Lesson Plan Title:Patterns in Nature Length:3 classes

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.
What does a pattern mean?
What are patterns we have seen in nature?
What does line quality mean?

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT – Role / Audience / Format / Topic)

You are an environmental scientist studying patterns in nature. Your task is to study the variation of patterns that can be found in nature. A print
of your favorite pattern after observations must be created. You will use these nature pattern blueprints to create a set (2) of clay coasters. Pattern
and idea must be transferred from paper to clay form.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.
Pattern
Transfer
Create
Plan
Technique

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Enduring Understanding (s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal.

Given a prompt, artists will use pattern to create a work of art.

Artists can plan a work of art in 2d to be created in 3d.

Artists can transfer plans from 2D to create a work in 3D.

Artists can use a variety of techniques to make a work of art that contains pattern.

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition → behavior (measurable) → criterion. Aligned to: Bloom’s – Standards – GLEs - Art learning and, when appropriate, Numeracy, Literacy and
Technology. Should be written as: Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

1. Given examples of nature patterns in artwork, swbat discuss what inspired other artists. (Bloom’s: Evaluating - Standard: Comprehend - GLE:
Works of art articulate and express different points of view - Art Learning: Art and Culture - Literacy)

2. Using mold and slab techniques, swbat create an artwork that expresses nature pattern in a 3D form. (Bloom’s: Creating - Standard: Create -
GLE: Materials and processes can be used in traditional, unique, and inventive ways - Art Learning: tools and procedures)

3. Given a prompt, students will be able to create sketches that synthesize their ideas to be created in 3D. (Bloom’s: Create - Standard:
Comprehend - GLE: Artists and viewers determine artistic intent by comparing and contrasting the characteristics and expressive features of art
and design - Art learning: Ideation )

4.Using their artwork students will be able to explain their artistic choices in design that express nature pattern. (Bloom’s: Analyse - Standard:

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 Reflect - GLE: The critique process informs judgments about artistic and aesthetic merits in works of art. - Art learning: Expressive features and
characteristics in art - Literacy)

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.

Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)

(Multiple means for students to access content and
multiple modes for student to express understanding.)
As Instructions are being given, they will be spoken
and projected on the SMART board to
accommodate various learners.
-Students will come up with their own definition as
a class of what nature pattern means to use.
Students will be grouped in their table groups with
some of the stronger kids sitting with those who
need more support.

Extensions for depth and complexity:
Access (Resources and/or Process)
Students will be given an a variety of nature patterns
booklets. One will be placed on each table to use as
reference.
Expression (Products and/or Performance)
Examples of how other artists have used nature
patterns in their art will be demonstrated to
students.
-Will show students how I have used nature pattern
in a variety of my works.

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

-Pattern
-Texture
-Technique
-Line
-Symmetry

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

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Patterns in Nature PPT
-Paper
-Sharpie
-Watercolors
-Clay
-Circle Molds
-Water Buckets
-Clay Rib
-Toothpicks
-Plastic Knives
-Nature Pattern Stamp Plates
-Nature Pattern or Not Game

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.

-Smartboard to pull up reference images

-Books on Pattern and Nature from printed packets (high resolution)
-National Geographic Magazines under drying rack

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

-Create slabs of clay for students to create coasters

-Inventory everything on materials sheet, reorder supplies as necessary
-Create example print and coaster using nature patterns
-Create PPT for reference and explanation of the project
-Cut watercolor paper to appropriate size

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

-No running in the art room

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-Do not use the clay tools as weapons. They will be taken immediately if this occurs.
-No throwing clay.
-No eating of any supplies

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate student’s interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a
story, posing a series of questions, role-playing, etc.

I will begin my presentation by prompting students: Have you ever seen patterns in nature? What about nature patterns used in art? Students will
see a plethora of interesting nature patterns followed by examples of how other artists have used nature will engage students to begin thinking
about their own works.

On Day 2, Students will also participate in a game with zoomed in pictures of patterns. Based on what we have talked about as a class of traits
nature patterns have, students will act as detectives to try and determine which pictures are from nature.

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.
Initially I will start the class with a presentation that begins with:
What does a pattern mean?
What are patterns we have seen in nature?
What does line quality mean?

Students will begin the class by discussing all traits that encompass patterns in nature. We will discuss what it looks like, what traits nature
patterns have, and how we can emulate it in art (Symmetry, Pattern, Line, Repetition).
They will begin Day 1 by sketching 3 nature pattern ideas in their sketchbook. Once they have created a nature pattern that matches what traits we
discussed a nature pattern should have, they can begin on a pen and watercolor work.

The watercolor work will act as a blueprint for two clay coasters they will create in clay. A clay demonstration on how to use stamps and clay tools
for design will help students transfer their 2d plans to their 3d creation.

