LESSON PLAN 1 Day 4

Teacher:  _​Zainab Awad Kylie Taft​_________________ 

Grade Level: _​2nd-3rd​___ 
Lesson Plan # __​1​__ 
Lesson Title: __​Time Capsules​__________ 
Date Taught: __Febuary 22__ __ , 2020_ 
Date Revised: __March 16__ , 2020_ 
 
Theme/Overarching curriculum goals: 
● The Art of Communication will be the overarching theme throughout our curriculum. Students will learn 
ways throughout the decades that people have communicated with each other. We will be exploring 
how people would spread messages, stories, and pass on traditions through word of mouth. We will 
also explore how we communicate today through technology and how students can create innovative 
ideas to communicate with the future to make the world a better place. Teaching communication is 
necessary because it is important to facilitate innovation, foster relationships, and connect with the 
world and its cultures. The students will work collaboratively to develop communication skills and their 
ideas through teamwork. They will understand why and how effective communication is important for 
the growth of art and beyond. We chose this theme for this age group because kids love to 
communicate and this curriculum can help them facilitate and grow those inherent abilities. We will use 
theory and pose age-appropriate questions that will develop their understanding of how important it is 
to be communicative. Students will be able to collaborate with their peers and explore different 
methods of communication through various art mediums. 
 
Lesson Rationale: 
● For this lesson, we will be creating time capsules for the future. Within these time capsules, students 
will create 3-D models of an invention that they predict/hope will exist in the future to solve a world 
problem. With these future predictions, the students will envision a better future by communicating 
their ideas about how we can make the world a better place. We will be asking the questions:  
o How can we make the world a better place? 
o Why is it important for us to communicate these ideas to the future? 
o Is it important that we want to help? Does it matter?  
o Where do we think our world is heading environmentally or technologically? 
 
Lesson Objectives: Students will…  
Conceptual/Affective/Expressive Objective (creative/critical thinking processes to be developed): 
● Students will learn how to conceptualize and problem-solve by learning how to translate their ideas onto 
paper. 
● Students will understand why communication is important.  
● Students will understand how art can be used to communicate their ideas. 
● Students will understand why we communicate with art.  
Multicultural/Historical/Interdisciplinary Objective (aspects of culture/history/another subject that students will 
learn about): 
● Students will learn about how humans have communicated in the past to foster the survival of humankind 
and how we can do the same by envisioning and problem-solving for the future. Some examples include 
cave paintings, oral stories, and written information. 
 
Productive Objective (what students will physically learn to make/do): 
● Students will learn how to create a clear and successful blueprint of their invention model.  
● Students will also be constructing their invention 3D model out of newspaper, plaster strips, and paint. 
● Students will be exploring acrylic paint with the exterior design of their time capsules and invention 
models. 
● State Visual Arts Goals met by the lesson objectives: 
● ART.VA.I.2. Demonstrate the safe use of a variety of materials, tools, and processes with environmental 
awareness.  
● ART.VA.II.2. Demonstrate how materials, techniques, and processes can be used creatively to 
communicate ideas.  

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LESSON PLAN 1 Day 4
● ART.VA.III.2 Recognize that art is created to fulfill personal and/or social needs. 
 
Vocabulary: 
Conceptual/Affective/Expressive: 
● (Communication)​: communication is the process of passing information and understanding from one 
person to another 
● (Problem-solve)​: the process or act of finding a solution to a problem 
● (Form): is one of the seven elements of art and refers to a three-dimensional object in space. 
Multicultural/Historical/Interdisciplinary: 
● Time Capsule​: a container holding historical records or objects representative of current culture that is 
deposited (as in a cornerstone) for preservation until discovery by some future age 
● (Survival)​: the act or fact of living or continuing longer than another person or thing 
● (Oral History/Communication): is the process of verbally transmitting information and ideas from one 
individual or group to another. Oral communication can be either formal or informal. 
Production: 
● (Model)​: a three-dimensional representation of a person or thing or of a proposed structure, typically on 
a smaller scale than the original. 
● (Blueprints)​: a design plan created for others to follow 
 
Teacher Provided Materials: (___ students plus demos) 
● Demo materials: 
o pen/pencils 
o acrylic paint 
o brushes 
o water 
o wax paper 
● For Student: 
o pen/pencils 
o acrylic paint 
o brushes 
o water  
o wax paper 
● N/A 
 
Motivation/Activities and Prompts: 
● Discussion and presentation/board  
o PowerPoint- Review expectations and last week’s lesson, Introduce this week’s lesson plan. 
Take a look at examples of painted sculptures.  
● Interactive demos  
o Start Painting demonstration with acrylic paint. 
● Teacher-made exemplars  
o Bracelet that creates a garbage portal: Zaina 
o Seed-planting robot: Kylie 
● Handouts 
o N/A 
● Historical/Multicultural/Interdisciplinary exemplars  
o Daniel Arsham’s plaster sculptures 
 
Classroom Layout/Physical Set-up: 
● WALL POSTINGS: Expectations poster on the front wall. Timeline written on whiteboard. 
FRONT 

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● TABLE FORMATION:   
● 5 tables and 4 students per table. Students will be seated so that everyone can see the front projector. 
 
● MATERIALS DISTRIBUTION AREA:   
o Sketchbooks, pencils, and colored pencils, as well as plaster materials will be available on 
each table for students to use.  
 
● DEMONSTRATION AREA:  
o Students will gather around one of the tables near the front of the room for the demo(s).  
 
● WORK AREA:   
o Students will work at their tables. 
 
● DISCUSSION/CRITIQUE AREA:   
o Students will discuss in their seats.  
 
● CLEAN UP AREA:  
o Students will gather their materials together with their tables.  
 
