Unit Plan Overview: (Revised 2017)

Department of Arts Administration, Education and Policy
UNIT PLAN OVERVIEW

(Revised 2017)
Teacher Candidate Jessica Bowlby

School Elementary, Grade 2
UNIT TITLE One Piece of Trash at a Time

Length of Class Period 45 minutes
Approximate Number of Students in Each class 25
Beginning Date for this Unit
Ending Date for this Unit
ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

Authentic Application and Collaboration: Students work individually and in groups to focus
ideas and create artworks that address genuine and global community needs.
PROGRESS POINTS (FROM ODE STANDARDS)

The student at the appropriate developmental level:
B) Explore a range of art concepts and artworks and construct meaning about the works.
C) Connect making art with individual choice and understanding personal cultural identity.
CRITICAL ISSUE / BIG IDEA

A).Anticipatory Set (what do the students already know)
B). Rationale (why is this lesson relevant?)
A). At this age, I assume the students all have an understanding of what trash is and what they
consider art to be. I also assume they will have a simple understanding of what recycling is.
Students will have experience with traditional materials such as crayons, colored pencils, paint,
etc. but most students may have not thought outside the box as to what can be considered an
art material and art supplies. This will allow the students to use their imagination as to how
different nonconventional found objects can be used in their art pieces.
B). This unit plan is focused on children grasping a better understanding of the environment and
world around them. They will learn the importance of recycling and nonconventional ways to
recycle. They will discover new ways to recycle and reuse objects to create a new and more
interesting object. The students will test their ideas of what a traditional art material is and how
to use non-traditional materials.
They will also learn the importance of found objects and come to realize that because
something is done being used for its intended purpose, it is not necessarily trash. They will learn
ways to reuse items that can be found at their own homes and why it is important to reuse
instead of just toss out. It will allow them to learn ways to make new items out of “useless” items
that they can find laying around the house.
Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
Recycling and found objects are the central focus of this unit. Students will use or recycle
objects to create art production. They will learn to create objects out of those that they find.
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Essential Questions (provocative, engaging, critical)
1) Can artists make the world better?
2) Why is it good to recycle and reuse?
3) Can we make art with trash?
4) What makes something useless?
Possible Integration
Science – Lessons on recycling and the impact it could have on the planet.
DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Paper Leaves
Lesson Description The students will discuss the idea of recycling and how it can benefit the
environment. They will then discuss the many found objects that they can
use in an art project. The class will make three different colors of colored
paper. The three colors will be the primary colors, blue, yellow, and red.
Each student will use the paper to make a leaf and they will decorate it
with found objects to hand on a big class tree. They will be asked to bring
in found objects from home such as pop bottle lids, buttons, feathers,
string, uncooked pasta, leaves, sticks, and other miscellaneous items.
They will use these items to decorate their leaf. Each students leaf will
then be hung on a class recycling tree made from pop bottles and paper
towel rolls.
Lesson Two
Title Bird Feeders
Lesson Description Students will make and decorate bird feeders from milk cartons and pop
bottles. Each student will find either a plastic pop bottle, milk carton, or any
other type of carton they have emptied at their house. They will then paint
and decorate the bird feeders. Decorations can include found objects that
the students bring from home or those supplied in class.
Lesson Three
Title Newspaper Baskets
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Lesson Description Students will use newspaper that they collect to create small baskets. The
students will collect as much old newspaper as possible and bring it into
class. There will be a demonstration for rolling the paper and creating a
basket shape. The students will then create a small newspaper basket.
The students can make the baskets into any shape that they like, but the
baskets must be functional enough in form to hold their pencil.
Explain how technology has been used in this unit

PowerPoint presentations and a projector will be used to introduce and discuss each new
lesson plan.
LESSON PLAN

LESSON NUMBER 1
Lesson Title Paper Leaves
Beginning Date for this Lesson
Ending Date for this Lesson
CONTENT STATEMENT – PERCEIVING/KNOWING (FROM ODE STANDARDS)

3PE: Compare the form, materials and techniques in selected works of art using descriptive
language.
7PE: Generate artmaking ideas from their daily experiences and the environment.
CONTENT STATEMENT – PRODUCING/PERFORMING (FROM ODE STANDARDS)

1PR: Demonstrate increasing skill and craft in the use of art tools and materials with attention to
their diverse qualities.
4PR: Demonstrate flexibility in their creative processes and use of art materials.
CONTENT STATEMENT – RESPONDING/REFLECTING (FROM ODE STANDARDS)

5RE: Describe how an artist uses the elements and principles of design to create expressive
impact in a work of art.
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Performance-based Assessment Objectives
1. Students will be able to use found objects from their daily environment to create impactful
works of art.
2. Students will be able to demonstrate flexibility in their use of non-traditional art tools and
materials.
3. Students will use descriptive language while demonstrating skills and craftmanship while
producing their art piece.
Performance-based Assessment Strategies

(attach assessment documents if applicable)
1. I will assess the students orally with questions pertaining to the topic to check for their level of
understanding.
2. Students will use at least three found objects that they bring into class to create a paper leaf.
3. Students will use descriptive language while talking about their art piece.
Academic Language
Vocabulary (define each)
Environment: The area in which one lives and operates.
Found Objects: Objects that one can find in their daily life.
Primary Colors: Red, yellow, and blue.
Recycling: Collecting materials viewed as trash and turning them into new materials.
Reusing: Using an object more than once.
Upcycling: Taking a useless object and turning it into something more interesting.
Additional Language Demands (specific communication task)

I will create discussions within each class in order to test their understanding of the vocabulary
being used. I will also listen to conversations between students to see how they are using the
language learned in class. I will speak one on one with students to see if they are grasping the
vocabulary and being able to use it themselves.
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Accommodations for Special Populations
I will use universal design for my classroom to accommodate students with special needs. For
the Emotional Disturbance IEP, I may have to limit the materials that can be used depending on
the student’s behavior on that particular day. These objects would include the found objects. I
would limit the objects to this student so they are not used to hurt other students. I will have an
additional table for this student to sit at if he needs to work alone on this project.
Art/Visual Culture Examples (list all artists, artwork or media used)

Yuken Teruya
Michelle Reader
Vic Muniz
Preparations
Materials/Resources for Teacher
PowerPoint
Projector
Whiteboard
Paper
6 Bottles of Glue (1 bottle per table)
3 Large bowls/tubs
Dyes
Materials for Students

Glue
Buttons
String
Pop bottle lids
Feathers
Page| 5
Uncooked pasta
Leaves
Sticks
Other miscellaneous found objects
Safety Procedures
Since students will be bringing in found objects, they will be reminded to bring in objects that are
not sharp or anything that could potentially be harmful to other students. Students will be
reminded to not put small objects such as buttons in their mouths as they could be potential
choking hazards.
LEARNING ACTIVITY
Getting the Classroom Environment Ready
The classroom will be set up with three large tables, each sitting ten students. Each student will
be assigned a seat so they know where to sit when they come in to class. There will be an
additional smaller table off to the side for any students that need to work alone. I will also have a
large rug in the classroom for students to sit at while introducing the project so they do not have
to be in their chairs the entire class period.
Day One:
On day one, the students will start the lesson by making different colored paper. Before class, I
will have supplies such as paper, tubs, and dye set out at each table. When the students enter
the classroom, they will be instructed to sit on the rug in order to introduce the new project.
Once the project is introduced via PowerPoint (See PowerPoint presentation attached at end of
unit plan), the students will go back to their seats and get started. Each student will work on
ripping up recycled paper that is on their table and placing it in the tub. Once each table gets all
of their paper ripped up they will place it into the tub on their table so that I can add the dye to it.
Each table will get one of the three primary colors.
Day Two:
On day two, we will be using the paper we made during the previous class to make and
decorate leaves. The paper will be set on the table and I will cut out a leaf for each student.
They will then use the found objects that they bring into class to decorate their leaf with. I will
use one leaf to demonstrate how to decorate the leaves. Once all the leaves are decorated they
will be placed on a drying wrack to let the glue dry. Once they are dry I will place them on the
class tree.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
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Day Duration Application Resources
The students will sit on
the rug and I will
introduce the lesson via
PowerPoint
presentation. I will then
begin a discussion to
see what students may
already know about the Projector
topic. PowerPoint
Questions: (See PowerPoint
1 15 mins.
presentation
 What do you
attached at end of
think recycling
unit plan)
is?
 What are found
objects?
 What do you
consider to be an
art material?
Students will go back to

their seats and rip up
Paper
1 10 mins. paper and place it in the
Tubs
tub at each of their
tables.
I will come around and
put dye in each of the
Dyes (Red, Yellow,
1 10 mins. tubs so that each tub
Blue)
has paper and one of
the primary colors.
Clean up. Students will
clean up scraps from the
floor and I will place the
tubs of paper on a
separate counter to soak
1 10 mins. Wipe
up the dye. Each student
will get a wipe to wipe
their hands and table. I
will later press the paper
and lay it out to dry.
I will come around to
Colored paper from
each table and cut a leaf
2 10 mins. last class
out for each student.
Scissors
2 5 mins. I will pass out Found objects such
miscellaneous found as pop bottle lids,
objects to each table for buttons, feathers,
students that were string, uncooked
unable to bring their pasta, leaves, sticks,
own. and other
Page| 7
miscellaneous
objects
Students will glue the Paper leaf

found objects onto their Found objects
2 20 mins.
leaves to decorate them. Glue
Clean up. Students will

clean up the scraps and
place all extra materials
into a ‘found objects’
basket. I will collect all of
the students leaves and
2 10 mins. Wipe
place them on a drying
rack in order to let the
glue dry. Each student
will get a wipe to wipe
their hands and table.
Clean-up Procedures (Room, Materials & Work Storage)

Students will be responsible for cleaning their own work area. Depending on the materials used
that day, I will pass out wipes to each student so they can wipe their hands and then wipe off
their desks. This will save time so that there isn’t a line at the sink to wash hands. Each month,
a different student from each table will be assigned to be the collector of artworks. If the projects
from the day do not need to be placed on the drying rack, the student will collect all of the
projects from their table and stack them at the front of the table for me to collect. I will have bins
for all materials used so that the students can place unused materials in the bins at the end of
class.
Closure, Review & Anticipation (what’s next?)

After collecting all projects and making sure cleanup is done, the students will be asked to
discuss what they learned in that day’s class. I will then hint at what we will be doing in the next
class to create anticipation to keep students excited about coming to art class.
Supplemental Activity
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If students get done with their project early, I will have paper and a bin with drawing supplies so
that the students can draw until class is over. They will be asked to draw something pertaining to
that day’s lesson, whether that be a main idea or something involving the vocabulary.
Teacher reflection focused on the lesson after it has been taught

n/a
LESSON PLAN

LESSON NUMBER 2
Lesson Title Bird Feeders
Length of Class Period 45 mins.
CONTENT STATEMENT – PERCEIVING/KNOWING

3PE: Compare the form, materials and techniques in selected works of art using descriptive
language.
6PE: Identify and share the uses of visual art outside the classroom and provide examples.
CONTENT STATEMENT – PRODUCING/PERFORMING

1PR: Demonstrate increasing skill and craft in the use of art tools and materials with attention to
their diverse qualities.
4PR: Demonstrate flexibility in their creative processes and use of art materials.
CONTENT STATEMENT – RESPONDING/REFLECTING

5RE: Describe how an artist uses the elements and principles of design to create expressive
impact in a work of art.

1. Students will be able to generate an artwork while also identifying how it can be used outside
of the classroom.
2. Students will be able to demonstrate flexibility in their use of art materials.
Page| 9
3. Students will be able to describe their art piece and the materials they used to make it with.

1. Students will create a bird feeder using at least three found objects.
2. Students will use descriptive language, such as some of the vocabulary words, while talking
about their art piece.
3. Students will use all three primary colors on their bird feeder.
Academic Language
Vocabulary


For a young student with Emotional Disturbance, I would limit the number of objects the student
would be able to use. For example, I would not allow the student to use dangerous materials
such as scissors unless I was watching close by. I would also have an additional table in the
classroom if the student needs to work by themselves. This would allow them to focus better
and not be tempted to act up by the other students.
Art/Visual Culture Examples

Yuken Teruya
Michelle Reader
Vic Muniz
Preparations
25 Sharpies
Scissors
Extra milk cartons/pop bottles
Found objects
Paint
25 Paintbrushes
6 Bottles of Glue (1 per table)
Small containers
P a g e | 10
Milk carton/pop bottle
Sharpie
Found objects
Paint
Paintbrushes
Glue
Safety Procedures
For this lesson, the students will again be using found objects. These may include small objects
such as buttons which could be a choking hazard. The students will be given the small objects
only if I see that they are capable of using them properly.
LEARNING ACTIVITY
Day One:
On the first day, I will do a quick introduction and demonstration for the new project. Students
will come in and sit on the rug while I explain the new project. Then, the students will be painting
their bird feeders. First, they will use a sharpie to draw the opening of the bird feeder. I will come
around and pass out sharpies as soon as everyone has settled into their seats. I do not want to
have the sharpies already passed out before the students come in because I do not want them
playing with the sharpies and writing on themselves. After they draw on an opening, I will come
around with paint and paint brushes so they can paint the bottles. The paint will already be
poured into small containers and ready to pass out. Students will be expected to use all three
primary colors while painting their bird feeders.
Day Two:
On the second day, the students will be decorating their bird feeders. I will put each students
bird feeder at their seat before they come in the classroom so that they are ready to go once
they get to class. I will then hand out found objects to each of the tables for the students that
were unable to bring their own. I will also pass out glue so they can attach the objects to their
bird feeders.
The students will come in the
classroom and sit on the rug. I
will introduce and explain the
new project to the students and Milk Carton
1 10 mins. do a demo at the front of the Sharpie
class. The demo will only be of Paint
what we are doing this day in
class, marking an opening and
painting.
1 10 mins. The students will go to their Milk Cartons/Pop bottles
seats and I will pass out milk Sharpies
P a g e | 11
cartons/pop bottles for those
students that were unable to
bring one of their own. I will then
pass out sharpies and the
students will mark where they
want their opening to be on their
bird feeder. I will go around to
students and help those with
questions.
I will pass out paint (red, yellow,
blue) and paint brushes and the Paint
1 15 mins.
students will paint their bird Paintbrushes
feeders.
Clean up. Assigned table
helpers will collect all paint
brushes from their tables and
put them in the small containers
and place them in the sink so I
can wash them later. Each
student will be given a wipe to
Small containers
1 10 mins. wipe their hands and table. I will
Wipes
then collect the paint and bird
feeders. After the paint is dried, I
will cut out the opening that
each student marked with a
sharpie. I will continue to go
around to each table and help
students that have questions.
Students will sit on the carpet
Milk carton from last class
and I will demonstrate how to
2 5 mins. Found objects
decorate the bird feeders with
Glue
found objects.
Students will go back to their
seats and I will pass out glue
bottles and containers of Glue
2 5 mins.
miscellaneous found objects for Found objects
the students that weren’t able to
bring their own.
Students will use the found
Glue
2 25 mins. objects and glue to decorate
Found objects
their bird feeders.
Clean up. Assigned helpers will
collect the glue bottles from their
tables and place them in the
basket so I can put them back in
10 mins. the cupboard. All students will Wipes
2
put extra materials in the bins.
Each student will be given a
wipe to wipe their hands and
table.
P a g e | 12
class.


n/a
LESSON PLAN

LESSON NUMBER 3
Lesson Title Newspaper Baskets
CONTENT STATEMENT – PERCEIVING/KNOWING

3PE: Compare the form, materials and techniques in selected works of art using
descriptive language.
6PE: Identify and share the uses of visual art outside the classroom and provide
examples.
CONTENT STATEMENT – PRODUCING/PERFORMING
P a g e | 13
1PR: Demonstrate increasing skill and craft in the use of art tools and
materials with attention to their diverse qualities.
4PR Demonstrate flexibility in their creative processes and use of art
materials.
CONTENT STATEMENT – RESPONDING/REFLECTING

1RE: Use basic self-assessment strategies to improve their artworks.
2RE: Understand the difference between assessing the quality of an artwork and their personal
preference for the work.
7RE: Recognize and discuss that people have various opinions about art and value art for
different reasons.

1. Students will be able to use descriptive language while identifying how an artwork can be
used outside of the classroom.
2. Students will be able to demonstrate flexibility in their use of art materials and tools.
3. Students will be able to use self-assessment strategies while understanding the differing
opinions of them and their classmates.

1. Students will create a basket that is between three and four inches tall.
2. Students will be expected to use descriptive language, such as vocabulary words, while
describing their baskets.
3. Students will assess their own piece by measuring the height of the basket and also proving
that there are all three primary colors painted onto the basket.
4. Students will use at least three found objects to decorate their basket.
Academic Language
Vocabulary
Primary Colors: Red, yellow, and blue.
Water Color: A type of paint that uses water to mix with the pigments.


For a young student with Emotional Disturbance, I would limit the number of objects the student
would be able to use. For example, I would not allow the student to use dangerous materials
such as scissors unless I was watching close by. I would also have an additional table in the
P a g e | 14
classroom if the student needs to work by themselves. This would allow them to focus better
and not be tempted to act up by the other students.
Art/Visual Culture Examples

Yuken Teruya
Michelle Reader
Vic Muniz
Preparations
Newspaper
6 Bottles of Glue (1 per table)
Water color paint
25 Paint brushes
6 small cups (1 per table)
Found objects

Newspaper
Glue
Water color paint
Paint brush
Cup of water
Found objects
Safety Procedures
For this lesson, the students will again be using found objects. These may include small objects
such as buttons which could be a choking hazard. The students will be given the small objects
only if I see that they are capable of using them properly.
LEARNING ACTIVITY
Day One:
I will prepare the classroom by placing a pile of newspaper and a glue bottle on each table. The
students will enter the classroom and sit on the rug so I can demonstrate how to create a
newspaper basket. They will then go back to their seats and get to work.
Day Two:
I will prepare the classroom for day two by placing glue and a ruler at each desk. When the
students come in the classroom, they will be instructed to get their baskets out of their cubbies
P a g e | 15
and get back to work on the weaving. I will inform them that the rulers on each of the tables is to
measure their basket so they can make sure they each have a basket that is 3-4 inches tall. I
will stress this aspect of the project requirements. While they are all finishing up the weaving of
their baskets, I will pass out water color paint, paint brushes, and cups of water to each table.
They will then be instructed to paint their basket using each of the three primary colors.
Day Three:
The students will enter the classroom and again get their baskets out of their cubby. I will have
glue bottles and tubs of found objects sitting on each table. This day will be a work day for
decorating their baskets with found objects.
The students will come in the classroom and
sit on the rug. I will introduce and explain the
new project and do a demo at the front of the
class. The demo will consist of how to roll Newspaper
1 10 mins.
newspaper and then how to weave the paper Glue
to create a basket. I will also go over the
height requirement of 3-4 inches for the
baskets.
The students will head to their seats and get
started on making the base of their baskets
and rolling newspapers. They will then glue
Newspaper
1 25 mins. the tall portions of the newspaper to the base
Glue
and begin weaving the rolled newspaper
strips. They will work on this for the entirety of
the class period.
Clean up. Assigned helpers will collect glue
bottles and place them in the cabinet. All
students will place their baskets in their
1 10 mins. Wipes
cubby. I will pass out a wipe to each student
so they can wipe their hands and then their
desk.
Students will use this time to finish weaving
their baskets. Glue and rulers will already be
Glue
on each table when students arrive. I will
Ruler
come around to students that need help or
2 15 mins. Water color paint
look like they are a little behind on the project.
Paint brushes
While students are finishing up weaving their
Cups of water
baskets, I will pass out water color paints,
paint brushes, and cups of water.
Students will be instructed to use each of the
three primary colors to paint their baskets. Paint brushes
2 20 mins. They can paint the basket any way that they Water color paint
like, as long as they have all three primary Cup of water
colors visible on the basket.
2 10 mins. Clean up. Assigned helpers will collect the Wipes
paint brushes and put them in the cup of
water and place them in the sink and place
P a g e | 16
the glue bottles in the cupboard. I will come
around and collect the paints. Each student
will place their basket back in their cubby. I
will pass out wipes so that each student can
wipe their hands and their desk.
Today will be a work day for decorating the
baskets. There will be a bin of found objects
at each table along with glue bottles. The
Found objects
3 20 mins. students will need to use found objects to
Glue
decorate their basket. I will come around and
help students that are experiencing problems
and answer question.
This will be the time that the students
evaluate their pieces. They will get a ruler
3 15 mins. Ruler
and measure their basket and specify where
each of the primary colors are on the basket.
Clean up. All students will place extra found
object materials back into the bin on their
table. The assigned helper at each table will
3 10 mins. collect the glue and place it in the cupboard. I Wipes
will pass out wipes to each student so that
they can wipe their hands and then their
desk.

class.


n/a
P a g e | 17
Be sure to attach to the full instructional unit
Teacher Example
Bibliography in APA format
Any printed material that relates to the unit and/or the lessons
P a g e | 18

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Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

Teacher Candidate Jessica Bowlby

UNIT TITLE One Piece of Trash at a Time

ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

PROGRESS POINTS (FROM ODE STANDARDS)

CRITICAL ISSUE / BIG IDEA

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Explain how technology has been used in this unit

Teacher Candidate Jessica Bowlby

CONTENT STATEMENT – PERCEIVING/KNOWING (FROM ODE STANDARDS)

CONTENT STATEMENT – PRODUCING/PERFORMING (FROM ODE STANDARDS)

CONTENT STATEMENT – RESPONDING/REFLECTING (FROM ODE STANDARDS)

Performance-based Assessment Strategies

Additional Language Demands (specific communication task)

Art/Visual Culture Examples (list all artists, artwork or media used)

Materials for Students

Students will go back to

Students will glue the Paper leaf

Clean up. Students will

Clean-up Procedures (Room, Materials & Work Storage)

Closure, Review & Anticipation (what’s next?)

Teacher reflection focused on the lesson after it has been taught

Teacher Candidate Jessica Bowlby

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

CONTENT STATEMENT – RESPONDING/REFLECTING

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Additional Language Demands (specific communication task)

Accommodations for Special Populations

Art/Visual Culture Examples

Closure, Review & Anticipation (what’s next?)

Teacher reflection focused on the lesson after it has been taught

Teacher Candidate Jessica Bowlby

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

CONTENT STATEMENT – RESPONDING/REFLECTING

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Additional Language Demands (specific communication task)

Accommodations for Special Populations

Art/Visual Culture Examples

Materials for Students

Clean-up Procedures (Room, Materials & Work Storage)

Closure, Review & Anticipation (what’s next?)

Teacher reflection focused on the lesson after it has been taught

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