Aubrey Martin Adventures Through Landscape Work Sample PDF

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Unit: Adventures Through Landscape

Grades: K-2
Prepared by:
Aubrey K. Martin
mart1380@bears.unco.edu
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Table of Contents
Section I: Unit Design…………………………………………………………..……4
Section II: Description of the Setting………………………………….……10
Section III: Lesson Plans…………………………………………………………..17
Lesson 1………………………………………………………………………..…18
Lesson 2…………………………………………………………………………..22
Lesson 3…………………………………………………………………….…….26
Lesson 4……………………………………………………………………….….31
Lesson 5…………………………………………………………………………..37
Lesson 6…………………………………………………………………………..45
Lesson 7…………………………………………………………………………..52
Lesson 8…………………………………………………………………………..59
Section IV: Pre and Post Assessment, Results and Analysis……..66
Section V: Reflective Essay……………………………………………………...86
Section VI: References………………………………………………………….…88
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Section I: Unit Design

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Section I: Unit Design
Description of Learning/Rationale: I’ve lived my entire life nestled somewhere near the Rocky
Mountains. I have always appreciated them for their beauty and the memories that they hold. A
few months ago, I received a text from my little sister who is currently in Michigan working to
earn her degree in pre-med bio. It simply read, “Could you send me a picture of the
mountains?” It was in this moment that I realized the profound effect that landscape can have
on our emotional well-being. Landscape is more than landforms – it represents place and
identity. “Landscape” can be applied to an extremely broad range of subjects and ideas. I want
to show students that landscape in art (and in the world) is more than a meticulously-planned
oil painting depicting rolling hills and atmospheric perspective (Although, there is value in
learning about these!) Rather, landscape can be physical, psychological, natural, man-made,
have roots in the past, and will inevitably be changed by us in the future. An artistic approach to
the study of this topic will allow students to really dig in to the material and explore the topic in
a way that will enlighten them about the environment that they live in. For the purposes of this
class, we will be focusing on a scientific interpretation of landscape.
Standards: 1st Grade –

2. Envision and Critique to Reflect:
GLE-1. Question and respond to the stories told and the feelings expressed in works of
visual art and design
EOa. Discuss the stories portrayed in a personal work of art.
EOb. Envision the potential of a material to be transformed to tell a story
3. Invent and Discover to Create
GLE- 1. Investigate the properties of materials to support the planning and making of
works of art to communicate.
EOc. Share materials with intention and care.
4. Relate and Connect to Transfer:
GLE- 1. Identify how artists and designers make connections through personal stories
between self, family and friends.
EOa. Tell about the people and places in everyday life through works of art and design.
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Topic Map:
Big Ideas:
 Landscape is complex and more than just scenery.
 Landscape can be what you see when you are looking at a place or scene.
 Ecosystems are an indelible part of a Landscape.
 Humans are connected to their environment.
 Texture plays an important visual and kinesthetic role in Art.
 Kindness has an extraordinary effect on mankind.
Enduring Understandings:
 Physical landscape has shaped how and where people have lived all throughout history
and this is reflected through story-telling.
 Humans have had both positive and negative impacts on the world and this is evidenced
in landscape.
 Art can be used to demonstrate what we know.
 Definitions can be variable from person to person.
 Art can be used as a tool to explore other topics and to tell imaginative stories.
 Art can be used as a tool to explore the world around us.
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 Art is a gateway to understanding.

 Art can be used to study natural and man-made patterns.
 The various textures in nature influence how we interact with the natural world.
 Kindness and respect are essential components of a healthy community.
Essential Questions:
- How is landscape viewed by me (the student)?
- How does my neighbor view landscape?
- Does where I (the student) am from change the way that I (the student) view
landscape in art?
- What are the implications of geological similarities existing between our planet and
other planets?
- How can the study of geological and planetary phenomena enrich our daily lives?
- How have humans altered the natural landscape?
- How is life on Earth interconnected?
- How do Science and Art intersect?
- Is society benefited by our actions?
- Can we create cities that are in relationship with the natural environment?
- How can I (the student) employ visual qualities to communicate a narrative through a
work of art.
Lesson Plan Discussion Questions:
- What kind of textures have I noticed in the plants around my house?
- What does it look/feel like when a plant is prickly? How about when it is smooth?
- Why is it good to share with others?
- What are some simple ways that I can be kind to my peers?
- Is it respectful to call someone something unkind?
- How do landforms change landscape?
- How might landforms look on other planets?
- Is a desert always hot and sandy?
- Are the animals in each ecosystem different?
- What might the sky look like on another planet?
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- How does light change an atmosphere?

- What kind of vegetation exists in each ecosystem?
- How does what is in an atmosphere change a landscape?
- How might the characteristics of soil and rock formations change on an alien planet?
Objectives from Lesson Plans:
- Lesson 1: The artists will demonstrate their initial understanding of the term
“Landscape.”
- Lesson 2: The learner will explore texture and experiment with felt as a new medium
and explore a narrative.
- Lesson 3: The artists will combine imaginative thinking and newly acquired knowledge
about a scientific concept in a work of art.
- Lesson 4: The artists will combine imaginative thinking and newly acquired knowledge
about a scientific concept in a work of art. The artists will practice using their fine-motor
skills and sharing materials.
- Lesson 5: Students will investigate a scientific concept and apply their own personal
stories, experiences, and observations to the concept. The students will develop their
fine motor skills. The students will respect the materials and one another.
- Lesson 6: Students will investigate how cities can change the natural landscape.
Students will study and experiment with patterns. Students will share the materials.
- Lesson 7: Students will employ texture to investigate how to communicate with the
viewer. Students will practice being kind and respectful to their peers and to the supplies.
- Lesson 8: Students will practice being kind and respectful to their peers and to the
supplies. Students will share their materials with their classmates. Select students will
continue to investigate a scientific concept and apply their own personal stories,
experiences, and observations to the concept.
Pre and Post Assessment Plan:

 Unit Pre-Assessment: The drawings that the students create in Lesson 1 will
demonstrate how much they know about Landscape so far.
 Unit Post-Assessment:
- Portfolio Review
o The rubric for the portfolio review is based on if the
child’s artwork reflects a growing understanding of
Landscape as a big idea. It is not necessarily focused on
artistic skill.
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o Adventures Through Landscape Rubric:

:D (3) :) (2) :\ (1)
The artist’s work displays a The artist’s work The content of the
growing understanding of displays some artist’s work displays
landscape reflected in the developing little deep
content of their designs. understanding of understanding of the
(4. Relate and Connect to Landscape, however, topic. There are some
Transfer) there are some unfinished or unrelated
unfinished or repeated ideas depicted in their
ideas in their pieces. pieces.
The artist’s work reveals a The artist’s work The artist did not
developing definition for reveals a basic understand and/or
landscape. (2. Envision and definition of landscape. communicate a
Critique to Reflect) However, it is relatively definition in their
formulaic and lacking artwork.
depth.
The artist is kind and The artist is kind and The artist does not
respectful to their fellow respectful to their behave in a respectful
artists and to the supplies fellow artists and to the way when
and uses their time wisely. supplies most of the communicating with
(3. Invent and Discover to time and they have only their peers and they
Create) been off-task a few intentionally misuse the
times. There have been supplies. They are
only a few issues frequently off-task,
concerning their wasting their own time
behavior toward their and that of their
peers and their classmates.
treatment of the
supplies.
Outline of Lessons:
I. Lesson 1: What is Landscape?
a. Initial Landscape drawings – Unit Pre-Assessment.
II. Lesson 2: Tactile Landscapes
a. Make felt Landscapes!
III. Lesson 3: Imaginative Alien Landscapes

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a. Start alien Landscapes!
IV. Lesson 4: Imaginative Alien Landscapes – Part II
a. Finish alien Landscapes!
V. Lesson 5: Watercolor Ecosystems
a. Create depictions of a specific ecosystem using watercolor techniques.
VI. Lesson 6: Cityscape Printmaking
a. Employ pattern to create cityscape prints.
VII. Lesson 7: Textured Landscapes

VII. Lesson 8: Art Show Signs!
a. Practice respecting peers and supplies by creating a piece of the sign for the
art show.
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Section II: Description of the Setting

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Section II: Description of the Setting
Description of the Community:
City of Evans Demographics 2018
Population 20,757
Median Age 28.6
 Under 5 Years 8.7%

 5-19 Years 24.4 %
 20-64 Years 60.8 %
 65+ Years 6.1 %
Median Household Income $51,238
Per Capita Income $20,975
Housing Units 7,023
 Occupied 97.1 %
 Vacant 2.9 %
 Owner Occupied 54.8 %

 Renter Occupied 45.2 %
High School Graduate/GED or Higher 78.0%
Bachelors Degree or Higher 13.9%
Incorporated Square Miles 10.5
Source: US Census Bureau - American Community Survey 2012-2016, City of Evans
Note: This graph reflects Evan’s relatively high graduation rate. In the school setting this
manifested in a value of academics.
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Race %
White Alone, Not Hispanic 50.2
Black or African American, Not Hispanic 0.2
American Indian & Alaska Native, Not Hispanic 0.4
Asian 1.9
Hispanic or Latino 45.4

Source: US Census Bureau (Some persons claim more than one race classification) via the City of
Evans, Colorado.
Note: Residents in Evans are primarily White or Hispanic/ Latino. These statistics were reflected in
the classroom setting.
Description of the School:

CHAPPELOW K-8 ARTS MAGNET SCHOOL
Mission
Educating the whole child through the arts.
Vision
Chappelow Arts Magnet School will develop the interests and talents of students in the arts and
enhance all disciplines through an integrated approach that allows students to achieve artistic
and academic success.
School Demographics (2018-2019)

