Lesson Plan Title: Animal and Habitats Length: 6 Classes

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.
Students will be prompted to create a drawing of their favorite animal with no further instruction or assistance. Particular attention will be paid to
students ability to communicate texture and form in their drawings of their animals. Students will also be prompted to add environmental detail to
their animal drawings.

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT Role / Audience / Format / Topic)
Lets start by watching this video (play video of planet earth animal clips) what do you think we will be doing today friends? Thats right! We are
going to make an art project about our favorite animals. We are going to work with the idea of animals to create three parts to this project. First we
will create detailed drawings of our animals. Next we will explore in clay what kind of texture animals have and apply this to our animal
sculptures! Finally we will create a paper habitat for our animal to exist in.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.
Technique
Observation
Pattern
Shape

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring Understandings.
I can learn new techniques to create a representation of my favorite animal in multiple mediums Standard 1 GLE 2 pgc Recognize, articulate, and debate
that the visual arts are a means for expression.

I can observe shapes in a 2D drawing and transfer them to 3D forms in a sculpture Standard 2 GLE 1 pgc Use specific criteria to discuss and evaluate
works of art.

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend

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2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as: Objective. (Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

1. Given pictures of various art works students will observe how different artists use different mediums to represent real life things such as animals. Blooms Analyze,
Apply, Transfer, Standard 1 GLE 2, Art Learning art history and culture, NLT vocabulary
2. Given the opportunity to conduct a gallery walk students will critique their own work and the work of their peers in order to assess how successful they were.
Blooms Transfer and understand, Standard 2 GLE 1. Art Learning reflect. NLT articulated opnion.
3. Given various images of animals and animal textures students will create may different clay texture samples that show how clay can be used to create the illusion of
texture. Blooms Analyze Apply, Standard 3 GLE 1, Art Learning Materials/tools/techniques, NLT vocabulary
4. Given images of different animals students will be able to create drawings of animals that can be transferred into the sculpture making process of specific animals.
Blooms Transfer evaluate understand. Standard 4 GLE 1. Art Learning materials/tools/techniques. NLT vocabulary

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)
(Multiple means for students to access content and
multiple modes for student to express understanding.) Drawing Students will be given the option to create a sculpture that is
Sculpting different than their drawings.
Painting Students will utilize para help when sculpting and be allowed to
scratch-attach pieces when needed instead of doing the
pinch and pull sculpture method

Extensions for depth and complexity:
Access (Resources and/or Process) Expression (Products and/or Performance)
Realistic Painting Students will be challenged to use realistic colors
Extended texture in sculpture and environment when painting their animal using small brushes
and a restricted pallet
Students will be pushed to add more texture and
detail in their habitat sculpture using paper
techniques and markers

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.
Texture
Habitat

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Sculpture
Students will use words to add descriptive detail to their plans
Students will be asked to read and think pair share different ideation questions such as:
What is a sculpture? What is a sculpture made of? What is texture? What is a habitat? What are some things that are found in your animals habitat?

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.
Power Point
Paper
Glue
Scissors
How-to-draw animal packets
Clay
Slip
Toothpicks
Canvas
Tempera paint
Paper plates
Paint brushes

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.
Power Point
Planet earth animal clips:
https://www.youtube.com/watch?v=rEHFmUzdM3s
https://www.youtube.com/watch?v=OPI-9oi19gQ

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
Create power point
Create how-to-draw animals packet
Cut paper
Organize student tool kits
Cut clay
Roll slabs
Prepare paint plates
Create visual rubric
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 Create final rubric

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
Proper use of slip and toothpicks
Proper handling of sculptures when they are fired

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a story,
posing a series of questions, role-playing, etc.
Today we are going to learn about how to represent our favorite animals! Lets watch some clips of animals first. (Play planet earth clips) what are
some ways that we as artist represent animals? We can represent animals in so many ways. For this project we will create drawings and sculpture of
our favorite animals. We are going to figure out what forms our animals have, what texture they have, and how to show where they live!

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.
Students will create drawings of their favorite animals using the how-to-draw animals packet or their imaginations. They will be challenged to
create drawings that have detail in both the animal and the habitat. Students will also be spending a day creating texture tiles of different animals
working in wet clay to represent how various animals feel.

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience
Day Instruction - The teacher will... (Be specific about what concepts, Learning - Students will... i.e.: explore ideation by making connections, Time
1 information, understandings, etc. will be taught.) Identify comparing, contrasting; synthesize possibilities for each painting
instructional methodology. KNOW (Content) and DO (Skill) technique; etc. (Be specific about what will be the intended result of the
instruction as it relates to learning.) UNDERSTAND
Lets start by watching this video (play video of
planet earth animal clips) what do you think we will Students will be oriented to the objectives of the lesson
be doing today friends? Thats right! We are going to
make an art project about our favorite animals. We
are going to work with the idea of animals to create
three parts to this project. First we will create detailed
drawings of our animals. Next we will explore in clay Students will have the opportunity to share their pre-knowledge on
the subject
what kind of texture animals have and apply this to
our animal sculptures! Finally, we will create a paper
habitat for our animal to exist in.

Students will be directed to their tables. Table helpers

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 will hand out paper, drawings tool kits, and drawing Students will create drawings
packets.

Students will be directed back to the carpet to watch

an additional planet earth video. Students will be inspired by different forms of media

Day
2 Today we will be experimenting with texture! What is texture?
Turn and tell your neighbor what you think texture is. Texture is
a word we use to talk about how something feels. What would Students will be pre-assessed on their knowledge of what texture is.
the texture of your animal be?
Today we will be creating texture experiments on clay to figure
out how to show the texture of our animals on our sculptures

Students will view pictures of different animals and create

sculpture tiles that show that animals texture. This will be a Students will have the opportunity to practice creating texture
quick process with many different experiments

Students will be directed to clean

Day Today we will begin our sculpting process! We will create our
3 animal sculptures using a pinch and pull technique of sculpting.
Demo-I first look at my drawing and see what shapes are in my Students will be introduced to a new form of sculpture and a new
animal. Next I work to transfer these flat shapes to 3D shapes. I sculpture process
use to fingers and my thumb to pinch and push my clay into
these shapes creating my animal.

Students will be dismissed to work at their tables

Students will be instructed to clean up.

Day Today we will finish our sculptures focusing on how we add
4 texture to our animals
Day Today we will begin painting our animals. We are first going to
5 paint our animals entirely one color. We need to choose the main
color of your animal and paint that so we cant see any of the
white clay. We will also begin creating our habitat sculptures.
Day Today we will be adding our detail colors and finishing our
6 habitats
Students will combine their knowledge of texture and sculpture to create
their animal
Students will be introduced to a new method of painting and paper
construction
Students will be given time to complete their projects combining all of
their newly learned methods of art making

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 Student reflective/inquiry activity:
Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)
Students will participate in a gallery walk in which they set up their animals and habitats and are shown how to behave in a real life gallery.
Students will then exit the room and re-enter the gallery. Students may ask questions of different artists as they view their work. Students will be
evaluated on a student friendly rubric that will go home with their project.

Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:

Have students achieved the objectives and grade level expectations specified in your lesson plan? How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.
Teachers will observe students during the gallery walk. Student friendly rubric
Teacher will review student work and check off if each student
accomplished the following objectives:

Did the student:

Use 3D forms in the sculpting of the animal?
Include texture in their animal?
Use at least two color to paint their animal?
Include texture in their habitat?
Include drawn texture in their habitat?

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice,
reteach content, etc.)

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

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8/9/15 Fahey