Lesson Plan Template 1

Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 5 6 (please circle)
Print First and Last Names: Carrie Duffek, Lindsay Irwin, Sarah Kaiser

Lesson Title*: Learning About Lifecycles Big Idea*: Lifecycles Grade Level*:2nd
st
21 Century Art Education Approach:
Modified Learners Choice
Inspiration Artists, including those from underrepresented populations:
Eric Carle
Lesson Overview (~3 complete sentences)*:
We will be teaching 2nd graders the concept of what a lifecycle is. The students will learn the order of a butterflys lifecycle. The students will experience
working with the 21st century art approach of modified learners choice.
Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and learning?
Ask how many of them have seen a butterfly and caterpillar? Ask how many know what a lifecycle is? The students will do a previous memo on the topic of
learners choice and the lifecycle.
Align Big Idea with both Key Concepts and Essential Questions, below
Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-ended questions. *
1. A life cycle is the process an animal or living being goes through 1.What is a lifecycle?
to evolve. 2.What is evolution?
2. Evolution is the process an animal goes through to change and 3.What is life?
transform into another version of itself. 4.How do butterflies change as they go through the lifecycle?
3. Life is the existence of an individual human being or animal.
4. Butterflies change in their lifecycle by evolving from an egg,
caterpillar, cocoon, and a butterfly.
Lesson Objectives: What you want the students to do via three content Align Assessment with Lesson Objectives in left column.
areas. *
1. Content area 2 Literacy : The students will (TSW) be able to Formative Assessment strategy (of assigned reading): How will you assess
... Literacy? What will you be looking for? * The students will be able to
2. Content area 1 Visual Art : The students will (TSW) be able to explain and recognize the description and explanation of a lifecycle.
...
3. Content area 3 Science : The students will (TSW) be able to Summative Assessment strategy (of studio investigation): How you will
... assess Visual Art and Science? What will you be looking for? *
Read and explain the word lifecycle The students will be able to create a lifecycle flow chart as a collaborative
... Create an art studio with the learners choice approach group and apply modified learners choice to an individual studio.
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... Understand and create a life cycle system.

Common Core State Standards (2-3): List grade-specific standards. California Visual and Performing Arts Standards (grades 1-6 only) (3-5):
ELA (pp. 10-43, link HERE) Check all that apply and add number and description of applicable content
Science (pp. 10-52, link HERE) standard.
1.ELA: Build on others conversations by linking their comments. (pp. 122-143), link HERE)
2. ELA: Recount or describe key ideas or details from the text. __X_1.0 Artistic Perception:
3. SCIENCE: Students know the sequence of lifecycles for different __X_2.0 Creative Expression:
animals. ___3.0 Historical & Cultural Context:
___4.0 Aesthetic Valuing:
__X_5.0 Connections, Relationships, Applications:
Vocabulary: Identify and define vocabulary that connect the art form Materials: List all materials needed in the columns below.
with the other two identified content areas. * Have: Purchase:
1.Lifecycles: the series of changes in the life of an organism, Feathers, pipe cleaners, glitter, The Hungry, Hungry Caterpillar
2. Learner directed: a process by which individuals take the glue, paint, paint brushes, buttons, book, colored poms, colored
initiative, without the assistance of others googly eyes, sequins, tissue paper, ribbons, clothes pins, egg cartons.
3.Individually: one by one; singly; separately. markers, white poster paper, white
4. Diagram: a simplified drawing showing the appearance, smaller poster paper, sharpies,
structure, or workings of something; a schematic representation. scissors
5.Texture: the feel, appearance, or consistency of a surface or a
substance.
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Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures that follow to teach what you expect the students to
learn. Procedures should be the longest section in the Lesson Plan, and should be very specific and detailed, including individual roles of group
members, and time spent on each task. Describe directions you plan to give the students, teaching models/strategies you plan to use during the
lesson, different activities your students will do, etc. Be sure to include management issues such as transitions, room arrangements, and student
groupings.