Total Student Enrollment: 660
100% School Choice Campus
Race
White: 42%
Hispanic/Latino: 54%
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Black/African American: 0.45%

Asian: 0.75%
Multi-Racial: 2.4%
Note: 54% of students attending Chappelow are Hispanic/Latino while 42% are White. 0.45% of
students are Black/African American, 0.75% are Asian, and 2.4% are Multi-Racial.
Additional Information
CLD: 15%
Gifted:11%
SPED:11%
Programs
Deaf & Hard of Hearing Program
Gifted Education
PRIDE - Student Handbook
Chappelow Annual Spelling Bee
Description of the Classroom:

The Art Club takes place in a Middle School Science Classroom. The classroom is organized with
the tables in groupings with four chairs at each group. For my class, we only use the four table
groups closest to the hallway. There are three sinks in the room and one is not functioning.
There is an eye-rinsing station near the door leading to the hallway and this was a source of
curiosity to many of the students. I explained to them how this was for the older kids and how it
was important not to touch it because it would spray water all over the classroom. I had to be
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vigilant and make sure that the students stayed clear of that area. There was always another
class using the room right before I taught so I generally had zero time to set up. I had to be
extremely organized and have all of my materials set up and sectioned out before I arrived at
Chappelow.
Teacher to Student Ratio: 1:16
Total Number of Students: 16
Males: 11
Females: 5
Note: Students in the classroom setting were primarily male with only a few female students.
Culture/Ethnicity:
White: 6
Hispanic: 10
o I was provided with very limited information about my students. I have based the
data illustrated in this chart on observations of the students. I came to the
conclusion that out of the 16 students in my class, 6 were White and 10 were
Hispanic.
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Students with Special Needs/Disabilities:

Males: 3
Females: 0
o I was provided with very limited information about my students. I was told that I
had one child who was on an IEP. I was not informed of any specific details
concerning this child’s situation. For the rest of the class, I have based this data on
observations of the students. I have come to the conclusion that out of the 16
students in my class, 3 of the males (including the aforementioned student on the
IEP) have special needs or a disability of some kind.
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Gifted or Talented Students:

Males: 1
Females: 0
o I was provided with very limited information about my students. I have based the
data illustrated in this chart on observations of the students. I came to the
conclusion that out of the 16 students in my class, there was only one male who
was Gifted and Talented.
No ELL or ESL students observed in classroom setting.

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Section III: Lessons

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Section III: Lessons
Aubrey K. Martin – Adventures Through Landscape

Lesson 1 – What is Landscape?
Grade Level(s): K-2
I. Colorado Academic Standards:

GLE- 1. Identify how artists and designers make connections through personal
stories between self, family and friends.
EOa. Tell about the people and places in everyday life through works of art and
design.
II. Big Idea(s): Landscape is complex and more than just scenery.
III. Enduring Understandings: Art can be used to demonstrate what we know. Definitions can
be variable from person to person.
IV. Essential Questions: How is landscape viewed by me (the student)? How does my
neighbor view landscape?
V. Daily Lesson Objectives: The artists will demonstrate their initial understanding of the
term “Landscape.”
VI. Activity: Today, the students will discuss and create drawings based on their
interpretations of what they think of when they hear the word “Landscape.”
VII. Content Integration: (Students will draw from previous knowledge gained in other
subjects to illustrate what the term “Landscape” means to them.)
 Science: Students will include observations of natural phenomena in their

depictions of landscape.
 Literature: Students will draw on personal or imaginative story-telling in their
landscapes.
 Language Arts: Students may include written or verbal explanations of their
artwork.
VIII. Pre-Assessment: I will have a brief group discussion with the students about Landscape to
get them thinking about the word as a definition and as a broader idea.
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 Unit Pre-Assessment: The drawings that the students create today will
demonstrate how much they know about Landscape so far.
IX. Success Criteria: The students will create a drawing that demonstrates their knowledge of
Landscape thus far.
X. Post-Assessment: I will examine the students’ artwork for evidence of an understanding

of Landscape.
XI. Accommodations and Modifications:
 Input: Some of the instructions will be written down and repeated for students
who have difficulty understanding, processing, or hearing verbal information.
XII. Visuals: I am intentionally not showing the students any visuals so that I can test their
initial understanding of the content.
XIII. Supplies and equipment:
 Markers
 Colored Pencils
 White paper
 Construction paper
 Small scissors
XIV. Safety concerns:

 Social dynamic with other students
 Scissors
XV. Teaching procedure:
Beginning---Introduction or Anticipatory Set

I will begin by introducing myself to the students and describing the overall
purpose of the art club. I will also introduce class and behavior
expectations at this time. Next, I will have a discussion with the class
concerning what Landscape could be. This is an opportunity for the
students to ask questions and share their initial thoughts with the group. Is
Landscape just scenery? Does Landscape include the place I (the student
lives)?
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Instruction/demonstration
I will only model a drawing on the board if the students are really confused.
The main purpose of this lesson is to determine how much the students
already know about landscape based on the artwork that they create today.
Middle---Student Creating Phase

Students will now choose a representative from their table to come up and collect
supplies. Now they will use the supplies to draw, cut, or otherwise form their artwork
based on their personal definitions of Landscape. I will be looking for representations
of Landscape in the students’ drawings. I will have a list of the students’ names and I
will be writing notes by each.
End---Closure
Students will be given a 5 min. warning before they clean up. I will have a bin for
supplies and when cleanup is announced students will return supplies to their
rightful place. I will also have wipes that I will hand out for kids to wipe down the
tables. Finally, the students and I will line up at the door. After cleanup is finished,
students will have a chance to share what they made and why they chose to draw
what they did after they line up. We will then stay together as a group as we wait
for the parents to arrive.
5 Minute Breakdown
Time Teacher Students
3:30 – 3:35 I will instruct students to Line up outside the door,
line up outside the door leave backpacks in the
and wait until everyone hallway, and wait until
arrives and to leave their everyone arrives.
backpacks in the hallway.
3:35 – 3:40 I will instruct students to Come in, find nametags
come in, find their and a seat.
nametag and a seat.
3:40 – 3:45 I will give a brief Listen respectfully and
explanation of the unit ask questions. Take a
and behavior bathroom break.
expectations. Bathroom
break!
3:45 – 3:50 I will initiate a class wide Discuss and ask questions
discussion about about Landscape.
Landscape.
3:50 – 4:00 Instruct students how to Gather supplies and
gather supplies. Observe, begin creating artwork.
answer questions, provide
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assistance, and monitor

progress.
4:00 – 4:05 Observe, answer Continue making
questions, provide artwork!
progress.
progress.
progress.
4:15 – 4:20 I will give a 5 min. clean Wrap up artwork!
up warning.
4:20 – 4:25 I will give students concise Pick up trash, put
instructions on how to supplies in their correct
clean up their space. spots, and wipe down
tables.
4:25 – 4:30 Instruct students to finish Finish cleaning up, line
cleaning, to line up, and to up, and share what they
share what they made made in line.
while waiting in line.
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Aubrey Martin, Adventures Through Landscape

Lesson 2: Tactile Landscapes
K-2

II. Big Idea(s): Landscape can be what you see when you are looking at a place or scene.
III. Enduring Understandings: Physical landscape has shaped how and where people have
lived all throughout history and this is reflected through story-telling.
IV. Essential Questions:

- How is landscape viewed by me (the student)?
- Does where I (the student) am from change the way that I (the student) view
landscape in art?
V. Daily Lesson Objectives: The learner will explore texture and experiment with felt as a
new medium and explore a narrative.
VI. Activity: The students will be creating tactile landscape scenes out of felt.
VII. Content Integration:
 Science: Observations and previous knowledge gained about Landscape will be

applied during the creation of their artwork.
 Math: Students will be making visual measurements as they judge how to piece
together their artwork.
VIII. Pre-Assessment: I will ask the students some preliminary questions about felt at the
beginning of class during our discussion time. I want to see if they have used it before
and if they know how it works.
IX. Success Criteria: Students will create a felt artwork that has a background with smaller,
moveable components. Students will explore the texture of the felt and use its (sticky)
properties to their advantage.
X. Post-Assessment: I will analyze the student’s artwork to see how they experimented
with the new medium (felt). I will also examine their work for evidence of a narrative.
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 Level of Support: Students that have great difficulty using the scissors may ask me
or another classmate to help them cut out their felt shapes.
XII. Visuals: I will create an example piece that they can use for inspiration if they need.
- Felt (lots of it)

- Scissors (small)
- Stencils
- Ziplock bags
- Sharpies
- Yarn

- Scissors
- Social dynamic with other students.

First, I will instruct students to line up outside the door and to come in quietly and
put their backpacks on the counter. The students will then get in line to grab their
snacks to bring them back to their seats. After their snacks and a brief greeting, the
students will line up for a bathroom break. After we come back to the room, I will
begin the lesson introduction and demonstrate how to create their fuzzy
landscapes.
I will show the students how to use their scissors safely and how to draw on
the felt or trace with their stencils. A sample piece will have been prepared
ahead of time to give students an idea of what the end product might look
like.

