Outline for On-Line Companion



Section 2: Sample Lesson Plans

The following lesson plans can be used as models for pre-service teachers on ways to integrate visual art production and appreciation into content-area instruction. A lesson plan is provided for three- and four-year-olds, for kindergarteners, for first graders, for second graders, and for third graders.

Lesson Plan for Three- and Four-Year-Olds

Goals: The student will investigate and understand that a habitat is a natural environment that provides for the life needs of a living organism.

The student will identify the life cycle stages of a living organism.

Objectives: Through participation in this lesson, the child will

a. identify the stages of egg, tadpole, pollywog, and adult in a frog’s life cycle.

b. recognize the pond as a habitat for frogs.

c. identify Claude Monet as a visual artist.

d. discriminate between fantasy and reality.

Introduction: Remind the children of the previous lesson on the life cycle of a frog. Show photographs from the previous lesson of each stage in the life cycle and ask the children to identify each stage.

Tell the children that today we will be reading a story about a family of frogs who meet a famous artist. Provide a focus for listening by telling the children that at the end of the story you will be asking them to describe the place where the frogs lived.

Development: Read Once Upon a Lily Pad by Joan Sweeney to the children. Return to the focus for listening by asking the children where the frog family in the story lived. Record their answer on the board or on chart paper. Explain that the pond in this story was the habitat for the frog family. Write the word habitat on the board. Explain that a habitat is a natural environment that provides everything an animal needs to live. Give examples of how the children’s needs for air, food, and shelter are met in their habitat.

Ask the children to think about the story and how the frog family’s needs for air, food, and shelter were met in their pond habitat. Refer back to illustrations and story lines. Point out and discuss the illustration of the frog family hibernating during the winter.

Explain to the children that part of this story is real and part of it is fiction (explain these terms if necessary). Elicit from them that the story of Hector and Henriette and Monsieur Crow is fiction; we know that because animals do not really talk. Share with them that the real part of the story is the artist; there really was an old artist who used to spend hours painting pictures of the pond near his home and that his pictures were so beautiful and so unusual that he became famous all over the world. His name was Claude Monet.

Show the children a photograph of Claude Monet. Have them compare the photograph with the illustrations of Monet in the story. Share with the children enlarged reproductions of Monet’s lily pad paintings. Ask them to describe the paintings and ask them whether the paintings look like photographs of a pond. Explain that Monet did not paint things exactly as he saw them. Instead, he painted his impressions of the things he saw. Ask the children whether they see Hector and Henriette in the reproductions of Monet’s painting!

Tell the children that today we are going to paint pictures of Hector and Henriette’s pond habitat, just like Monet did. Ask the children to include things in their pond paintings that would meet the frogs’ needs for air, food, and shelter.

Provide the materials for children to do their paintings. Circulate among the children and ask them to describe the things they are including in their pond habitats.

Closing: After the paintings have dried, divide the children into small groups and ask each child to tell his or her group about his or her painting and the things included in the habitat.

Materials: Sweeney, J. (1995). Once upon a lily pad. San Francisco: Chronicle Books.

newsprint or manila paper for each child

watercolor paints for each child

cups of water for each child

paintbrushes for each child

enlarged reproductions of Monet’s water lily paintings. Available on-line at

Assessment: During this lesson, did the children

a. correctly identify the stages in the frog’s life cycle from the

photographs?

b. include food and shelter for the frogs in the habitat paintings?

c. identify real and fictional components of the story?

Kindergarten Lesson Plan

developed by Jill Englebright Fox, Ph.D.

Goal: The student will investigate and understand basic needs and life

processes of plants and animals. Key concepts include the following:

Living things change as they grow and need food, water, and air to survive.

Plants and animals live and die (go through a life cycle).

Offspring of plants and animals are similar to but not identical to their parents and to one another.

Objectives: Through participation in this lesson, learners will

• demonstrate understanding of the life cycle of a plant through visual art.

• identify stages in a plant’s life cycle.

• recognize Vincent Van Gogh as a masterpiece artist.

• recognize that different artists have individual interpretations of the same object.

