1
Integrated Unit of Study
John Carreon, Sara Goeman, Rachel Premer, Salena Ibarra
MTE/534 - CURRICULUM CONSTRUCTS AND ASSESSMENT:
VISUAL AND PERFORMING ARTS
Dr. Bethanie Hansen
University of Phoenix
October 6, 2014
Lesson Plan Format MTE/534 Version 4
University of Phoenix Material Sara Goeman
Lesson Plan Format Create an authentic, standards-based production lesson plan for visual or performing arts. The lesson plan must result in the creation of an art work or a performance. Attach any handouts or other original
materials for the lesson
Component Details
Lesson title Creating “Five Survival Senses” Posters
Grade level First grade
Time or days for completion One 60 minute period
State standards and arts components
California’s Next Generation Science Standards for Grade One LS1.A: Structure and Function All organisms have external parts. Different animals use their
body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1)
LS1.D: Information Processing
Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. (1-LS1-1)
Visual and Performing Arts: Visual Arts Standards, Grade One 2.0 Creative Expression Communication and Expression Through Original Works of Art
2.4 Plan and use variations in line, shape/form, color, and texture to communicate ideas or feelings in works of art.
2.7 Use visual and actual texture in original works of art.
2.8 Create artwork based on observations of actual objects and everyday scenes.
Visual and Performing Arts: Music Standards, Grade One 2.0 Creative Expression Apply Vocal and Instrumental Skills
2.1 Sing with accuracy in a developmentally appropriate range.
Lesson Plan Format MTE/534 Version 4
Objectives 1. Students will participate in whole-class sing along with
developmentally appropriate accuracy and range. 2. Students will independently be able to identify the five
senses and the associated body parts used in these senses.
3. Students will, in small groups and with teacher
guidance, create artistic informational posters highlighting survival advantages each of the five senses provide.
Areas of curriculum
integration
Science, visual arts, music
Previous knowledge required from students to participate
Students must know the names of various applicable body parts prior to this lesson. Experience with coloring, markers,
and glue sticks is assumed.
Required materials, including equipment and technology
Note. Permission must be obtained for copyrighted materials; websites must be
cited for any downloaded materials.
YouTube video: Mr. R’s Songs for Teaching: 5 Senses Sing-a-long
-Poster board of any or various colors -White or light colored construction paper (enough for every student to have multiple pieces)
-Small white index or similar cards -Colored markers (each table or group should have one set at least)
-Glue sticks (one for each table or group) -Pencils for every student
Sequence of lesson, such as hook, input, modeling, guided
practice, and closure guided practice, where applicable
5 minutes - Announce to class that we will be learning about our five senses. “Does anyone know
what our five senses are? These are the ways that we sense, or feel, our surroundings. Do you think smell is a sense? Yeah! So our sense of smell is one. What
are four more?” Guide discussion of the five senses, assessing for prior knowledge as the basics are covered.
5 minutes - “I have a really fun song I think we will all have fun singing together! First, we’re just going to watch and listen, but feel free to sing along if you want to. We’ll also listen again as we work on other things.”
Play Mr. R’s 5 senses sing along video.
While students are watching the video, place a copy of the Five Senses worksheet face-down in front of
each student at his or her workstation.
When the video finishes, direct students to review their worksheet, but to not write on it just yet. “We will
complete these at the end of the activity.” Direct students’ attention to the objectives written on the board, reading them clearly. Invite one or two student
questions, if present.
5 minutes - Guide whole class discussion regarding
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the uses of the five senses: What do you think we need these for? We use them for fun things, yes, like tasting ice cream and enjoying the motion of swinging,
but can you think of a more important reason we and other animals would have these senses? What purposes do you use your eyes for? How would a wild
animal benefit from being able to smell things? While wrapping up the discussion, place a piece of white construction paper before every student.