I will be circulating around the room offering students help and advice (as needed). I
will be asking the students questions as I do this: Are you creating a landscape? Is
this of any specific place? What do you think of using the felt to make your artwork?
Do you think this is similar to what you drew the last time?
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Supply distribution – I will have students volunteer (or I will specifically ask a few to
be my helpers) in passing out materials and supplies. I will have pre-organized
supplies for each table.
End---Closure
Listen quietly and begin cleaning up. The students will pick up trash, put the
supplies in their correct spots, put their felt artwork in their Ziplock bags, and wipe
down tables. Once they finish cleaning up, I will instruct them to line up, and I will
select a few students (with raised hands) to share what they made in line.
XVI. 5 Minute Breakdown

3:30 – 3:35 I will instruct students to Line up outside the door,
line up outside the door quietly come in and put
and to come in quietly their backpacks on the
and put their backpacks counter. Line up to get a
on the counter. I will then snack and quietly bring it
ask the students to get in back to their seats.
line to grab their snacks to
bring back to their seats.
3:35 – 3:40 I will instruct students to Quietly line up using the
quietly line up using the paracord and walk quietly
paracord and walk quietly to the bathroom.
to the bathroom.
3:40 – 3:45 I will instruct students to Quietly have a seat.
sit back down and I will Listen respectfully and
introduce the lesson. I will ask questions. Participate
briefly discuss the artwork in the Pre-assessment
that they created last time discussion.
and I will go over my basic
definition for landscape. I
will be careful to
emphasize that the big
idea, Landscape, is more
than this definition. This is
just a place to start. I will
also initiate the Pre-
assessment discussion at
this time and I will show
the students the sample
that I made and explain
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the process of making

their artwork.
3:45 – 3:50 Have a few students help Wait quietly for supplies
me pass out supplies. or help pass out supplies.
Begin to circulate around Begin creating artwork!
the room. Offer help and
advice when needed.
3:50 – 4:00 Walk around the room, Continue making
offer help and advice artwork!
when needed.
when needed.
when needed.
4:10 – 4:15 I will give a 5 min. clean Wrap up Artwork!
up warning.
4:15 – 4:20 I will give students concise Listen quietly and begin
instructions on how to cleaning up.
clean up their space.
4:20 – 4:25 Continue to supervise Pick up trash, put
clean-up. supplies in their correct
spots, put their felt
artwork in their Ziplock
bags, and wipe down
tables.
4:25 – 4:29 Instruct students to finish Finish cleaning up, line
cleaning, to line up, and to up, and share what they
share what they made made in line.
while waiting in line.
Note: Be in line by 4:29!

26
Aubrey K. Martin – Adventures through Landscape

Lesson 3 – Alien Landscape Part I
Grade Level(s): K-2

III. Enduring Understandings: Art can be used as a tool to explore other topics and to tell
imaginative stories. Art is a gateway to understanding.
IV. Essential Questions: What are the implications of geological similarities existing between
our planet and other planets?
- - Discussion Questions: How do landforms change landscape? How might landforms

look on other planets? How might the characteristics of soil and rock formations
change on an alien planet?
V. Daily Lesson Objectives: The artists will combine imaginative thinking and newly acquired
knowledge about a scientific concept in a work of art.
VI. Activity: Today, the students will learn about types of landforms to create their alien
landscapes.
 Science: Students will study various (simplified) types of geographical

landforms.
VIII. Pre-Assessment: I will have a brief group discussion with the students, probing how much
they already know about landforms. I will write check marks by their names if they
display some understanding of the concept.
IX. Success Criteria: The students will begin their crayon portion of their alien landscapes
today.
X. Post-Assessment: Does the student’s artwork reflect an understanding of the concepts

introduced at the beginning of the lesson? Did they include any landforms? Did they
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demonstrate imaginative thinking in their piece?
 Level of Support:
o I (the instructor) will spend extra time with students who have trouble
with comprehension or attention in order to help them grasp the
concepts taught in the lesson. Using the seating chart, I will also place
them by students who I think might be good peer mentors.
o I will make sure to frequently check in with students who have
emotional difficulties.
 Input: In addition to verbal instruction, I will provide children with visuals as an
extra resource for them to use. (Visual).
XII. Visuals:
Colorado Plateau, https://www.nps.gov/articles/coloradoplateaus.htm
Plateau, https://coyotegulch.blog/2017/05/28/southern-colorado-plateau-has-dried-17-percent-
since-1985/
Colorado Mountains, 6 Famous Peaks, https://www.colorado.com/articles/colorado-mountains-

6-famous-peaks
Hill, Wikipedia, https://en.wikipedia.org/wiki/Hill#/media/File:Clouds_over_hills.jpg
 Crayons
 Large pieces of sturdy paper (preferably Watercolor Paper)


I will begin by instructing students to wait in the hallway until the
classroom is ready. As we are waiting, and as the students arrive, I will
hand out the nametags so that I can keep track of attendance. Once the
room is ready I will instruct the students to come in and sit on the floor.
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During this time, I will hand out snack and have my usual check-in chat
with the students. I will be using a seating chart this time and assign
students to specific tables. After the students find their seats they will take
a bathroom break and then come back and find their assigned seats. I will
facilitate the pre-assessment discussion at this time. What’s a landform?
Can anyone name some types of landforms?
I will show the students some drawn and printed visuals of landforms and explain
what they are. I will show them the end product and then do a demo for them. I will
make sure to explain that we are just doing the drawing portion today and that we
will add the watercolor next time. I will use very simple and clear instructions
throughout this demo. At the end I will check for understanding. I will ask for
volunteers to help pass out supplies and then the kids will begin creating their alien
landscapes!

I will be walking around the room offering help and advice when needed. I will
redirect off-task students and ask the kids questions about what they are creating.
End---Closure
I will give the students a 5 minute cleanup warning. They will have about 8 minutes
to clean up and I will make sure to give very SPECIFIC instructions about where to
put the supplies and how much time they have to complete clean-up. I will instruct
the students to use the paracord to line up and then to go across the hall into
Alison’s classroom. We will bring the kids outside together. (Her at the front of the
line and me at the back.) I will make sure that the children are picked up safely.
5 Minute Breakdown
3:30 – 3:35 Instruct students to wait Wait calmly in the
in the hallway against the hallway, lined up against
wall until the room is the wall until the room is
ready. Distribute ready. Come in, set
nametags. Then instruct backpacks on the counter
students to come in, set and sit on the floor. Have
their backpacks on the snack. Share stories
counter and sit on the about school and how
floor. I will begin handing their week went.
out snack. As I facilitate
snack time I will check in
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with students. Ask how

they are and if they did
anything fun in school
today. :)
3:35 – 3:40 When everyone arrives, I Go to the assigned seat
will assign kids to their and sit quietly. Wait for
tables from my seating further instruction.
chart that I created
beforehand. (“When I say
which table you are at,
please stand up and
quietly sit down in your
seat.”)
3:40 – 3:45 Ask everyone to Calmly use the paracord
remember their seat and to line up to go to the
then to line up for a bathroom. Take a
bathroom break. Use the bathroom break.
paracord.
3:45 – 3:50 Finish bathroom break Finish bathroom break.
and come back to the Wait quietly against the
classroom. Wait quietly wall. Calmly walk back to
against the wall. class using the paracord.
3:50 – 4:00 Instruct students to Quietly find seats. Listen
quietly find their seats politely and participate in
and facilitate pre- Pre-Assessment group
assessment discussion. discussion. Listen to
Begin lesson introduction. lesson introduction and
Show students visuals and ask questions.
discuss basic landforms
(mountains, plateaus, and
hills).
4:00 – 4:05 Conduct demo. Be VERY Watch demo and ask
specific about steps!!! questions.
Keep it simple!
4:05 – 4:10 Ask for volunteers to help Volunteer to help
distribute supplies. distribute supplies or wait
Circulate around the room patiently at the table.
as students begin Start creating an alien
artmaking. Answer landscape!
questions, provide help
and re-direct any off-task
students.
4:10 – 4:15 Circulate around the room Continue artmaking! Ask
30
as students begin questions! Talk about

artmaking. Answer work and ideas with
questions, provide help peers and instructor.
students.
students. Give 5 minute
cleanup warning.
4:20 – 4:25 Give students CLEAR Listen carefully to clean
cleanup instructions. up instructions. Place
(Work in this bin, supplies artwork in the artwork
in this bin, pick up 10 bin and materials in the
pieces of trash from the materials bin. Pick up ten
floor.) Facilitate cleanup! pieces of trash.
4:25 – 4:29 Oversee the end of clean Finish cleaning up, grab
up. Give students clear things, and use the
instructions to collect paracord to line up. Walk
their things and lineup. I with Ms. Martin to the
will be very specific about room across the hall and
how the students need to follow Mrs. Wilcox out
hold onto the paracord the door. We will stay
and stay together as we together and make sure
walk across the hall to to tell Ms. Martin how we
Alison’s room and go out are getting home and
her door. I will ask them hand her our nametags
to give me their nametags right before we leave.
right before they leave
and have them tell me
how they are getting
home.
31

Lesson 4 – Alien Landscape Part II
Grade Level(s): K-2

III. Enduring Understandings: Art can be used as a tool to explore other topics and to tell
imaginative stories. Art is a gateway to understanding.
IV. Essential Questions: How can the study of geological and planetary phenomena enrich
our daily lives?
- Discussion Questions: How does what is in an atmosphere change a landscape? What

might the sky look like on another planet? How might the characteristics of soil and rock
formations change on an alien planet? How does light change an atmosphere?
V. Daily Lesson Objectives: The artists will combine imaginative thinking and newly acquired
knowledge about a scientific concept in a work of art. The artists will practice using their
fine-motor skills and sharing materials.
VI. Activity: Today, the students will learn about the sky and atmosphere and use
watercolors to finish their alien landscapes.
 Science: Students will study what atmosphere is and how different things
interacting in an atmosphere can change the landscape.
they already know about atmosphere. I will write check marks by their names if they
32
IX. Success Criteria: The students will finish their alien landscapes today.

