Bennett

Lesson Plan 1

Lesson Title: Roller Coaster and Science Integrated

Big Idea:
The big idea of this lesson is making by creating, molding, and connecting lines. The lesson will include making the type of lines, matching
lines, how to link non-similar lines, and the completion of the big picture of a roller coaster. The creation will include the uniqueness of
all childrens artwork and personal experiences.
Grade Level /Month:
Kindergarten/ January
Lesson Overview/Summary:
The class will study and explore the creating and making of an object, specifically roller coasters. As a class we will investigate the
different aspects of a roller coasters piece breaking it down as a class to-do list. This will identify all aspects the children connect with.
The teacher can add their own connections to the community, books, online videos etc at this time. Post completion of each of the
students roller coaster; we will peer share as well as a museum walk. The artists will work together as a community to observe,
brainstorm, problem-solve as they create.
Class Periods Required:
This project will last two continuous days (Thursday and Friday) during the science block. This block is a 30-minute block of in
classroom time. We will stay in the classroom for both lessons. The first day will be the introduction to roller coasters and exploration of
the creation process. The second will be a mini review of exploration the completed the day before. Then the children will construct the
art pieces. This day will also include the time for behavior management and introduction on the materials (how-to from day one and
scissor and glue recap). This time will end with an option to share their pieces with their peers (if time allows).
Key Concept (s):
The overall concept for this lesson is for children to think as creators. Using basic engineering skills we will complete a 3D model of their
creation. Observation, brainstorming, discussion, and reflection are some of the key elements that the class will use during the creation
process. The children will be capturing lines in real life situations and forms.
Essential Questions (Found on the national visual arts standards chart):
Creating:
How do artists and designers care for and maintain materials, tools, and equipment?
Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and
equipment?
What responsibilities come with the freedom to create?
Responding:
How do life experiences influence the way you relate to art?
How does learning about art impact how we perceive the world?
What can we learn from our responses to art?
Art Standards:

Bennett Lesson Plan 2

This lesson will include Creating and Connecting.

Creating- Anchor standard 2- Organize and develop artistic ideas and work- Artists and designers balance experimentation and safety,
freedom and responsibility while developing and creating artworks.
The class will use the creating anchor standard 2 to gather ideas for their own artwork. These ideas will come from their imagination as
well as the connections (as described below). We will brainstorm and discuss this as a class. Then, as a class we will organize the
information we learned as a class in list order form for better understanding as well as a resource tool when creating. The class will use
these ideas and organizational tools to create their own individual artwork. Then again later when organizing their individual artwork to
a class piece.
Responding- Anchor standard 8- Interpret intent and meaning in artistic work- Individual aesthetic and empathetic awareness developed
through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed
environments.
The class will look around to the elements and see how much is needed in the process of constructing. The children will then create a
compare and contrast of the situation and which they personally believe would be beneficial to their environment or community. The
children will support their answer.
Common Core (Kindergarten):
Science- K-2-ETS1-2- Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as
needed to solve a given problem.
Science- K-PS2-1- Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and
pulls on the motion of an object.
NGSS Strand (Kindergarten):
Social Skills/Study Strand: Production, distribution, and consumption
Social Skills/Study Strand: People, places, and environments
Content Areas Integrated:
1. Visual Art Techniques and Art History
2. Science/ Engineering
3. Social Studies/ Economics
Common vocabulary/concepts:
Transform (engineering, social skills, art, problem-solving, team building)
Create (engineering, social skills, art, problem-solving, brainstorming)
Construction (art, lines, engineering, social skills, and behavior management)
Creativity (connections to local and historical creations, imagination, social freedom)
Connection (artists, class discussion, artwork, personal experiences, social interactions)
Engineers (production, creation, art, social skills- jobs)