5 minutes - Announce to class that we are going to make posters using our own original artwork and our knowledge about the five senses, complete with
caption cards that present a necessary use for the senses. Each group will create one poster that presents an original artwork, depicting one of the five
senses, from each group member. Continue that groups have three minutes to discuss and determine who will complete the sight, smell, touch, hearing, and
taste artworks. After each member has a sense to draw, they should think about how they will depict it. After they finish their art they will attach their work to
poster board and draw a title at the top of their posters, so they should begin considering what their titles will be. Place a white index or similar card before
each student.
5 minutes – Direct students to consider our discussion about the five senses and how they are necessary for survival in so many different ways.
Review some of the specific instances the class had previously discussed. Direct learners to think of one way their designated sense assists with survival.
Once they decide on the one way, they will write it down on the card in the form of one or more complete sentences. The bottom two lines are reserved for the
student’s name and classroom.
Explain that students may depict the sense any way they want, such as drawing a nose for smell, or
something that they think smells nice, or strong. For hearing one might draw an ear, or something that makes noise, or a situation in which one would benefit
from hearing. Direct groups to begin their art pieces by outlining their drawings with pencil so they can make corrections if they want to, then when finished,
darken the lines with black marker before coloring in the spaces they want to color. Remind learners that we want to use colors and shapes that remind us of
fall when possible.
10 minutes – Students work on their drawings. Extra paper is available at the front of the classroom for
learners who want it. As students finish their drawings, the poster board is available at the front of the classroom. Direct students to wait until all or most
group members are finished to glue their artworks to the poster board so that they can be sure everyone’s will fit nicely. Guide students in placement of drawings
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on the poster board if necessary. Play the 5 Senses Sing Along video once while they work, visual not necessary.
5 minutes – Students who have not glued their drawings must now quickly finish up and do so, and groups must write or draw a title at the top of their
posters and decorate with fall colors, leaves, and other symbols of the season using colored markers. The caption cards will be glued on last, below each
artwork.
5 minutes – Clean up: Students tidy their workstations, return all supplies to their homes.
Posters will remain with the groups. Announce that we will have a sing along as soon as everyone is finished.
5 minutes – Sing along: Play the 5 Senses Sing Along video, this time directing students to sing along
with the song. The song is repetitive and learners will quickly catch on to the words, and be challenged to keep up with the “fast part.” The song can be repeated
again with the video, or without the video.
5 minutes – Direct students’ attention to the worksheets placed before them at the beginning of the
lesson. Students will now independently complete the worksheets using the information they have learned.
5 minutes – Reflection: Guide whole class discussion
about what they enjoyed and learned during the activities, and what they think they would like to learn more about.
Assessments that align to
objectives
Indicate if the assessment is formative
or summative
Include all necessary rubrics, tests, and
checklists, as appropriate.
1. Students will participate in whole-class sing along with developmentally appropriate accuracy and range.
Sing along: Formative assessment 3 – Learner participated with appropriate accuracy and range.
2 – Learner participated but did not present developmentally appropriate accuracy and/or range. 1 – Learner did not participate.
2. Students will independently be able to identify the five
senses and the associated body parts used in these
senses. Formative assessment, via discussion. 5 Senses Worksheet: Summative assessment
3 – Learner accurately completed the worksheet. 2 – Learner completed the worksheet with some inaccuracies.
1 – Learner did not complete the worksheet.
3. Students will, in small groups and with teacher
guidance, create artistic informational posters highlighting survival advantages each of the five senses provide.
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5 Survival Senses Posters: Summative assessment 3 – Learner participated in the group activity and
contributed accurately and fairly, communicating in respectful and meaningful ways. 2 – Learner participated in the group activity, but did
not contribute accurately, fairly and/or did not communicate in respectful or meaningful ways. 1 – Learner did not make any meaningful
contributions to the group activity.