introduced at the beginning of the lesson? How did they depict atmosphere? Did they
share the materials?
 Time: This is the second part to a two-part lesson. The lesson has been
structured so that the objectives and content have been split over two days.
This has provided the students with extra time in order to explore their ideas
and complete their artwork.
 Level of Support: I (the instructor) will spend extra time with students who
have trouble with comprehension or attention in order to help them grasp the
concepts taught in the lesson. Using the seating chart, I will also place them by
students who I think might be good peer mentors.
extra resource for them to use. I will also provide them with an opportunity
during the discussion to look out the window and make first-hand observations
about the natural landscape (Visual).
XII. Visuals:
since-1985/

6-famous-peaks
 Watercolors
 Brushes
 Water containers
 Table cloths
 Paper towels
 Masking tape
33
 Crayon drawings from last class



room is ready I will instruct the students to come in and sit on the floor.
with the students. I will be using a seating chart this time and assign
students to specific tables. After the students find their seats they will take
a bathroom break and then come back and find their assigned seats. I will
briefly remind the kids of what we did last week and I will ask for one
volunteer to share about what we learned. I will facilitate the Pre-
Assessment discussion at this time. What’s is atmosphere? What might
change the color of the sky? I will have the students look out the window
and make observations about the atmosphere.
I will reference the observations the students made about atmosphere when we
looked outside the window. I will show them the end product and then do a demo
for them. I will make sure to explain that we are just doing the final portion of this
artwork today using watercolor techniques. I will use very simple and clear
instructions throughout this demo (I will be specific about using the water to clean
the brushes before switching a color, being kind and gentle to the brushes, and to
use the salt at the very end). At the end I will verbally check for understanding. I will
ask for volunteers to help pass out supplies and then the kids will begin creating
their alien landscapes!

redirect off-task students and ask the kids questions about what they are creating.
End---Closure
put the supplies and how much time they have to complete clean-up. I will instruct
34
the students to line up (we will not be using the paracord this week) and then to
line up against the wall and wait for Ms. Alison’s class. Once her class also lines up
in the hall we will have our classes pair together. (I will also ask Alison to select one
of her older kids to hold the door as everyone walks outside.) Alison and I will bring
the kids outside together. (Me at the front of the line and Alison at the back.) I will
make sure that the children are picked up safely.
5 Minute Breakdown
students to come in, set and sit on the floor. Have
their backpacks on the snack. Share stories
counter and sit on the about school and how
floor. I will begin handing their week went.
out snack. As I facilitate
snack time I will check in
with students. (During
snack time, I will also set
up the tables with table
cloths and specific colors.)
Ask how they are and if
they did anything fun in
school today. :)
3:35 – 3:40 When everyone arrives, I Go to the assigned seat
will assign kids to their and sit quietly. Wait for
tables from my seating further instruction.
chart that I created
beforehand. (“When I say
which table you are at,
please stand up and
quietly sit down in your
seat.”)
3:40 – 3:45 Ask everyone to Calmly line up to go to
remember their seat and the bathroom. Walk
then to line up for a quietly and respectfully
bathroom break. We will down the hallway. Take a
not use the paracord this bathroom break.
week.
3:45 – 3:50 Finish bathroom break Finish bathroom break.
and come back to the Wait quietly against the
35
classroom. Wait quietly wall. Calmly walk back to

against the wall. class in a line.
3:50 – 4:00 Instruct students to Quietly find seats. Listen
quietly find their seats politely and participate in
and have a very brief Re-cap Discussion and
“reminder discussion” of Pre-Assessment group
what we did last week. discussion. Listen to
Ask for one volunteer to lesson introduction and
share. Facilitate pre- ask questions.
assessment discussion.
Begin lesson introduction.
Show students visuals and
discuss atmosphere and
three things that can
change its
color/appearance.
(dirt/dust, light,
gases/other particles).
Keep it simple! Be
especially clear about how
to take care of the
brushes.
4:05 – 4:10 Ask for volunteers to help Volunteer to help
distribute supplies. distribute supplies or wait
Circulate around the room patiently at the table.
as students begin Start creating an alien
artmaking. Answer landscape!
students.
students. If any students
finish early I will provide
them with another piece
of cardstock to practice
watercolor on.
36

cleanup warning.
in this bin, kindly clean the bin and materials in the
brushes and empty water- materials bin. Kindly
cups and leave them by clean the paint brushes.
the sink.) Facilitate Empty the water cups.
cleanup! Leave the brushes and
water cups by the sink.
Wipe up any water on the
tables.
up. Give students clear things, and line up. Walk
instructions to collect with Ms. Martin into the
their things and lineup. I hall and wait against the
will be very specific about wall. Pair up with a buddy
how the students need to from Ms. Alison’s class.
stay together as we walk Quietly and respectfully
into the hall and line up follow Ms. Martin out the
against the wall. I will door. We will stay
remind them that we will together and make sure
be pairing up with a to tell Ms. Martin how we
buddy from Ms. Alison’s are getting home and
class. I will ask them to hand her our nametags
give me their nametags right before we leave.
right before they leave
home.
37

Lesson 5 – Watercolor Ecosystems
Grade Level(s): K-2

II. Big Idea(s): Ecosystems are an indelible part of a Landscape.
III. Enduring Understandings: Art can be used as a tool to explore the world around us. Art is
a gateway to understanding. Humans have had both positive and negative impacts on the
world and this is evidenced in landscape.
IV. Essential Questions: How is life on Earth interconnected? How do Science and Art
intersect?
- Discussion Questions: Is a desert always hot and sandy? What kind of vegetation exists
in each ecosystem? Are the animals in each ecosystem different?
V. Daily Lesson Objectives: Students will investigate a scientific concept and apply their own
personal stories, experiences, and observations to the concept. The students will develop
their fine motor skills. The students will respect the materials and one another.
VI. Activity: Students will learn about three simplified types of ecosystems, Deserts (hot and
cold), Forests, and Marine ecosystems. The students will use watercolor techniques to
represent these environments.
Science: Students will study ecosystems and create an artwork based off these ideas.
they already know about ecosystems. I will ask questions like, What is a desert? Is a
desert always hot and sandy? Do forests have a lot of plants and animals in them? I will
write check marks by their names if they display some understanding of the concept.
38
IX. Success Criteria: The students will respectfully share the materials and use watercolor
techniques to create artistic representations of at least one type of ecosystem.

introduced at the beginning of the lesson? How did they depict their ecosystems?
Which ecosystem did they decide to depict? Were they kind and respectful to their
classmates and to the materials that they used?
concepts taught in the lesson. There is one student in particular who tends to
struggle understanding what motions work best to apply watercolor. I will
spend extra time explaining these motions to them. Using the seating chart, I
will also place them by students who I think might be good peer mentors.
XII. Visuals/Resources:
 Ecosystem.org, http://www.ecosystem.org/types-of-ecosystems
 Khan Academy, https://www.khanacademy.org/science/biology/ecology/intro-to-
ecosystems/a/what-is-an-ecosystem
 Encyclopedia Brittanica, https://www.britannica.com/science/ecosystem
 Sciencing.com, https://sciencing.com/types-environmental-ecosystems-8640.html
 National Geographic, https://www.nationalgeographic.org/encyclopedia/arctic/
 USA Today, https://traveltips.usatoday.com/arctic-deserts-108540.html
 Wikipedia – Sand Dunes in the Sahara Desert,
https://en.wikipedia.org/wiki/Desert_ecology#/media/File:Algeria_Sahara_Desert_Photo
_From_Drone_5.jpg
39
Arctic Desert
Desert
40
 Watercolors
 Brushes
 Water containers
 Salt
 Plastic wrap
 Tissue paper
 Table cloths
 Paper towels
 Hand wipes

 Eating the salt

room is ready I will instruct the students to come in and sit in the assigned
spot that they sat in last week (Remember to tell Keton where he will be
sitting since he was absent last week). During this time, I will hand out
snack and have my usual check-in chat with the students. When everyone
has arrived, I will take attendance (I will place a highlight by the name of
each student who has made it to class.) I will circle the names of the
missing kids. We are not doing a group bathroom break this week. I will
briefly explain the Classroom Expectations:
1.) Be kind and respectful to one other.
2.) Be kind and respectful to the materials.
3.) It is okay to make mistakes!
I will make sure to ask the kids to share a few examples of positive
behavior and I will have them repeat the expectations back to me.
Afterwards, I will check for understanding and clarify any statements that
they have questions about. (I will have a poster with the rules clearly
written on them for the students to reference throughout the class). Next,
I will facilitate the Pre-Assessment discussion at this time. What is a
desert? Is a desert always hot and sandy? Do forests have a lot of plants
41
and animals in them? I will write check marks by their names if they
I will instruct the students to come and gather around the table. I will show them an
example of what the final product might look like and then do a demo for them. I
will be very specific about which of the three ecosystems I chose for my artwork
(hot desert). I will make sure to demonstrate the different effects produced by
unique watercolor techniques. I will use very simple and clear instructions
throughout this demo (I will be specific about using the water to clean the brushes
before switching a color, being kind and gentle to the brushes, and to use the salt at
the very end). At the end I will verbally check for understanding. I will ask for
volunteers to help pass out supplies and then the kids will begin creating their
ecosystems!