Procedures:  
● SKETCHBOOK/JOURNAL: (​5​ minutes) 
o Think about the colors of your invention. Sketch and color your ideas in your sketchbook. 
● FOCUSING EVENT: (​20​ minutes) 
o journal 
● DISCUSSION: (​10​ minutes) 
o Review expectations and last week’s lesson. Overview of this lesson(schedule/timeline). 
o Discuss Dwayne Lowder’s work in gallery visit. 
o Examples of painted models and plaster sculptures. 
 
● DEMONSTRATIONS: (​10​ minutes) 
o Acrylic painting demonstration: 
▪ How to load the brush, clean the brush after using every color, etc. 

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▪ Explain basic color theory to help students with color mixing.  
● primary, secondary, and complementary colors. 
■ Paint the entire surface of your sculptures- do not leave any plaster showing. 
■ Use at least 3 colors. 
 
Show teacher made exemplars 
o
● Painted teacher models- The steps we will be explaining in the demo: 
o Fill every surface area with color. It will take a few layers of paint to 
thoroughly cover the sculpture.  
o Roughly paint the big areas first. Then add the details with more 
precision. 
o When painting straight lines and edges, use a square brush. Similarly, 
use a smaller brush for details and a larger brush for big areas. 
o It may be helpful to paint the light colors first because you can paint 
over it easily with a darker color.  
o You can draw details onto your sculpture to help identify where the 
different colors are. 
● Blueprint- list what you’re going to point out about it/on it. 
o When transferring with white chalk, rub the chalk dust onto the paper 
with your fingers to help cover the page more evenly.  
o You can just transfer your drawing onto the blue paper and write the 
labels right onto the blue paper with a Prisma colored pencil.  
o When tracing your drawing to transfer it onto the blue paper, use a 
colored pencil instead to ensure that you don’t miss any lines.  
 
o Show Historical/Multicultural/Interdisciplinary exemplars 
▪ Andy Warhol time capsule- Students will learn about what the everyday objects that 
the artist stashed away into his capsules tell us about him? What do these objects 
represent? Why did he choose these objects? 
▪ The Detroit Century Box was created in Detroit in 1900. The Mayor organized the 
capsule which consists of a copper box filled with photos and letters containing the 
then current state of affairs in Detroit along with predictions for the future 
▪ Time capsule was placed inside the head of the copper lion ornamenting the Old State 
House in Boston. It is the oldest time capsule in the US(219 years old) and contains 
photographs, letters, newspaper articles of this time. What do these tell us about the 
past? Why was this time capsule made? 
▪ Daniel Arsham- explores the “in-between” spaces of everyday objects and fills them, 
taking the mundane and breathing new life into it. Replicates objects from our present 
as if they were uncovered on some future archeological site. These objects create 
breaks in time and they expand and collapse it by bringing us outside of our current 
moment.” 
● How do we breathe life into our inventions?  
● Arsham takes normal relics and creates them as if they were discovered on a 
future. This relates to our project with how we are sending our inventions to be 
discovered in the future 
▪ Lewis Howard Latimer- American inventor and patent draftsman for the lightbulb and 
telephone 
▪ For painting demo we will show examples of plastic and paper models that are painted 
● Show and explain that in order for the future people to understand our 
inventions, we need to create the most accurate version of our creations. Will 
your invention be made of metal? Wood? Paper? Plastic? We will need to 
paint them to look this way.  
 
● WORK SESSION: (​75​ minutes) 
o Work on painting model forms.  

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▪ Did you roughly paint the big areas first before adding the details? 
▪ Are you painting the light colors first before the dark colors? 
▪ Are you using the appropriate brush for what you are trying to paint? 
▪ Is every surface covered with several layers of paint?  
o Finish up the blueprint if done early. 
▪ Did you include a title? 
▪ Did you label the various parts to your invention? 
▪ Do you have a description of your invention(what does it do? What do its individual 
parts do? What is it made of?) 
● CLEAN UP: (​10​ minutes) 
o gather paints, brushes, cups to organize and clean.  
o wash hands.  
● CLOSURE: (​5​ minutes)  
o Discuss what we learned today- models and color theory.  
o Think about the next project(mood posters). 
 
Assessment:  
● Formative: think, pair, share about communication discussion and brainstorming. 
● Summative:  
o rubric will lay out expectations for project.  
▪ Include: a title, a drawing of your invention, labels of the parts of your invention, and a 
description of your invention(what does it do? What do its individual parts do? What is 
it made of?) 
▪  
o sketchbook 
o Discuss one-on-one with instructor to decide final idea. 
Special Needs Accommodations:  
● 1.1.For a student with autism, to encourage them to formulate their thoughts, we would either 1. Do a 
personal verbal brainstorming session to pick their brains about the questions we are asking the group 
or 2. pair them up with a partner to verbally discuss and help make connections.  
● 2. For a child who is bothered by plaster on their hands, provide them with gloves.  
 
Timetables: 
 
Time allotted for lesson (___ minutes total for class): 
Activity Minutes
Focusing Activity 10mins.
Review last lesson and review timeline  10 mins.
Discussion/Demonstration  25 mins.
Break  5mins.
Work session  50mins.
Cleanup  10mins.
Closure  5 mins. 
 
Preparation Time:  

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Activity Time
Writing lesson  4 /hour(s)
Gathering materials/resources 30 mins)
Set-up (before classes) 1 hour)
Making an example 3 hour(s)
Making presentations/boards/handouts 1 /hour(s)
Revising lesson  30 mins

TOTAL 10 /hour(s)
 
(ATTACH: all supplementary materials for the lesson, such as handouts, powerpoints, images of 
exemplars, etc.)  

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