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(Define the BIG IDEA?) What is the big idea that is being investigated in this lesson? How will you connect the big
ideas about art and artists work with the art making part of this lesson?
The big idea being investigated is growth. The first graders will first learn about growth as it pertains to seeds and plants
and then their understanding of growth will be redirected around the topics of dreams and desires. The seed will then serve
as a symbol.
Unit Overview/Summary: Why is this important to teach? What do you hope to accomplish?
This lesson will begin with a class discussion about what a seed is and then the class will read the book entitled, "The Tiny
Seed" by Eric Carle. After reading the book, the students will discuss the different paths that the seeds took and they will
discuss the things needed for a seed to grow. The teacher will ask her students probing questions of which will be laid out
explicitly in this template. After the reading of this book, the teacher will need to create the link between seeds and dreams.
(It takes a seed to be planted for our dreams and desire to grow just like it takes a tiny seed for a plant to grow.) The teacher
will then give students time to think about their ideas. After a few minute of quite time, the teacher will introduce students
to an artist named Gustar Klimt and will discuss his tree of life paintings. The students will be asked to create "A tree of
life" based on what they would like to grow into. The class will create a picture book using the iPhoto app on a mac laptop
once everyone's pictures are finished. The teacher can have these books printed out and keep them in her classroom library.
Materials/Equiptment/Etc:
MATERIALS, TEACHING
RESOURCES/REFERENCES-
Essential Questions
lesson?
(3-4) What
What will students discover and investigate both about art and art
making? What will you ask that will guide the purposeful exploration of
materials and ideas that will produce meaningful content to the creative
production?
After discussing seeds and how they grow, the teacher must connect the link
between seeds and dreams as stated above. Then ask the students, "What do
There will then be a discussion of symbolism. Gustar Klimt is known as a
you want to grow into?" or "What kind of person do you want to grow into?"
symbolism painter and the tree of life its-self is a symbol. The teacher must lead If students are having trouble thinking of answers to the above questions, ask
a discussion of what a symbol is and the students can look for symbols in his
them the following questions. "What kind of people do you like?" Nice?
painting. When the students create their art pieces, challenge them to use a
Sweet? Strong? Why?
symbol. Don't lower your expectations just because they are first graders.
Challenge them!
Tell students that they will be creating a piece of artwork inspired by Gustar
Klimt's tree of life painting. Once students know what they want to their seeds
The teacher may discuss symbols in social studies so that students will grasp
to grow into, ask them to create a visual representation (picture) of what it
the idea. For example, the flag is a symbol of american identity and pride.
would look like if it started from a seed and grew into a tree.
*So them your exemplar to take the pressure off of the assignment. First
graders very capable of doing this deep level thinking. Be sure to use kid
friendly language.
Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1)
What learners will DO? List beginning with the student will
*(NOTE: Evidence of the objectives and concepts attained make up your assessment criteria below)
Students will....
1) Build on their prior knowledge of seeds after reading the book "The Tiny Seed"
2) Draw conclusions and assess the tree of life painting for meaning
3) Create their very own visual representations of the tree of life painting
4) Write to explain their piece of art to the class after publishing their pieces
(3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)
Grade 1A.
(3-
4)
(http://www.corestandards.org/)
1-3.1.Da identify and compare the physical structures of a variety of plants (stems,
leaves, flowers, seeds, roots)
W.1.6 With guidance and support from adults, use a variety of digital tools to produce
and publish writing, including in collaboration with peers
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1
topics and texts with peers and adults in small and larger groups
What is a seed?
Did you find it interesting when the tiny seed grew into a huge
flower?
Did you know that it takes a tiny seed to be planted for our
dreams to grow just like it takes a tiny seed for a plant to
grow?
Ask student
What do you want to grow into?
What kind of person do you want to grow into?
What kind of people do you like? Nice? Kind? Why?
How will you engage students in routinely reflecting on their learning/learning processes?
What art talk questions can you engage your students in that will help them in reflecting not only on the product, but also the
product? What reflective practices can you think of that will help them in transitioning from start to stop?
Students will be given an opportunity to talk to their classmates and their teacher about their ideas. The project will begin with the
seed(idea) and the student will be able to stop the activity or complete it once they have draw their seeds blooming into their ideas of what
they would like to grow into
How will this unit engage students in assessing their own work?
What opportunities will you allow your students to display, describe, or evidence their learning?
(Describe what student success looks like and what evidence you have that learning has taken place). You should include formative and summative
assessments. (See Beattie and Stewart/Walker texts)
As the students are working on their pieces of art work, the teacher can be summatively assessing whether they have furthered their knowledge of seeds and the
way they grow. The students should all know that seeds are planted under the ground or soil and that they have roots. Since trees and flowers grow above
ground, the students will need to show their knowledge of this when creating their art pieces. The students should also know that the seeds can't grow in the
winter and that they need plenty of sunlight to grow.
What opportunities/activities will students be given to revise and improve their understandings and their work?
What happens when revision is needed? How will you handle that in this situation?
Students will be given an opportunity to revise or start their projects over if needed. I will be flexible with this assignment since
it does involve a bit of deep thinking for our young first graders. When the students are close to being finished, I will ask them
to share their pieces with their neighbors. Each student will have to tell his/her partner something that they like about their
artwork and a suggestion. The students will be allowed to revise their work at their discretion. In other words, I will not require
a student to change his/her work based on the suggestion that there peer gives. This project is meant to be personal and eye
opening for the students.
What opportunities/activities will you provide for students to share their learning/understanding/work in this unit?
Presenting the work in a meaningful way. How will this be accomplished?
Once the students are finished, they must name their pieces of art work. The teacher should then display images in the classroom and allow
students to do a gallery walk. After the walk, each student will write a short summary of there work telling his/her readers what the art
project means or what message they are trying to convey.
The teacher will then take a picture of each project and create a book on IPhoto. The book can be bought from the app and displayed in the
classroom. We can say that we are "publishing" our pieces of work.
TEACHER REFLECTION: How will you know that this lesson is successful and meaningful? List indicators.
The lesson will be successful if the students are able to understand basic characteristic about seeds, roots, and stems and demonstrate this knowledge
on their art projects. It will also be considered successful if children can successful link seeds and dreams to create their projects.
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
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