Introduction: Show the children a live (or at least a realistic silk) sunflower. Ask them to identify it as a plant or an animal. Write the word “sunflower” on the board and ask the children how the flower could have gotten its name. Share with the children the book Sunflower House. Tell them that this is the story of a little girl who watches sunflowers grow in her back yard. Provide a focus for listening by saying that at the end of the story you will ask them how the little girl knows she will get to play in the sunflowers next summer.

Development: Read the book to the children. Return to the focus for listening by asking them the following questions:

How did the little girl know she would be able to play in her sunflower house next year?

Let’s think about what she will do with those seeds next year.

Help the children construct a diagram of the sunflower’s life cycle, beginning with planting the seeds, plants sprouting above the ground, water and sunshine helping the flowers to bloom, and the plants withering to stalks and dropping seeds. Encourage individual children from the group to draw each part of the diagram on the board.

Distribute sunflower seeds for the children to examine and taste. Explain that oil comes out of the seeds that may be used in cooking or in other food products such as crackers or chips. Tell the children that the sunflower, the seeds, and some sunflower oil products will be available for them to examine in the Discovery Center for the next few days.

Introduce the book Camille and the Sunflowers to the children. Provide a focus for listening by telling the children that at the end of the story you will ask them to repeat some of the words the author uses to describe sunflowers.

Read the book to the children. Return to the focus for listening by making a list of the descriptors used by the author. Record the list on the board. (You may need to revisit certain pages in the book to help children remember the descriptors.) Explain to the children that this story is based on the life of Vincent Van Gogh, who was a real artist who lived over 100 years ago in France. (Help the children locate France on the class map.) Explain that although Van Gogh’s painting of sunflowers is probably the most famous, many other artists have also painted sunflowers, and each artist’s representation is a little different. Share other reproductions with the children. Compare those reproductions with the list of descriptors on the board. Have the children identify the colors used by each artist in the various paintings.

Provide yellow, white, green, black, and brown paint for the children to paint their own sunflowers.

Closing: Throughout the week, have children use their paintings to make a diagram of the life cycle of the sunflower. Real seeds can be used for the first stage. Children can draw the young plants with crayons in the second stage. Their sunflower paintings will represent the third stage, and the drying/dying plants in the fourth stage can also be drawn with crayons. A sun and rain cloud can be added to indicate the plants’ needs. Talk to the children about each stage and the plant’s needs as they work. Children may dictate an explanation of each stage as you record their words on an index card to be displayed along with their finished products.

Materials:

Bunting, E. (1996). Sunflower house. New York: Harcourt Brace.

Anholt, L. (1994). Camille and the sunflowers. Hauppage, NY: Barron’s Educational Series.

sunflower seeds

products containing sunflower seed oil

manila paper (8½” by 10”) for each child’s sunflower painting

large sheet of butcher paper for each child’s life cycle diagram

crayons

reproductions:

The Sunflower by Gustav Klimt (1906-7)

Farm Garden with Sunflowers by Gustav Klimt (1905)

Sunflowers, Garden at Petit Gennevilliers by Gustave Caillebotte

(c. 1885)

Sunflowers by Vincent Van Gogh (1889)

Sunflower, New Mexico by Georgia O’Keefe (1935)

Adobe Sunflowers by Therese Eaton (1996)

Assessment: During this lesson, did each child

accurately reproduce each stage of the sunflower’s life cycle?

correctly sequence the stages of the sunflower’s life cycle?

identify Vincent Van Gogh as a masterpiece artist?

use an individual style in creating his or her sunflower?

Grade 1 Lesson Plan

developed by Jill Englebright Fox, Ph.D.

Goals: The learners will explore the environment with their senses and engage in meaningful activities with language and literacy.

Objectives: The student will locate the local community, the state, the United States, the seven continents, and the four oceans on a map and a globe.

The student will use maps, pictures, and stories to compare the geography of the local community with that of other communities in the state, the United States, and the world.

Introduction: This lesson plan will be used at the end of a unit on community. Show the children the book Almost Famous Daisy! and explain that this is the story of a girl and her dog who go traveling to many different communities and use a special means to stay in communication with their family. Provide a focus for listening by telling the children that at the end of the story you will ask them to identify that special means of communication.

Read the book to the children. Return to the focus for listening by asking the following questions:

How did Daisy and Duggie communicate with their family?

What kinds of pictures were on the post cards?

Have you ever received a post card from someone? Tell us who it was from and where that person was traveling.

Share with the children a set of sample post cards from various places near and far. Discuss the places pictured on the post cards and share any messages that may be on the backs.

Development: Assign children to small groups. Provide each group a post card from a faraway place, depicting a geographic region much different from their own. Help the children to identify that place and locate it on the classroom map. Ask each group to compare the location of their post card to that of their home community (near, far, north, south, etc.). Ask each group to

1. describe their post card. Is it a dry desert with cacti and sandy soil? Is it a beach with palm trees and white-capped waves? Is it a tall mountain covered with snow and pine trees?

1. design and create a post card that shows the community they live in. Ask them to include characteristics or landmarks of the community that have been discussed in previous lessons.

1. write or dictate to you a message to be sent to the faraway place on the first post card that describes some of the differences between their community and that place.

Closing: Ask each group to “pair share” their post cards and messages with another group. Display the post cards on a wall or bulletin board. Include the set of faraway post cards in the class Discovery Center for closer examination by all the children.

Materials:

Kidd, R. (1997). Almost famous Daisy! London: Frances Lincoln.

set of post cards depicting faraway places (beach, desert, mountains, etc.). Some of these post cards should have messages written on the back.

one sheet of poster board for each small group

crayons and markers for drawing

writing paper for drafting a post card message

Assessment:

3. Were the children able to brainstorm familiar landmarks of the local community?

4. Did the children compare elements of the faraway post card and the local community?

5. Were the children able to discuss and compare the relative location of their faraway post card on the classroom map?

Grade 2 Lesson Plan

developed by Jill Englebright Fox, Ph.D.

Goals: The student will write stories, letters, and simple explanations.

Generate ideas before writing.

Organize writing to include a beginning, middle, and end.

Revise writing for clarity.

Use available technology.

The student will edit final copies for grammar, capitalization, punctuation, and spelling.

Use declarative, interrogative, and exclamatory sentences.

Capitalize all proper nouns and words at the beginning of sentences.

Use correct spelling for frequently used words.

Objectives: Through participation in this lesson the student will

a. use the writing process to develop a fictional story.

b. use periods, question marks, and exclamation points appropriately at the end of sentences in the story.

c. identify the beginning, middle, and endings of their stories.

Introduction: Show the children the book The Incredible Painting of Felix Clousseau. Tell them that today we will be reading a book about an unusual artist whose work generated a lot of excitement. Provide a focus for listening by telling the children that at the end of the story you will ask them to identify the changes that occurred in your reading voice whenever something exciting occurred.

Read the book, making sure to reflect excitement in your voice at the appropriate times. After reading, go back to the focus for listening and discuss the following questions:

What were some of the most exciting incidents in the book?

How did my reading voice change during those times?

What symbol would we look for at the end of a sentence to tell us that something exciting is happening?

Ask one of the children to draw this symbol on the board. Tell the children that it is called an exclamation point and that we use it to show excitement in exclamatory sentences. Ask the children to brainstorm examples of exclamatory sentences.

Ask the children to name other symbols we could use at the end of a sentence. Have children draw those symbols one at a time on the board, provide the names (question mark, period) and the types of sentences in which they are used (interrogative, imperative). Brainstorm examples of each.

Development: Tell the children that today we will be using all three of those symbols in our writing. Assign the children to small groups of three to four. Give each group a masterpiece reproduction. Ask the children to work together to tell an oral story of what could happen if that painting came alive in the same way as the artwork of Felix Clousseau. As the small groups begin to generate their story lines, provide them with an organizational sheet that will help them to organize the beginning, middle, and end of their story in writing. Encourage children to use imperative, exclamatory, and interrogative sentences and the appropriate ending symbols in their writing. Provide appropriate assistance with editing and spelling, but encourage the children to edit their own work. Ask children to produce the final copies of their stories on the computer using available word-processing software.

Organizing Your Story

Beginning: What is the setting? Did you describe the main characters? What early action will take place?

Middle: What is the most exciting action in your story?

End: How will your characters resolve their problems?

Variation: For children who are not at this level of independent writing, share a reproduction with them in a small or large group setting, brainstorm ideas of what could happen if the painting came alive, and decide on a story line. On an organizational sheet, have children identify the beginning, middle, and end of their story in writing. Take dictation as children tell the story, and point out to them each time an exclamatory, interrogative, or imperative sentence is used.

Variation: Give reproductions to individual children and ask each to draw a picture of what would happen if that painting came alive in their classroom. Have each child dictate a sentence to you describing the action. Ask them to select the appropriate ending symbol for their interrogative, imperative, or exclamatory sentence.

Closing: Ask small groups to “pair share” their reproductions and stories with each other. Have group members identify sentences in their stories which they ended with a question mark, exclamation point, or period. Display the children’s work and the corresponding reproductions in the hall under the heading “The Incredible Painting of Mary Munford Second Graders.”

Materials:

Agee, J. (1988). The incredible painting of Felix Clousseau. New York: Farrar, Straus, and Giroux

masterpiece reproductions for each group

organizational sheets (see attached)

Assessment:

19. Did all students in the group participate in the brainstorming process?

20. Were the children able to identify the beginning, middle, and end of their stories on the organizational sheets?

21. In the final copies, did the children edit for grammar, spelling, capitalization, and punctuation?

Grade 3 Lesson Plan

Developed by Jill Englebright Fox, Ph.D.

Goals: The student will investigate and understand simple machines and their

uses. Key concepts include

a. types of simple machines (lever, screw, pulley, wheel and axle, inclined plane, and wedge).

b. how simple machines function.

c. compound machines (scissors, wheelbarrow, and bicycle).

d. examples of simple and compound machines found in the school, home, and work environment.

Objectives: Through participation in this lesson, the student will

a. learn about the life and work of Leonardo da Vinci.

b. use tools to take apart an every-day machine.

c. record observations of that machine by drawing.

d. identify simple and compound machines.

e. use descriptive writing.

Introduction: Remind students of the current unit of study on machines. Review the definitions of simple and compound machines. Brainstorm and list on the board examples of each. Share with the students that today they will be learning about one of the world’s greatest artists—a man who was also an architect, a scientist, a mathematician, and an inventor of machines.

Development: Introduce to the students the book Da Vinci by Mike Venezia. Show the cover of the book. Provide a focus for listening by telling the students that at the end of the book you will ask them to name at least two of the machines that da Vinci planned to invent.

Read the book, and share the illustrations and the cartoon conversations with the students.

Return to the focus for listening question: ask the students to name at least two of the machines da Vinci planned to invent (a helicopter, an armored car, a giant crossbow, and a war machine are pictured). Ask the students whether they recall the reason that da Vinci made drawings of his machines (to show people how the machines would work). Show children enlarged reproductions of Da Vinci’s machine drawings. Discuss the written notes da Vinci included (providing translations if possible) to explain his drawings. Explain that da Vinci often wrote his notes backward so others could not read them and steal his ideas.

Divide the children into pairs and provide each pair with a machine and an appropriately sized screwdriver. Ask each pair to identify their machine and describe what it is used for in writing. Ask each pair to produce a Da Vinci-style pencil sketch of their machine. After the sketches are complete, ask each pair to use the screwdrivers to take their machines apart. Have the students sketch each part of their machines and label pulleys, levers, springs, axles, wheels, etc. that may be inside.

Closing: When the sketching and labeling are complete, ask each pair to share their machines and sketches with the whole group. Discuss how the parts of each machine help it to fulfill its purpose. Remind the children that sketching, as da Vinci demonstrated, is a useful way of recording and explaining ideas and information for other people.

Materials: Venezia, M. (1989). Getting to know the world’s greatest

artists: Da Vinci. Chicago: Children’s Press.

enlarged reproductions of Da Vinci’s machine drawings. Available on-line at

drawing paper for each pair of students

pencils

screwdrivers for each pair of students

machine for each pair of students (examples: stapler, wind-up

alarm clock, TV remote control, toy car)

Assessment: During this lesson, did the students

a. identify their machines and describe the uses in writing?

b. use the screwdriver to take the machine apart?

c. identify wheels, levers, axles, pulleys inside their machines?

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download