Lesson Plan Title: Celebrate Patterns in Nature

Length: 1 class period

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.
Do you observe patterns in nature?
What textures do you observe in nature?
Do you notice similarities in patterns in nature?
How are artists inspired by nature?
How are you inspired by nature?
What is form?
How is form different than shape?
What forms exist in nature?

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)
Role scientist/artist
Audiencepeers, community
Formatclay forms
TopicPatterns in Nature
You are going to be a scientist and an artist. Observe and collect patterns/textures from nature to make art objects
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/texture, nature, observation, reflect

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.

1. Patterns exist in nature

Standard: Transfer, PGC: Transfer the value of visual arts to lifelong learning and the human experience, Identify, compare and justify that the visual arts are
a way to acknowledge, exhibit and learn about the diversity of peoples, cultures and ideas; GLE: Historical time periods and cultural settings are interpreted in
works of art
2. Artists observe and reflect on their art and the art of others
Standard: Reflect; PGC: Critique personal work and the work of others with informed criteria, Recognize, articulate, and implement critical thinking in the
visual arts by synthesizing, evaluating, and analyzing visual information; GLE: The critique process informs judgments about artistic and aesthetic merits in
works of art
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: Blooms Standards GLEs - Art learning
and, when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective. (Blooms: _____ - Standard: _____ - GLE: _____ -Art
learning: _____ -Numeracy, Literacy, and/or Technology)
1. SWBAT create 1-3 forms with texture using clay
(Blooms: create; Standard: Create; GLE: 3.2 Materials and processes can be used in traditional, unique, and inventive ways create;; Art learning:
materials/technique, Numeracy: shape and form; )
2. SWBAT observe and identify patterns/textures from nature in their artwork and artwork of others
(Blooms understand; Standard: Comprehend; GLE: 1.1 Artists and viewers determine artistic intent by comparing and contrasting the characteristics and
expressive features of art and design; 1.2 Works of art articulate and express different points of view; Art learning:Ideation; Science: observation, nature)
3. SWBAT explain and reflect on their artistic choices and the choices of others
(Blooms: evaluate; Standard: Reflect; GLE: 2.1 The critique process informs judgments about artistic and aesthetic merits in works of art; Art Learning:
Reflection, Literacy:discussion, writing)
GOALS: SWBAT recognize how patterns in nature repeat in many places/living things

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.)
use gloves if problems with texture of clay
sketchbook using small or large thumbnails based on
motor control
teachers will help write artist statement/sketchbook
activities

Extensions for depth and

complexity:

use texture plates to press in clay to create pattern

Access (Resources and/or Process)
create forms with different technique for each
make a form using coil building

one form make using pinch pot

verbally talk about their artwork

Expression (Products and/or Performance)

sketchbook use large thumbnails have presentation
related to final forms
sketchbook thumbnails explain
have unity between all three forms

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.
Vocab: pattern, nature, form, texture, observation
Literacy incorporation:
lecture/discussion about nature
writing and planning in sketchbook
reflection activity

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.

sketchbook
pencils
thumbnail tracers for each table
printed out close ups of patterns in nature (packet for each table)
clay mats ( one for each student)
clay for each student
clay tools in a bucket for each table ( include fork, toothpick, texture plates, etc.)

containers for water

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.
ppt with images of patterns in nature - http://photography.nationalgeographic.com/photography/article/patterns-nature-galleries.html
artist inspiration:
Karen Kitchell,- http://creativity.denverartmuseum.org/1998_60/
Glenda Kronke- http://www.gkronkestudios.com/
William Morris- http://www.wmorris.com/
Laura MacNamara- http://www.lauramcnamara.ie/gallery/cell-forms-ceramic-collection

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
cut out thumbnail sketches
print out inspiration sheets and put in sheet protectors
precut clay into cubes

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
safe use of clay and clay materials- art tools, dont throw, eat, touch others etc.
Action to motivate/Inquiry Questions:
Describe how you will begin the lesson to stimulate students 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.
Get them interested with the magic of the fibonacci sequence and numbers, show interactive video/game about the numbers/ratios and how they surround us
everywhere, even our own faces!

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.
Involve them in questioning/discussing/hypothesizing during powerpoint
show them the ideas and inspiration of artists working about this theme
Observation/research of patterns in nature
Sketchbook activity- six thumbnails of texture/patterns as modeled by teacher after powerpoint
many different patterns images at tables for reference

Procedures:
Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially Be sure to include approximate time for each
activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate.