Focus Lesson (teacher does): Detail opening activities by exploring the following questions. How will you motivate the students to want to
learn the new concepts (see Key Concepts) and strategies/skills (see Lesson Objectives)? How will you introduce the Big Idea of the lesson?
How will you link this lesson to the students prior knowledge?

Pre-Lesson: Class walks in, teachers are at the door greeting them. Teachers hand out small picture cards in a random order to students as they walk
in. The cards have either a butterfly, cocoon, chrysalis, eggs or the emerging from the cocoon on them. One of each of the cards will also be on one
table, the students will find what table their card is at and sit there. The tables will have groups of 4 at 5 different tables placed throughout the one
main classroom.

**LINDSAY
Intro: Good Afternoon second grade, Im miss Lindsay, Miss Sarah and Miss Carrie (1 min)

Discuss: The Previous assigned readings and memos with class (5 mins)

Introduce lesson: Ask: Have any of you ever seen a butterfly? Have any of you ever seen a caterpillar?

*Show images of butterfly and caterpillar on PowerPoint

*Allow for responses (2 mins)
Ask: Have any of you ever heard of the word lifecycle? what do you think it means response, explanation* and evolution means the changes an
animal or insect goes through to transform into another version of itself. (2 min)

*responses
Draw and explain: draw the lifecycle steps on the board, explain each step as you go.
*show images of the butterfly first, then the egg, then the caterpillar, then the cocoon and lastly the butterfly emerging from
cocoon.
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* What if I told you butterflies and caterpillars were part of the same life cycle (10 mins)
Class Demo:

Read: We are going to read you a book about the lifecycle of a butterfly How many of you have ever heard of the Very, Hungry Caterpillar?

*Read book, say who the author and artist is. (10 mins)

Draw and discuss with volunteers for days of the week

Discuss: Finish reading, discuss what they noticed about the book and what they saw. (5mins)

Discuss: Those are great observations you made about the book, we would love to tell you more about the author Introduce artist Eric Carle,
pass around photos of his work from other books (5 mins)

Modeling (teacher does): Name and demonstrate the content area strategies/skills (see Lesson Objectives) that are the focus of the lesson.
Explain and show their purpose. Use analogies or other concrete examples to explain concepts (see Key Concepts).
Life cycles is our content area and the students will be learning this throughout the entire lesson. The first half in Lindsay discussion they will be
digging into previous knowledge and answering questions about lifecycles, insects and evolution. In the second half of the lesson Sarah is going to
give the students an assessment with a group collaboration. In the third part of the lesson Carrie will lead the students in a studio together
connecting the knowledge they learned about the lifecycle process, all while using a modifies learners choice as an art approach.

Guided Instruction (teacher and students do together): Detail main activities by exploring the following questions. What Essential
Questions will you ask students to facilitate learning? How will you organize students? What will you do/say during each learning activity?
What will the students do (see Lesson Objectives)?
Students will be organized upon entering of the classroom, as stated above in the introduction.
Have any of you ever seen a butterfly? have any of you ever seen a caterpillar?
Have any of you ever heard of the word lifecycle?
Does anyone know what evolution means?
Can anyone tell me what a diagram is?
What do you think an insect it?

**LINDSAY
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Intro: Good Afternoon second grade, Im miss Lindsay, Miss Sarah and Miss Carrie (1 min)

Discuss: The Previous assigned readings with class (5 mins)

Introduce lesson: Ask: My first question is, Who here has ever seen a butterfly?
*Show PowerPoint photo of butterfly
*Allow for responses (2 mins)
* Who here has seen a caterpillar?
**Show PowerPoint photo of caterpillar

Tell: Today our big idea we will be working with is lifecycles.

Ask: Have any of you ever heard of the word lifecycle? what do you think it means responses, explanation* lifecycle is the evolution an
animal goes through and evolution means the changes an animal or insect goes through to transform into another version of itself. (2 min)
*responses or questions

Draw and explain: *What if I told you butterflies and caterpillars were part of the same lifecycles, let me show you how thats possible (10
mins)
*Draw the lifecycle steps on the board, explain each step as you go.
*show images of the butterfly first, then the egg, then the caterpillar, then the cocoon and lastly the butterfly
emerging from cocoon.