Bennett Lesson Plan 3

Procedure:
Day 1: Thursday (40 minutes):
1. Have students sit in their designated carpet spot (sitting towards the smart board). Explain you are going to show several pictures
and while Im showing the pictures think about the object. (Allow around five seconds a picture for the children to take it in).
2. After slides have been shown. Ask to share. (Repeat childs responses do not add information yet).
3. Reshow the slides after peers have shared (Allow around five seconds a picture for the children to take it in).
4. Prompt children with thinking and reshow slides. Potential prompts could include: have you have seen them before, where you
have seen them, what they are, what can you identify about the pictures, what are your feelings when you see them, do they
change overtime, what they remind you of, etc. (gage time off of child interest and type of responses).
5. Have class discussion regarding connections and childrens responses.
6. Connect childs comments to books, the community, and across the art pieces shown.
7. Introduce aspect of creating by making, molding, and connecting lines. Introduce the term engineer and make the connection that
this creating is what engineers do for a job.
8. Talk more specifically what the engineer would need (tools) to finish their job (specifically, the roller coaster).
9. Make anchor chart of what the children know/want to learn/and learn throughout the lesson
10. Skype in an engineer to discuss their creating process (10 minutes) (*if available)
11. Compare and contrast what the children heard from the guest speaker to what they saw online, in books, and overall knew.
Day 2: Friday (30 minutes):
1. Children at carpet spot
2. Review engineering creation process identified by the children the previous day (using descriptions, pictures, and connections)
3. Transition to the desks
4. Have children construct and become engineers for their own roller coasters
5. Share at the table what they have created (if time)
6. Take a museum walk to look at peer creations
What activities will you use to engage students in imagining, exploring, and/or experimenting in this lesson?
Imagining
On day one we are exploring and viewing the childrens imagination through a version of VTS. The imagination will be continued
throughout both days are we are constantly adding and creating opportunities to adjust thinking.
Exploring & Experimenting
Due to the openness of this lesson, the whole lesson can be considered exploration and experimenting. This can be done through the
childrens talk, motions, discussions, creations, problem solving, etc.
How will this lesson encourage students to solve problems in divergent ways?
Young children are constantly creating through play. That being said, some create better than others. The students will have multiple
opportunities for problems and problem solving during the overall creation process. The students will have the opportunity to look at

Bennett Lesson Plan 4

our anchor chart we created as a class for suggestions when in difficult situations. Although the teacher determined the object (roller
coaster), the overall how-to is up to the child. There are suggestions and teacher assistance if needed, but this time will be worked as if it
was a free choice time. The teacher will also encourage peer talk and self-talk during this time to assist in the childs creativity.
What opportunities/activities will students be given to revise/reflect and improve their understandings and their work?
The children will have an opportunity to reflect while we are brainstorming as a class on the idea of a roller coaster as well as the
creation process. The revisions to understandings could also be made at any time throughout day one. At the end of the creation as well
as during the process of creating, children can reflect. The museum walk will also give opportunities for reflection and understanding of
the overall concept as they see their peers work. This can also open to any discussion post museum walk.
What opportunities/activities will you provide for students to share their learning/understanding/work in this lesson?
The first day is a discussion, which allows all children to speak and be heard within the classroom setting. The teacher will not only be
brining the childs thoughts to the class but also validating as well as questioning to prompt thinking. This will be done by asking for
support or reasoning to their thinking. The second day will be open for conversation to share or express understanding to peers. The
museum walk will also allow the students to ask questions and make comments regarding the overall creation process. Some of these
might include, how did you do that? If the teacher sees a specific aspect the class is overall interested in, they will ask the peer to teach
the class how to make that aspect of their roller coaster.
How will you adapt the various aspects of this lesson to differently-abled students?
The materials will be provided for every child. These materials are semi-limited besides overall color scheme. This is consistent with
typical young children developmental needs. The children have an outline of what to do if needed; otherwise it is free to interpretation.
The activity is loose, expecting to modify for each child if needed. Depending on the child, the teacher could have the child create a block
or foam roller coaster if the paper version was not right for that child. Prior to the lesson, the teacher will think of each child in relation
to the upcoming situations and make adjustments for that specific child.

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