DAY ONE
INTRODUCTION/LECTURE
Plants- what patterns do you see?
talk about the Fibonacci sequence (spiral in all of the pictures)
compare elephant texture pattern to dessert ground- natures patterns repeat themselves in many different places
-Glenda Kronke
My strong connection to nature is rooted in my passion for hiking and exploring the outdoors. My work is a reflection of the
awe and wonder I feel at nature's ability to create the rare and exotic.
What does this artwork remind you of? Where have you seen this in nature?
-Laura Macnamara
What textures patterns does this artist show?
What forms are all of her pieces?
-Karen Kitchel
What do you see?
Why do you think she presented them that way?
DEMO
use sketchbook, pencil, and colored pencils
trace either large or small thumbnail square in sketchbook, minimum of 6

look at the images provided at your table or think of your own, use library
draw pattern/texture you want to use on your final project
WORK TIME
DAY TWO
WORK TIME
finish thumbnails
pass out colored pencils, thumbnail tracers, and sketchbooks
DISCUSSION/LECTURE
regroup for discussion on form
can form be inspired by nature?
what is form? 3-d shape
common examples- cylinder, cube, sphere
can form be inspired by nature?
what forms are in nature? bones branches, rocks,
animal architecture?
beehives, termite hills, nests, etc.
for this project we are going to make either 1-3 forms, everybody gets the same amount of clay but its up to you the amount
talk about William Morris and presentation of his artwork
- will your work be supported by another structure, will it hang, or will it lay flat
how is he inspired by nature? -artifact, natures wonder, humans relationship to nature
in your sketchbooks I want you to draw some sketches of different forms you might use and and the textures/patterns on the
surface (from earlier thumbnails)
DAY 3
REFLECTION
- what weve done/learned so far
- what is form? what are examples of form in nature
- what is a pattern? what are examples of patterns in nature?
- project criteria: make 1-3 forms that show pattern/texture from nature, think about presentation (hang, stand,
or supported),
We are going to do an in process reflection activity, artists ask questions and get feedback, reflect along the way because it
informs their artwork and helps them make better decisions and meaningful artwork
-Everybody will get a observations notebook
you will work silently reflecting and planning on the first pages
then share out with a partner (group of 3) after sharing swap booklets and TAG your partner
-TAG Tell something you like about their plan, ask a question about their plan, give a suggestion for their plan
DEMO
clay demo for next class,

show them the three different ways we can work with adding texture
-Additive (scratch attach, extruder)
-Subtractive (carver tool, knife, toothpick)
-Press (texture plates, stamps)
DAY FOUR
table helpers pass out clay mats and clay for each student
WORK TIME
clean up
supplies back in buckets, mats dumped over trash can and stacked
DAY FIVE
Pass out paint
DEMO painting on clay with acrylic ( cover all areas
Clean up supplies (table helpers)
REFLECTION final -write artist statement ( which answers what were you inspired by? How does it show
in your work? How do you feel about your artwork?
short gallery walk at end of class
Student reflective/inquiry activity
Sample questions and activities (i.e. games, 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.)
In process reflectionObservation booklet, fill out plan- what textures/patterns from nature are you using and why? What 3 forms might you use (draw)? answer and share with
partner, TAG reflection on partners booklet
End Reflection-write artist statement ( which answers what were you inspired by? How does it show in your work? How do you feel about your artwork?
short gallery walk

Post-Assessment (teacher-centered/objectives as questions):

Have students achieved the objectives and grade level expectations specified
in your lesson plan?
1. Did student create 1-3 forms with texture using clay
2. Did student observe and use patterns/textures from nature
in their artwork and artwork of others?
3. Did student explain and reflect on their artistic choices
and the choices of others?

Post-Assessment Instrument:
How well have students achieved the objectives and grade level expectations
specified in your lesson plan? Include your rubric, checklist, rating scale, etc.
Look through sketchbooks and artwork
SELF REFLECTION/ARTIST STATEMENT
-How well did you try on this project? (1-10 and explain)
-How well did you create what you wanted to create? (1-10 and explain)
-What would you change?
-Why did you make your choices?

-What are you most proud of from this project?

-I would like people to know about my art that...
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.)

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

Category

Advanced

Proficient

Developing

Students can talk about

their work and choices and
the work of others clearly
using the accurate art
terms

Score

Using clay students created

one large or three smaller
forms and presented
meaningfully

Students demonstrate their

knowledge of patterns in
nature and show examples
in their own
artwork/sketchbook

___/9

8/9/14 Fahey