Art Integration Lesson Plan Template

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea*: Every Animal is Unique, Compare/Contrast Differences
Lesson Overview/Summary*: Compare and contrast the characteristics of different animals that make
them alike and different from other animals and nonliving things. This should be fun, with students picking
what animals to use. We will begin the lesson by reading a book about animals and discussing how each is
unique and different than the other animals. Then, I will explain that each animal is genetically different,
and why that is. Then, I will let the students pick 5 different animals with unique traits and allow them to
make a mutt or a combination of all the different animals.

Key Concepts for each area (1-2 each): What you want the
students to know.*
Visual Art:
1. I want the students to know that it is okay to be unique
and create something strange and different than other
students.
2. I also want the students to attempt to create their
animal using different mediums instead of just coloring.
Literacy:
1. I want the students to picture walk through books about
animals and point out unique parts of each animal.
2. We will also work on easy sight words like dog, cat
and fish. The students could give me different parts of
an animal and I could write them up on the board as we
discussed them so they could visualize the word.
Science:
1. I want the students to understand that each animal is
different and why.
2. I want the students to have a beginning knowledge of
genetics and traits

Essential Questions

Grade Level: Kindergarten

Class Periods Required:
(please circle)
1

(1-2)*:

How are parents and their offspring different and the same?
How do animals unique features help them survive?

Art Integration Lesson Plan Template

Lesson Objectives/Goals: (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: After this lesson on animals and their traits, the student will be able to create a unique animal
individually, with 100% accuracy.
2. Literacy: After this lesson on traits, the student will be able to recall vocabulary used and recognize sight words
involved with 70% accuracy.
3. Science: After this lesson on animal traits, the student will be able to answer questions on what makes animals
unique with 70% accuracy.

Grade Level Expectations (GLEs) (3-4)

(http://dese.mo.gov/divimprove/curriculum/GLE/)
1. Visual Art (May use NAEA National standards): Creating,
Anchor Standard #1, Generate and conceptualize artistic ideas
and work
2. Literacy: CCSS.ELA-Literacy.L.K.5.A, Sort common objects in
to categories to gain a sense of the concepts the categories
represent
3. Science: K.L.1.1, Compare different types of the same
animal (i.e. different types of dogs, different types of cats,
etc.) to determine individual differences within a particular
type of animal.

Instructional Strategies (Teachers approach to helping students

achieve learning)
- Small Group Discussion
- Individual Work

Content Areas Integrated*:

Lesson Structure & Procedure(s) Sequence of events of the lesson

The Visual Art (Inspiration Artist is Dr. Seuss): Students

will create a unique animal with a mix of different animal
traits.

elements. (The before, during, and after the lesson, e.g.

Engagement/Opening, Procedures, Guided Practice, Conclusion, please be
very specific, walk me through step by step of the What of what is
happening with a rationale as to WHY you are doing this):

Art Integration Lesson Plan Template

Literacy: We will practice sight words while reading and

allow time for picture walks, to point out traits in each
animal.
Science: We will begin to discuss genetics and how each
animal is unique and has traits similar to their parents
and species.

Opening (Gaining Attention, what will you show, or demonstrate)*: To

get the students interested in the topic, we are going to

do circle/reading time and read a few books about

1. Read a book about animals at the beginning of the lesson

in order to get the students excited about the project.
2. After reading the book, ask the children what their favorite
animal is and why. I will keep tally of which animal is
everyones favorite. I will do this because it makes every
student feel involved and important. The tally will help pick 5
animals later on for our project.
3. Once everyone has given their answer, we will choose five
animals to use on our mutt we will create.
4. After picking our 5 favorites, I will explain how every
animal is different because of their unique traits that each
have. This will begin to make them think about the science
aspect of genetics.
5. Below our 5 animals that we picked, I will write down
different traits of each animal that the students will help me
find. For example, if one of our animals is a cat, the students
may say its traits are soft fur, long tail, pointy ears.
This will make developing our mutt easier.
6. I will have all the students head back to their desk, then I
will pass out the paper and whatever media we will use to
create our animals.
7. After passing everything out, I will ask the students to
create a unique animal with a combination of materials and
traits from the board. This will make the students feel more
confident because they can do whatever they want on their
creation.
8. After working, we will regroup on the floor in a circle and
share our animals and explain why we gave them each trait.
This forces the students to explain their thinking and creates
a more deep understanding of the subject matter.
Closure (Reflecting Anticipatory Set, how will student share what they

At the end of the lesson, the students will

regroup in circle time and will each get a couple seconds
learned):

Art Integration Lesson Plan Template

animals. This is to get the students thinking about which

animals they like and interesting traits they could use in
their project.

to share their animal. They will also share why they

gave the animal the traits they did.

Formative Assessment strategy: (how will you assess while the

Summative Assessment strategy*: For the

I will assess the students by continuously asking assessment, I will watch the students as they create
questions and watching as they work.
their animal. I want the students to be open to making
mistakes and innovating so the grade will be mostly
completion and whether or not they paid attention. I will
also be checking on their participation in the class
discussion.

learning is happening?

What student prior knowledge will this lesson require/draw upon? (what do they need to already know)

The only prior knowledge the students will need is a basic knowledge of animals.

Technology Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student learning

The only technology we will be using is a whiteboard to write our traits and animals on.
How will this lesson allow for/encourage students to solve problems in divergent ways?

This lesson encourages divergent thinking by making them create something unique without specific guidelines. It
forces them to think on their own to make something.
How will you engage students in routinely reflecting on their learning? (How will the students know they have learned something?)

Art Integration Lesson Plan Template

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They will know they have learned something by using their knowledge about animals and traits in lessons later on.
There will also be times that the students will be able to use the sight words they learned during the lesson.
Differentiated/Accommodations/Modifications/Increase in Rigor To help meet the needs of all learners, learning differences,
cultural and language differences, etc.

If a student needs help creating his/her animal because of physical disabilities, he/she could have a partner or a
paraprofessional assist. If a student is overactive and has a hard time paying attention, he/she could stand in the
back behind the rest of the sitting students and pace.

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

* Include this information during the Padlet/prezi/ppt presentation.