redirect off-task students and ask the kids questions about what they are creating. I
will also be taking photos of the kids’ in-progress artwork.
End---Closure
put the supplies and how much time they have to clean-up. I will instruct the
students to line up inside the classroom. Then I will direct them to the hallway
where they will line up against the wall and wait for Ms. Alison’s class. Once her
class also lines up in the hall we will have our classes pair together. (I will also ask
Alison to select one of her older kids to hold the door as everyone walks outside.)
Alison and I will bring the kids outside together. (I will be at the front of the line and
Alison will be at the back.) I will make sure that the children in my class are picked
up safely. I will mark their names on my class list as their guardians arrive to take
them home.
5 Minute Breakdown
students to come in, set and sit in the seats that
their backpacks on the they were assigned last
counter and find the seat class. Have snack. Share
42
that they had last time. I stories about school and

will begin handing out how their week went.
snack. As I facilitate snack
time I will check in with
students. Ask how they
are and if they did
today. :)
3:35 – 3:40 When everyone has Wait for turn to call out
arrived, I will take name as Ms. Martin takes
attendance (I will place a attendance.
highlight by the name of
each student who has
made it to class. I will
circle the names of the
missing kids. We are not
doing a group bathroom
break this week.
3:40 – 3:45 After I finish taking Calmly have a seat.
attendance, I will instruct Respectfully listen and
them to have a seat. I will ask questions about the
briefly address the classroom expectations.
Classroom Expectations:
1.) Be kind!
2.) Be respectful!
3.) Be ready to make
mistakes!
I will make sure to ask the
kids to share a few
examples of positive
behavior and I will have
them repeat the
expectations back to me.
Afterwards, I will check for
understanding and clarify
any statements that they
have questions about.
3:45 – 3:50 Facilitate Pre-Assessment Listen politely and
discussion: What is a participate in the Pre-
desert? Is a desert always Assessment group
hot and sandy? Do forests discussion. Listen to the
have a lot of plants and lesson introduction and
animals in them? Write ask questions.
check marks by their
43
names if they display

some understanding of
the concept. Begin lesson
introduction. Give a
simplified definition of
what an ecosystem is.
Show students visuals and
discuss the three types of
ecosystems that will be
explored today (Desert –
hot/cold, Forest, and
Marine ecosystems).
Keep it simple! Be
to take care of the
brushes.
4:00 – 4:05 Instruct each table to set Help tablemates set up
up their tablecloth and to the tablecloth. Volunteer
send up volunteers to to help distribute supplies
help distribute supplies or wait patiently at the
when they are finished table. Start creating an
with spreading out their ecosystem!
tablecloths. Circulate
around the room as
students begin artmaking.
Answer questions, provide
help and re-direct any off-
task students.
watercolor on.
44

watercolor on.
cleanup warning.
in this bin, kindly clean the bin and materials in the
brushes and empty water- materials bin. Kindly
cups and leave them by clean the paint brushes.
the sink) Facilitate Empty the water cups.
cleanup! Leave the brushes and
water cups by the sink
(Not in the sink). Wipe up
any water on the tables.
give me their nametags to her right before we
right before they leave leave.
home.
45

Lesson 6 – Cityscape Printmaking
Grade Level(s): K-2

GLE- 1. Identify how artists and designers make connections through personal
stories between self, family and friends.
EOa. Tell about the people and places in everyday life through works of art and
design.
II. Big Idea(s): Humans are connected to their environment.
III. Enduring Understandings: Art can be used to study natural and manmade patterns.
IV. Essential Questions: How have humans altered the natural landscape? Can we create
cities that are in relationship with the natural environment?
V. Daily Lesson Objectives: Students will investigate how cities can change the natural
landscape. Students will study and experiment with patterns. Students will share the
materials.
VI. Activity: Students will learn about cities, have a discussion about how constructing cities
has changed the natural landscape, and create tinfoil, cityscape prints.

 Math: Students will study pattern and create cityscape prints featuring
pattern.
 Art History: Students will study an example of pattern by Gustave Klimt.
they already know about cities and patterns. I will ask questions like, Have cities changed
the natural landscape? How? Is this a good thing? Is it a bad thing? How can we make
things better? I will write check marks by their names if they display some understanding
of the concept.
IX. Success Criteria: The students will respectfully share the materials and use pattern to
create prints of cityscapes.
46

introduced at the beginning of the lesson? How did they use pattern in their
cityscapes? Were they kind and respectful to their classmates and to the materials that
they used?
concepts taught in the lesson. Using the seating chart, I will also place them by
students who I think might be good peer mentors.
 Participation: I will allow students who find this activity too frustrating a chance
to draw with the markers rather than printmaking with them.
XII. Visuals/Resources:
Rough Guidelines, https://www.roughguides.com/gallery/the-worlds-most-impressive-

cityscapes/
Culture Trip, https://theculturetrip.com/europe/austria/articles/10-artworks-by-klimt-
you-should-know/
Teaching Channel, https://www.teachingchannel.org/video/teaching-patterns
 Markers
 Tin foil (Tiny squares)
 Paper towels (Pre-moistened in Ziplock bags)
 Card stock
 Wipes for table
 Hand wipes

 Papercuts

47
spot that they sat in last week (Remember to tell Mario, Luciano, Luis V.,
and Anjeliq where they will be sitting since they were absent last week).
with the students. When everyone has arrived, I will take attendance (I will
place a highlight by the name of each student who has made it to class.) I
will circle the names of the missing kids. We are not doing a group
bathroom break this week. I will briefly reiterate the Classroom
Expectations:
1.) Be kind!
2.) Be respectful!
3.) Be ready to make mistakes!
I will facilitate the Pre-Assessment discussion at this time. Have cities
changed the natural landscape? How? Is this a good thing? Is it a bad
thing? How can we make things better? I will write check marks by their
names if they display some understanding of the concept.
I will give a simplified description of what a cityscape is. I will show students visuals
and discuss characteristics that they see in the cityscape. Next, we will talk about
pattern and how patterns need to have repeated elements in them. I will show
Klimt and hand-drawn pattern examples. The students will discuss observations
concerning the examples shown. I will instruct the students to come and gather
around the table. I will show them an example of what the final product might look
like and then do a demo for them. I will be very specific about what type of shapes
and lines I am using to create a pattern (circles, squares, triangles, curly, straight,
zig-zag) by drawing on the tinfoil. I will make sure to demonstrate how to evenly
spread a TINY bit of water on the paper using a wrung-out paper towel. I will use
very simple and clear instructions throughout this demo (I will be specific about
how hard to press on the tinfoil, the hand motions I use as I press on the tin foil,
and how careful I am not to shift the tin foil when I am laying it down or peeling it
up. At the end I will verbally check for understanding. I will ask for volunteers to
help pass out supplies and then the kids will begin creating their cityscape prints!

48
End---Closure
them home.
5 Minute Breakdown
are and if they did
today. :)
break this week.
3:40 – 3:45 After I finish taking Calmly have a seat.
attendance, I will instruct Respectfully listen and
49

briefly reiterate the classroom expectations.
Classroom Expectations:
1.) Be kind!
2.) Be respectful!
mistakes!
kids to share a few
them repeat the
discussion: Have cities participate in the Pre-
changed the natural Assessment group
landscape? How? Is this a discussion. Listen to the
good thing? Is it a bad lesson introduction and
thing? How can we make ask questions.
things better? Write check
marks by their names if
they display some
understanding of the
concept. Begin lesson
introduction. Give a
simplified description of
what a cityscape is. Show
students visuals and
discuss characteristics
that they see in the
cityscape. Talk about
pattern and talk about
how patterns have to
have repeated elements.
Show Klimt and hand-
drawn pattern examples.
Discuss observations.
Keep it simple! Be
50

to wring out the paper
towels.
4:00 – 4:05 Instruct each table to Volunteer to help
send up volunteers to distribute supplies or wait
help distribute supplies. patiently at the table.
Circulate around the room Start creating a cityscape!
as students begin
artmaking. Answer
students.
of cardstock to draw or
practice on.
of cardstock to draw or
practice on.
cleanup warning.
(Artwork on the back artwork on the back
counter, supplies in the counter and materials in
51
bin, wipe down the tables, bin. Wipe down the

throw away 5 pieces of tables. Throw away five
trash.) Facilitate cleanup! pieces of trash.
home.
52

Lesson 7 – Tissue Paper Free-choice Landscape
Grade Level(s): K-2

II. Big Idea(s): Texture plays an important visual and kinesthetic role in Art.
III. Enduring Understandings: The various textures in nature influence how we interact with
the natural world.
IV. Essential Questions: How can I (the student) employ visual qualities to communicate a
narrative through a work of art.
- Discussion Questions: What kind of textures have I noticed in the plants around my
house? What does it look/feel like when a plant is prickly? How about when it is smooth?
V. Daily Lesson Objectives: Students will employ texture to investigate how to communicate
with the viewer. Students will practice being kind and respectful to their peers and to the
supplies.
VI. Activity: Students will create Landscapes of their choice and play with texture by using
tissue paper in their artwork.

