LESSON PLAN FORMAT

University of North Texas

Art Education

I. Lesson Number, Grade Levels: 5th, Title, and Duration:

-Lesson Number 4
-5th Grade (elementary level)
-Water Pollution
-Duration: 50 min.
II. Lesson Rationale:
We want students to learn the importance of water conservation and the downfalls of water
pollution. Students will learn about pollution/littering and the effects they have on the environment. By
looking at sources of pollution, students will be aware of the problems good water quality faces and
how to keep that quality from diminishing. Through the creation of a class project using recycled waste
they produce, students will become aware of their impact on the environment and visually comprehend
what it means to be one of the many who produce waste.
III. Key Concepts:
-Pollution
-Littering
-Environment
-Composition
-Balance
-Water Conservation
IV. Essential Question:
-What are sources of pollution?
-What are the effects of littering?
-What kind of environments do students come into contact with?
-How does composition affect overall presentation?
-How does balance improve a piece of art?
-What is water conservation?
-What are the effects of global warming?
V. Lesson Objectives:
-The student will be able to specify and define specific sources of pollution.
-The student will be able to identify the effects of littering.
-The students will be able to describe the environments that surround them.
-The student will be able to identify the benefits of good composition in a piece.
-The student will be able to identify how balance improves a piece of art.
-Students will be able to define water conservation.
VI. Specific Art Content:
-Space
-Relationship to Environment
-Art as a form of change in the environment
-Creating pollution free environments
-Composition
-Balance
VII. Resources & Materials for Teacher:
-Computer (lab preferred) access to the internet
-Powerpoint on Water Pollution

-PowerPoint On Water Pollution Solutions

- Water Pollution for Kids video
- Water Pollution Effects and the Ways to Reduce it video
-The Majestic Plastic Bag- A Mockumentary Video
VIII. Resources & Materials for Students:
-Computer and access to the internet
-Sketchbook
-Photo references (optional)
-Miscellaneous recyclable materials
IX. Instruction and Its Sequencing:
For each day of the lesson (see below), describe the steps necessary in teaching the lesson
content. This includes introducing the essential question, the key concepts, any discussion questions,
use of supporting materials, instructions and demos for students, and classroom procedures that include
how materials will be distributed and collected. Instruction focuses on facilitating what the students
will do during the lesson and in relationship to the essential question. Be sure to select and vary
instructional strategies appropriate for your unit (i.e. demonstration, presentation/lecture, class
discussion, audio/visual, individual work, collaborative group activities, field trips, games, student
research, visual displays, . . .etc). Plan each day using the following six-part framework:
Day of the Lesson (Day 1)
1. Introduction/Motivation:
The key concepts for today will be Pollution and Littering. The essential questions for today will be:
1.What are sources of pollution? 2.What are the effects of littering? The lesson objectives will be:
1.The student will be able to specify and define specific sources of pollution.
2.The student will be able to identify the effects of littering.
For todays lesson, I will start off by talking to my students about pollution using the
Powerpoint on Water Pollution along with the Water Pollution for Kids video.
2.Guided Practice
After the presentation and video, the classroom will be open to discussion and figuring out
ways in which each individual person pollutes.
3. Independent Practice
After the discussion, students will be introduced to the project. For the project, students will be
collecting their recyclable trash for and bringing it in to class. The final piece will be a group sculpture,
so students will be left to brainstorm individual ideas for this project first and left to write in their
sketchbooks the different materials they could use for said project.
4. Closure
As a homework assignment, they will be left to think over the project and gather materials. For
next class, students should bring in at least a few recyclable items each to start preparing for the
project.
5. Formative Evaluation
In order to make sure students are on task, I will walk around, making myself available to them
for any questions they might have.
6. Classroom Management Procedures
Students are to keep their hands and feet to themselves at all times. During brainstorming,
conversation is allowed, but should not drift from the topic.
Day of the Lesson (Day 2)
1.Introduction/Motivation:
. The key concept for today will be Environment. The essential question will be: What kind of
environments do students come into contact with? The lesson objective will be: The students will be

able to describe the environments that surround them. In order to get their interests, I will ask for
students to bring to the front the recyclable materials they were able to gather from home. In order to
make them realize the impact multiple people with the same thinking of its just once piece of trash,
what harm can it do?, students will collect all recyclables into a pile in front of the classroom. Now
they will have a visual of the effects of littering.
2. Guided Practice
To introduce environments, I will open up a discussion making students question the different
kinds of environments they encounter on a day to day basis. Then I will introduce aquatic
environments and how they are impacted by waste produced on land, which will refresh their memory
from their previous day. To leave them with a bit of curiosity, they will be tasked to consider how their
environments would differ if there was more pollution around them.
3. Independent Practice
Once discussion has concluded they will be left to brainstorm again for the class project,
however, this time, they must consider the effects pollution has on water. Somehow, their designs must
make the connection back to problem.
4. Closure
Once again, students will be asked to finalize their designs and gather more materials for the
next day.
5. Formative Evaluation
In order to make sure students are on task, I will be available for questioning, but also to offer advice
on designs.
1. Classroom Management Procedures
Students are to keep their hands and feet to themselves at all times. During brainstorming,
conversation is allowed, but should not drift from the topic.
Day of the Lesson (Day 3)
1. Introduction/Motivation:
The key concepts for today will be Composition and Balance. The essential questions will be:1. How
does composition affect overall presentation? 2. How does balance improve a piece of art? The lesson
objectives will be: 1.The student will be able to identify the benefits of good composition in a piece. 2.
The student will be able to identify how balance improves a piece of art.
As they walk in the door, students will deposit their recyclables and watch as the effects of littering
continue to grow.
2. Guided Practice
After a quick discussion about water pollution and conservation to refresh their memories,
students will split into groups of up to 4.
3. Independent Practice
Now, within their groups, students will be tasked to look at their designs and vote on their
favorite one. After roughly 10 minutes of thinking, students will cast their vote. The criteria for an
acceptable design has to point toward water pollution in some shape or form. Students must also
analyze for balance and overall good composition when selecting artworks. After all groups have
decided, as a class, they will pick the design they like the most and that will be the one to be built. The
rest of class will focus on them starting the process of creating their sculpture.
Students must bring any other materials they wish to use to class the following day.
4. Formative Evaluation
I will be evaluating today based on how well they all worked as a team and on their evaluation of
balance and composition. Participation is mandatory.
1. Classroom Management Procedures

6. Students are to keep their hands and feet to themselves at all times. During selection, conversation
is allowed, but should not drift from the topic. Students must be respectful of each other and of each
others artworks at all times.
Day of the Lesson (Day 4)
1. Introduction/Motivation:
The key concepts for today will be Water Conservation. The essential questions will be: 1.What is
water conservation? 2.What are the effects of global warming? The lesson objective will be: 1.
Students will be able to define water conservation.
Students will come to class and drop off their materials like the previous day. To give them
more information on water pollution, we will briefly discuss water conservation. This will take them
back to the first day, but more importantly will get them to think in terms of solutions to water
pollution.
2.Guided Practice
A brief discussion will be opened to that water conservation can help stop water pollution and
they will summarize what they have learned throughout the course of this lesson.
3. Independent Practice
They will use the rest of the class period to finish their sculptures keeping in mine both balance
and composition.
4. Closure
Before they leave, I will show students the PowerPoint on Solutions to water Pollution along with both
Water Pollution Effects and the Ways to Reduce it video
and The Majestic Plastic Bag- A Mockumentary video. This will prep them for the next lesson.
1. Formative Evaluation
Students will have a critique and will be graded on how well they worked as a class, both individually,
and in a group.
1. Classroom Management Procedures
Students are allowed to engage in free conversation while doing the project and during the critique,
however, they must remain respectful at all time.
X. Summative Assessment and Evaluation:
Criteria:
Partial 1
Essential 2
Exemplary 3
Participation in
class/ in class
work

Little to no
participation: no
participation or
barely engaged in
discussions and
with teacher; did
little to no work on
project in class

Good
participation:
engaged somewhat
in discussion and
with teacher;
worked on project
somewhat in class

Designs

Design was not or

was barely
completed;
Design was not
original student
work

Design was
halfway
completed;
Design was
partially original
student work

Incorporation of

Did not attempt

Used some

Great
participation:
engaged and
actively gave
feedback during
discussion and with
teacher; used all of
class time provided
to work on project
Design was fully
completed; Design was
original student work

Maximized the amount

learned
content/information

Role in class
project completion

to use any
information
shown in class;
barely used any
information

information
presented in class
for the project

of information shown in
class for the project

Played little to no
Somewhat
Played a significant
role in class
participated in
role in class project
project
completion of class
completion
completion
project

Total
/12 = Final Grade
XI. Interdisciplinary Connections:
111.7. Math, Grade 5,Adopted 2012.
(b) Knowledge and skills.
(1) Mathematical process standards. The student uses mathematical processes to acquire and
demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the workplace;
(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or
strategy, determining a solution, justifying the solution, and evaluating the problem-solving process
and the reasonableness of the solution;
(C) select tools, including real objects, manipulatives, paper and pencil, and technology as
appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to
solve problems;
112.16. Science, Grade 5, Beginning with School Year 2010-2011.
(b) Knowledge and skills.
(9) Organisms and environments. The student knows that there are relationships, systems, and cycles
within environments. The student is expected to:
(A) observe the way organisms live and survive in their ecosystem by interacting with the living and
non-living elements;
(C) predict the effects of changes in ecosystems caused by living organisms, including humans, such
as the overpopulation of grazers or the building of highways;
XII. References & Resources:
H. (2010). The Majestic Plastic Bag - A Mockumentary. Retrieved May 07, 2016, from
https://www.youtube.com/watch?v=GLgh9h2ePYw
Prevention and solutions to water pollution. (n.d.). Retrieved May 07, 2016, from
http://eschooltoday.com/pollution/water-pollution/prevention-of-water-pollution.html
S. (2015). Water Pollution for Kids. Retrieved May 07, 2016, from https://www.youtube.com/watch?
v=93BqLewm3bA
S. (2015). Water Pollution effects and the ways to reduce it. Retrieved May 07, 2016, from
https://www.youtube.com/watch?v=KqZihghcMJA
XIII. Art TEKS
(b) Knowledge and skills.
(1) Foundations: observation and perception. The student develops and expands visual literacy skills
using critical thinking, imagination, and the senses to observe and explore the world by learning about,
understanding, and applying the elements of art, principles of design, and expressive qualities. The
student uses what the student sees, knows, and has experienced as sources for examining,
understanding, and creating artworks. The student is expected to:

(A) develop and communicate ideas drawn from life experiences about self, peers, family, school, or
community and from the imagination as sources for original works of art;
XIV. National Art Standards
-Enduring Understanding: People create and interact with objects, places, and design that define,
shape, enhance, and empower their lives. Essential Question(s): How do objects, places, and design
shape lives and communities? How do artists and designers determine goals for designing or
redesigning objects, places, or systems? How do artists and designers create works of art or design that
effectively communicate?
-Identify, describe, and visually document places and/or objects of personal significance