Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 5 6 (please circle)

Print First and Last Names:
____Jenavieve Kisst_______________
______Celina Gonzalez____________
_______Natalie Horwath__________
____Kristyn Delcarmen____________
Lesson Title*: Exploring Environments

Big Idea*:
Grade
Ecosystem
Level*: 2
21 Century Art Education Approach(es): Choice-Based and Learner-Directed

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Lesson Overview (~3 complete sentences)*: Students will be introduced to an artist who
shares similar interest with our lesson, as well as a power point that gives a sneak
peek into the art they are going to create. Students will be partnered, in groups
of two, and will create an ecosystem of their choice using available materials.
Key Concepts (3-4): What you want the
students to know.*
1. Art is connected to ecosystems.
2. Art reflects beliefs and ideas in
ecosystems.
3. Artists have used art to compliment
ecosystems.
4. The ecosystem benefits from art.

Essential Questions (3-4)*:

1. How is art connected to
ecosystems?
2. In what ways does art reflect
beliefs and ideas of ecosystems?
3. How have artists used art to
complement ecosystems?
4. How can ecosystems benefit from
art?
Lesson Objectives of three distinct content areas: (Excellent resource at
http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1):
What you want the students to do. *
1. Content area 1 Visual Art
: The students will (TSW) be able to . . . discuss
what they like about their created ecosystem in complete sentences using detail.
2. Content area 2 Literacy
: The students will (TSW) be able to . . . recall
prior knowledge and new information about ecosystems to create their own
individual versions.
3. Content area 3 Science
: The students will (TSW) be able to . . . discuss with
and listen to peers describe their ecosystems using scientific language such as
ecosystem, environment, and the types of animals and plants within their
ecosystems.
Common Core State Standards (2-3): Please list
Identify & define vocabulary
grade-specific standards.
that connect the art form with
1. Speaking and Listening: Produce complete
the other two identified
sentences when appropriate to task and
content areas*:
situation in order to provide requested detail or
1. Ecosystem: a biological
clarification.
community of interacting
2. Writing: Recall information from experiences
organisms and their physical
or gather information from provided sources to
environment.
answer a question.
2. Environment: the
3. Language: Use knowledge of language and its
surroundings or conditions in
conventions when writing, speaking, reading, or
which a person, animal, or
listening.
plant lives or operates.

National Core Art Standards: Visual Arts (grades

1-6 only) (4): Please list number and description
of Anchor Standard.
1. Creating: Anchor Standard 1-Generate and
conceptualize artistic ideas and work.
2. Presenting: Anchor Standard 4-Select,
analyze, and interpret artistic work for
presentation.
3. Responding: Anchor Standard 7 Perceive and
analyze artistic work.
4. Connecting: Anchor Standard 10 Synthesize
and relate knowledge and personal experiences
to make art.
California Visual and Performing Arts Standards
(grades 1-6 only) (3-5): Please check all that
apply and add number and description of
applicable content standard.
_ _1.0 Artistic Perception:
_ _2.0 Creative Expression:
_x 3.0 Historical & Cultural Context: 3.1 Explain
how artists use their work to share experiences
or communicate ideas.
_x_4.0 Aesthetic Valuing: 4.3 Use the vocabulary
of art to talk about what they wanted to do in
their own works of art and how they succeeded.
_x_5.0 Connections, Relationships, Applications:
5.3 Identify pictures and sort them into
categories according to expressive qualities
(e.g., theme and mood).
List all materials needed in the columns below.
Have: construction paper, color
Purchase
pencils, crayons, markers, scissors,
: n/a
stickers/foam, pipe cleaners, pompom balls, glitter, sequences, beads,
natural material, stick glue, and
Elmers glue. (miscellaneous box of

3. Design: The plan,

conception, or organization of
a work of art; the arrangement
of independent parts (the
elements of art) to form a
coordinated whole.
4. Mixed media: A work of
art for which more than one
type of art material is used to
create the finished piece.
5. Recall: bring back into
ones mind; to recount or
remember.
Lesson Activities & Procedures
(please be very specific,
including individual roles of
group members)*:
1. Students will enter the
classroom and be greeted by
teachers and then sit down at
the tables. (no assigned
seating) (5 minutes)*
2. Jenavieve will present VTS
with the class. (10 minutes)*
3. Natalie will present the slide
show. (7 minutes)*
4. Kristyn will go over the
directions for the art lesson
and pair up partners. (5
minutes)*
5. Celina will call the students
back by tables to watch a
demonstration on creating an
ecosystem. (10 minutes)*
6. Students will be excused
back to their seats and begin
discussing with their partner
which ecosystem they want to
create and the supplies they
may need. (5 minutes)*
7. Students will be excused in
partners by Jenavieve to grab
supplies they think they may
need. (10 minutes)*
8. Students will begin working
on their ecosystems in
collaboration with their
partner. (30 minutes)*
9. All teachers will walk
around and check on students.

