7. CLOSURE AND FOLLOW-UP (student wrap-up; lesson summary) - JORDAN
Students will be given the Are You Environmentally Friendly? worksheet. Questions will ask students to
focus on comparing and contrasting healthy and unhealthy environments, effects of unhealthy
environments, and ways that they can help conserve the environment.
8. WORKSHEET(S) FOR GUIDING STUDENT ART-MAKING AND EXAMPLE(S) OF ART ACTIVITY
PRODUCTION - HEATHER

Rubric for Grading an Art Lesson Plan

Grading Criteria

Lesson Plan: Develop instructional lessons that integrate visual arts into
elementary curriculum and that also meet the Michigan Arts Education Content
Standards.
BASICS: Clarity of lesson and components follow the guidelines. Uses an artist
to teach big idea and engages students with key concepts using essential
questions. Clearly states a list of objectives, materials, preparations, and
procedures. Provides activities and rubrics for evaluating student learning
processes and outcomes.

A Exemplary

Exemplary lesson, well designed and integrated. Shows a holistic understanding

about using visual artist to teach big ideas and key concepts and engages
students with essential questions. Lesson is complete and easy to follow.
Excellent, well thought-out. Shows holistic approach to understanding about
culture(s). Provides activities, worksheets to document student learning
outcomes, using rubrics.
Visual example attached; well exemplified with high quality.

B Accomplished

Accomplished. Lesson shows a good understanding of arts integration using

artist to teach a big idea, relevant key concepts, and engages students with
good essential questions. Lesson is mostly complete and/or easy to follow,
integrates artists art-making, and includes a rubric to assess students learning
outcome and provides activity.

C Developing

Developing. Average lesson shows little understanding of arts integration, using

the artist to teach a relevant big idea, provides a few key concepts and use of
essential questions for discussion. Lesson shows some understanding of arts
integration and little engagement of the art-making process.

D Beginning

Unorganized, poorly designed, large parts are incomplete and/or inaccurate.

Difficult to follow. Weak big idea/key concepts. Lesson shows little
understanding about using the artist to teach concepts or engage students with

essential questions.
No rubric; no activity.

F Unacceptable

Lesson plan incomplete, incorrect, and/or inadequate. Lesson plan shows little
or no theme/key concept related to the artist at all.
No rubric.