Class Demo:

Read: We are going to read you a book about the lifecycle of a butterfly How many of you have ever heard of the Very, Hungry Caterpillar?
*Read book, say who the author and artist is. (10 mins)

Volunteers for days of the week chart

Discuss: But for now lets discuss what you noticed about the book and what you saw, *responses* wow, you guys give great feedback and
really payed attention, I would love to tell you more about the author. Introduce artist Eric Carle, list facts about him, show photos of his work
from other books for a closer look on the power point (5 mins)

Discuss: In a little while you guys are going to use learners choice to choose how you make your own butterflies. Learners choice means you
guys get to use any material you see on the back counter to make your butterfly just as colorful as Eric Carle did. (2mins)
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**SARAH
PowerPoint: Put up power point directions for creating the diagram between the groups.

Ask: Can anyone tell me what a diagram is? Explain. (1 min)

Explain: You guys will be creating a 4-part diagram on these huge pieces of paper the diagram will look like this (hold up sample paper with
layout showing 4 parts). you and your group will be writing the order of the lifecycle with facts or questions you have about it. (10mins)

Assessment: Have a show and tell per group. Time for them to say their lifecycle facts or questions (5 mins)

STUDIO:
**CARRIE
Discussion: We will now be working individually; can anyone tell me what individually means? yes, it does mean working alone
our studio project will be making large, colorful butterflies with the butterfly life cycle order hanging from it.
*show example of the finished butterfly with smaller lifecycle hanging on it (5 mins)
*DEMO of steps
*Show PowerPoint of Directions
Explain and show how: 1st we will give you a butterfly templet to trace onto your large paper
2nd you will trace your butterfly and pass the templet to your table mates
3rd you will then carefully cut out around the edges of your butterfly
4th once your butterfly is cutout you may use any materials at the back counter to make your butterfly as colorful as Eric Carles from the book.
*materials include, buttons, colored poms, feathers, tissue paper, markers, paint, glitter, beads, crayons, googly eyes.
5th Once your large butterfly is very colorful you will raise your hand and ask for one of the teachers to help you punch holes in the bottom of the
butterfly so we can tie ribbon to it and hang the smaller butterflies.
6th Once the smaller butterflies are on the larger one you can decorate them the same way you decorated the bigger one with any materials. (10
mins)

Explain: The teacher will hang them up in the window with clothes pins once completed and write names on the back. if you finish early (which
we dont encourage, please take your time) you can work on making an egg carton caterpillar with paint and pipe cleaners which one of us will
come around and help you with if needed. (3 mins)
*show finished caterpillar
*Go over safety rules
*put up PowerPoint directions for studio
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Time for work: (20 mins)

If you need help please raise your hands and we will come over to your table

Clean up: Recycle any scrap paper and return all supplies to the back counter in their correct spots. (3 mins)

Collaborative Learning (students do together): What activity will you include so that students have an opportunity to negotiate
understandings and engage in inquiry with peers?
The students will do an assessment on the lifecycle order of the butterfly as a collaborative group, in the groups they were placed in at the beginning
of class.

**SARAH
PowerPoint: Put up power point directions for creating the diagram between the groups.

Ask: Can anyone tell me what a diagram is? Explain. (1 min)

Explain: You guys will be creating a 4-part diagram on these huge pieces of paper the diagram will look like this (hold up sample paper with
layout showing 4 parts). you and your group will be writing the order of the lifecycle with facts or questions you have about it. (10mins)

Assessment: Have a show and tell per group. Time for them to say their lifecycle facts or questions (5 mins)

Independent Learning (students do alone): What activity will the students complete independently to apply their newly formed
understanding to novel situations? What will the students explore independently?
STUDIO:

**CARRIE
Discussion: We will now be working individually; can anyone tell me what individually means? Yes, it does mean working alone

Our studio project will be making large, colorful butterflies with a small version of the butterflys lifecycle order hanging from it.
*show example of the finished butterfly (5 mins)
*DEMO of steps
*Show PowerPoint of directions
Explain and show how: 1st You will go to the back table and get a large, white paper with a butterfly traced on it.

