Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

(Revised 2017)

Teacher Candidate Daniel Higuera

School High School

UNIT TITLE Under Water Adventure

Length of Class Period 45 minutes
Approximate Number of Students in Each 25
class
Beginning Date for this ​Unit 1/14/19
Ending Date for this ​Unit

ENDURING UNDERSTANDINGS ​(FROM ODE STANDARDS)

Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to
imagine, create, realize and refine artworks in conventional and innovative ways

PROGRESS POINTS ​(FROM ODE STANDARDS)

C. Connect making art with individual choice and understanding personal cultural identity

CRITICAL ISSUE / BIG IDEA

A).Anticipatory Set​ (what do the students already know)
B). Rationale (​why is this lesson relevant?)
A). At this point in their education the students should be familiar with watercolors, and paper. They should
know how to cut paper, and how to fold it as well. Students should also be familiar with some sea life
knowledge.

B). This lesson is an important lesson because it gives the students some push into experimentation with
media they have already used before. It seems increasingly important that students learn the capabilities
of their own creative powers. This also gives them real world insight to global issues, such as pollution,
and waste. The value in this unit is about finding creative ways to connect to nature, as well as finding
creative solutions or alternatives to wasting plastics.

Central Focus ​(creating, presenting, interpreting, responding, and/or relating art to context)
In this unit they will be exploring sea life, our impact on the environment, and creating work inspired by
that. They will be painting with watercolors, and manipulating the surface they painted on. This includes
folding, and cutting in different circumstances.
Essential Questions ​(provocative, engaging, critical)
How can we relate to nature?
What is pollution?
What is waste?
How can we help the clean the earth?
Possible Integration
Biology
Other natural sciences

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title SeaShells
Lesson Description Students will paint with watercolors on a sheet of paper and then create
varying seashells out of them.

Lesson Two
Title Cool Colored Fish
Lesson Description The students will be tasked with individually drawing and painting a fish
underwater filling out the whole paper. The fish should include only the
cool colors of the color wheel. The fish should include at least 4 different
cool colors.

Lesson Three
Title Plastics
Lesson Description In this lesson we will go over the effects of pollution, and plastic waste.
The students will be tasked with finding creative ways of using plastic
instead of wasting it.

Explain how technology has been used in this unit

I will be using a powerpoint and overhead projector for demonstrations
LESSON PLAN

Teacher Candidate Daniel Higuera

School Thomas Elementary

LESSON NUMBER 1
Lesson Title Seashells
Length of Class Period 45
Approximate Number of Students in Each
25
class
Beginning Date for this ​Lesson 1/14/19
Ending Date for this ​Lesson

CONTENT STATEMENT – PERCEIVING/KNOWING ​(FROM ODE STANDARDS)

6PE Generate artmaking ideas from their daily experiences and the environment
CONTENT STATEMENT – PRODUCING/PERFORMING ​(FROM ODE STANDARDS)
1PR Demonstrate beginning skill and craftsmanship in the use of art materials and tools
CONTENT STATEMENT – RESPONDING/REFLECTING ​(FROM ODE STANDARDS)
3RE Share their artmaking processes with peers
Performance-based Assessment Objectives
Students will be able to produce work that demonstrates that they at least have a rudimentary
understanding when it comes to working with brushes, watercolors, scissors, and paper.

Performance-based Assessment Strategies

(attach assessment documents if applicable)
Students will have a created an art piece that utilizes the use of watercolors,

Academic Language
Vocabulary ​(define each)
Complimentary Colors- Colors directly across from each other on the color wheel.

Additional Language Demands ​(​specific​ communication task)

The students will be talking amongst themselves in groups

Accommodations for Special Populations

More time will be given to students who need it.
Art/Visual Culture Examples ​(list all artists, artwork or media used)
Preparations
Materials/Resources for Teacher
Paper
Watercolor
Scissors
Overhead
Projector
Materials for Students
Paper
Watercolor
Scissors
Safety Procedures
at this point students should know proper pencil edicate. However, just in case, remind them
that drawing tools are just for drawing, and not poking, throwing, or misusing in any form.

LEARNING ACTIVITY
Getting the Classroom Environment Ready

There will be 20-25 students in each classroom. The seating will be arranged so that the
students will be in table with groups of 4 or less. There are also individual tables that can be
moved anywhere in the room for the comfort of working in a more quiet space

Procedures for the Teaching/Learning Structure​ (​indicate approximate time for each step)​

Day Duration Application Resources

1 10 minutes Greet students Paper

Introduce concept, Watercolor
and demo

1 20 minutes paint paper paper watercolor

1 10 minutes for any students done Drying Rack

around this time the
teacher will ask them
to put their wet work
on the drying rack,
and any students
who finish will be
given the option of
free drawing.

1 5 minutes this is clean up time, Drying rack

and the students
should put any wet
work that the have on
the rack with their
 names on it. Any free
drawing materials
that they used can be
taken home.

2 10 minutes The teacher will greet Overhead projector

the students and Painted paper
remind them of Questions ready
everything they did
last class. This
maybe a good time to
ask essential
questions. The
teacher will do a
demo on how to
properly fold the dry
paintings into a
seashell shape.

2 20 minutes the students will be paper

working on folding
the seashells, and
the teacher should be
going around to help
any students who
need extra support,
or any students that
have questions.

2 10 minutes after the students fold

both of their pieces,
the teacher should
show them how to
put the two together
to form a whole
shape. The students
should be able to do
this fairly quickly

2 5 minutes Clean up time!

Students should
mostly be wrapped
up, at this point the
teacher will tell the
students to place
their work at Supply
Island, and the
 students should
return to their seats
quietly.

Clean-up Procedures​ (Room, Materials & Work Storage)

The clean up should take about 5 minutes. There is a pile of everything on Supply Island (this is
a table where all the materials for the class are). It should take the students a couple minutes to
put everything on supply island, and a couple minutes to clean up their seating area. I will put all
the class work in a class folder and store it for next time. If there is any wet watercolor work, the
students should put the art pieces on the drying rack. At this point would be a good time for me
to bring out the next class’s artwork.

Closure, Review & Anticipation​ (what’s next?)

This time would be good to highlight the students’ strengths, and things we can still work on. It
also would be a good time to segway into the next related topic that is Optical Illusions
Supplemental Activity
For any students that finish early i will allow them to have some time for free drawing, or to
experiment some more with the watercolors that we already have out.

Teacher reflection focused on the lesson ​after​ it has been taught

This 1st lesson was much harder for the students than i realized. 1st graders don’t have the fine
motor skills to individually fold as much as the project requires. I definitely overestimated their
abilities in this one. It was very obvious when I did the de and with in 5 minutes every single kid
had asked me what was going on. It was a fun learning experience for me that i can look back
and laugh on. It’s important to keep in mind student ability while i plan.