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Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience

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Day Instruction - The teacher will... (Be specific about what concepts, Learning - Students will... i.e.: explore ideation by making connections, Time
1 information, understandings, etc. will be taught.) Identify comparing, contrasting; synthesize possibilities for each painting
instructional methodology. KNOW (Content) and DO (Skill) technique; etc. (Be specific about what will be the intended result of the
instruction as it relates to learning.) UNDERSTAND

Teacher will begin with a pre assessment on student’s PPT Discussion:

nature pattern knowledge: -Students can discuss their ideas
10:25 - 10:35
What does a pattern mean?
What are patterns we have seen in nature?
What does line quality mean?

We will then begin with a class discussion and PPT

presentation that goes over:
-Examples of Patterns in Nature Demo:
-Examples of how other artists have used nature pattern 10:35 - 10:45
Inquiry Questions during Presentation:
Is there any common traits nature patterns have?
What kind of forms and lines make a nature pattern?
The PPT will also cover how other artists have used line,
pattern and symmetry to include nature patterns into their -Students can compare and contrast works Work Time:
art. 10:45 - 11:05

Students will then gather around Table 7 to participate in

a demonstration on how to use nature pattern plates
(provided) to scratch crayon on the surface of a paper to
get the pattern transferred. Students will try three
different pattern plate rubbings in their sketchbook to Clean Up:
11:05 - 11:10
decide on which pattern plate they want to use for their
final ink and watercolor drawing.

Students will also be shown in demonstration how to

respond and expand to crayon rubbings in their
sketchbook with watercolor and sharpie. We will discuss
what a resist means and how they crayon acts as a resist
to the watercolor. They will be asked to think about what

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we discussed makes a nature pattern (line, pattern,
symmetry) when expanding with their own designs. -Students can plan their ideas

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Day We will begin class with a game on guessing nature -Students can identify pattern
2 patterns. This will refresh the students memories on what Nature Game:
traits a nature pattern will have. During the game I will 10:25 - 10: 35
ask them to think about what traits we discussed a nature
pattern has.
This will also get them excited and hook my learners. At
the end of the game, I will remind students the learning
Demo:
target for the Day: Students can plan a work in 2D to be 10:35 - 10:45
created in 3D. -Students will transfer their plans

After the pattern guessing game, I will invite students to Work Time:
Table 7 for a demonstration on how to transfer their 10:45 - 11:05
sketch ideas to their final watercolor and ink work.
-I will choose between three of my ideas to create a final Clean Up:
watercolor, ink and crayon rubbing. 11:05 - 11:10
-Once I have chosen what design ideas I want to take
from my sketchbook I will transfer them to my final
watercolor and ink painting.
This will act as my “blueprint” for my clay coasters in
the next class.

Students will be sent back to their desks to begin

working. My helper table will help me pass out supplies.
I will be walking around the room to lend assistance as
necessary until it is time to clean up.

Day
3 We will begin class with a demonstration on how to use
the ink and watercolor paintings as blueprints to create Demo:
-Students can transfer plans from 2d to 3d works 10:25 - 10: 35
coasters in clay.
Demonstration to include:
-What a slab is (premade for students with slab roller)
-Using circle cut out to create 2 circle coasters from slab Work
-Using water and finger to compress clay in coasters Time/Reflection
-How to use print plates to transfer chosen pattern to clay 10:35 - 11:00
-How to use clay tools (toothpick, butter knives, rib) to -Students can interpret pattern

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 transfer line patterns from “blueprint” to clay coasters
Clean Up
11 - 11:10
Students will use the rest of class as a work time to finish
their ink and watercolor blueprints from the previous
class.
Students can begin creating their clay coasters using their
2D plan once it’s completed.

After students have finished their clay coaster creations

they will participate in a reflective activity in their
sketchbooks using the 4 C’s ( Connections, Concept,
Challenges, Changes) -Students can reflect on their ideas
Students will write about what they connected with the
project, key concepts, what was challenging, and what
they would change for future works.

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)

After students have finished their clay coaster creations they will participate in a reflective activity in their sketchbooks using the 4 C’s
(Connections, Concept, Challenges, Changes). This will be projected on the smartboard.
Students will write about what they connected with the project, key concepts, what was challenging, and what they would change for future works.
They must write at least two sentences for each “C.”

Post-Assessment (teacher-centered/objectives Post-Assessment Instrument:

as questions): How well have students achieved the objectives and grade level expectations specified in your lesson plan? Include your rubric, checklist, rating scale, etc.
Have students achieved the objectives and grade level
expectations specified in your lesson plan?

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Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice,
reteach content, etc.)

Something that was affirmed for me in that lesson is that students were really excited about the new materials being used. The pattern plates are an
unfamiliar tool to them that they worked really well with. There was plenty of room for exploration in this project which is demonstrated in the
wide array of student work. Students took the choice in this project and ran with it. Students for the most part were also able to clearly articulate
what about their work qualifies as a nature pattern (line, pattern, symmetry.) For future, I would like to plan an additional day for some students to
work in clay so that they can really spend time refining their coasters. Clay is another unfamiliar mediums the students got really excited about.

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

8/9/15 Fahey

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