2nd You will then carefully cut out around the edges of your butterfly
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3rd when you are at your seat and your butterfly is completely cut out raise your hand and the teachers will come around to help you punch holes
in the bottom of your butterfly. This is where we will hang the life cycle so be sure to not cover up the holes. What dont we want to cover up at
the bottom of our butterfly?
4th Once your butterfly is cutout and the holes are punched you may use any textures at the back counter to make your butterfly as colorful as Eric
Carles from the book.
*materials include, buttons, colored poms, feathers, tissue paper, markers, paint, glitter, beads, crayons, googly eyes, pipe cleaners.
5 Once your large butterfly is very colorful you will raise you will go get the precut ribbon on the back table and tie them to the holes on your
th

butterfly in the order Mrs. Carrie tied hers, long short, long short. Ones the ribbon is tied you may tie the life cycle on in the order we discussed,
check your notes if needed.

6th Once the lifecycle is hanging on the butterfly you can decorate the cocoon, eggs, butterfly and chrysalis the same way you decorated the
bigger butterfly with any materials. (10 mins)

Explain: A teacher will hang them up in the window with clothes pins once completed and write names on the back. If you finish early (which we
dont encourage, please take your time) you can work on making an egg carton caterpillar with paint and pipe cleaners, which one of us will come
around and help you with if needed. (3 mins)

*show finished caterpillar

*Go over safety rules
*Put up PowerPoint directions for studio

Time for work: (20 mins)

If you need help please raise your hand and we will come over to your table

Clean up: Recycle any scrap paper and return all supplies to the back counter in their correct spots. (3 mins)

Closure: How will you end the lesson to solidify learning? How will you and/or students summarize concepts and strategies/skills (see Key
Concepts and Lesson Objectives) for the day?

Discussion and closure: What did we learn about today? Who remembers the order of a butterflys lifecycle Who remembers our artist of the
days name? hint, he wrote the hungry caterpillar. What was your favorite part of the lesson? Thank you so much class for your work today, you
guys were very creative, have a great Thanksgiving (5 mins)
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*One teacher can be in the window hanging up the finished projects while the others concluded the lesson.

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

1. How will you adapt the various aspects of the lesson for students with disabilities?

As teachers, we can help a student one on one or show them how to proceed step by step. Showing a student visually how the finished product
looks for the diagram and butterfly. A teacher can also help a child find the best fitting tool that works for them and their needs or assist on using
a certain tool. The board will have directions in order for each project for those who do better with written directions.
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2. How will you adapt the various aspects of the lesson for English language learners?To help students who may have a language barrier we can show them
the steps visually and the finished product so they can understand the idea and how it should look. Showing the student, the book closer or in another
language can be a possibility. A teacher may even incorporate the language spoken of that child onto the power point, so they can have directions they
understand.

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

The 21st century art approach of modified learners choice allows for students to choose the best way to complete the studio for themselves. They
are also collaborating as a team to solve the assessment activity given at each table.

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

The students will work on a group assessment to reflect on their learning. A pre-activity before the studio day begins will also be given to them so
they come in with prior knowledge.

5. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE

Safety issues will be addressed by Mrs. Carrie before the studio itself even begins. A safety slide will be in the power point for studios who are
not auditory learners.

Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):

The Very Hungry Caterpillar Teaching Plan. (n.d.). Retrieved November 10, 2017, from https://www.scholastic.com/teachers/lesson-
plans/teaching-content/very-hungry-caterpillar-teaching-plan

*JAQUITH, D. B. (2011). When is Creativity? Intrinsic Motivation and Autonomy in Children's Artmaking. Art Education, 64(1), 14-19.

* Include this information in the form of a PPT, Prezi, etc.

On the day of the presentation or the day before, one person from the group should email two files to each student via Blackboard: the
finished (a) Lesson Plan Template; and (b) PPT, Prezi, etc. Login to Blackboard/My SacCT, click on ART 133, click on Course Tools > Send
Email > All Users.
A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html
Reference
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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