Art Integration Lesson Plan

LTC 4240: Art for Children

Lesson Title & Big Idea*: Tiny Humans Creating Tiny Homes (Relationships & Change)
Grade Level*: 4th
Lesson Overview/Summary*: (This is like an abstract of the structure and procedures section)
Class Periods Required:
Students will complete a visual thinking strategy (VTS) of Jos Sancess Holiday Home painting to (please circle)
get their minds working on the issue of homelessness. Following their research on the vastness of
homelessness, students will learn about how some communities have come together to build
1
2
3
homes for less fortunate individuals. Students will then create their own ideas for a tiny home to
be built in their community. After students have developed their ideas, they will create a visual
representation as well as an informational pamphlet campaigning for the funding and building of
their homes.
Key Concepts for each area (1-2 each): What you want the
Essential Questions (1-2)*:
students to know.*
What is homelessness?
1. Visual Art:
Why is there a need for low/no income housing?
Students will look over the artwork of painter Jos
What is sustainability?
Sances Holiday Home
How is the design of your house a combination of
Students will understand the importance of creating
utility and significance?
a visually pleasing campaign
2. Literacy:
Students will learn how to present informative
information that is easy for readers to read
3. Social Studies:
Students will read and research about the
widespread problem of homelessness
4. Science:
Students will read and understand what it means for
a building or home to be self sufficient
Students will know what resources are used to make
a building or home self-sufficient
5. Math:
Students will use knowledge of areas and perimeters
to plan out the interior and exterior of their homes
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: Students will be able to create a blueprint of a room

2.
3.
4.
5.

Literacy: Students will be able to create an informative and visually pleasing pamphlet
Social Studies: Students will be able to recognize the need for low/no income housing
Math: Students will be able to use math to estimate dimensions of furniture and other objects
Science: Students will understand sustainability and why it is important

Grade Level Expectations (GLEs)

(3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)

1. Visual Art: Anchor Standard 1: Generate and conceptualize

artistic ideas and work
2. Literacy: W.4.4 Produce clear and coherent writing in which
the development and organization are appropriate to task,
purpose, and audience.
3. Social Studies: 6.B. Apply constructive processes or
methods for resolving conflicts
4. Math: 4.MD.A.3 Apply the area and perimeter formulas to
rectangles in real world and mathematical problems
5. Science: 3-5-ETS1 Engineering Design: Define a simple
design problem reflecting a need or a want that includes
specified criteria for success and constraints on materials,
time, or cost
Content Areas Integrated*:
1. Visual Art (Inspiration Artist: Jos Sances)
2. Literacy
3. Social Studies
4. Math
5. Science

Instructional Strategies (Teachers approach to helping students

achieve learning)
Guide students through painting VTS
Thoroughly explain the issue of homelessness
Present our solution to homelessness
Help students brainstorm
Provide resources to allow students to create visual
representations
Help students make pamphlets either electronic or on
paper

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

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):

1. I will start out the unit by having student complete a VTS

discussion involving Jos Sances Holiday Home painting.
2. Once students have fully discussed the painting and the
implications of the subject, I will present the articles of how
some communities have come together to create housing for
homeless individuals.
3. Using their laptops or iPads, students will research the
percentage of homeless individuals in the U.S., Missouri, and

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

I will start out this lesson by having students complete a VTS
with Jos Sances painting Holiday Home. Once students have
fully discussed the painting and what it means, I will show
students how some communities have come together to
create the tiny homes and introduce the activity.
Formative Assessment strategy: (how will you assess while the
learning is happening?)

Throughout the unit, I will hold student conferences in order to

their city.
4. I will then introduce the students to the idea of creating
their own tiny homes.
4. Students will begin to brainstorm what the things they will
need in their home.
5. After creating their list of resources used inside the home,
students will research what resources they will need to make
their home self-sufficient.
6. Students will then draw a visual representation of their
home both from an inside perspective and an outside
perspective
7. After students have designed their tiny home, they will
create a campaign for the funding and building of their home
in the community.
7. Students will place their visual representations on a
pamphlet, either electronically or on paper.
8. Students will write an explanation on their pamphlet about
why there is a need for these homes as well as what
resources will be in use both internally and externally.
9. Students will then present their pamphlets to one another
using whatever method they choose. Time permitting; they
have the option to create a PowerPoint along with their
presentation.
Closure (Reflecting Anticipatory Set, how will student share what they
learned):

Students will present their pods to each other and their final
piece will be displayed in the hallway and shown to parents
at parent-teacher conferences

Summative Assessment strategy*: Once students have

completed their pamphlets and presentations, I will grade
their final piece based on the amount of effort that was put

learn where they are in their at on their project as well as what

learning is taking place and if they have any questions they
need answered.

into the design of their home as well as their understanding

of basic needs of homeless individuals.

What student prior knowledge will this lesson require/draw upon? (what do they need to already know)
Students will need to have some ideas of basic necessities of life
Technology Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student learning
Students will use laptops or iPads to research previous designs and statistics. They will also be able to use technology to
create their visuals, pamphlets or presentations
How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will learn that they can create change in the world around them
How will you engage students in routinely reflecting on their learning? (How will the students know they have learned something?)
Students will reflect on their learning through writing about why they chose to use the furniture they did and how those items
had to coincide with one another. Students will also need to explain the math behind their solution. If they are able to do so
correctly, students will know they have learned something.
Differentiated/Accommodations/Modifications/Increase in Rigor To help meet the needs of all learners, learning differences,
cultural and language differences, etc.

There will already be a list of settings and environments of pod communities for students to choose from, however, for
students who need more accommodations, I will provide a small list of basic items in order to get the ball rolling. Students who
require an increase in rigor will research how these types of homes have been built in some large cities.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):

United States Census Bureau. (n.d.). Retrieved November 30, 2016, from United States Census Bureau website:
http://www.census.gov/
United States Census Bureau. (n.d.). Retrieved November 30, 2016, from United States Census Bureau website:
http://www.census.gov/quickfacts/table/PST045215/2915670
United States Census Bureau. (n.d.). Retrieved November 30, 2016, from United States Census Bureau website:
http://www.census.gov/search-results.html?
page=1&stateGeo=none&searchtype=web&cssp=&q=kansas+city+mo+population&search.x=0&search.y=0&sear
ch=submit
FrontSteps.(2016).RetrievedNovember30,2016,fromFrontStepswebsite:http://frontsteps.org/ushomelessnessfacts/

Varinsky,D.(2016,October18).Detroitisgettinganeighborhoodoftinyhomesthathomelesspeoplerenttoown.BusinessInsider,Retrieved
fromhttp://www.businessinsider.com/detroittinyhomeneighborhoodrenttoown201610
AbbeyLambertz,K.(2016,September9).ThisTinyHouseCommunityWillTurnHomelessPeopleIntoHomeowners.HuffingtonPost.
Retrievedfromhttp://www.huffingtonpost.com/entry/tinyhouseshomelessdetroit_us_57d1e926e4b03d2d4599b476
Bliss,J.(2015,August27).Homelessmanjumpsforjoyovernewtinyhouse.USAToday.Retrievedfrom
http://www.usatoday.com/story/news/humankind/2015/08/27/humankindtinyhouses/32412457/
Lundahl,E.(2014,February20).TinyHousesfortheHomeless:AnAffordableSolutionCatchesOn.YesMagazine,Retrievedfrom
http://www.yesmagazine.org/neweconomy/tinyhousevillagesforthehomelessanaffordablesolutioncatcheson
* Include this information during the Padlet/prezi/ppt presentation.