 Science: Students will study how textures of plants can be different from one
another.
they already know about texture. I will ask questions like, What is texture? Does grass
have a different texture than bark? What are some other textures that you have noticed
in nature? I will write check marks by their names if they display some understanding of
the concept.
IX. Success Criteria: The students will respectfully share the materials and use texture their
53
chosen landscapes.

introduced at the beginning of the lesson? How did they use the tissue paper to create
texture in their chosen Landscapes? What does their use of texture communicate to
the viewer? Were they kind and respectful to their classmates and to the materials that
they used?
o I will ask my helper to provide extra support to my three students who
tend to have behavioral problems.
 Input: In addition to verbal instruction, I will provide children with tactile

visuals as an extra resource for them to use. (Visual and Kinesthetic).
XII. Visuals/Resources: I will be passing around some textural samples that I created to show
differences in textures.
 Tissue paper (or streamers)

 Pencils
 Colorful paper
 Glue sticks

 Papercuts

spot that they sat in last week. During this time, I will hand out snack and
54
have my usual check-in chat with the students. When everyone has
arrived, I will take attendance (I will place a highlight by the name of each
student who has made it to class.) I will circle the names of the missing
kids. We are not doing a group bathroom break this week. I will briefly
reiterate the classroom expectations.
Classroom Expectations – The 3 “Be’s”:
1.) Be kind.
2.) Be respectful.
I will facilitate the Pre-Assessment discussion at this time. What is texture?
Does grass have a different texture than bark? What are some other
textures that you have noticed in nature? I will write check marks by their
names if they display some understanding of the concept.
I will give a simplified description of what texture is. I will pass around different
example textures and discuss their differences (ex: smooth, prickly, fluffy, etc. . .).
The students will discuss observations concerning the examples shown. I will
instruct the students to come and gather around the table. I will show them an
example of what the final product might look like and then do a demo for them. I
will remind the kids to write their name and grade on the BACK of their paper. I will
be very specific about the ways I am using the tissue paper to create different
textures (crinkling, folding, spreading, and tearing). I will intentionally make
mistakes during the demo and then model how to be okay with them, learn from
them, and move on (rip paper, etc. . .). I will use very simple and clear instructions
throughout this demo. I will ask for volunteers from each table to help pass out
supplies and then the kids will begin creating their textural landscapes!

End---Closure
55
them home.
5 Minute Breakdown
are and if they did
today. :)
break this week.
3:40 – 3:45 I will instruct the students Calmly have a seat.
to have a seat. I will briefly Respectfully listen and
reiterate the classroom ask questions about the
expectations. Classroom classroom expectations.
Expectations – The 3
“Be’s”:
1.) Be kind.
2.) Be respectful.
56

mistakes!
kids to share a few
them repeat the
discussion: What is participate in the Pre-
texture? Does grass have Assessment group
a different texture than discussion. Listen to the
bark? What are some lesson introduction and
other textures that you ask questions.
have noticed in nature?
Write check marks by
their names if they display
introduction. I will give a
simplified description of
what texture is. I will pass
around sample textures
and discuss their
differences (ex: smooth,
prickly, fluffy, etc. . .). The
students will discuss
observations concerning
the examples shown. I will
instruct the students to
come and gather around
the table. I will show them
an example of what the
final product might look
like.
Keep it simple! Be
you are using the tissue
57
paper to create different

textures.
help distribute supplies. patiently at the table.
Circulate around the room Start creating!
as students begin
artmaking. Answer
students.
as students continue questions! Talk about
them with another activity
to do.
to do.
cleanup warning.
throw away 5 pieces of tables. Throw away five
58
home.
59

Lesson 8 – Art Show Signs!
Grade Level(s): K-2

II. Big Idea(s): Kindness has an extraordinary effect on mankind.
III. Enduring Understandings: Kindness and respect are essential components of a healthy
community.
IV. Essential Questions: Is society benefited by our actions?

- Discussion Questions: Why is it good to share with others? What are some simple
ways that I can be kind to my peers? Is it respectful to call someone something
unkind?
V. Daily Lesson Objectives: Students will practice being kind and respectful to their peers
and to the supplies. Students will share their materials with their classmates. Select
students will continue to investigate a scientific concept and apply their own personal
stories, experiences, and observations to the concept.
VI. Activity: Students will create signs for the art show and share the materials. A few
students will finish their watercolor ecosystems.

 Philosophy: Students will discuss the benefits of respect and kindness in a
society.
VIII. Pre-Assessment: I will have a brief group discussion with the students where we will talk
about the benefits of respect and kindness. I will ask questions like, Why is it good to
share with others? What are some simple ways that I can be kind to my peers? Is it
respectful to call someone something unkind? I will write check marks by their names if
they display some understanding of the concept.
IX. Success Criteria: The students will respectfully share the materials and be kind and
60
respectful to one another as they decorate their piece of the sign.
X. Post-Assessment: Were the students kind and respectful to their classmates and to the
materials that they used? For select students: Does the student’s artwork reflect an
understanding of the concepts introduced at the beginning of the lesson? How did they
depict their ecosystems? Which ecosystem did they decide to depict?
o I will ask my helper to provide my three students who tend to have
behavioral problems with extra instruction throughout the lesson.

 Time: I will give students who did not finish their watercolor ecosystems time
to complete them today.
XII. Visuals/Resources: I will provide two examples of sign sections. I will also conduct a demo
and show the students how they might decorate their signs. The students finishing their
ecosystems will be provided with printed visuals from the previous ecosystem lesson.
 Foam (sign sections)

 Markers
 Watercolor
 Paper towels
 Cups
 Brushes
 Wipes for the table

 Papercuts

61

spot that they sat in last week. During this time, I will hand out snack and
have my usual check-in chat with the students. When everyone has
arrived, I will take attendance (I will place a highlight by the name of each
student who has made it to class.) I will circle the names of the missing
kids. We are not doing a group bathroom break this week. Instead, at this
time I will have the students stand and do some stretches. After they finish
stretching I will instruct them to have a seat. I will briefly reiterate the
classroom expectations.
Classroom Expectations – The 3 “Be’s”:
1.) Be kind.
2.) Be respectful.
I will facilitate the Pre-Assessment discussion at this time. Why is it good to
share with others? What are some simple ways that I can be kind to my
peers? Is it respectful to call someone something unkind? I will write check
marks by their names if they display some understanding of the concept.
I will introduce the activity by talking about the art show. Now is the time when I will
pass out the flyers. I will describe how the students will be decorating a piece of the
sign for the art show. I will show them how when the sign sections are all finished,
they will be put together. I will instruct the students to come and gather around the
table. I will show them an example of what the final product might look like. As I
conduct the demo, I will make extra efforts to explicitly model kindness and
respect. I will make it very clear that the kids will be sharing the supplies. I will
remind the kids that each part of the sign is different and that is okay. It is their job as
the artist to make it awesome! I will use very simple and clear instructions
throughout this demo. I will ask for volunteers from each table to help pass out
supplies and then the kids will begin decorating their sign sections or finishing their
watercolor ecosystems! (I will pull the three students who have not finished these
aside and give them alternate instructions for the day.)

62
End---Closure
them home.
5 Minute Breakdown
are and if they did
today. :)
attendance (I will place a attendance. Follow along
highlight by the name of with Ms. Martin as we all
each student who has do stretches.
63
doing a bathroom break

this week. Instead, at this
time I will have the
students stand and do
some stretches.
3:40 – 3:45 After they finish Calmly have a seat.
stretching I will instruct Respectfully listen and
briefly reiterate the classroom expectations.
classroom expectations.
Classroom Expectations –
The 3 “Be’s”:
1.) Be kind.
2.) Be respectful.
mistakes!
kids to share a few
them repeat the
discussion: Why is it good participate in the Pre-
to share with others? Assessment group
What are some simple discussion. Listen to the
ways that I can be kind to lesson introduction and
my peers? Is it respectful ask questions.
to call someone
something unkind? Write
check marks by their
names if they display
introduction. I will
describe how the students
will be decorating a piece
of the sign for the art
show. I will show them
how when the sign
64
sections are all finished,

they will be put together. I
will instruct the students
to come and gather
around the table. I will
show them an example of
what the final product
might look like.
Keep it simple! Be
they will be sharing with
each other. Show them
what kindness and
respect looks like.
help distribute supplies. I patiently at the table.
will pull the three Start decorating the sign
students who need to sections or finish
finish their watercolor watercolor ecosystems!
ecosystems aside and give
them alternate
instructions for the day.
Circulate around the room
as students begin
artmaking. Answer
students.
to do.
65

to do.
cleanup warning.
throw away 5 pieces of tables. Throw away 5
home.
66
Section IV: Pre and Post Assessment

Results, and Analysis
67
Section IV: Pre and Post Assessment

Results, and Analysis
Pre and Post Assessment Plan:

 Unit Pre-Assessment: The drawings that the students create in Lesson 1 will
demonstrate how much they know about Landscape so far. These were created
in response to the question: “What do you think the word Landscape means?”
The students made their drawings after a class-wide discussion that was
intended to help them start thinking of ideas.
 Unit Post-Assessment:
- Portfolio Review
o The rubric for the portfolio review is based on if the
child’s artwork reflects a growing understanding of
Landscape as a big idea. It is not necessarily focused on
artistic skill. This rubric is also used for the unit Pre-
Assessment.
o I chose three of each student’s most developed artworks
to evaluate in the Post-Assessment. Their behavior and
treatment of others will be evaluated based on their
overall participation during art club.
o Adventures Through Landscape Rubric: Pre and Post Assessment

:D (3) :) (2) :\ (1)
depth.
68
treatment of the
supplies.
Analysis of Pre-Assessment Sources:

o Student 1
- Score: :D :D :D (3+3+3=9)
69
- Analysis: Student 1 is focused and dedicated. This student does not get
distracted easily and is intentional about making meaning through their
artwork. Student 1’s initial thoughts concerning landscape were profound
and well thought out. In addition to their personal depiction of what they
interpreted Landscape to be, they wrote a statement about the topic on
the back of their artwork: “Landscape could be grass or flowers,
Landscape is all around us.”
o Student 2
- Score: :\ :\ :\ (1+1+1=3)
- Analysis: Student 2 did not draw a landscape. When asked about why they
chose to depict a snake instead, they said it was what they would rather
draw. Student 2 is frequently off-task and generally distracts the students
sitting next to them.
70
o Student 3
- Score: :) :) :) (2+2+2=6)
- Analysis: Student 3 is generally quiet, but can be distracted if a certain

other student is sitting next to them. This student’s depiction of
Landscape illustrates the reoccurring theme of animals being a defining
characteristic of a Landscape. The elephant in the drawing is this student’s
original idea, however, the unicorn was borrowed from another student.
Therefore, this artwork does not fully reflect this student’s understanding
of landscape since one of the ideas was borrowed.
71
o Student 4
- Score: :D :D :) (3+3+2.5=8.5)
- Analysis: Student 4’s depiction of Landscape and their participation in the

discussion reflects an initial understanding of the concept. Their drawing
illustrates that humans and animals have a role within Landscape. As the
semester continues this idea might continue to develop and appear
throughout various artworks. There was a tiny bit of trouble with staying
on task, but it was so minute and he worked hard for most of the time.
72
o Student 5
- Score: :D :D :D (3+3+3=9)
- Analysis: Student 5’s artwork depicts a good initial understanding of