Plan for diverse learners Include the following:
Accommodations for students with learning or physical disabilities
Accommodation for English Language Learner students
Accommodation for gifted students
An explanation of how this lesson will appeal to
different learning styles
Students with learning disabilities and English language learners are benefitted by the built-in accommodations
including the use of pictures and words on the worksheet, working in groups, and teacher guided discussion that allows for ample time for students to respond. This lesson appeals to
multiple learning styles and intelligences by including independent as well as group work, opportunity for visual and vocal artistic expression, verbal discussion, audio, and visual
stimuli.
Classroom management and safety plan
Classroom management will involve adherence to set routines that assist in quick, smooth transitions and more easily managing student activity and supplies. Safety is an important
factor during any activity, and considerations for maintaining clear isles, refraining from running or other unsafe movement, and maintaining awareness of one’s surroundings must be
present. Students will be reminded of classroom safety procedures as necessary, and guided to more appropriate behavior, or correction, if needed.
Opportunities for display or
public performance
The posters will be displayed in the classroom or other area of
the school such as a main hallway or auditorium. The sing along will be performed in-class only, but it could be performed for others, such as another class learning similar
concepts or parents and staff.
Lesson Plan Format MTE/534 Version 4
University of Phoenix Material Rachel Premer
Lesson Plan Format Create an authentic, standards-based production lesson plan for visual or performing arts. The lesson plan must result in the creation of an art work or a performance. Attach any handouts or other original
materials for the lesson
Component Details
Lesson title Life Cycle of a Pumpkin
Grade level 1st grade
Time or days for completion 2 days 30 minutes each day
State standards and arts components
Art State Standard 1.0 ARTISTIC PERCEPTION
Develop Perceptual Skills and Visual Arts Vocabulary 1.1 Describe and replicate repeated patterns in nature, in the
environment, and in works of art.
Science State Standards: Investigation and Experimentation 4. a. Draw pictures that portray some features of the thing
being described.
Objectives Students will be able to recognize the life cycle of a pumpkin while painting a replica of a pumpkin and its stages.
Areas of curriculum integration
Science will be integrated in this visual arts lesson.
Previous knowledge required from students to participate
Students must know the safety rules about paint.
Required materials, including equipment and technology
Note. Permission must be obtained for copyrighted materials; websites must be
cited for any downloaded materials.
One and a half paper plates
Orange paint
Paint brushes
Water
Newspaper
One green yarn about 2” long
Life cycle printout
Brown construction paper (small rectangle)
Staples
Crayons
Scissors
Sequence of lesson, such as hook, input, modeling, guided
practice, and closure guided practice, where applicable
Day 1
Have the students clear off their desks
Explain to the students that they will be learning about the life cycle of a pumpkin
Ask the students if they know how many stages there are. (5 stages)
Discuss the 5 stages and why they are in that order
Explain to the students that they will be painting a replica of a pumpkin and its stages for display
Lesson Plan Format MTE/534 Version 4
Have the student place a large piece of newspaper on
their desk
Pass out one and a half paper plates
Have the students write their names on the back on the plates
Arrange paint and paintbrushes for students (this step could either be done outside or have
students wear aprons)
Remind the students that pumpkins have texture and that they don’t all look the same.
Have the students paint the plates orange
Set the plates to the side to dry
Clean up paint and materials Day 2
Pass out life cycle printout and crayons
Discuss the life cycle of a pumpkin again
Have the students color in the printout
Have the student cut out the different stages
Group up the students
Pass out their dried painted pumpkins
Pass out one string of yarn for each student
Pass out small rectangle of brown construction paper
In their group have the students staple the pieces all
together
Give the students an example of what it should look like:
Small rectangle on top One end of yarn stapled to pumpkin Half plate stapled to bottom of full plate opened
Stages stapled to yarn in correct order
Clean up
Display pumpkin life cycle for everyone to see
Assessments that align to
objectives
Indicate if the
assessment is formative or summative
Include all necessary rubrics, tests, and
checklists, as appropriate.
This lesson will be assessed in a formative way. Students will
be graded for participation and listening skills. Final project will be graded on accuracy. Students will also be graded on working together.
