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:
_Sheree Banez____________________ _Leander Loh_____________________ _Mary Rogozyan________________
_Annie Trice______________________ _Kelly White______________________ ________________________________


Lesson Title*: Creatures from Outer Space
Big Idea*: Fantasy
Grade Level*: 5-6
st
21 Century Art Education Approach(es): Choice-Based

Lesson Overview (~3 complete sentences)*:
Students will research conditions and properties for a chosen planet, and sculpt a creature with appropriate traits to survive on that planet. In addition,
they will present their findings and creatures to classmates.

Key Concepts (3-4): What you want the students to know.*
Essential Questions (3-4)*:
1. Fantasy can connect to several content areas.
1. What is fantasy?
2. Fantasy requires imaginative thought.
2. In what way(s) does fantasy communicate ideas?
3. Fantasy has no boundaries.
3. How does fantasy reflect culture?
4. In what way(s) does fantasy relate to reality?
Lesson Objectives of three distinct content areas: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1): What
you want the students to do. *
1. Content area 1 Visual Art : The students will (TSW) be able to . . . use tools to create a 3-D model that has form, texture, and/or movement.
2. Content area 2 Literacy : The students will (TSW) be able to . . . define vocabulary related to background science.
3. Content area 3 Science_____: The students will (TSW) be able to . . . research and explain the conditions of their chosen planet.
Common Core State Standards (2-3): Please list grade-specific standards.
Identify & define vocabulary that connect the art form with the other two
1. Speaking and Listening Standards (Grade 5): Engage effectively in a range
identified content areas*:
of collaborative discussions (one-on-one, in groups, and teacher-led) with
1. Inferior planets planets that lie within Earths orbit around the Sun
diverse partners on grade 5 topics and texts, building on others ideas and
(Mercury, Venus)
expressing their own clearly.
2. Superior planets planets that lie outside Earths orbit around the Sun
2. Reading Standards for Informational Text (Grade 5): Explain the
(all others)
relationships or interactions between two or more individuals, events, ideas,
3. Ice giant planet composed mostly of elements heavier than hydrogen
or concepts in a historical, scientific, or technical text based on specific
and helium (Uranus & Neptune)
information in the text.
4. Terrestrial living predominantly or entirely on land
3. Writing Standards (Grade 5): Draw evidence from literary or informational 5. Aquatic living predominantly or entirely on water

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texts to support analysis, reflection, and research.

National Core Art Standards: Visual Arts (grades 1-6 only) (4): Please list
number and description of Anchor Standard.
1. Creating: Anchor Standard 2 VA:Cr2.2.4a (Demonstrate quality
craftsmanship through care for and use of materials, tools, and equipment.)
2. Presenting: Anchor Standard 5 VA:Pr5.1.5a (Develop a logical argument
for safe and effective use of materials and techniques for preparing and
presenting artwork.)
3. Responding: Anchor Standard 7 VA:Re.7.1.5a (Compare ones own
interpretation of a work of art with the interpretation of others.)
4. Connecting: Anchor Standard 10 VA:Cn10.1.5a (Apply formal and
conceptual vocabularies of art and design to view surroundings in new ways
through artmaking.)
California Visual and Performing Arts Standards (grades 1-6 only) (3-5): Please
check all that apply and add number and description of applicable content
standard.
1.0 Artistic Perception: 1.3 (Use knowledge of all the elements of art to
describe similarities and differences in works of art and in the environment.)
2.0 Creative Expression: 2.7 (Communicate values, opinions, or personal
insights through an original work of art.)
___3.0 Historical & Cultural Context:
4.0 Aesthetic Valuing: 4.4 (Assess their own works of art, using specific
criteria, and describe what changes they would make for improvement.)
___5.0 Connections, Relationships, Applications:
List all materials needed in the columns below.
Have
Purchase
Clay tools
Flour
Tacky glue
Food coloring
Pipe cleaners, sculpting wire
Misc. collage materials (beads, feathers, etc.)
Glitter / glitter glue

Lesson Activities & Procedures (please be very specific)*:

1. Anticipatory Set Group will greet students from various points around
the room, dressed in costumes to represent creatures from outer space. (5
mins)
2. Review Agenda, Big Idea, Key Concepts & Essential Questions Each
topic will be shown via PPT slide, so students can visually follow along. Kelly
(5 mins)
3. Formative Assessment Class will be divided into four groups, with
each group reviewing/discussing one section of the assigned reading.
Groups should report out to the class their thoughts/takeaways from the
article. Annie will facilitate (10 mins)
4. VTS Introduce fantasy concept and the crossover between science
and art. Leander will facilitate (10-15 mins)
5. Studio Instructions Provide the following instructions orally as well as
visually on PPT slide; also include how students can apply knowledge to
make choices regarding size, shape, color, texture, and other
characteristics:
TSW
review planet background cards to make connections to art;
sculpt models of creatures that live on a particular planet;
include 2+ variations of color, pattern, or texture in his/her design;
present final pieces to peers;
complete Critique Card for at least three other students.
Mary to present (5-10 mins)
6. Demonstration Students will come to the back of the class to learn
techniques for various textures and patterns. In addition, sample creatures
will be shared with the class. Sheree to demo & present examples (10
mins)
7. Studio Time Group will distribute pre-sorted materials to each table
during demonstration; studio time also includes clean-up (40-50 mins)
8. Class Presentations After a short gallery walk, three volunteers will
present their creations and explain their art-making choices. Kelly will

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facilitate (5-10 mins)
10. Closure Students must complete Critique Card for at least three
other students and submit as ticket out prior to exiting class. Annie to
facilitate (5 mins)

Anticipatory Set (beginning)*:

Instructor(s) dress like creatures from outer space and/or design classroom
areas (section off tables) to resemble various planets.

Closure (ending) *:
Students must complete Critique Card for at least three other students,
and submit to instructor prior to leaving class.

Formative Assessment strategy (of assigned, peer-reviewed reading)*:
Summative Assessment strategy (artmaking experience):
Divide the class into four groups corresponding with the article sections.
Students will be expected to present their final pieces to their classmates,
Each group must analyze and report back to the class the main concept(s)
explaining their artmaking decisions and how their creatures would
from their sections.
survive on their chosen planet. Classmates may make constructive

suggestions as applicable.

Please respond to the following questions thoroughly and in complete sentences.
1. What student prior knowledge will this lesson require/draw upon?
Students must be at least vaguely familiar with the planets, climatic conditions, and animal traits, as well as how to manipulate soft clay (Play-doh, etc.).
2. How will you engage students in creating, evaluating, analyzing, and/or applying (see Blooms new taxonomy, n.d.) in this lesson?
Instructors will discuss the importance of designing creatures that must survive within or adapt to each planets conditions.
3. How will this lesson allow for/encourage students to solve problems in divergent ways?
The lesson forces students to think of changes in physical conditions and the needs of self and of others experiencing those conditions.
4. How will you engage students in routinely reflecting on their learning?
Instructors will interact one-on-one with students during studio time to ensure they understand and are working toward the challenge. Additionally, we
will provide background information for each planet, as students will not have had time to research prior to the studio.
5. How will you adapt the various aspects of the lesson for differently-abled students?

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Those who cannot use hands can verbally describe their creature. Perhaps another student can help bring their ideas to life for them.
6. What opportunities/activities will you provide for students to share their learning in this lesson?
Students will be asked to introduce and describe their creatures, explaining how they would survive on their given planet.
Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):
California Department of Education. (2001). Visual and performing arts content standards for California public schools, prekindergarten through grade
twelve. Sacramento, CA.
*Frazier, R., & Caemmerer, A. (2014). Science + art = Enhanced learning experiences for students. Science Scope, 37(5), 38-43.
National Coalition for Core Arts Standards. (2014). National core art standards. Dover, DE.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for English language
arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors.
* Include this information during the peer Presented Lesson Plan.
Some helpful links to new terms:

Anticipatory set: http://www.cultofpedagogy.com/anticipatory-set/

Closure: http://teaching.colostate.edu/tips/tip.cfm?tipid=148
Formative and Summative Assessment: https://www.cmu.edu/teaching/assessment/basics/formative-summative.html

Reference

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