Landscape. In their drawing the student focused on the various types of
plant and insect life that might be found within a Landscape. They also
placed an emphasis on the sky and the space that might be present in a
Landscape. This student tends to be quiet, serious, and focused when
working on their artwork. They were engaged in creating their Landscape
and the elements that they included in their artwork were thoughtfully
placed.
73
o Student 6
- Score: :) :D :) (2.5+3+2=7.5)
- Analysis: Student 6 was easily distracted and had to be continually re-

directed to focus on the task at hand. However, they still produced an
artwork that reflected an interesting interpretation of Landscape. In a
discussion with the student they described how in their Landscape it was
raining cats! There are also people who are interacting with the animals
and the space of the Landscape. Similar to Student 5, Student 6 also
placed an emphasis on the sky and space in their Landscape.
74
o Student 7
- Score: :D :D :) (3+3+2.5=8.5)
- Analysis: Student 7’s participation in the class discussion showed that they
did possess some understanding of what Landscape might mean. They
were especially interested in how the word “Landscape” might sound like
“Lambs-escaping.” Their drawing illustrates the environment’s interaction
with the animals in the landscape. Student 7’s artwork is an imaginative
interpretation of the topic. Although they required a little prompting in
the beginning to continue developing their drawing, Student 7 agreed
energetically stating, “I’ll add the details!”
Adjustments to Instructional Content:

Every student seemed to possess a great interest in the people or creatures that could be found
in a Landscape. In fact, this was a defining characteristic of each of their drawings. The instructor
will make adjustments to the curriculum to allow students a greater amount of freedom to
75
explore how animals might adapt as a result of the Landscape that they live in. The instructor will
also implement a weekly seating chart in order to create an environment that might better
foster student focus.
Analysis of Post-Assessment Sources – Portfolio Review:
o Adventures Through Landscape Rubric: Pre and Post Assessment

:D (3) :) (2) :\ (1)
depth.
treatment of the
supplies.
76
o Student 1
Figure 1 Figure 2 Figure 3
- Score: :D :D :D (3+3+3=9)
- Analysis: Student 1 remained dedicated and hardworking throughout the

course of this class. This student consistently treated their peers with
respect and kindness. They thoughtfully shared, used, and maintained the
supplies. Student 1 worked to create many different elements in their
Landscapes and used what they learned in the discussions at the
beginning of each class in their artwork. For the Tactile Landscape in
Figure 1, Student 1 managed to use the scissors to craft the elements of
their Landscape despite them being difficult to use. In Figure 2 this
student incorporated landforms that had not been used before in their
work. The colors that they chose to use in the sky illustrates that they
understand that elements of a Landscape can change depending on the
setting/location. In Figure 3 this student chose to re-visit what they
learned about ecosystems and represented elements frequently found in
desert landscapes. All of these factors combine to demonstrate this
student’s growing understanding and maturing definition of Landscape as
a big idea.
77
o Student 2
- Score: :) :D :\ (2+3+1=6)
- Analysis: For the majority of this class, Student 2 was frequently off-task
and disruptive to those around them. From information that I have
gathered I believe that this student may have an emotional disturbance
disability. In general, this student was not respectful of their fellow artists
and they misused the supplies. This student also had repeated issues with
attentiveness. There was a little bit of improvement the final day of class,
but overall their behavior was difficult. Sometimes, this behavior affected
the student’s artmaking. In Figure 1 the student had created only a few
elements relating to landscape and for most of the project the student
was distracting those around them rather than focusing on making. Other
times, despite these behavioral difficulties, Student 2 created many
interesting and meaningful artworks over the course of this class. In Figure
2 the student created a thoughtful depiction of an Alien Landscape in
which they illustrated two different types of Landforms. The student
depicted the Earth and Sun in the sky which reveals that the scene they
created is on an alien planet in our Solar System. In Figure 3 the student
overlaid various textures, colors, and patterns to form an abstract
depiction of a cityscape. This student was one of the few who persevered
during the tinfoil printmaking process and managed to create a finished
final product.
78
o Student 3
- Score: :D :D :) (3+3+2=8)
- Analysis: In general, Student 3 was focused and engaged during this class
with only a few behavioral issues the first week. Student 3 was engaged in
the process of creating their Tactile Landscape in Figure 1. This student is
older than some of the others and I believe that this project was more
age-appropriate for them than other students. The artist created many
interesting movable elements that were related to Landscape. The design
of these elements reveals that they understand how they can use them to
alter the Landscape. In Figure 2 Student 3 created a Landscape that
featured multiple types of Landforms that, as identified by the text, they
related back to aspects of their life. This student demonstrated their
understanding of how elements in a Landscape may change with the
setting by using non-traditional colors in the sky. Figure 3 reveals this
student’s innovative exploration of texture in this landscape. This student
even invented a few of their own techniques that were not shown in the
demo.
79
o Student 4
- Score: :) :) :\ (2+2+1=5)
- Analysis: Student 4’s behavior fluctuated quite a bit over the course of this
class. The first few weeks this student was overall, kind, helpful, and
respectful to their peers. However, in the last few weeks they became less
attentive and less respectful. In these weeks they made disrespectful
comments to their peers and frequently interrupted and distracted others
during class time. This behavior adversely affected this student’s artwork.
Figure 1 and 2 were from projects in the first weeks of class and Figure 3
was from a project in the later weeks. In Figure 1, Student 4 worked hard
to create carefully thought out elements of their Landscape. They also
went above and beyond and helped some of their classmates who were
having difficulty using the scissors. The individual leaves on the tree reflect
a growing understanding of Landscape. Student 4 realizes that trees in
nature are not blobs – they have many different components. In Figure 2,
Student 4 created a multifaceted depiction of an Alien Landscape. In
addition to depicting landforms in their artwork, this student created
different species of aliens and flora which they labeled in their artwork. In
Figure 3 the student refused to genuinely attempt the tinfoil printmaking
process. They also refused to add some elements of a cityscape to their
artwork. Rather, they chose to use basic, formulaic elements of a
landscape that they had already explored in previous projects. Student 4
began this class with a willing attitude and a readiness to explore
Landscape as a big idea. They ended class much differently.
80
o Student 5
Figure 1
Figure 2 Figure 3
- Score: :D :) :D (3+2+3=8)
- Analysis: Throughout the course of this class, Student 5 was kind and
respectful to those around them. They were intentional about cleaning
and caring for the materials and supplies and they used their time in class
wisely. In Figure 1, Student 5 worked diligently to design elements for
their Tactile Landscape. The trees that this student made are different
shapes and sizes just as they are in the natural world. Student 5 also
created a fascinating depiction of an alien Landscape in Figure 2. There
was an emphasis placed on the sky/atmosphere of their planet. This
student’s use of salt reveals their unique perspective of how the
atmosphere might appear on an alien world and illustrates a growing
understanding of this element of a Landscape. In this student’s Watercolor
Ecosystem (displayed in Figure 3) they continued this exploration of the
atmosphere of a Landscape as evidenced through their depiction of a
rainstorm.
81
o Student 6
Figure 1 Figure 3
Figure 2
- Score: :) :\ :\ (2+1+1=4)
- Analysis: Student 6 had a difficult time with the project in Figure 1. This
student copied the example almost exactly without introducing new
elements that they had thought of on their own. The student had issues
with using the scissors, so they may have chosen to copy subject matter
because they were overwhelmed with the process. Also, by choosing to
copy the elements of the example piece, their artwork was still related to
Landscape. This student’s frustration with the materials eventually lead to
them disrupting the entire class. This proved to be a trend in the student’s
behavior and they would frequently disrupt the whole class if they were
frustrated with something. In Figure 2, Student 6 created a thought-out
depiction of an alien world that featured landforms. From the alien world
the viewer can see planets in Earth’s Solar System in the sky. This
student’s depiction also begins to illustrate how Landscape can influence
the nature of altercations. Student 6 still had a few difficulties with staying
on task, however, they behaved better than they had in previous weeks.
(It is important to note that this student was absent on the second day of
this project which is when the rest of the class watched the watercolor
demo. This student still completed the whole project, they simply made it
up on a different day and did not receive the watercolor demonstration.)
In Figure 3 the student repeated elements of landscaped that they had
used at the beginning of the class (trees, cats, grass). They did however,
use the material to explore various textural elements that could be found
in a Landscape. Overall, there was some exploration into Landscape as a
big idea. Most of this exploration was rather surface-level and the student
never fully delved into the topic.
82
o Student 7
- Score: :D :D :\ (3+3+1=7)
- Analysis: Over the course of this class this student’s behavior fluctuated
from week to week. Some of the time they were focused on making and
the rest of the time they would be off-task and distracting other students.
This student tended to get distracted or frustrated quite easily and
sometimes this would negatively impact their artwork. However, in many
of their projects, Student 7 incorporated innovative and original elements
in their artwork that reflected a developing understanding of Landscape.
In Figure 1 this student created a Landscape of their room and each
component reflected something that was important to their depiction.
This demonstrates that the student realized that Landscape as a big idea
does not exclude interior Landscapes. In Figure 2, Student 7 created a
Landscape that featured landforms and a type of weather. The main focus
of this student’s piece is the giant volcano in the middle of the artwork.
This depiction demonstrated the student’s understanding of how a single
element can dominate and transform a Landscape. In Figure 3 the student
created a gestural, imaginative landscape. Similar to the artwork in Figure
2, this artwork features a component that creates a central focus in the
piece. However, through a discussion with the student I discovered that
this piece was less a representation of an ecosystem and more of a
personal story. Although this is extremely valuable, I still believe that the
student could have found a way to build a narrative around the idea of an
ecosystem.
83
Assessment Results:
Pre Post GAIN Gain % Gender Disability ELL
Student 1 9 9 0.00% Female No Dis Not ELL
Student 2 3 6 3 100.00% Male Disab Not ELL
Student 3 6 8 2 33.33% Female No Dis Not ELL
Student 4 8.5 5 -4 -41.18% Male No Dis Not ELL
Student 5 9 8 -1 -11.11% Male No Dis Not ELL
Indicator % Raw
Overall Mean gain 2% -0.64
Mode NA 0.00
Median -11% 0.00
Male gain -3.32%
Female gain 16.67%
Difference -19.99%
Non-disabled gain -13.88%
Disabled gain 100.00%
Difference -113.88%
Non-ELL Gain 2.39%
ELL Gain NA
Difference NA
Standard Deviation 2.19
Effect Size* -0.29
Students showed an overall mean gain of 2%. Females showed a gain of 16.67% while males
showed a gain of -3.32%. Between the genders, there was a difference of -19.99% in the gains.
There were 5 more males in the sample than females, which could have affected the difference
in the overall gains. Additionally, the sample only had one (recognized) disabled student and no
ELL student, and the results may be affected by the small sample size.
84
Individual Assessment Results:

