Art Integration Lesson Plan Template 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children Lesson Title & Big Idea*: Connecting Ourselves With the Outdoors: Nature Lesson Overview/Summary*: This lesson will have the students relate themselves to something in nature. This will require them to think about their traits and personality, and also give inanimate things real life traits so they can make an accurate comparison. They will have to use a deeper thought process to relate them to something that is not alive like them. After they choose an object, they will be required to sculpt it out of clay, giving it some human characteristics that show how it relates to them. They will need to research about how the object lives in nature. For example, how does a tree get energy compared to how the student gets energy, or food? This will come from a discussion that distinguishes the difference between plants and animals. They will also have to write why they chose the object, compare themselves to the object, talk about what they found in their research, and state how they connect to the object after they finish the project. Grade Level*: 5th Class Periods Required: (please circle) 3

Key Concepts (3-4): Literacy: Being able to write a detailed response to the prompt. Art: Practicing the art of sculpting and relating it to ones self. Science: Being able to compare the life tendencies of a non-human object to a human.

Essential Questions (3-4)*: How can you connect a non-human object to a human? What ways can you connect with nature, personally? How can you compare the way an object in nature lives to the way you live? What are your major personality traits?

Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1): Students will be able to make deeper connections to things in nature. Students will be able to scientifically and theoretically connect themselves to an object.

Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/) Art: 2. A. Combine simple forms to create a complex object/form (in-the-round) Literacy: 2. B. a. Compose text with strong, controlling idea 2. B. b. Compose text with relevant, specific details Science: Strand 3. 1. E. b. Distinguish between plants (which use sunlight to make their own food) and animals (which must consume energy-rich food)

Identify & define common vocabulary that connect the art form with the other identified content areas: Food energy: Food energy is energy that animals derive from their food, through the process of cellular respiration, the process of joining oxygen with the molecules of food or of reorganizing the atoms within the molecules for anaerobic respiration Inanimate: Not alive

Art Integration Lesson Plan Template 2 Content Areas Integrated*: 1. Visual Art (Inspiration Artist: Guerra de la Paz) 2. Literacy 3. Science Lesson Activities & Procedure(s) (please be very specific): 1. Start off by showing pictures of Guerra de la Pazs artwork (http://www.guerradelapaz.com/index2.html) 2. Ask the students what they think of this art, and what they think the art represents. 3. VTS any of the pieces from the website. 4. Then, introduce the artists using information from (http://www.guerradelapaz.com/bio/bio.html) 5. Explain how Guerra de la paz sometimes makes inanimate things look human like. 6. Introduce the project by showing them my example project of a rainbow. I explain it by saying that maybe I consider myself very happy, bright, and colorful. So, I chose a rainbow to resemble myself. I then personified it to make it more like me. 7. Have students brainstorm about what things in nature they think relate to them 8. Students must show me what they have picked and tell me how they relate to the object before they start creating their project out of clay. 9. They get one class period to do the brainstorming and creating. 10. On the second day they will be required to start on their papers. 11. I will re-emphasize how different things in nature get food, and how people do. Have the students say what they know about this first. 12. Then, I will explain that they will be writing a paper about their project. They must write about how the object in nature lives compared to how they live. For example, people get their energy from food while a rainbow uses sunlight and rain. They will also have to write why they chose the object, compare themselves to the object, talk about what they found in their research, and state how they connect to the object after they finish the project. They will be given time to go to the library if they need to do research. The paper should be one to two pages. They will be given two days to complete this part of the assignment. 13. On day three of the project, students should have everything complete and ready to turn in. 14. They will have the opportunity to present their work if they want to, but they do not have to. 15. A date will be set up for parents and students to come and view all of

Art Integration Lesson Plan Template 3 the projects. They will be set up around the room like a museum. Anticipatory Set (Gaining Attention)*: Start by showing the class pictures of Guerra de la Pazs work. Asking them what they think of the projects and what they think the art represents. Closure (Reflecting Anticipatory Set): Have all students set up their projects and research around the room to create a museum like setting. Then, invite the parents to come in one day and look around the museum with their children to view all of the projects.

Formative Assessment strategy: Summative Assessment strategy*: Having them fill out a slip and show it to me on the first day telling what they The final clay project and report that they write will be the summative plan on making with clay, and how it connects to them. assessment. What student prior knowledge will this lesson require/draw upon? The knowledge about different things in nature, and how to make deep connections. Students should already know how plants, animals, people, and other things in nature get food energy, or be able to infer. This can be a simplified version such as people get energy from eating food. How will you engage students in imagining, exploring, and/or experimenting in this lesson? They will need to imagine themselves in the form of something in nature, and experiment with how they can make an inanimate object personified. How will this lesson allow for/encourage students to solve problems in divergent ways? The students will be required to think through their project and pick an object that relates to them. If they cannot find a way that they relate to the object, then they must pick a different object that they actually relate to. This encourages them to solve their problem of finding a compatible object. How will you engage students in routinely reflecting on their learning? They will have to provide me with an exit slip at the end of the day that will allow them to reflect on their thinking, and let me see their progress. I will also go around the room and ask questions about the students projects which will force them to reflect on their thinking. How will you adapt the various aspects of the lesson to differently-abeled students? I will provide them with extra scaffolding and help. I will help them brainstorm by asking them questions about themselves and helping them connect those traits with the traits of something in nature. They will also be allowed to write a shorter research paper which I will also scaffold. What opportunities/activities will students be given to revise and improve their understandings and their work? I will check over their brainstorming and what connections they made to an object in nature before they actually start on their project. This will allow them to change their object to something different that relates to them better.

Art Integration Lesson Plan Template 4 What opportunities/activities will you provide for students to share their learning in this lesson? They will be given the opportunity to present their projects to the class if they want to, but they do not have to. After all students are done with their projects there will be a set day for parents to come in with their students and view all of the projects. The projects will be set up around the room like a small art gallery. Lesson Resources/References (please be very specific by providing links, authors, titles, etc.): http://www.guerradelapaz.com/bio/bio.html https://sites.google.com/a/pgcps.org/rmanningscience/home/msa-questions-answers/life-science-standard-3-0

* Include this information during the 5-minute class Popplet presentation. References 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