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: ___​Heather Owen​________________ ____​Hannah Bence​_______________
​___Teresa Meyer_​________________ ____​Cameron Conrad​_____________

Lesson Title:​ Life Cycles and the Effects of Recycling Big Idea:​Life Cycles Grade Level:​3
21​st​ Century Art Education Approach(es):​ ​Recycling

Inspiration Artists, including those from underrepresented populations: ​ Bright Ugochukwu Eke

Lesson Overview:
Students will start off by discussing the article they read about recycling as a form of life cycles. We will be introducing a new 21st century art approach;
recycling. The students will then take their “garbage” that they brought in to construct it into an artistic piece. We will end with a gallery walk around and
give out different awards.

Background Knowledge :​ ​How will you​ ​tap into students’ experiences and prior knowledge and learning?
In second grade the students learned that there are life cycles specifically that there are stages in the life cycle. They understand that different animals such
as butterflies, frogs and mice go through life cycles. Students also know that organisms can inherit characteristics from their parents and some characteristics
can be influenced by the environment. They understand environmental stress can have an affect on plants.

Key Concepts : ​What you want the students to ​know.
1.Life cycles have different phases.
2.Recycling can have a positive effect on the environment and help
reduce waste.
3. Recycling can be a responsible approach for helping the environment.
4. Life cycles can encourage recycling.
5. Recycling informs the community about the negative effects of waste.
6. The life cycles of organic and inorganic material are different
Essential Questions: ​Restate Key Concepts using open-ended questions.
1. How do artist incorporate life cycles or transitions into their art?
2. In what ways does recycling alter life cycles?
3. Why is recycling important?
4. What responsibilities come with recycling?
5. How do life cycles encourage recycling?

Lesson Objectives:​ ​What you want the students to ​do​ via three content
areas​.
1. Content area 2 ​Literacy ​: ​The students will (TSW) be able to
directly apply the knowledge learned in the assigned reading to our art
making process.
2. Content area 1 ​Visual Art ​: ​The students will (TSW) be able to
transform recycled items into artistic items.
3. Content area 3​ Science ​: ​The students will (TSW) be able to
understand that manufactured goods can go through life cycles &
recycling can alter the environment drastically by decreasing waste
released into the wild.
Common Core State Standards : ​List grade-specific standards.
ELA (pp. 10-43, link ​HERE​)
Math (pp. 10-52, link ​HERE​)
1. RI-3-1 : Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.
2. RI-3-7: Use information gained from illustrations (e.g., maps,
photographs) and the words in a text to demonstrate understanding of
the text
3. RF-3-4: Read with sufficient accuracy and fluency to support
comprehension.
Vocabulary: ​Identify and define vocabulary that connect the art form with
the other two identified content areas.
1. ​Upcycle : ​the process of transforming by-products, waste materials,
useless, or unwanted products into new materials or products of better
quality or for better environmental value.
2. ​Disposable : Intended to be thrown away
Lesson Plan Template 2
Align Assessment with Lesson Objectives in left column.
Formative Assessment strategy (of assigned reading): ​How will you assess
Literacy​? What will you be looking for?
We will come up with two to three questions based on the assigned reading and
have students discuss them with their other group members. We will walk
around and listen to the discussions to make sure they are understanding the
main points of the article. We will know students are understanding the material
by social cues such as nodding heads and by listening to them making
connections to other material.
Summative Assessment strategy (of studio investigation): ​How you will assess
Visual Art​ and ​Science​? What will you be looking for?
When the students are making their artwork they are able to connect that main
items they are using for their artwork are those that have been discarded to be
recycled.
California Visual and Performing Arts Standards (grades 1-6 only) :​ Check all that
apply and add number and description of applicable content standard.
(pp. 122-143), link ​HERE​)
X ​1.0 ​Artistic Perception: 1.4: Compare & contrast two works of art made by
different tools or mediums.
X ​2.0 ​Creative Expression: 2.4 Create work of art based on observation of
objects & scenes in real life, emphasizing value changes
___3.0 Historical & Cultural Context:
X ​4.0 ​Aesthetic Valuing: 4.1 Compare & contrast two works of art using
appropriate vocabulary
// this would be good for filling out the vocabulary portion
X ​5.0 ​Connections, Relationships, Applications: 5.4 Describe how artists have
affected people's lives
// raising awareness about trash in the environment; look at art establishments
of monterey bay aquarium for more content
Materials: ​List all materials needed in the columns below.
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3. ​Composition : ​The arbitrary organization or inventive arrangement of Have: ​Hot Glue, tape, string, literal Purchase: ​n/a (?)
all of the visual elements in an attempt to develop a unity in the total garbage, markers, paint
work of art.
4. ​Aesthetics : Emotional response to a work of art.

