Art

Integration Lesson Plan Template 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea*: What the Eye Cant See/Identity
Grade Level*: 5
Lesson Overview/Summary*:
Class Periods Required:
In this lesson, students will be exploring identity as their big idea. Students will be creating an eye using geometric shapes (please circle)
such as ovals and circles. Prior to creating the eye, the students and I will discuss the Punnett square and how genes

affect eye shape and eye color. Students will use this knowledge to create an eye that best represents their own. Within 1 2 3
the eye, students will create an image that represents them. This "reflection" should represent students own identity.
Following this project, students will complete a short essay describing the "reflection" and how it represents their
identity.

Key Concepts (3-4):
Essential Questions (3-4)*:

1.) What is identity?
Science: Punnett Square/genetics
2.) In what ways can identity be expressed through art?
Art: Displaying identity through the use of different mediums
3.) Is identity only expressed through external characteristics?
Literacy: Exercising writing abilities through a reflection
4.) In what ways is personal identity expressed to others?



Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1):
Students will be able to display an understanding of the big idea, identity. Students will be able to display a knowledge of how their genes affect their
appearance. In addition, students will also be able to compose a written summary that discusses how their artwork portrays their identity.


Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)
Identify & define common vocabulary that connect the art form with the

other identified content areas:
VA1 1.A. Strand 1: Product/Performance

VA1 1.B. Strand 1: Product/Performance
CA 1, CA 4, 1.8, 2.1, 2.2 Writing 1A. Apply a writing process in composing text
Punnett Square

Identity

Genes
Mixture
Reflection

Content Areas Integrated*:
Lesson Activities & Procedure(s) (please be very specific):
1. Visual Art (Inspiration Artist: __________________)
1. Start by reading Best Friend on Wheels. This will introduce the big idea,

Art Integration Lesson Plan Template 2

2. Literacy
3. Science

identity.
2. Facilitate a discussion about identity, asking students the essential
questions listed above.
3. Discuss how identity is not always an external characteristic.
4. Invite students to front of room for demonstration. Have them gather
around the table. I will already have most of my piece done. However, I will
fill in the reflection in my eye using different mediums. For example,
colored pencils and watercolor.
5. Explain to students that my artwork displays a girl out kayaking on a body
of water surrounded by mountains. This represents my identity because it
shows that I love adventure. I love to travel and see the world. I especially
love to be on water and near the mountains.
6. Have students notice that my eye is outlined with a blue-green mixture.
Explain that this is due to my blue-green eyes.
7. Ask students if anyone knows how I got this eye color. This will lead into a
brief discussion of genetics and the Punnett Square.
8. I will use a whiteboard to show via a punnett square how I got my eye
color based on the eye color of my parents.
9. Together as a class we will do a few pretend examples. I will explain that I
want students to understand how they got their own eye color because this
is a part of their identity. I want them to use this color on their artwork eye
to make the best depiction of who they are.
10. After we have finished this discussion, and they understand the task, I
will dismiss the students to gather the supplies they need to complete their
project.
11. I will ask them to return quietly to their table spots and begin working.
While they work I will make my way around the room conferencing with
each student on what is being reflected in their eye and why they chose that
specific image to represent themselves.
12. Towards the end of class, I will randomly assign a few individuals to
clean the areas around them. This will include wiping down tables, cleaning
paintbrushes, and putting away all supplies. I will be sure to let everyone
know that while these students will be doing the final clean up- everyone is
responsible for cleaning up their own messes to the best of their ability.
13. Before the class period is over, students will be given their final task. I
will explain that I want each student to compose a brief summary that

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explains his or her artwork. I want them to describe the image they chose to
reflect their personal identity. This will be handed in the following class
period.
14. At the end of class, students will be encouraged to display their artwork
throughout the room to share with their peers! If they need to continue
working, they may check out supplies by writing their name and the supplies
borrowed on our check out list.

Closure (Reflecting Anticipatory Set):
Students will share their artwork and a brief summary of how it is
representative of their identity.

Anticipatory Set (Gaining Attention)*:

To gain attention, I will read the book Best Friends On Wheels (Deborah
Shirley). In this book, a girl learns to see her handicapped friend as a person
first, looking inward to see what makes her friend who she is. This book will
help my students see that identity is not always defined by external
characteristics. This book will also introduce a discussion on identity and the
different ways in which identity can be represented.
Formative Assessment strategy:
Summative Assessment strategy*:
I will assess my students knowledge by periodically walking around the room I will assess students overall knowledge of identity based on their reflection
and checking in with each individual. I will hold mini conferences with each they write following the completion of their work. In this reflection students
student to see if they have grasped the concept of identity and how the ways will explain how their art represents their own personal identity.
in which it can be represented.

What student prior knowledge will this lesson require/draw upon?
Students will need to be familiar with the geometric shapes that form an eye. They should be familiar with how to use water color and other art products.
Students should have some knowledge of the Punnett Square and how genes affect individuals. I would like for students to be familiar with the concept of
identity as well as the term reflection.
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
Allowing students the opportunity to express their identity through art will help to engage them with this big idea. I will provide them with numerous tools
and resources to test out, allowing for a wide range of creativity.

How will this lesson allow for/encourage students to solve problems in divergent ways?
This assignment encourages critical thinking. Students are forced to think critically about how they want to represent their identity and what best defines
whom they are and whom they want people to see them as.

How will you engage students in routinely reflecting on their learning?
Students will be asked to complete a summary, reflecting on how their reflection represents their identity.

How will you adapt the various aspects of the lesson to differently-abeled students?

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There will be numerous resources available for students to use. However, if for some reason, a student is unable to use their hands I will help them to use
technology to create their reflection. There is no one way to complete this assignment, which encourages student creativity.

What opportunities/activities will students be given to revise and improve their understandings and their work?
Students are always welcome to re-create a piece of artwork. In addition, they are welcome to complete more than one reflection.

What opportunities/activities will you provide for students to share their learning in this lesson?
Students are welcomed and encouraged to display their work throughout the classroom to share with their peers.

Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
Shirley, Debra, and Judy Stead. Best Friend on Wheels. Morton Grove, IL: Albert Whitman &, 2008. Print.

Rene Magritte artwork example

Water color paint, paint brushes, pencils, paper, markers, colored pencils, crayons


* Include this information during the 5-minute class Popplet presentation.
References
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