Art Integration Lesson Plan 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children Lesson Title & Big Idea: Transformation Lesson Overview/Summary:
Students will be introduced to the artist and author Eric Carle. For this unit, we will read Eric Carles book: The Very Hungry Caterpillar integrating literacy. Students will be able to create something that goes through transformation using Eric Carle as their inspiration artist. Integrated with science, students will determine different animals that go through transformations throughout their life, specifically the butterfly and metamorphosis. Students will then write a description of the object they created that transforms, integrating literacy.

Grade Level: 2nd Grade Class Periods Required: (please circle) 1 2 3

Key Concepts:
1. 2. 3. 4. 1. 2. 3. 1. 2. 3. 4. 5. 6. Animals, humans, and many other things go through transformations. Transformation can be communicated through visual aids, words, or science. Determining that transformation occurs in different manners. Transformation can occur quickly (minutes) or very slowly (years).

Essential Questions:
1. 2. 3. 4. What is transformation? Other than an animal, what else can go through transformation? How can transformation be shown in art? When does/can transformation occur?

Lesson Objectives:
Students will be able to identify when a transformation has/is taking place. Students will be able to create something that goes through transformation as a visual aid. Students will be able to write a description of the transformation they created and explain why/how it transforms. Science: Strand III 1. B. a. Grade 2 Reading: 1I CA2, 3, 7, 1.5, 1.6, 1.9 Grade 2 Writing: 2B CA 4, 2.1 Grade 2 Writing: 2C CA 4, 2.1 Grade 2 Art: Strand I: 2.A. VA 1 Grade 2 Art: Strand I: 3.C. VA 1 Grade 2

Grade Level Expectations (GLEs)

Identify & define common vocabulary that connect the art form with the other identified content areas:
1. 2. 3. 4. Transformation: a dramatic change in form or appearance. Characteristics: a feature or quality belonging typically to a person, place, or thing and serving to identify it. Metamorphosis: the process of transformation from an immature form to an adult form in two or more distinct stages. Life Cycle: the series of changes in the life of an organism, including reproduction. First, I will begin by asking students if they know who Eric Carle is, with thumbs up or thumbs down. I will begin to name books that may be familiar to students written and or illustrated by Eric Carle. This will lead into the YouTube video (http://www.youtube.com/watch?v=rphgLYcBXV0) introducing Eric Carle and some of his work. After the video, I will invite students to the rug or carpet and begin reading The Hungary Caterpillar by Eric Carle aloud. Next, I will have a class discussion, creating anchor charts. The first chart will be creating a class definition for transformation and another chart about what life cycle/metamorphosis is, making connections to the caterpillar changing into a butterfly overtime (first a butterfly starts its life as an egg, transforming into a caterpillar, chrysalis, then a butterfly). Students will be asked to pick out words from the story that indicate transformation and discuss these words with their partners for a few minutes. I will then encourage students to brainstorm something/someone/place/transformers etc. that go through transformation, aside from a butterfly. It can be something real that goes through transformation, or something they imagine and create. I will show students the example I created of a butterfly, demonstrating transformation and what my finished tissue paper transformer looks like. Next, I will dismiss students from the rug to go back to their seats. I will distribute a fair

Content Areas Integrated:

1. 2. 3. Visual Art (Inspiration Artist: Eric Carle) Literacy Science

Lesson Activities & Procedure(s) (please be very specific):

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Art Integration Lesson Plan 2

amount of art supplies to each table including construction paper, scissors, glue, box of tissue paper, lined paper, and pencils that have already been divided into table art boxes. Other supplies will be available for students upon request (markers, crayons, colored pencils etc). Students will then begin drawing the object they have chosen on the construction paper. After students have drawn the object of their choosing that goes through transformation, they will cut pieces of tissue paper and glue them on and within the picture, similar to Eric Carles artwork. Students can layer tissue paper to create different colors and to give the object color variation if they choose. While students are working, I will be wondering around the classroom having brief discussions with each student about the transformation they chose to show with their art piece. After students have created their tissue paper transformer, they will write a few sentence description of that object going through transformation on a lined piece of paper. (i.e.: first a butterfly starts its life as an egg, transforming into a caterpillar, chrysalis, then a butterfly!) Students will have plenty of time to complete all tasks. To conclude the lesson, students will be invited to sit on the rug again, where they can share the piece they have created with the description, one student at a time. Students will then go back to their seats, and on a piece of paper write down their definition of transformation and three things that go through transformation, other than a butterfly and the object they have created. Students will hand in papers when they are done. After projects and descriptions are complete, I will take a picture of each students work to be bind together and published as a class book titled Transformation.

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Anticipatory Set (Gaining Attention): I will gain students attention by asking if anyone knows
who Eric Carle is and then giving examples of possibly familiar books. Then I will show this video about Eric Carle and his artwork. http://www.youtube.com/watch?v=rphgLYcBXV0

Closure (Reflecting Anticipatory Set): I will allow students to share their artwork and read
the descriptions they wrote about their transformation object to the class. This allows students to learn about many other forms of transformation and how other students interpreted this big idea.

Formative Assessment strategy:

As students are working on their tissue paper objects, I will walk around and have brief individual conversations with each student about the transformation their object goes through, the characteristics of that transformation, and how they are going to go about writing about the transformation.

Summative Assessment strategy: I will have students describe in their own words what
transformation is, and list 3 things that go through transformation (animals, people, buildings being remodeled, someone coloring their hair, etc.) on a slip of paper to hand in.

What student prior knowledge will this lesson require/draw upon? Before this lesson, students will only need prior knowledge of the word change and its definition. How will you engage students in imagining, exploring, and/or experimenting in this lesson? Students will be engaged with imagination when creating their tissue paper objects
because they have the opportunity to use real things that transform or create their own transformations. Students will engage in exploring and experimenting with word choice when writing their animal description, layering tissue paper, and the topic of transformation.

How will this lesson allow for/encourage students to solve problems in divergent ways? This lesson will encourage students to solve problems in divergent ways by determining things
that go through transformation that they may not have considered before: a table for example, can go through transformation if it gets painted. Figuring our how something can go through a transformation also helps students solve a problem in a divergent way.

How will you engage students in routinely reflecting on their learning? I will engage students in routinely reflecting on their learning by encouraging them to not only think of things that go
through transformation, but to transform things themselves. They could take a poem they wrote, and transform it into a story! They could take a drawing they drew, and transform it into a hanging mobile for example.

How will you adapt the various aspects of the lesson to differently-abeled students? For students who are below the learning curve, I will give them a typed out definition of
transformation and give a list of things that we discussed in class that do transform. For students above the learning curve, I will encourage them to possibly write a story about the transformation occurring that they created, assign them an object that is harder to determine the transformation, or allow them to do more research on abstract transformations, depending on the student.

What opportunities/activities will students be given to revise and improve their understandings and their work? Students will have the opportunity to revise their description
of the object they created and how it transforms before publication, make a different object (with the teachers help of deciding) if the student could not explain how the first object they chose went through transformation, or students will be able to ask the teacher questions during the process of the creating their object and writing their description.

Art Integration Lesson Plan 3 What opportunities/activities will you provide for students to share their learning in this lesson? After students have created and written about the transforming object they
created, each students final piece will be allowed to share their work to the class, as well as read the published book of everyones work when it is complete.

Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
http://www.youtube.com/watch?v=rphgLYcBXV0 http://dese.mo.gov/divimprove/curriculum/GLE/ http://dictionary.reference.com/browse/donary Carle, E. (1987). The Very Hungry Caterpillar ([Rev.]. ed.). New York: Philomel Books. Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf