Service Learning Lesson Plan

Title: What Flies in the Sky Pt.2

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: 4/5/16

We are making a collaborative sky/air themed installation. Students are

continuing our hot air balloon project from the previous week, these will
be the main subject in our installation. Students have the option to build
separate pieces to add amongst the balloons. This lesson is important for
students because it shows them how to make something big from many
small pieces. As well as, allowing students to create a new project by
transferring past knowledge of materials and personal interests in subject
matter and technique.

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. (Ex.
The balloons took a week to dry before we could
make them into hot air balloons.)
-Sometimes art can have a concept that
influences ideation and sharing of ideas. (Ex.
concept of air influenced the creation of
balloons, mobiles, sky object via practices like
idea bubbles and gallery walks)
-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?
-Why would an artist be interested in making a
large-scale project?
-Why would collaborating artists use a shared
concept?
-Why would collaborating artists communicate
with each other about their process?

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 class finishing a project they started last week
SWBAT remember and employ techniques and explorations from last week
SWBAT apply collaborative practices with other artists to make an installation.
SWBAT evaluate their interests and decisions during the process of making.

Student Reflective Activity: Through what

authentic performance task(s) will students

Assessment Instrument (s): By what criteria

will performances of understanding be

1.
a.
b.
c.

d.

demonstrate the desired understandings? How

will students reflect upon and self-assess their
learning?

judged?

Gallery Walk: At the end of class we will do

another gallery walk. This time is important for
the students to reflect on their work. We want
them to acknowledge that multiple of their
projects have built up into one big project!
Gallery Walk Prompts:
What types of things did you discover could go
in the sky with our hot air balloons?
How did what you made last week turn into
what you made this week?
What materials did you decide to use to
decorate your hot air balloon? Did you use old
or new materials, or both?
Ask students why they made _____ choice
while making.

-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)
-Implement their individual piece of art to
execute a collaborative installation
-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)?

1.

Air Idea bubble is showing students entry point to theme specific art making (repeated
introduction)
2. Highlighting prior knowledge of materials and techniques (Differential slideshow)
3. Fast drying qualities of acrylic paints, use of paint on 3d surface (Introduce new materials)

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?

1) Air Idea bubble is showing students entry

point to theme specific art making (repeated
introduction)
2) Giving students an entry point through
context of concept based subject matter (sky/
air).
3) Giving students freedom with the availability
of old and new materials

1) Air Idea bubble is showing students entry

point to theme specific art making (repeated
introduction)
2) The theme specific idea bubble poster was
great for this
3) Differential slideshow shows students
pictures from the blog, highlighting their
continues interests, reminding them of what

4) Having both structure and freedom are

important because it allows to take it as far as
they want to with subject matter, but gives them
a place to start. They still have ownership over
what they are making and are continuing to
make choices for what materials they use.
Honoring the originator instinct by giving them
freedom amongst structure.
5) Making something really big. Students are
making a installation that is bigger than
themselves, the scale of this is exciting
especially seeing how it grows as each piece is
added.

they have made.

4) Our class mascot 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?
2. Repeated introduction (1 min): Idea Bubble that is concept specific to this weeks project (things
in the sky/air).
a. Ask students for 3 words to get our idea bubble started?
Some prompting questions we could ask to stimulate ideation for this could be: What do you see
in the air/sky?, What happens in the air/sky?, What is the air/sky made of?
3. Introduce our sky installation (2 min)
a. Draw students attention to hanging strings. This is our sky, today the things we make will become
a part of this, just like we worked on our class mascot together, we are all going to work together
today to add the things we make to our sky (the sky is a piece of cardboard with holes in it and it
has strings already).
4. Recap of techniques and prior knowledge (1min):
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
-We're going to recap is what we created last week (paper mache balloons) and are now
continuing into this week, making them into hot air balloons.

a. Shows students how what they made has dried and is now ready to decorate
5. Differentiated slideshow (4 min): This will show highlighting student specific interests and tying
it back into project specific possibilities. For example: Kelsey is really interested in pattern (shows
picture of Kelsey's continued pattern work and Chriss rainbow pattern mobile) Everyone look how
this hot air balloon has a colorful patterned appearance. Last week a lot of you were interested in
specific colors, (show Heidis rose color themed mobile, Ashleys csu color themed mobile, Jim,
Chriss rainbow colored mobiles) Can anybody tell me what colors they see in the sky? (show
spectrum of colors in the sky: rainbow) How will you use color in what you make today? This
slideshow will also remind students what they have made in other classes and encourage feelings
of being supported by what their teachers and that what they are doing is important.
6. Introduce New Material (2 min):
a. Paint: This week we will have the option to use paint along with our other materials! A lot of you
have mentioned that youve worked with paint before, and that youve enjoyed it. We will be at the
tables to help you use this material on a three-dimensional surface.
b. Aprons: Were working with acrylic paint today. Its really great for making layers of colors that dry,
but if it gets on your clothes its permanent. If you dont want to get too messy please wear an
apron today!
7. Making (1 hour 35 min):
a. Students have choice of where they want to start today. We have separate stations with different
materials. Students will decorate balloons and/or build separate sky/air themed pieces to add to
our class installation.
b. Allows for students who need more movement to move around the room to different stations, as
well as students who like to focus for longer periods of time to settle into a station.
c. During making time teachers will be narrating students theme specific artistic choices and
interests they see happening and sharing this with the whole class when adding an idea to the
idea bubble.
d. Every time a student finishes a work it will be hung to the sky building towards large scale.
Students are making a installation that is bigger than themselves, the scale of this is exciting
especially seeing how it grows as each piece is added. Setup camera to document the entire
class and make a time lapse to start next weeks class of with.
e. During the making teachers will be documenting the progression of students work to capture how
beginning to end, things are being made. To aid future differentiation in lessons, and remind
students of what they have made with us in future classes.
Gallery Walk (15 min): At the end of class we will do another gallery walk. This time is important
for the students to reflect on their work. We want them to acknowledge that multiple of their
projects have built up into one big project, and continue practicing verbalizing their ideas, process,
etc. This time also gives parents a chance to be a part of our classroom community, and
encourages that students are supported by family in the classroom.
g. Gallery Walk Prompts:
What types of things did you discover could go in the sky with our hot air balloons?
How did what you made last week turn into what you made this week?
What materials did you decide to use to decorate your hot air balloon? Did you use old or new
materials, or both?
Ask students why they made _____ choice while making.

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

Cardboard with holes and hanging string

styrofoam
string/yarn
markers
Paint
Trash bag table covers for paint stations
Glitter
Feathers
pipe cleaners
puffballs
aluminum foil
Wire
Fabric
Tape
Glue
Scissors
Wire cutters

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.

Place trash bag covers over tables for our painting stations
Displaying mobiles, Idea bubble, and cardboard/string structure for sky before students arrive
Glue, scissors, and wire are being supervised
Have aprons available at paint stations

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)?

Stations allows for students who need more movement to move around the room to different
stations, as well as students who like to focus for longer periods of time to settle into a station.
Provide Gloves if students dont want to get messy when using paint.
Provide Aprons for painting.
Paint (resource that has been requested by many students).
Pop balloons for the sake of students who are affected by the harsh auditory sound they have
expressed nervousness about.

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?