Art Integration Lesson Plan Template: (Please Circle)

Art Integration Lesson Plan Template

LTC 4240: Art for Children
Lesson Title & Big Idea*: Your Impact on the World Around You (Big Idea: IMPACT)
Lesson Overview/Summary*: (This is like an abstract of the structure and procedures section) The most powerful
tool to changing the world is education. Students need to have knowledge to understand whats
going on around the world and feel passionate about issues. My goal for this lesson is to create an
understanding of ways to prevent further climate change and to be aware of consequences if we
dont, and make it child-friendly. Reading The Lorax will get my students thinking about how just
one person can have an impact their surroundings.
Key Concepts for each area (1-2 each): What you want the
students to know.*
1. Visual Art: You dont need fresh supplies to make art,
reusing items is a great way to make artwork. Also, art is
useful, not just for looking.
2. Literacy: Stories teach lessons. Every story has something
that you can take away from it.
3. Science: Our Earth is in danger and we must take action to
save it. There are so many ways that anyone can help.
Grade Level: 2
Class Periods Required:
(please circle)
1
Essential Questions (1-2)*:

1. How do people contribute damage to our environment?
2. What can we do to fix and prevent damage?
3. How can we use art to help the environment?
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: The students will be able to construct a birdhouse to serve as a reminder of how much waste we generate and
how we can reuse materials to give back to the earth.
2. Literacy: The students will be able to write about ways they can be like the Lorax and help our environment.
3. Science: Each student will build a bird feeder out of an old milk jug and a planter out of a toilet paper rolls to upcycle and
contribute back to the environment.
Grade Level Expectations (GLEs)
(3-4)
(http://dese.mo.gov/divimp0rove/curriculum/GLE/)
Visual Art (https://dese.mo.gov/college-careerreadiness/curriculum/missouri-learning-standards)

1. ): VA:Cr1.2.2a: Make art or design with various materials and
Instructional Strategies (Teachers approach to helping students

achieve learning)
Reading directions aloud for auditory learners
Pictures of the steps for visual learners

tools explore personal interests, questions and curiosity.
VA:Cr2.3.2a: Repurpose objects to make something new.
VA:Pr6.1.2: Analyze how art exhibited inside and outside of
schools (such as in museums, galleries, virtual spaces, and
other venues) contribute to communities.
2. Literacy(https://dese.mo.gov/college-careerreadiness/curriculum/missouri-learning-standards)Reading Standards
for Informational Text K-5: 1. Ask and answer such questions as who,
what, where, when, why, and how to demonstrate understanding of
key details in a text. 2. Recount stories, including fables and folktales
from diverse cultures, and determine their central message, lesson,
and moral. 3. Describe how characters in a story respond to major
events and challenges.
3. (https://dese.mo.gov/college-careerreadiness/curriculum/missouri-learning-standards)Science: Scope
and Sequence-Earth materials: rocks and soil, a. observe and
describe ways humans use Earths materials (e.g. soil, rocks in a
daily life).
Scope and Sequence- All Units: a. use observations as support for
reasonable explanations. (If we cut down trees, animals will lose
homes, environment will be negatively affected). B. Use observations
to describe relationships and patterns and to make predictions to be
tested. C. Compare explanations to prior knowledge.
Content Areas Integrated*:

1. Visual Art (Inspiration Artist: Aurora Robson)She creates
sculptures out of waste to remind the public that
humans generate extensive waste. We will use recycled
materials to remind ourselves/others to cut down on
consumption.
2. Literacy: Students will hear The Lorax during read aloud
and then they will later write about what each of them
can do to save the planet.
3. Science: Students will construct bird feeders to help
bird, thus helping the food chain. They will also make a
biodegradable planter so they can plant an item in their yard
Students sit at tables, so tablemates can help

(grouping)
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. Read The Lorax to my students for read aloud to get the

students thinking.
2. Discuss why its so important to take care of the Earth.
Asking questions engages students and allows them to share
ideas with each other.
3. Brainstorm a list of ways we can help the planet. Ill then
hang this list up in the classroom as a daily reminder to leave
a positive impact on the planet.

at home as a reminder of The Loraxs lesson.
Opening (Gaining Attention, what will you show, or demonstrate)*: I will

read The Lorax to my students to get them thinking about how
everyone has an impact on the world around them. Afterwards
we will discuss how this relates to ourselves and Earth.
Formative Assessment strategy: (how will you assess while the

learning is happening?)
I will monitor students progress as they work because they
4. Students will go back to their tables and gather materials

for bird feeders. Students will see how there are many old
milk jugs which demonstrates the waste that humans create.
I will have done most of the cut out already, because it may
not be developmentally appropriate for them to do so.
However, they will be in charge of decorating and doing some
cutting.
5. I will give them each a small bag of bird seed to open AT
HOME, so that way their feeder can be put to use without
making a mess.
6. The next day, students will design a biodegradable planter
using a toilet paper rolls, soil, water (from a spray bottle), and
a seed.
7. I will take a photo of each student holding their creations
to I can display the pictures, since the actual artwork will not
be displayed at school.
8. The students can take their artwork home.
9. The third lesson will have students write a response on
what they can do as an individual to help the Earth.
10. I will post their picture along with their responses on our
bulletin board outside of the classroom so the rest of the
school can learn from the students ideas.
11. Our classroom will continues work to reduce our waste
and be conscience of our energy consumption.
Closure (Reflecting Anticipatory Set, how will student share what they
learned):
Students will write a few sentences on how they will work to

save the planet. This is a way for students to show me what
they learned and how they can take action.
Summative Assessment strategy*:

Their final written response after reading the book, discussing

are creating visual representations of their knowledge. The
discussion that we have post-reading is helpful to see what
students already know and what they are learning from those
around them.
it, making a bird feeder, and a planter, will reflect what they
have (or havent) learned about the environment and
sustainable living.
What student prior knowledge will this lesson require/draw upon? (what do they need to already know)
A few ways that they can be environmentally friendly. When we brainstorm a list of ideas, they should have a general
understanding of what is good or bad for our environment. They are probably aware of recycling and some other basic ideas of
being eco-friendly.
Technology Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student learning
We will use the classroom SmartBoard when we brainstorm a list of ideas for helping the environment. To make this project
more green we will turn the lights off while using the board, so that we arent using too much electricity. I would also like to
use natural lighting and maybe just turn one light on while students to create art work to demonstrate ways the children can
reduce their energy consumption.
How will this lesson allow for/encourage students to solve problems in divergent ways?
Students have the opportunity to ask the teacher for help, any teachers aide (if applicable), as well as each other. This allows
them to use each other as a resource, which is an incredible tool for learning. Also, this project allows for creativity, so they
can decorate however they choose, which helps to avoid problems because it is individualized.
How will you engage students in routinely reflecting on their learning? (How will the students know they have learned something?)
Written responses as well as a class discussion will help students and the teacher to realize what the students have taken
away from this lesson.
Differentiated/Accommodations/Modifications/Increase in Rigor To help meet the needs of all learners, learning differences,
cultural and language differences, etc.
For students with ADHD, I will allow them to take a break whenever necessary. Also, if they need to stand up instead of
sitting during work, they are allowed to do so.
Students that have limited mobility or autism will be assisted by a paraprofessional in order to construct these projects.
Students that are English language learners will have access to a translation app.
I will walk students through the projects step-by-step so that students can follow along (auditory learners), as well as
having pictures of the each step on the SmartBoard, so students can follow that as well (visual learners).
The seeds are sent home with the students and peanut butter will not be provided because it is an allergy risk.

Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
10 Eco Friendly Artists That Will Blow Your Mind - Eluxe Magazine. (2015, January 24). Retrieved December 1, 2015,
from http://eluxemagazine.com/magazine/eco-friendly-artists/
Biodegradable Toilet Paper Roll Seedling Pots. (n.d.). Retrieved December 3, 2015, from
http://www.instructables.com/id/Biodegradable-toilet-paper-roll-pots/?ALLSTEPS
https://dese.mo.gov/college-career-readiness/curriculum/missouri-learning-standards
Seuss, D. (1971). The Lorax. New York: Random House.

Wildlife Projects for Kids: Milk Jug Bird Feeders. (n.d.). Retrieved December 3, 2015, from http://www.greatstems.com/2013/05/wildlifeprojects-for-kids-milk-jug-bird-feeders.html
* Include this information during the Padlet/prezi/ppt presentation.
References
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

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