Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 5 6 (please circle)

Print First and Last Names: Ruby Valdovinos, Val Anda, and Yang Thao

Lesson Title*: The Circle of life Big Idea*: Life Cycle Grade Level*: 2nd
21 Century Art Education Approach (es): Meaning Making and Big Ideas
st

Inspiration Artists, including those from underrepresented populations: Alice Neel

Lesson Overview (~3 complete sentences)*: Teachers will introduce students to the big idea (life cycles), and the 21st century art approach,
(meaning making and big ideas). Students will discuss and describe in groups their knowledge of life cycles and reflect on assigned reading,
Teaching Real Art-Making, by engaging in a table share. Teacher will pass out one piece of paper per table and have students record notes
on their discussions. The students will then compare the articles big idea to the teachers big idea (life cycles). Students will then be invited to
create their own interpretation of a life cycle by acknowledging the cycle of any living thing. Students will receive two paper plates, one pin
and the freedom of choice in creating their own representation of a life cycle by using crayons, magazine pictures, paint, water colors,
markers. To conclude, students will individually answer the essential questions regarding their art work. Students will be able to share their
essential questions with the class and engage in a gallery walk.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and learning?
We will ask students to use their experiences in order to explain their stages of life. They will be asked about what things they know go
through a life cycle, and how can they interpret the different stages through their art. They will also be asked to include characteristics they
think relate to each stage. Students/Children are surrounded by living things in different stages in life and are able to observe the different
stages. Teacher(s) will incorporate not just human life cycles, but other such as insects, animals, flowers, etc.
Align Big Idea with both Key Concepts and Essential Questions, below
Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-ended
Life Cycles... questions.*
1. are the series of changes in the life of an organism and 1. What is a Life Cycle?
how they relate to each other. 2. What are the different stages of life?
2. include stages such as birth, adolescence, reproduction, 3. How can you recognize the stages of a Life Cycle?
and death. 4. What things go through a Life Cycle?
3. are made up of stages that can be distinguished by
introduction, growth, maturity, and decline .
4. include not just human beings, but other living things such as
insects, plants, animals,etc.
Lesson Objectives: What you want the students to do via three
content areas.*
1. Content area 2 Reading : The students will (TSW) be able
to explain meaning making and big ideas through understanding
the article. They will have the opportunity to discuss and write
about the reading and relate it to the big idea: Life Cycles.
2. Content area 1 Visual Art : The students will (TSW) be able
to create a life cycle wheel using different art mediums: water
color, crayons, markers, pastels and create different techniques to
create their life cycles, and bring to life what they want to
represent in their art work and their knowledge of life cycles .
3. Content area 3 Science The students will (TSW) be able
to have the opportunity to use the scientific definitions of the
stages of life and be guided by what they learn in their science
classes ex: Butterfly metamorphosis: egg, larva, pupa and
adult.
Common Core State Standards (2-3): List grade-specific standards.
1. Recount or describe key ideas or details from a text read aloud
or information presented orally or through other media
2. Digestive and excretory systems
Vocabulary: Identify and define vocabulary that connects the art
form with the other two identified content areas. *
1. Big ideas: main idea that brings all of the experiences and
meaning making of the artist together.
2. Meaning making: Using life experiences and personal
values to add meaning to art.
3. Life: what distinguishes animals and plants from
inorganic matter, including the capacity for growth,
reproduction, functional activity, and continual
change preceding death.
Align Assessment with Lesson Objectives in left column.
Formative Assessment strategy (of assigned reading): How will you
assess Reading? What will you be looking for?* : Students will be asked
to interpret and answer questions about the article they read. They will
share ideas with classmates in small groups and as a whole.
Summative Assessment strategy (of studio investigation): How you will
assess Visual Art and Science? What will you be looking for?*: We will be
looking for students to chose a living thing and create their own life
cycle wheel that both uses their scientific knowledge of different stages
of life, and their artistic interpretations that depict characteristics and
experiences of each stage. Students will be able to make connections
and call upon personal experiences and be able to tie everything back to
the big idea and answering the essential questions.
California Visual and Performing Arts Standards (grades 1-6 only) (3-5):
Check all that apply and add number and description of applicable
content standard.
__x_1.0 Artistic Perception: 1.1 Perceive and describe repetition and
balance in nature, in the environment, and in works of art. 1.3 Identify
the elements of art in objects in nature, the environment, and works of
art, emphasizing line, color, shape/form, texture, and space.
__x_2.0 Creative Expression:2.1Demonstrate beginning skill in the use of
basic tools and art-making processes, such as printing, crayon rubbings,
collage, and stencils. 2.2 Demonstrate beginning skill in the use of art
media, such as oil pastels, watercolors, and tempera.
___3.0 Historical & Cultural Context:
__x_4.0 Aesthetic Valuing: 4.1Compare ideas expressed through their
own works of art with ideas expressed in the work of others. 4.2
Compare different responses to the same work of art.
___5.0 Connections, Relationships, Applications:
 4. Cycle: series of events that follow one another.
Materials: List all materials needed in the columns below.
Have: Purchase:
2 Paper Plates per child N/A
Markers
Brushes
Water Colors
Crayons
pastels
Pins

Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures that follow to teach what you expect the students to
learn. Procedures should be the longest section in the Lesson Plan, and should be very specific and detailed, including individual roles of group
members, and time spent on each task. Describe directions you plan to give the students, teaching models/strategies you plan to use during
the lesson, different activities your students will do, etc. Be sure to include management issues such as transitions, room arrangements, and
student groupings.

1. Focus Lesson (teacher does): Detail opening activities by exploring the following questions. How will you motivate the students to want to
learn the new concepts (see Key Concepts) and strategies/skills (see Lesson Objectives)? How will you introduce the Big Idea of the lesson? How
will you link this lesson to the students prior knowledge?
Teachers Ruby, Val, and Yang will greet the students as they arrive to class ask students to sit with their lesson plan groups. They should
clear their tables except for something to write with, and Memo 6. When class starts, teacher Ruby will ask students to direct their attention
to the front where the power point presentation will be show. Ruby will talk about lesson objectives, lesson overview and the different types
of assessments. Students will be called upon to brainstorm using prior knowledge, and combine that information with what is presented in
their power point. They will be asked to make connections to meaning making and big ideas and bring their own experiences into what they
will be creating. They have the freedom to choose any living thing, and how they want to interpret each stage of life they chose. They will also
see a video on life cycles that will spark their interest and that explains many different possibilities they could include in their project (12-
12:10)

Modeling (teacher does): Name and demonstrate the content area strategies/skills (see Lesson Objectives) that are the focus of the lesson.
Explain and show their purpose. Use analogies or other concrete examples to explain concepts (see Key Concepts).
Yang will then introduce vocabulary, essential questions, and key concepts, that will help reinforce the understanding of the lesson
objectives. Reading: The students will (TSW) be able to explain meaning making and big ideas through understanding the article. They will
have the opportunity to discuss and write about the reading and relate it to the big idea (Life Cycles). Visual Art: The students will (TSW) be
able to create a life cycle wheel using different art mediums: water colors, crayons, markers, pastels and use different techniques to create
their life cycles. They will bring to life what they want to represent in their art work and their knowledge of life cycles . Science: The students
will (TSW) be able to have the opportunity to use the scientific definitions of the stages of life and be guided by what they learn in their
science classes ex: Butterfly metamorphosis: egg, larva, pupa and adult. This will help them use knowledge of another subject and
incorporate it into choosing what stages they want to include in their artwork. Val will then introduce slides on an example of an
artist who incorporates life cycles throughout her works: Alice Neel. Val will share what inspired that artist, and show examples of
her artwork. (12:10-12:20)

2. Guided Instruction (teacher and students do together): Detail main activities by exploring the following questions. What Essential
Questions will you ask students to facilitate learning? How will you organize students? What will you do/say during each learning activity?
What will the students do (see Lesson Objectives)?
Yang will also give examples of key concepts that will relate to the essential questions. They will be asked 1. What is a Life Cycle? 2. What are
the different stages of life? 3. How can you recognize the stages of a Life Cycle? 4. What things go through a Life Cycle? These essential
questions will help get students thinking about what they should be focusing on and what we would like them to take from this experience.
They will incorporate a mix of reading, visual art, and science to answer the essential questions.

3. Collaborative Learning (students do together): What activity will you include so that students have an opportunity to negotiate
understandings and engage in inquiry with peers?