Plan for diverse learners Include the following:
Accommodations for students with learning or
physical disabilities
Accommodation for English Language
Learner students
Accommodation for gifted students
Physical disabilities:
Depending on the disability the student could be
paired up with another student while they are painting.
Student could use markers instead of paint
Student could use their hands instead of a paintbrush
Teacher could schedule an adult assistant for this
lesson ELL:
There is not writing during this lesson so
accommodations are not needed Gifted students:
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An explanation of how
this lesson will appeal to different learning styles
The teacher could give these students more than just one color to paint pumpkins to create textures and shades for a more realistic look
This lesson appeals to all learning styles because there is individual and group work. This lesson is hands on and also
has discussions as a class. The lesson is also divided into two days in order to keep the students attention.
Classroom management and safety plan
If at all possible the teacher could benefit from an extra set of
adult hands during the painting process. If not then the teacher could do this lesson in stages at stations. By splitting the students into groups the teacher can manage each group
instead of individual. Students will be reminded of the importance of staying safe and clean during this lesson. When passing out scissors and putting them back the teacher should
have one student in charge in order to deplete any dangers.
Opportunities for display or public performance
This project can be displayed on the walls of the classroom. This would be a great project to display during open house or
even in the office of the school.
Lesson Plan Format MTE/534 Version 4
Lesson Plan Format MTE/534 Version 4
University of Phoenix Material John Carreon
Lesson Plan Format Create an authentic, standards-based production lesson plan for visual or performing arts. The lesson plan must result in the creation of an art work or a performance. Attach any handouts or other original
materials for the lesson
Component Details
Lesson title Exploring Weather Conditions through Pictures
Grade level 1st Grade
Time or days for completion 1 school day, 1 hour session
State standards and arts components
California Content Standards ARTS:
1.3.: Identify the elements of art in objects in nature, in the environment, and in works of art, emphasizing line, color, shape/form, and texture.
1.1.: Describe and replicate repeated patterns in nature, in the environment, and in works of art.
SCIENCE: ES.3.b.: Students know that the weather changes from day to
day but that trends in temperature or of rain (or snow) tend to be predictable during a season.
Objectives At the end of the lesson, the students will be able:
To identify the different weather types using pictures and drawings To illustrate and create original artworks that will describe a
weather condition of their choice To have a better understanding of the different weather
Areas of curriculum integration
Science will be integrated in this visual arts lesson.
Previous knowledge required from students to participate
Previous knowledge of the basic colors and shapes, and a little understanding of the different kinds of weather (sunny,
rainy, windy, foggy, cloudy, etc.) are needed.
Required materials, including equipment and technology
Note. Permission must be obtained for copyrighted
materials; websites must be cited for any downloaded materials.
White Paper
Colored Pencils
Pencils
Markers
Crayons
Paint
Paint brushes
Scissors
Visual Aid: Projected image of the different types of weather on the screen (computer and projector needed)
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Sequence of lesson, such as hook, input, modeling, guided practice, and closure guided
practice, where applicable
The students would be asked if they have any idea about the different types of weather that we have
The students would then be taught about the main
weather types (sunny, rainy, windy, foggy, cloudy, etc.) as well as the four main seasons (winter, spring, summer, fall)
Using different pictures that show different weather scenarios, students would be then asked to interpret and analyze the different weather conditions that may be present in the said set of pictures.
Students will be given a chance to discuss the different pictures with their peers and discuss why they think the picture describes the particular weather
type.
The class will finish up by having the students create their own paintings and drawings of pictures that
would depict a weather of their choice.
Assessments that align to objectives
Indicate if the assessment is formative or summative
Include all necessary
rubrics, tests, and checklists, as appropriate.
Informal Assessment (Summative Assessment)
Students will be asked to create and draw either a painting or a picture that would depict and illustrate the weather of their choice. The students would be
asked to draw or paint a picture that would either describe a sunny day, a rainy day, or the likes.