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?
Heather:​ (5 minutes) Will be at the door greeting the students and instructing them to go to their seats and have them take a look up at the powerpoint.
Projected in the front of the classroom will be different pictures with garbage in our environment. Once the class has settled down we will go to the next
slide which will have statistics about garbage. Heather will have the students popcorn read the different statistics.
Teresa​: (2 minutes) will introduce the big idea of life cycles and introduce the other group members. She will also start off with the lesson overview for
student to know what they will be doing for this studio.
Cameron​:(3 minutes) Will introduce the key concepts and essential questions. He will have the students read them in their heads and go over each of them
aloud.
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).
Hannah​:(5 minutes) Will pose the four questions regarding the reading on the powerpoint and instruct the students to discuss them in their groups for five
minutes.
Everyone (5 minutes) ​ in the group will walking around the classroom to listen in on the students discussions.
Heather: (4 minutes) ​Will then introduce our inspiration artist; Bright Ungochkwu Eke. She will also have students watch a short video about his artmaking
with water and recycled items.
Teresa (2 minutes):​ Will show the slide with other artist who have worked with recycled items. Emphasizing how the items have all be repurposed to create
a piece of work.
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)
Hannah (3 minutes) ​: Will instruct students, dismissing one table at a time to move to the back of the classroom. She will demonstrate her teacher sample
for the students in the back of the room using different types of garbage.
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Heather​: (2 minute): Will then point out the different materials in the classroom that the students can use. She will also let the students put garbage that
they may not use in the back of the classroom for other students to use on their art.
Independent Learning (students do alone):
Teresa​: will then excuse the students to begin working on their art for about 45 minutes.
Cameron:​ will have another powerpoint going on with different examples of recycled art going on while students are working.
Everyone​: We will divide the room into four so each of us can go around and do a quick check in with the students and their art work.
Teresa​: will give students a ten minute warning before clean up time.
Hannah (5 minutes) ​: After 45 minutes will instruct students to begin cleaning up and leave their artwork out.
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?
Heather​ (2 minutes): Once the room is cleaned up and the only things on the students’ desk is their artwork she will go over the idea of the tokens. We will
have the tokens for the categories; useful, emotional, original and composition. She will remind students what the different tokens mean for example useful
is for what the students may see as a piece of work that can be used outside of the classroom.
Everyone (3 minutes)​: The class will get up and walk around the classroom giving out the different tokens.

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?
Cameron (5 minutes)​: will then have the students with the most tokens for the four different categories explain their art work. He will ask them what their
inspiration was and what recycled items they used.
Hannah (2 minutes) ​: Will then remind students the meaning of the lesson and excuse the students to leave.

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​?

Pairing the class up into groups (or tables) would help physically disabled children, as they would be able to garner help from immediate peers with any sort
of fine motor function that they are unable to do themselves.

2. How will you adapt the various aspects of the lesson for ​English language learners​?

This particular art lesson transcends any sort of cultural specificity, and as such really only needs to be transcribed into a lesson that can be taught without
the need for long-winded english explanations. Most everything taught can be taught entirely visually, and vocabulary used will be emphasized to ensure
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that all students are able to understand the content vocabulary. Ultimately, the goal of this lesson for English language learners is to ​see​ that garbage can
have adverse effects on the environment and ​learn​ about the ways art can be a force of change.

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

The lesson that we are teaching is entirely open ended, as it presents the question, "How can one recycle and use art as a force of change for the
environment?" We expect every student project to be entirely different from one another but will still answer the same question.

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

As part of our assessment, we will have the students explain their artwork and its relation to the life cycle of objects, animals, and the environment. Having
the students understand the adverse effects of poor waste disposal will have them think about these issues whenever a situation arises in which they have
the power to do good. For example, any time a student has the opportunity to recycle, they can recall this lesson and the imagery and harm associated with
lazy disposal of trash.

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

This is a 3rd grade lesson, so we have to be entirely aware of toxic substances in the classroom. Our lesson's materials consist primarily of garbage and
binding agents, so having students clean their trash before they bring it in would be a good idea for classroom sanitation. Necessary precautions would
include safe usage of scissors, careful moderation of hot glue, and asking students about their projects to see whether or not they have an idea or process
that one would deem "unsafe" (e.g. cutting open an aluminium can, exposing very sharp edges).
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Lesson Resources/References ​(use APA; please identify, with an asterisk, article or chapter due for HW)​:

*Congdon, K. G. (2000). Beyond the Egg Carton Alligator: To Recycle Is to Recall and Restore. ​Art Education,53​(6), 6. doi:10.2307/3193877
Learn. (n.d.). Retrieved April 17, 2018, from http://learn.leighcotnoir.com/artspeak/art-vocabulary/#x02
Upcycling. (2018, April 10). Retrieved April 17, 2018, from https://en.wikipedia.org/wiki/Upcycling

* 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.