supplies)

Anticipatory Set (beginning; example VTS)*:

VTS of an image is our anticipatory set.
>Title of artwork: Children in the Forest
>Artist: Nikko Barber
>VTS questions:
1.) What is going on in this image/work?
[or] What is happening here?
2.) What do you see that makes you say that?
[or] How do you know that from the image?
3.) What more can we find?
[or] Does anyone see something different?

We will lead discussion with the

partners about their work so far
and encourage art vocabulary
by asking specifically what
mediums they are using.
(throughout)
10. As students wrap up, we will
have them discuss with their
partners what they like most
about their ecosystems and the
lesson. (3 minutes)*
11. Clean up; put away left over
supplies. (10 minutes)*
12. Have students put their
artwork with artwork matching
their same ecosystem at
specified theme tables and walk
around to view each others
Closure (ending; example
ticket-out) *:
Once the students have
walked around and viewed
every ones art work they will
be excused.

Formative Assessment strategy (of assigned,

peer-reviewed reading)*:
Our assigned reading was on choice-based and
learner-directed teaching styles and so for a
formative assessment we are going to ask the
students during their work why they chose the
ecosystems that they did and why they picked
the materials that they did also.

Summative Assessment
strategy (artmaking
experience):
Our summative assessment is
going to be having the
students put their artwork by
their peers in matching
themed ecosystems.

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

1.
What student prior knowledge will this lesson require/draw upon?
This lesson requires students to recall different environments they have been
in and the animals, plants, and objects that were part of those areas.

2. How will you engage students in creating, evaluating, analyzing, and/or

applying (see Blooms new taxonomy, n.d.) in this lesson?
The students will be engaged in creating their ecosystems because they get to
choose how they want to create them. Students will evaluate and analyze
their own work as our group members ask each pair of students questions
about their artwork.

3. How will this lesson allow for/encourage students to solve problems in

divergent ways?
By putting the students in pairs to create an ecosystem the lesson allows for
students to problem solve when difference of opinions and ideas arise.

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

By asking the children about their artwork our group members get the
students in the habit of reflecting on their learning.

5. How will you adapt the various aspects of the lesson for differentlyabeled students?
The lesson can be adapted for differently-abled students by putting supplies in
the center of each table so that they do not have to maneuver around the
classroom for supplies.

6. What opportunities/activities will you provide for students to share their

learning in this lesson?
As students are finishing up with their art work we will have the students

discuss with their partners what their favorite part of their ecosystem is and of
the lesson.

Lesson Resources/References (use APA; please identify, with an asterisk, article or

chapter due for HW):
California State Board of Education. (2001). Visual and Performing Arts Content
Standards for California Public Schools. Retrieved April, 2016, from
http://www.cde.ca.gov/be/st/ss/documents/vpastandards.pdf
*Hathaway, N. (2008). 10 TEACHING AND LEARNING STRATEGIES in a ChoiceBased Art Program. Arts & Activities, 144(1), 36-53.
National Core Arts Standards. (2014). Retrieved from
www.nationalcoreartsstandards.org
National Governors Association Center for Best Practices & Council of Chief State
School Officers. (2010). Common Core State Standards for English
language arts and literacy in history/social studies, science, and technical
subjects. Washington, DC: Authors
* Include this information during the peer Presented Lesson Plan.
Some helpful links to new terms:

Anticipatory set: http://www.cultofpedagogy.com/anticipatory-set/

Closure: http://teaching.colostate.edu/tips/tip.cfm?tipid=148
Formative and Summative Assessment:
https://www.cmu.edu/teaching/assessment/basics/formative-summative.html
Reference

National Governors Association Center for Best Practices & Council of Chief State
School Officers. (2010). Common Core State Standards for English language
arts and literacy in history/social studies, science, and technical subjects.
Washington, DC: Authors
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
http://www.americansforthearts.org/networks/arts_education/publications/special_pu
blications/Defining%20Arts%20Integration.pdf