Students would be then graded according to the way
they depicted the weather of their choice, if the said illustrations were drawn with the correct color and shape, if the main elements of the pictures are
present, and lastly, if the drawing really depicts and illustrates the subject with clarity.
The teacher will base the grading on a simple rubric,
which consist of the key concepts that were stated above.
Plan for diverse learners Include the following:
Accommodations for students with learning or physical disabilities
Accommodation for English Language Learner students
Accommodation for gifted students
An explanation of how this lesson will appeal to
different learning styles
Diverse Learners Plan
Students with Physical Disabilities: Students with physical disabilities will be assisted by the Special Education aide, or by the teacher during the whole lesson and activity time,
depending on the physical disability or the condition of the specific student.
ELL Students: the student would be given further assistance and taught further by the teacher if the need arises, especially in giving out the sets of instructions.
Gifted Students: These particular students would be asked to do an additional activity, which would hone and further instill
the concept of the importance of having the knowledge of the different types of weather. An additional activity would be given to gifted students wherein they would be asked to
submit a short explanation of why they chose to illustrate their work, and explain the weather condition that they have depicted and illustrated.
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Classroom management and safety plan
The students would be asked to work individually and quietly while they are working on their artwork. During the duration of the coursework, students are expected to finish their work on
time, and students are expected to follow the customary classroom procedures, rules and regulations.
Opportunities for display or
public performance
The students would have the opportunity to display their
artwork to the public by displaying it on their classroom, and taking them home. Also, the students would be able to showcase their work with the school community by displaying
their work in the cafeteria, or in the school grounds for a certain period of time.
Lesson Plan Format MTE/534 Version 4
University of Phoenix Material Salena Ibarra
Lesson Plan Format Create an authentic, standards-based production lesson plan for visual or performing arts. The lesson plan must result in the creation of an art work or a performance. Attach any handouts or other original
materials for the lesson
Component Details
Lesson title Pumpkin Explorers
Grade level First grade
Time or days for completion One day, about an hour and a half to two hours.
State standards and arts components
CA- California K-12 Academic Content Standards Subject : Science Grade : Grade One
Area : Investigation and Experimentation Sub-Strand 4: Scientific progress is made by asking meaningful questions and conducting careful investigations. b:
Record observations and data with pictures, numbers, or written statements. Subject : Visual Arts
Grade : Grade One Area : CREATIVE EXPRESSION Sub-Strand 2.0: Creating, Performing, and Participating in the
Visual Arts Concept : Communication and Expression Through Original Works of Art
2.8: Create artwork based on observations of actual objects and everyday scenes.
Objectives Students will make predictions about specific facts of a pumpkin; ie. How much does it weigh, how many
seeds are inside the pumpkin and whether or not the Pumpkin Seeds will float or not.
Students will also draw a picture of what they are witnessing with the pumpkins. For example, as
students witness the teacher cleaning out the pumpkin, students will do their best to draw the seeds that they see.
Areas of curriculum
integration
Science:
Students will make predictions of specific questions about the pumpkin. As the whole class discovers the correct answers; students will compare their
hypotheses to the results.
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Previous knowledge required from students to participate
Students must be able to write their numbers and simple 5 word sentences in order to express their hypothesis. Students must also be able to distinguish between different colors while
drawing and coloring what they are witnessing. Students must also have some knowledge of what a pumpkin is and what it looks like once it is cut open.
Required materials, including
equipment and technology Note. Permission must be
obtained for copyrighted materials; websites must be cited for any downloaded
materials.
Multiple Pumpkins
-Parents will be asked at the beginning of the school year, and weeks leading up to this activity, to please donate a pumpkin of any size (as long as it can be carved and has seeds) for the
students to use. Parents will also be welcomed to attend out Pumpkin explorers Party.
Other materials needed: Scale for weighing, tape measure for measuring, clear plastic cups of water to see if the seeds float, and a pumpkin carving
set with scooper for the teacher to carve one of the pumpkins in the class. Two worksheets stapled together:
Pumpkin Packet.docx Large white paper on a sticky pad.
