LESSON PLAN FORMAT

University of North Texas

Art Education

I. Lesson Number, Grade Levels: 5th, Title, and Duration:

-Lesson Number 1(of 3)
-5th Grade
-Digital Environments
-Duration: 1hr 20 min.
II. Lesson Rationale:
We want students to research and be aware of their environments. By comparing the differences
between at least 3-5 environments they interact with frequently, students will be able to create an ideal
space for themselves using the digital platform Autodesk Homestyler. This project is beneficial to
students because it focuses on the concept of safe space, and how students themselves are affected by
their environments.
III. Key Concepts:
-Safe Space
-Virtual Reality
-Digital Platforms
-Development Through Art
-Environment
IV. Essential Question:
-What is a safe space?
-What defines virtual reality?
-How do students use digital platforms
-What kind of environments do students come into contact with?
-Why are these environments important?
-What do students like or dislike about these environments?
V. Lesson Objectives:
-The student will be able to specify and define what a safe space means to them.
-Students will be able to create spaces for themselves using homestyler.com
-Students will be able to describe the environments they come in contact with.
-Students will be able to explain why their surrounding environments are important to them.
-The students will be able to communicate what they like or dislike about the environments around
them.
VI. Specific Art Content:
-Space, Volume, Dimension
-Proportion and Relation

-Relationship to Environment
-User techniques and capabilities of homestyler.com
-Art as a source of development
-Creating safe spaces as a development tool to understand space in general
-Discussion about safe space as a tool to discover and create safe spaces
-Movement of elements and the recreation of space from memory/images
VII. Resources & Materials for Teacher:
List the instructional resources needed--reproductions, objects, websites, equipment, videos, dvds,
parents, experts, literature, performances, local sitesetc. In the case of images/reproductions or
motion pictures to be used in the lesson, be sure to include the artist/director; title of the work(s); and,
if the reproduction is commercially available, the source for obtaining them.
-Computer
-Account access to homestyler.com
-Powerpoint presentation
-Security Softwear
-Printer for optional source photos
VIII. Resources & Materials for Students:
-Computer access to homestyler.com
-Account access to homestyler.com
-Sketchbook
-Photo references (optional)
-Safe Space
-Environment
-Relationship
-Appeal
IX. Instruction and Its Sequencing:
Day of the Lesson (Day #1)
1.
Introduction/Motivation:
All the chairs or desks in the room would be organized and placed in a different spot than
normal. This would involve some moving of parts on the student and teachers part, but the
point would be to change the room and then discuss how having the classroom set up
differently would change its appeal or usefulness.
2.
Guided Practice
Students will be able to see the progress of their virtual rooms as they go along. Edits can be
easily made, giving them the change to change things they dont like. Students will also be able
to add rooms and delete rooms as necessary, giving them room to practice the tools used by the
program.

-What do you think you will put in a space that is totally yours?
-What do you think a safe space is?
-Do you feel safe in spaces now? (Question to begin approaching the relationship between
those spaces and their virtual spaces)
3. Independent Practice:
Students will work on their own during some of the class time to explore decoration options
and to design their own spaces. Their designs should reflect what they have expressed as what
they want in a space of their own.
4.
Closure:
The students will explain what elements of their buildings they added/changed, and what those
elements mean to them. Those elements should have some context to the other spaces that the
students are in contact with (home, school, etc.)
5.

Formative Evaluation

Students will have expressed ideas, before beginning projects, of what is important to them in a
space, and what point of reference they are coming from. Their verbal descriptions of those
things will be a key tool in evaluating their work. Students will have the option to use objects
or photos to also enhance their work. Summative assessment will be based on the students
ability and demonstration of skills in using the program. They will aslo be formatively assessed
on their verbal descriptions of how their virtual rooms connect to their lives as they develop
those rooms. Summative assessment will also be made on their editing based on discussion
with the teacher during class time about ideas. Students will be working individually for
periods of time, allowing the teacher to provide personal assistance when a refresh or reteaching of an method is needed.
6.

Classroom Management Procedures

-Walk around the room as students are working independently

-Have installed security softwear that blocks unwanted sites from the student computers
-Detail a description of how to properly save files for the next class period
X. Summative Assessment and Evaluation:

Criteria:

Partial 1

Essential 2

Exemplary 3

Participation
in class/ in
class work

Little to no
participation: no
participation or
barely engaged
in discussions
and with
teacher; did little
to no work on
project in class

Good
participation:
engaged somewhat
in discussion and
with teacher;
worked on project
somewhat in class

Designs

Design was not

or was barely
completed;
Design was not
original student
work

Design was
halfway
completed;
Design was
partially original
student work

Design was fully

completed; Design
was original student
work

Using basic
Tinkercad
tools and
construction
methods

Did not attempt

to use any tools
or methods
shown in class;
barely used any
tools or
methods

Used some tools

and methods
presented in class
for the project

Used all tools and

methods discussed in
class for the project

Project
completion

Project was not

or barely
completed

Project was only

halfway completed

Total

Great
participation:
engaged and
actively gave
feedback during
discussion and
with teacher; used
all of class time
provided to work
on project

Excellent and well

executed, finished
project
/12 = Final Grade

XI. Interdisciplinary Connections:

Math TEKS 5th grade: (B) use a problem-solving model that incorporates analyzing given
information, formulating a plan or strategy, determining a solution, justifying the solution, and
evaluating the problem-solving process and the reasonableness of the solution
XII. References & Resources:
- Computers

-Access to homestyler.com
-PowerPoint slides/presentation on spaces
-Projector/Screen
-YouTube
XIII. Art TEKS
(b) Knowledge and skills.
(1) Foundations: observation and perception. The student develops and expands visual literacy skills
using critical thinking, imagination, and the senses to observe and explore the world by learning about,
understanding, and applying the elements of art, principles of design, and expressive qualities. The
student uses what the student sees, knows, and has experienced as sources for examining,
understanding, and creating artworks. The student is expected to:
(A) develop and communicate ideas drawn from life experiences about self, peers, family, school, or
community and from the imagination as sources for original works of art;

XIV. National Art Standards

-Enduring Understanding: People create and interact with objects, places, and design that define,
shape, enhance, and empower their lives. Essential Question(s): How do objects, places, and design
shape lives and communities? How do artists and designers determine goals for designing or
redesigning objects, places, or systems? How do artists and designers create works of art or design that
effectively communicate?
-Identify, describe, and visually document places and/or objects of personal significance