Vertical axis: Individual Students
Horizontal axis: Individual Student Scores. Possible achievement range is 0-9 points.
Individual Assessment Results
Student 7
Student 6
Student 5
Student 4
Student 3
Student 2
Student 1
0 1 2 3 4 5 6 7 8 9 10
Post-Assessment Pre-Assessment
Note: According to the data, Student 3 and Student 2 showed the most improvement in the Post-
Assessment. It is important to note that the validity of these results may have been affected due
to some unforeseen factors. The Pre-Assessment was conducted before the instructor knew the
students very well, therefore, the instructor may have been more lenient while grading this
portion. The Post-Assessment was conducted after the instructor had gotten to know the
students and thus possessed a more accurate understanding of their individual capabilities. Due
to this acquired knowledge, the Post-Assessment may be more reliable and fair than the Pre-
Assessment.
85
Adjustments to Instructional Content: Overall, the most successful project during this class was
the Alien Landscape project. I believe that a great deal of its success is due to the fact that it was
broken up into two lessons. This first lesson focused on the subject matter of the Landscape and
the crayon drawing. The second lesson was focused on watercolor techniques and the
atmosphere in a Landscape. Splitting the project up like this allowed the students to take their
time on each portion of the process. It also helped prevent them from getting overwhelmed
when they saw the number of steps they had to complete. I also want to find a way to re-capture
the interest of students like Student 4 and Student 7 who have lost interest in the subject. This
might involve bringing in more lessons that allow them to tie in other interests to the subject
matter. It might also involve creating lessons where a greater variety of media and techniques
are used.
86
Section V: Reflective Essay

87
Section V: Reflective Essay
This experience was overflowing with failures and triumphs. I have grown more as an
educator through the past few weeks than I have for the entirety of my college career thus far.
One of the most valuable things that I have learned is the importance of age-appropriate
tasks. For my second week I had decided to teach a lesson that involved cutting a lot of felt with
kid-scissors. The older students in my group handled this task beautifully, however, the
kindergarteners had a great deal of difficulty simply holding the scissors – much less cutting felt!
It soon became painfully clear that this task was wildly inappropriate for this age group. I read
that kindergarteners lack fully developed fine motor skills so many times in multiple classes, but
it finally became real to me when . . . well, when it was real. I became far more thoughtful about
the physical and/or mental limitations that kids might have in certain age groups, and this was
reflected in my lesson plan design. Students were able to focus more on their artwork when they
were not overwhelmed with supplies and materials that were difficult to use.
I also discovered the astounding benefits a set routine can have in a classroom.
Ultimately, routine gives kids a sense of safety. It also establishes a structure where the
instructor can implement the practice of behavior expectations into the daily routine. After
experimenting a little bit in the first few weeks of art club, I set up a routine which made sense
and fit in my classroom. The kids knew what to expect and in turn, they knew what they should
be doing at any given moment. With a fair amount of repetition, the students learned their
responsibilities for clean-up and they understood what was expected of them during discussions
and artmaking.
Lastly, I experienced the importance of getting to know your students as individuals. I
found that learning the kids’ names makes all the difference. I learned that some advice might
aid one student while the same advice could confuse another. Children are people with
wonderful, confusing personalities that are all their own. Therefore, the educator must take this
into account when creating instructional material. I found that there will not be a lot of success
in teaching to the group. The instructor must recognize that their class is composed of
individuals and teach accordingly.
Becoming an educator is an exercise in selflessness. Teaching is about the students. It
does not matter if I am well-liked. It does not matter if they think of me as “the fun teacher.” I
am here to help students learn and to grow through their artmaking. I am here to guide them to
becoming stronger, more compassionate individuals. I did not choose this career to benefit
myself – I chose it so that I might benefit others.
88
Section VI: References

89
Section VI: References

since-1985/
6-famous-peaks
Culture Trip, https://theculturetrip.com/europe/austria/articles/10-artworks-by-klimt-you-should-
know/
Ecosystem.org, http://www.ecosystem.org/types-of-ecosystems
Khan Academy, https://www.khanacademy.org/science/biology/ecology/intro-to-
ecosystems/a/what-is-an-ecosystem
Encyclopedia Brittanica, https://www.britannica.com/science/ecosystem
Sciencing.com, https://sciencing.com/types-environmental-ecosystems-8640.html
National Geographic, https://www.nationalgeographic.org/encyclopedia/arctic/
USA Today, https://traveltips.usatoday.com/arctic-deserts-108540.html
Wikipedia – Sand Dunes in the Sahara Desert,
https://en.wikipedia.org/wiki/Desert_ecology#/media/File:Algeria_Sahara_Desert_Photo_From_
Drone_5.jpg
Rough Guidelines, https://www.roughguides.com/gallery/the-worlds-most-impressive-cityscapes/
Culture Trip, https://theculturetrip.com/europe/austria/articles/10-artworks-by-klimt-you-should-
know/
Teaching Channel, https://www.teachingchannel.org/video/teaching-patterns
Chappelow K-8 Arts Magnet School, https://www.greeleyschools.org/domain/3379
Demographics, City of Evans Colorado,
https://www.evanscolorado.gov/economicdevelopment/demographics
Colorado Dept. of Education, http://www.cde.state.co.us/coarts/statestandards#Visual-
Colorado%20Arts%20Standards/CDE

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1

Unit: Adventures Through Landscape

Section I: Unit Design

Section I: Unit Design

Standards: 1st Grade –

 Art is a gateway to understanding.

- How does light change an atmosphere?

Pre and Post Assessment Plan:

o Adventures Through Landscape Rubric:

a. Initial Landscape drawings – Unit Pre-Assessment.

II. Lesson 2: Tactile Landscapes

a. Make felt Landscapes!

III. Lesson 3: Imaginative Alien Landscapes

a. Start alien Landscapes!

IV. Lesson 4: Imaginative Alien Landscapes – Part II

a. Finish alien Landscapes!

V. Lesson 5: Watercolor Ecosystems

a. Create depictions of a specific ecosystem using watercolor techniques.

VI. Lesson 6: Cityscape Printmaking

a. Employ pattern to create cityscape prints.

VII. Lesson 7: Textured Landscapes

Section II: Description of the Setting

Section II: Description of the Setting

Description of the Community:

City of Evans Demographics 2018

Median Age 28.6

 Under 5 Years 8.7%

Median Household Income $51,238

Per Capita Income $20,975

Housing Units 7,023

 Owner Occupied 54.8 %

High School Graduate/GED or Higher 78.0%

Bachelors Degree or Higher 13.9%

Incorporated Square Miles 10.5

Source: US Census Bureau - American Community Survey 2012-2016, City of Evans

White Alone, Not Hispanic 50.2

Black or African American, Not Hispanic 0.2

American Indian & Alaska Native, Not Hispanic 0.4

Hispanic or Latino 45.4

Description of the School:

School Demographics (2018-2019)

Black/African American: 0.45%

Description of the Classroom:

Students with Special Needs/Disabilities:

Gifted or Talented Students:

No ELL or ESL students observed in classroom setting.

Section III: Lessons

Section III: Lessons

Aubrey K. Martin – Adventures Through Landscape

I. Colorado Academic Standards:

 Science: Students will include observations of natural phenomena in their

X. Post-Assessment: I will examine the students’ artwork for evidence of an understanding

XI. Accommodations and Modifications:

XIII. Supplies and equipment:

XIV. Safety concerns:

XV. Teaching procedure:

Beginning---Introduction or Anticipatory Set

Middle---Student Creating Phase

assistance, and monitor

Aubrey Martin, Adventures Through Landscape

I. Colorado Academic Standards:

2. Envision and Critique to Reflect:

IV. Essential Questions: