Service Learning Lesson Plan

Title: Flies in The Sky Pt. 1

Lesson Idea and
Relevance: What are
you going to teach
and why is this lesson
of importance to your
students? How is it
relevant to students of
this age and
background?

Group/Date: 3D Artistic Abilities 3/29/16

This plan will be 3 part. Part 1 will consist of students starting a project to
be continued next week. This part will be paper-macheing balloons that will
be decorated and turned into mock hot air balloons next week. Part 2 will
be the creation of paper plate mobiles, and part 3 will give students an
opportunity to explain their explorations for the day and what they achieved
with their peers. This lesson is important because part 1 shows students
process and previews what we will be going over next class. Part 2 allows
students to further explore some materials they got to use last class but
also allows for a lot of freedom and creativity. Part 3 allows for reflection
and transference and serves as another outlet for students to share their
thoughts, ideas, and discoveries for their mobile.

Essential Understanding (s): What are the big

ideas? What specific understandings about them
are desired?

Essential Question (s): What provocative

questions will foster inquiry, understanding, and
transfer of learning?

- Some art projects take an extended period of

time, especially when they are big projects
-Artists apply explorations with materials from last
week to a new form of 3-dimensional art
-Artists make connections to process, techniques,
and development of a piece

-Why is it sometimes necessary for artists to

plan out making their art in steps?
-Why is it sometimes necessary to work on
multiple projects at a time?
-What material did you use last week that you
decided to use again this week?
-What interested you about this material?

Outcomes - Students will be able to...What key knowledge and skills will students acquire as a
result of this unit? ...Art history and culture; expressive features and characteristics of art; art
materials, tools, and techniques? What should they eventually be able to do as a result of such
knowledge and skill? ...Compare and contrast art work; analyze sketches?
Students will be able to
SWBAT apply value to process as they spend the beginning of class preparing a project they will
finish next week
SWBAT remember and employ techniques and explorations from last week
SWBAT evaluate their interests and decisions during the process of their making

Student Reflective Activity: Through what

authentic performance task(s) will students

Assessment Instrument (s): By what criteria

will performances of understanding be judged?

demonstrate the desired understandings? How

will students reflect upon and self-assess their
learning?

-There will be reflection as students get a chance

to work with materials and processes they
engaged with last week
-We can prompt these reflections with questions
like:
1. What did you chose to use this week that
you used last week?
2. Why did you chose to repeat this
technique and/or use this material
again?
3. How did you alter a method or material
you used last week and why?
-Gallery Walk: is an opportunity for students to
verbalize reflections and developments made
throughout class

-Demonstrate the first step in a multi-step project

-Duplicate either some of the content of
techniques from last weeks explorations
(doesnt have to be their own-could be taken
from peers work)
-Support their or their peers piece in class
gallery walk

Pre-assessment: How will you help the students know where the unit is going and what is
expected? Help the teacher know where the students are coming from (prior knowledge, interests)?

Well be letting students know that they will be completing project 1 next week (giving them an
opportunity to be thinking of it). We will do this in the beginning of class. We are also going to have
stations like we did last class. Students can go to the different station to seek out different facets
they want to work on their project calling on the prior experiences they had with those materials last
week and transferring that to which of those and what techniques are successful with a mobile.

Motivation: How will you hook all students and

hold their interest?

Ideation: How will you equip students, help

them experience the key ideas, and explore the
issues to generate ideas for their art work?

-Stations is a great way to allow freedom for

students to explore what interests this and we
found last week that mitigated most any
disinterest-if someone got bored they explored a
different station but if someone was interested
and invested in what they were working on they
had the freedom to stay
-The idea bubble poster also served as a great
place to spark interest for artists that lacked
inspiration or direction

-The idea bubble poster was great for this

-We also have a class mascot that is a
Styrofoam cup with toothpicks connecting
pieces of clay all over it-each member of the
class made a clay addition to the cup-a lot of
inspiration in terms of texture, form, and
technique can be drawn from this piece

Procedures: How is the lesson organized to maximize initial and sustained engagement as well as
effective learning? Provide opportunities to rethink and revise their understandings and work? Allow
students to evaluate their work and its implications? Include literacy and numeracy?
1. Why are we starting one project in the beginning of class and abandoning it to work on another?
Intended learning/teaching: Working on multiple projects at a time allows artists to focus on what
they are engaged with a let sit what they need time from. This also allows for artists to be productive
in times when one project demands time to be worked on again i.e. in our case, the paper mache
needs to completely dry before we can develop it so we can explore methods/materials on another
project while this is going on so we are still productive with our time
2. What did we learn from stations last week?
Intended learning/teaching: the benefit of incorporating textures, benefits of mixing media,
inspirations from nature, aquatic creatures, etc., general understanding of how to use materials like
clay, paper mache, etc. (familiarity with materials)
plays directly off prior knowledge and experience from last week and we can address these more
DURING exploration and creation. I.e. when adding an idea to the idea bubble we can narrate, I
just saw Heidi making textures in clay with a fork that we saw last week in our gallery walk.
Remember when we talked about depicting textures from nature? This kind of reminds me of grass.
What other textures could we explore? And in what other ways could we show it?
3. HOW did we MAKE last week? Did you flatten, draw, press, etc.? How can we apply that to our
mobiles this week?
Some techniques explored last week:
Clay:
-Use of forks and other tools to create patterns/alter surfaces
-Creating forms like food and forms for the class mascot
-Coil used in snail
-Rolling out/flattening for calzone
Paper mache:
-Layering techniques
Pipe cleaners/styrofoam:
-Twisting pipe cleaners to depict multiple colors
Aluminum foil/wire station:
-Intro to how to make connection with wire
-Sculpture benefits of these materials-one artist last week paper-mached over a wire
sculpture
Plays directly off prior knowledge and experience from last week and we can address these more
DURING exploration and creation. I.e. when adding an idea to the idea bubble we can narrate, I
just saw Heidi making textures in clay with a fork that we saw last week in our gallery walk. What
materials did you use last week that you also used this week? What interested you about this
material? Why did you choose to use it on the mobile? Remember when we talked about depicting
textures from nature? This kind of reminds me of grass. What other textures could we explore?

