Lesson Plan Title: Planes, Trains, and Automobiles!

Length: 3 Class Periods

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.

Students will be given the following prompt to consider, How did you get to school today? after considering this they will be asked to draw the
mode of transportation that they used to get to school. This will be done with the aid of a drawing packet that shows how to draw various modes of
transportation. This will take place during the second half of the class preceding the first lesson while students have extra work time.

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)

Congratulations! You have been selected as the lead designer to create a brand new, never before seen, transportation vehicle! As an engineer you
must think about answering these questions when creating your mode of transportation:
1. How many people can your vehicle move?
2. Where does it travel? Does it need to fit in a city? Or in the open country?
3. How far does it need to travel?
4. Does it travel above the ground? Under the ground? On the ground?
5. Does it travel on a different surface like water, snow, ice?

As you consider these questions you will create a model of your transportation vehicle. Many designers create models before creating a full size
version to see just how everything will work! We will start by creating design drawings that use the whole page, are in color, and show where you
vehicle would operate.

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.
Planning
Transportation
Design
Sculptural Model

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

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is important. Like concepts, they are timeless, transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring Understandings.

I can create a model of a transportation vehicle that fits the needs and location of the person/people that would use my vehicle PGCs (Recognize, Articulate,
Synthesize, Develop, Build). Observe and Learn to Comprehend GLE 1, Relate and Connect to Transfer GLE 1.

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)

Given how to draw vehicle parts packet students will be able to design a plan sketch of an invented means of transportation that addresses where the vehicle is used and
who uses it. Blooms: Apply, Analyze, CreateStandard 1: Observe and Learn to ComprehendGLE 1Art Learning Art History/Culture.

Given their plan sketches and various found object elements students will be able to create a model of their transportation vehicle that follows their plans and addresses
where the vehicle is used and who uses it. Blooms: Apply, CreateStandard 4: Realte and Connect to TransferGLE 1Art Learning: Materials, tool, techniques, conceptual
ideation/personal grounding.

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.) Instead of creating a hybrid vehicle that uses various Students will create a drawn plan and model of a transportation
elements of multiple vehicles, students will focus on device that already exists, especially focusing on the
creating the transportation method that they use to get to transportation they use to to get school (car, bike, bus, etc.)
school.
Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)
Students will be challenged to create design sketches More complex and detailed plan sketches that
that show the vehicle from multiple angles and students will be held to when creating their
vantage points. transportation model.

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.

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Students will write the passenger capacity, location, purpose, and transportation method of their vehicle in their sketchbooks as they create their
plans.
Students will become familure with the terms engineer, sketch plan and design model.

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.
Power Point
Vehicle Drawing Packet
Vehicle Parts Drawing Packet
Drawing paper
Drawing tool kits (4 erasers, 4 pencils)
Drawing Paper
Table folders to store in progress/completed drawings
Paper Towel Tubes
Pipe Cleaners
Tape
Liquid Glue
Stick Glue
Scissors
Markers
Construction Paper
Tempura Paint
Paint Brushes

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.
Power Point
Vehicle Drawing Packet
Vehicle Parts Drawing Packet

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
1. Create power point
2. Create drawing packets
3. Assemble drawing kits
4. Gather needed supplies

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Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
Instruct students in proper use of scissors when cutting cardboard tubes.
Assist with hot glue (if it becomes necessary in the building process)

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.
Congratulations! You have been selected as the primary engineer to design and create a model of a new form of transportation. You will need to
consider many questions about what your transportation will be used for and who will use it as you begin the design process. Consult the drawing
packet to see how to draw various parts of various means of transportation in order to create your very own transportation vehicle! You will use the
plan that you draw to create a 3D model of your transportation vehicle.

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.
How did you get to school today?
How do people in Fort Collins travel? How do people in the United States travel? How do people in other parts of the world travel?
What makes one means of transportation better than another?
How do people decide what type of transportation to use?

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
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

Slide 1
The teacher will begin class by saying: Congratulations!
You have been selected as the lead designer to create a Students will be oriented to the project through an exciting
introduction
brand new, never before seen, transportation
vehicle!
Slide 2
Lets start brainstorming by doing a think, pair, share
about this question. 10 min
Students will TPS about their transportation
Q: How did you get to school this morning?
Slide 3
Lets look at the various ways that people get around.

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Someone raise your hand and tell me which one vehicle
can hold the most people? What about the fewest? Which
Students will be called on to answer various questions about
one is the fastest? What about the slowest? transportation
Slide 4
Heres a look at different ways that people get around all
over the world. The important thing to remember is that
each of these does a specific job.
Slide 5 30 min
Engineers use models to plan their ideas for real life
vehicles.
Slide 6
Today we will use the transportation packet to create
drawings of our vehicle. On your plan page be sure to
answer the following questions:
1. How many people can your vehicle move?
2. Where does it travel? Does it need to fit in a city?
Or in the open country?
3. How far does it need to travel?
4. Does it travel above the ground? Under the
ground? On the ground?
5. Does it travel on a different surface like water,
snow, ice?
Slide 7
This our learning target for the day, lets get to work! Students will use the packet to create transporation vehicles
5 min
Clean up: Make sure that your name is on your plan and
that it goes into your table folder. Return your drawing
packet to the counter. Place your pencil and erasers in
your drawing kit and return it to the counter. I am looking
for students sitting silently ready to be dismissed. Students will clean and then participate in exit questions

My questions to line up today are:

1. What is a transportation vehicle that can only hold
1 person
2. What is a transportation vehicle that can hold over
100 people?
3. If I needed to travel through snow what type of
vehicle could I use?
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 4. What do real life engineers use models for?
Day Welcome to art! Can someone raise their hand and remind me
2 of what we did last time? Thats right we worked on creating Students will be oriented to previous days work
plans for our very own transportation vehicles that worked in a 10 min
specific place for a specific number of people! Today we are
going to begin the building process for this project. We will be
able to use all of these materials to create your idea. Be creative
with how you use these materials
Show brief demo of how to be safe using scissors especially when
cutting the cardboard tube. Students will watch demo on tool use and design translation 25 min
Remember to be caerful with our scissors. Remember that
when we use the white glue a dot does a lot go ahead and say
that with me, a dot does a lot lastly I will be looking for people
who are working hard and using their materials creatively and
they will get to share with the class.

Time for clean up! We will hand you a plastic bag with your
name on it. Any parts that you have cut out that you want to save Students will complete work and clean 10 min
need to go in this bag. Whatever part of your vehicle wont fit in
the bag needs to go on top of the bag. Carefully place your bag in
our bucket on the counter. Place all your tools back in your table
kids. Place all the scraps in the scrap box on the counter.

Day Today we will be completing the construction of our vehicles and Students will be oriented to previous days work and observe painting 10 min
3 adding paint. Each of you will be able to choose 2 color for your demo
car. Becareful and take your time when adding color. This can be 25 min
one of the coolest parts of your model!
10 min

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.)
Students will be given the opportunity to present their design sketches and final models using the document cam. This will allow students to share
their planning, process, and discoveries with the entire class and provide an opportunity to highlight students who tried new things and took risks.

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

Have students achieved the objectives and grade level expectations specified in your lesson plan? How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.
Did students create plans of a transportation vehicle considering where Students will present to the class focusing on answering the following
the vehicle operates and who uses it? questions:
Did students use their plans to create a 3D model of the transportation 1. Does your model look like your design sketch? Why or why not?
vehicle? 2. What is one thing you are happy about your model?
Did student take into consideration the environment of where this 3. What is one thing that you would like to change?
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 vehicle exist and who uses it and for what purpose?

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.

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8/9/15 Fahey