STAGE 1 DESIRED RESULTS

Unit Title: Hot Air Balloons on a Cool Night: A Warm and Cool Color Study Grade Level: K-5
Content Focus/Purpose (Brief Description): Using chalk pastels (or construction paper) the
students will create a warm color balloon to glue onto a cool color background.
Content Standard(s):
Curriculum Standards/Benchmarks (NM): Visual Art Standard 1A: Participate in the
process of making and looking at works or art to understand the elements of art, such as:
color, form, line, shape, size, space, texture, and value.

Common Core State Standards: ELA: Speaking and Listening Standards K-5: 3: Ask
and answer questions in order to seek help, get information, or clarify something that is not
understood.
What big ideas will be considered? Organize and develop artistic ideas and work.
What understandings are desired? Artists and designers experiment with forms, structures,
materials, concepts, media, and, and art-making approaches.
What essential questions will be considered? How do artists work? How do artists and
designers determine whether a particular direction in their work is effective? How do artists
and designers learn from trial and error?
What key knowledge and skills will students acquire as a result of this unit?
Students will know the warm and cool colors
Students will understand which colors belong to which family
Students will be able to properly use tools (glue, scissors, paper towel) and materials (chalk
and oil pastels)
STAGE 2 ASSESSMENT EVIDENCE
Performance Task(s): The student will demonstrate an understanding of the main lesson
goals by creating an image of a Hot air balloon.
4= work is complete, shows unity, degree of proficiency is above grade level expectations
in understanding/ execution of warm and cool colors and blending process, student used
materials and tools properly and cleaned up in a timely manner.
3=work is complete, shows unity, understanding/ execution of warm and cool colors and
blending process meets grade level expectations, student used materials and tools
properly, and cleaned up on time.
2=work may or may not be complete, understanding/ execution of warm and cool colors
and blending process are below grade level expectations, student had to be reminded a
once how to use materials and tools properly, and cleaned up late.
1=work is incomplete, lacks unity, understanding/ execution of coloring and blending
process are significantly below grade level expectations, student did not use material and
tools properly regardless of reminders and failed to clean up.
Self-Assessment Strategies:
Teacher Assessment Strategies:
After the Art Walk ask students to think
Through observations the will students
about their art and one think they did that
demonstrate understanding of the warm
they enjoyed and one thing they did that
and cool colors.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

they could have done better

STAGE 3 LEARNING PLAN
Learning Activities: Hot Air Balloons on a Cool Morning No. of Class Periods: 2 (1 hr each)
Materials for Project: Drawing Paper (Part 1)
Warm Chalk Pastels (Part 1)
Cool Construction paper for K-1 (Part 2)
Cool Chalk Pastels for 2-5 (Part 1)
Scissors, to cut out our balloon (Part 2)
Glue sticks, to glue our balloon (Part 2)
Sharpies (Part 2)

Resources: Teacher created Prezi

Day 1: Lesson Introduction/Overview

Time 1 hour
Vocabulary: Primary, Secondary, Warm, Cool
1. Teacher will show Balloon Fiesta/Warm Cool colors Prezi. The student will answer questions
asked during Prezi.
2. Teacher will show a demonstration of how to properly use chalk pastels (using the side of
the stick rather than the tip, not pressing too hard so that there is a lot of dust or too little that
nothing is on the paper but just enough and only going over the paper once). The student will
be watching the demonstration and give feedback regarding understanding.
3. Do this with Green, Blue, and Violet to create a gradient, green on the bottom, blue in the
middle, and violet on top. The student will be watching the demonstration and give feedback
regarding understanding
4. Next demonstrate to students how to blend by wrapping a piece of paper towel over your
finger to smooth the colors together, show that we dont want to rub the colors off but just
smooth them together where two meet. (2-5 grade will also make a second paper with the
warm colors). The student will be watching the demonstration and give feedback regarding
understanding.
* While doing steps 1-4 the teacher will be checking for understanding.
5. Teacher will pass out materials reminding students not to touch them until instructed to. The
student will receive materials and place them in front of them waiting for instruction.
6. Teacher will then instruct the students to begin having them stop when they are done with
their chalk, and then instruct them to begin blending, reminding them that their name must be
on it before it gets put on the front teachers desk. Students will color their page with the cool
colors and then stop until told they can start blending. Students 2-5 th grade will also do a warm
paper as well.
* Teacher will walk around room during 5-6 to ensure proper use of tools and materials, and to
remind students of the process.
7. Once all students have completed chalk pastels will be placed back with their families, the
lids closed and brought up to the front table. Hand wipes will be given out to clean both hands
and tables reminding students that hand wipes are thrown away as we are dismissed. Once
finished students will bring their cool papers up to the front and place them in the pile. At this
time the 2-5th students will begin their warm papers and turn those in to the warm paper pile.
Then students will clean up as directed, and answer closure questions.
Closure: With students seated the teacher will review vocabulary, the tools and materials as
well as the process until dismissal.
Lesson Sequence Day 2
Vocabulary: Line, Shape, Warm, Cool
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

1. The teacher with review the vocabulary, tools and materials as well as the process with the
students while work is being passed out. Students will answer the review questions to the best
of their knowledge.
2. The teacher will then show a demonstration on cutting out and assembling the warm
balloon.
K-1 The teacher will take a template and trace out a red, orange and yellow pattern. The
teacher will then cut out the patterns explaining how to use the scissors (you want the alligator
to always eat away from and not towards you).
2-3 The teacher will take a warm colored paper that was made in the prior lesson and a large
template and make three tracings and cut them out. Then the teacher will take a medium
template and trace three patterns and cut them out.
4-5 The teacher will take a warm colored paper that was made in the prior lesson and a large
template and make three tracings and cut them out. Then the teacher will take a medium
template and trace three patterns and cut them out and a small template and make three
tracings and cut them out.
The student will watch the demonstration and give feedback regarding understanding.
K-1 Will trace then cut out a red, orange and yellow balloon, following the scissor demo.
2-3 Will trace three large and three medium balloons on their warm paper that they colored the
day prior and then cut them out.
4-5 Will trace three large three medium and three large balloons on their warm paper that they
made the day prior and then cut them out.
3. Teacher will demonstrate how to fold the balloon cut outs in half and glue them together to
make half a balloon that can then be glued to the cool colored paper. The student will fold all of
their balloon cuttings in half and then glue them together to make half balloons on their cool
paper.
4. The teacher will then show that if there is extra time that oil pastels can be used to add
shapes and lines to their balloon with warm oil pastels and cool oil pastels on the back ground.
If time permits the students may decorate their balloon with warm oil pastel colors and their
background with cool oil pastel colors.
Closure: Teacher will ask students to lay their work out on their table and we will walk around
and look at how other students did their art. When we get back to our tables we will think about
our favorite part of our piece and something that you with you had done better.
Art Walk: Students will lay their work on their table and walk around the room and look at other
students work. Back at their seats the class will discuss our favorite part and what we could
have done better.
Modifications/Differentited teaching

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)