Art

Integration Lesson Plan Template 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea*: Make your own Snowflake
Grade Level*:3
Lesson Overview/Summary*:
Class Periods Required:
Literacy, Science and Art and
(please circle)
Talking about weather and the temperature during the winter, like how cold it needs to be to snow. Then talk about how
every snowflake is unique and each kid cuts out their own snowflake. They should use symmetry to help them know what 1 2 3
shapes are going to be cut out of the snowflake. At the end have the students write in their journals about what they
have learned from this lesson.

Key Concepts (3-4): What you want the students to know.*
Essential Questions (3-4)*:
1. Visual Art: Making a snowflake out of construction paper.
What is the weather like in the winter?
Use scissors to cut different creative shapes
What temperature does it have to be outside for water or a liquid to freeze
2. Science: Learn what the weather is like in the winter.
(make snow)?
Learn the temperature it has to be to snow or make something
Are any snowflakes the same?
freeze.
What kinds of shapes can you cut out on a snowflake?
Learn the uniqueness of snowflakes

3. Literacy: The students should be able to write about what they

have learned about snow and the weather.
Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1): What you want the students to do. *
1. Visual Art: The students will be able to identify what types of shapes can be cut when paper is folded by using symmetry.
2. Literacy: The students should be able to write about what they have learned in the lesson and but it into writing.
3: Science The students will be able to identify the different types of weather in the winter.
They will be able to discuss what is unique about each snowflake.
They will be able to identify the temperature it has to be to make water freeze outside so it can snow.

Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)
Identify & define common vocabulary that connect the art form with the
1. Visual Art: Fold paper and identify folded edge.
other identified content areas:
Manipulate paper to create low relief (curling, folding, tearing,
Freeze: to become hardened into ice or into a solid body; change from the
cutting)
liquid to the solid state by loss of heat
Cut a symmetrical shape from a folded piece of paper
Symmetry: the correspondence in size, form, and arrangement of parts on
2. Literacy: Contribute to the construction and exchange of ideas
opposite sides of a plan, line, or point; regularity of form or arrangement in
through independent, cooperative and/or collaborative work.
terms of like reciprocal, or corresponding parts.
Follow an inquiry process to:
Temperature: a measure of the warmth or coldness of an object or
a. Identify an information need
substance with reference to some standard value.

Art Integration Lesson Plan Template 2

b.
c.
d.
e.
f.
g.
h.
i.

Access prior knowledge relevant to the needed information

Identify what additional information is needed
Locate relevant sources
Select information appropriate to the problem or question
Recognize the value of feedback
Exchange knowledge and ideas in appropriate formats
Evaluate the results
Develop critical thinking skills to adapt process, as necessary to
fulfill purpose
3. Science: identify the weather and seasons
Investigating states of matter

Unique: having no like or equal.

Content Areas Integrated*:

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

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

1. Ask the students to raise their hand if they know what weather is.
2. Ask the students to focus on weather in the winter.
3. Have them talk with a partner and discuss what temperature they
think it has to be outside to freeze something.
4. Have them write their prediction on the post it note on their desk.
5. We will go around and the teacher will write everyones answers on
the board so we can compare them.
6. Once we see everyones answers the teacher will tell them the
actual temperature.
7. We will then talk about snow.
8. Ask the students to raise their hand if they know what makes snow
or what snow is.
9. Call on them/tell them it is when water crystalizes
10. Ask them if they know what is special about snowflakes.
11. Tell them its each one is unique; no two are the same.
12. Talk about how to cut out a snowflake.
13. Demonstrate what symmetry does when the paper is folded.
14. Pass out construction paper to each student.
15. Pass out scissors to all the students.
16. Have them work on their snowflakes.
17. At the end of the class every one puts their snowflakes on the board
and see how everyones is different just like how every snowflake is
unique.

Art Integration Lesson Plan Template 3

18. After this have the students take out their writing journals and write
about what they have learned during this lesson.
Anticipatory Set (Gaining Attention)*:
Start off with an open discussion to get everyone involved in the lesson.

Formative Assessment strategy:

Have the students write at the end of the class what they have learned today.

Closure (Reflecting Anticipatory Set):
Have the students get out their journals and list the things they have
learned.


Summative Assessment strategy*:
Have the students do a worksheet about weather and temperature about
the winter.

What student prior knowledge will this lesson require/draw upon?

They should know what the seasons are so they can talk about winter time.
They will draw upon their knowledge about the weather that happens during the different seasons.

How will you engage students in imagining, exploring, and/or experimenting in this lesson?
They will be making their own snowflake out of construction paper. With this they have to fold the paper and know what how symmetry works to know
what it is going to look like when it is finished. They will be able to experiment with making different shapes and use their imagination to help them make a
creative snowflake.


How will this lesson allow for/encourage students to solve problems in divergent ways?
By creating their own snowflake they are doing a hands on activity, to learn about snowflakes.
They also are allowed to talk and make predictions about the weather and what the temperature is like in the winter.

How will you engage students in routinely reflecting on their learning?
By having a journal to write in after they discuss, or discussing with their partner during the project.

How will you adapt the various aspects of the lesson to differently-abeled students?
For an ADHD student make sure it is more hands on during the discussing part. Have the student write all the predictions on the board and go around to
pass things out.
For kids who are unable to use scissors, have them partner up with someone so that person can cut the snowflake where they want them to.

What opportunities/activities will students be given to revise and improve their understandings and their work?

Art Integration Lesson Plan Template 4

If they mess up in making their snowflake they can get another sheet of paper to do another one.
They dont really need to revise anything else because most of the work is a discussion.

What opportunities/activities will you provide for students to share their learning in this lesson?
They have the opportunity to share about the weather, temperature, and snow. They can also share their snowflakes at the end of the class.

Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):



* Include this information during the Popplet presentation.
References
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