Claudia Perez

Cecilia Rodriguez Gonzalez

LBS 405
Professor Ishii
04/07/2018

Visual Arts Mini Lesson/Activity

Name of Activity Constellation Unit

Grade Level(s​) 3rd

Learning Objective Students will demonstrate their understanding of
Students will be able to… constellation patterns, using elements of art.
California Standards 1.0 ARTISTIC PERCEPTION

Processing, Analyzing, and Responding to Sensory

Information Through the Language and Skills Unique to
the Visual Arts

Students perceive and respond to works of art, objects in

nature, events, and the environment. They also use the
vocabulary of the visual arts to express their observations.

Analyze Art Elements and Principles of Design

1.5 Identify and describe elements of art in works

of art, emphasizing line, color, shape/form, texture,
space, and value.
2.0 CREATIVE EXPRESSION

Creating, Performing, and Participating in the Visual Arts

Students apply artistic processes and skills, using a variety

of media to communicate meaning and intent in original
works of art.

Skills, Processes, Materials, and Tools

2.1 Explore ideas for art in a personal sketchbook.

Materials/Resources Needed
-Book “Once Upon a Starry Night”
-Image of “The Starry Night” by Vincent Van Gogh
-Pencil
-Black construction paper
-Chalk
-Toothpicks
 -Small marshmallows
-Writing worksheet
-Key Terms worksheet
-Seven Elements of Art worksheet
-Video link:
https://www.youtube.com/watch?v=BwNQkhKg2Ig
Summary of How Activity Unfolds/ What is the teacher saying What are the students
Instructional Sequence and doing? saying and doing?
(Be specific! Explain what the
teacher is saying and doing and what Teacher will start by asking
you anticipate the students to say and students a day before the
do.) lesson to look at the sky at
night.

-Teacher will show the -Students will watch and

elements of art video as a
refresher for students.
https://www.youtube.com/wa
tch?v=BwNQkhKg2Ig
take notes on the video as
a reminder of what
Elements of Art are.

-Teacher will provide Seven

Elements of Art worksheet to
take notes.

Introduction:

-Lesson will start by asking

students: What did you see in -Students will participate
the sky at night? Do you in a brief class discussion
think other people on the using the keywords.
other side of the world saw
the same stars and
constellations we do? Why?

Engagement:
-Teacher will project the
book “Once Upon a Starry -Students will read the
Night”. Teacher will ask book taking turns
students to make predictions
based on the book.

Activity:
View can van Gogh's Starry -Think-pair-share
Night and ask students to
describe what shapes or
patterns they see in the
depiction of the depiction of
the sky. Then ask students to
identify similarities and
differences to the
constellation images from
earlier.
Teacher will ask students to
create a table chart with the
columns “art elements” and
Adjective” and fill each of
the answers.
Ex: the swirls look like it's
windy, the colors are sharp.
Students will be given a
minute to reflect on
similarities and
differences, then they will
turn to their partner and
share their opinions.
-Students will use what
they talk about with their
partners and what they
have been learning
throughout the unit to fill
out the chart.

For the project teacher will -Student will write key

provide student with a terms in the worksheet.
worksheet in which they will
write down the terms
definitions:
-Star: an object that shines
due to energy being released
from nuclear reaction
-Constellation: a group of
visible stars that form a
pattern when viewed from
earth
-Northern Hemisphere:area
above the equator
-Southern Hemisphere: area
below the equator
-Axis: an imaginary line that
runs through the center of
earth
-Rotate: to turn an axis
-Revolve: when an object
moves in circle around
another object

Project:
-Students will be divided into -students will use different
small groups and each group resources to make their
will be assign a constellation. research.

Checking for
Understanding/Assessment
How will you gauge students’
understanding the lesson?
How will you check if students are
meeting the learning objective?
These do not need to be formal
assessment but may be through
observation or through student work
samples.
Accommodations/Modifications:
Emergent Bilinguals
How will you meet the needs of
students who are learning English?
Accommodations must go beyond
‘translating’.
Students with Disabilities
How will you meet the needs of
students with varying abilities?
Consider students with mild to
moderate and students with moderate
to severe disabilities.
Directions​: With a small group, you will create a 10-15 mini-lesson/activity in one of the visual
and performing arts and present this to the class. You will complete this in the area you
completed in which you completed the module.
Throughout a period of 2
weeks . Library -computer lab.
-students will be given a
guideline:
To check for students understanding, at the end of the
activity:
-The final assessment will be a drawing /model completed
by students that will show whether or not they understood
their constellation.
-Students will write a brief summary of their constellation
including:
-When is it visible : Spring, Summer, Fall or Winter.
-Greek Mythology for their constellation.
-Students also need to include Elements of Art keywords
such as: Line, shape, form, texture, value, color and space
(explaining how they created their visual art project).
Accommodations for English Learner:
-Seat the student near the teacher.
-Print clearly; do not use cursive writing.
-Print instructions clearly on the board as well as giving
instructions orally.
For below level students, the teacher should pick a
constellation that has an easily understood. The teacher can
cut down on the length of the summary, too.
For students with disabilities, visual aids, for example
pictures from the book will be provided. Sentence starters
will be written on the board for assistance to help them
begin their writing. Students will work together in groups
to help each other and for peer support. Students will be
given extra time if needed to complete activity.
The teacher can encourage the students above grade level
to create a multiple paragraph summary.