And in what other ways could we show it?

4. What were advantages and disadvantages of working on a mobile? What were advantages and
disadvantages on working on a mobile? Why did you make the additions you did to your mobile?
Narrative? Functional? Expressive?
Students should be able to answer the first question after we introduce the agenda for the day and
talk about process and why we will be going back to the first project next week.
Today we are going to be exploring artistic process and some benefits that come with working on
multiple projects at a time. The first part of class we will be paper macheing balloons and then we
are going to move onto the second part of class and leave our balloons to dry (we will be working on
them next week). One benefit of this is it will give the paper mache time to dry completely before we
work on it. The second benefit is we get to be productive with this time and explore materials and
techniques that we could then use next week on our next project. Many artists work in this way (on
multiple projects at a time) to make sure that they dont get too bored or burnt out on one project and
also so they can transfer ideas and discoveries from one project to another.
Addressed in gallery walks that was really successful last week. In activating the verbal aspect of
this project it helps artists look at EACH OTHERs work differently as well as their OWN. In
explaining their piece, it actually reflects more of process rather than the singular physical outcomethis takes emphasis in failure and places it back on discovery, exploration, and learning.

Materials and Resources: What is needed to complete the learning plan? List materials and
resources in a bulleted format.

-Paper mache
-Balloons
-Paper plates (cut in spiral)
-String
-Markers
-Paint
-Glitter, feathers, pipe cleaners
-Aluminum foil and wire

Preparation and Safety: What do you need to prepare for this experience? What safety issues
need to be addressed? List steps of preparation and safety in a bulleted format.

-We need to be sure to cut paper plates into mobiles ahead of time
-I still think scissors should be available to select students who want to explore altering their paper
plate mobile (fringe, cut-outs, etc.) but this could be addressed on an individual basis and we could
help with students who need it
-Glue and wire should be supervised as well

Accommodations: How is the lesson tailored (personalized) to the different needs, interests, and
abilities of learners? ...Access (Resources and/or Process) and Expression (Products and/or

Performance)?

We found the freedom that we allowed with stations last week actually was inherently geared toward
differentiation in that students had the freedom to explore what they wanted and with five of us
teachers in the room, I know at least I was able to sit with individual students consistently throughout
the class help students who needed help whether that be technically or in terms of inspiration. In
managing these minor hick-ups in productivity, the result was a productive and engaged atmosphere.
Moving along this similar method, students will maintain that safety in having the decision to explore
what they want or stay at what interest them. We are giving students access to materials and
building on discoveries from last week. Were also building on expression and narration that they
demonstrated last week.

Understanding the plan...

Stage 1 Desired Results

Relevance - What are you going to teach and why is this lesson of importance to your students? How
is it relevant to students of this age and background?

Essential Understanding(s) - What are the big ideas? What specific understandings about them are
desired? What misunderstandings are predictable? (Reflect and Transfer)

Essential Question(s) - What provocative questions will foster inquiry, understanding, and transfer of
learning? (Reflect and Transfer)

Outcomes (objectives): What will students know and be able to do? What key knowledge and skills
will students acquire as a result of this unit? ...Art history and culture; expressive features and
characteristics of art; art materials, tools, and techniques? What should they eventually be able to do as a
result of such knowledge and skill? ...Compare and contrast art work; analyze sketches? (Comprehend
and Create)
Stage 2 Assessment Evidence

Student Reflective Activity: Through what authentic performance task(s) will students demonstrate
the desired understandings? How will students reflect upon and self-assess their learning? (Comprehend,
Reflect, Create, Transfer)

Teacher-centered Assessment (instrument): By what criteria will performances of understanding be

judged? What evidence (e.g. quizzes, tests, academic prompts, observations, products/artwork,
sketchbooks, journals, etc.) will students demonstrate achievement of the desired results?

Stage 3 Learning Plan

W = help the students know where the unit is going and what is expected? Help the
teacher know where the students are coming from (prior knowledge, interests)?
(Comprehend)
H = hook all students and hold their interest? (Reflect and Create)
E = equip students, help them experience the key ideas, and explore the issues to

generate ideas for their artwork? (Create)

R = provide opportunities to rethink and revise their understandings and work? (Reflect
and Transfer)
E = allow students to evaluate their work and its implications? (Reflect)
T = be tailored (personalized) to the different needs, interests, abilities of learners
O = be organized to maximize initial and sustained engagement as well as effective
learning?