Paper and markers will be passed out for brainstorming and coming up with ideas. We will have a pre brainstorming planning time in
which questions are asked of the students. They will also be asked to share what they learned through reading their article and doing
their memo 6. They will able to compare ideas and we can see how people interpreted what they read. This gives them a chance to
also inspire each other and bring personal experiences and stories to give meaning making to their art. Their discussions should tie
back to the big idea: Life cycles.
4. Independent Learning (students do alone): What activity will the students complete independently to apply their newly formed
understanding to novel situations? What will the students explore independently?
Students will have the opportunity to choose something that goes through a life cycle (plants, butterflies, frogs, trees, etc.) They will divide the
life cycle in as many sections as they would like. Each section in the cycle will depict the living thing at that stage. They can show the changes
their choice goes through, and key points in life. The plate in a circular shape represents how life continues to go round, and each stage will be
focused upon one at a time. Students will create a life cycle wheel inspired by the living thing of their choice. They can be inspired by certain
experiences and create their own life cycle and choose what stages they want to display. This shows how in life we go through different
experiences that help us grow and change they way we view things. We feel certain things at different periods of our life, and different
experiences impact us in certain ways.

Closure: How will you end the lesson to solidify learning? How will you and/or students summarize concepts and strategies/skills (see
Key Concepts and Lesson Objectives) for the day?

Students will first help each other to clean up. Ruby, Val, and Yang will assign different tables to do different jobs that help with
clean up. Students will be able to share their work with each other. We will have a gallery walk of all the projects and students can
look at the different things that go through life cycles and how life cycles are the same or different. They will then be asked to answer
essential questions, and will be asked to reflect on their final thoughts of the whole experience.

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

1. How will you adapt the various aspects of the lesson for differently-abled students, including English language learners and advanced
learners?

-We will be giving step-by-step procedures and answer questions regarding concerns. We will provide definitions and examples. Students
will be able to work on their own and make decisions that pertain to what they feel and think. Instructor will always be available for
questions students may have and to promote thinking. All instructors will also walk around and create a safe space to answer questions.
If there are any adjustments needed we will accommodate for what is needed to ensure student feel a positive atmosphere for creating
their art.

2. How will this lesson allow for/encourage students to solve problems in divergent ways?

- Students will be able to observe and recognize the stages of life. Observations that they make can help them make connections. These
skills can help them to be more observant to details, and know that there are various ways of interpreting and doing things. We will also
be including essential questions that will allow students to tie everything together at the end. They will be using problem solving skills
throughout this whole lesson in various ways: through art, self reflection, and group discussions. They will be given freedom of creativity
to make their own choices and deduce what they think is important or how they want to go about things.

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

 - The students art will give meaning to experiences in their life. They will be asked upon to reflect and place meaning to cycles of life
making them aware of the world around them. Through their art they will create their own interpretation of a life cycle, and they will be
asked to brainstorm different ideas. They will continually be asked essential questions that always tie back to the big idea, and 21st
century art education approach. To wrap up there will be a final reflection, and they will be given time to reflect on the experience as a
whole, and express what they learned from it.

4. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE

-We will ensure that we use appropriate art supplies, and go through the rules and procedures for handling supplies that may need extra
precautions. If there are any supplies that need extra instructions we will make sure to mention it when directions are given. Everything
will be organized and students will carefully retrieve their supplies one group at a time. We will be monitoring as well through the lesson
to ensure that we may see any potential hazards and advise students on how to appropriately use different supplies.

Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):
*Roberts, T. (2005). Teaching real art making. Art Education, 58(2), 40-45.
[Super Kids] (2016, Nov 27). Life Cycle Songs for Kids | Humans Life Cycle | Life Cycle of a Butterfly | Life Cycle of a Frog. [Video
File]. Retrieved from https://www.youtube.com/watch?v=S3K5L7nCODM&feature=youtu.be.

* Include this information during the peer Media and Techniques Workshop in the form of a PPT, Prezi, etc.

On the day of the presentation or the day before, one person from the group should email two files to each student via Blackboard: the
finished (a) Lesson Plan Template; and (b) PPT, Prezi, etc. Login to Blackboard/My SacCT, click on ART 133, click on Course Tools > Send Email
> All Users.

A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Reference

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