Sequence of lesson, such as
hook, input, modeling, guided practice, and closure guided practice, where applicable
Prior to lesson:
Parents will be asked to donate one pumpkin for this activity.
*Teacher may need to purchase a few of her own
pumpkins to make sure there are enough pumpkins for this activity.
Teacher will set up four pumpkin exploring stations in the classroom. All stations will have four pumpkins at
each (Total of 16 pumpkins for stations)
Prior to the day beginning, the teacher will need to cut tops off of eight of the pumpkins to make sure they
are ready for the activity. Beginning lesson:
Parents that have joined this activity will be asked to
stay and help at each station.
*If there are no parent assistants, teacher will have all students rotate from one station to another together as a whole class instead of breaking into small groups
to rotate.
Students will rotate from one station to the next making predictions about each station.
At each station, there will be a question posted that matches the question on the students’ worksheets.
Questions:
How much do you think these pumpkins weigh? How large do you think these pumpkins are? How many seeds do you think are in each of these pumpkins? Do you think the seeds from these pumpkins can float?
As students rotate from one station to another, the students will be given the opportunity to write what they think in the box provided on their worksheets.
Once all of the students have rotated through each station; the teacher (and parents) will begin to
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demonstrate and figure the answers to each question. They will begin weighing the pumpkins, measuring the pumpkins, counting the seeds, and checking to see of
the seeds can float. Each of these being done one at a time to allow all students an opportunity to observe.
Students will be sitting from their seats or on the
carpet observing each demonstration.
The answers will be written on a large white piece of sticky paper and posted at the front of the classroom
for the students to see and write down on their own paper.
Once demonstrations are completed; students will return to their seats to write about and draw about
their experiences.
Assessments that align to objectives
Indicate if the assessment is formative or summative
Include all necessary rubrics, tests, and checklists, as
appropriate.
Formative assessment will be conducted.
Students will be assessed on how well they make related hypothesis; for example, when asked to make
a prediction about how much a pumpkin weighs they write a number down instead of writing a written response.
Plan for diverse learners Include the following:
Accommodations for students with learning or physical disabilities
Accommodation for
English Language Learner students
Accommodation for gifted
students
An explanation of how this lesson will appeal to different learning styles
Physical disabilities:
If a student in the classroom is unable to make it from one station to another, the stations will then be taken around the classroom on mobile carts. This will allow
all students to visit each station without having to leave their seat.
English Language Learners
The results to the observations will be posted in the classroom on large pieces of paper to assist as a visual.
Gifted Students
Gifted students will be challenged enough to make very specific hypotheses and also asked to compare
and contrast the results. Different Learning Styles
This lesson provides a lot of opportunities for students to be active and moving from one location to another.
At this age, it is important to provide these opportunities in the classroom.
Students will also be given an opportunity to have a
visual demonstration on how to discover results to specific questions.
Classroom management and safety plan
If there are enough parents available to help with this activity, students will be broken up into small groups of 4-5 students
per group. This will not only help with the observations (less students at each station help to make the observations easier for the students) but it will also help with classroom
management and the safety with the students as they rotate from one station to another. The parents assisting also help to provide extra eyes in the classroom as the students rotate
through.
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Opportunities for display or public performance
These packets will be posted on the walls of the classroom with the picture of the pumpkin being displayed on the wall.
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Unit Mapping Chart
Title: Fall Fun
Grade level: 1
Time required: Theme: Fall Fun
Unit overview Students will learn about the different development stages a pumpkin experiences. Students will also explore the characteristics of a pumpkin as well as pumpkin seeds. Students will also learn
how to identify the different types of weather by looking at visual pictures. This unit will also cover the five senses.
Essential questions for the unit
1. How well do you know that pumpkin? 2. What are the different stages of a Pumpkin? 3. What is the weather like?
4. What are the five senses?
Art disciplines
Music and Visual arts
Subject the art discipline is integrated with
Science
Art standards
Provide the elementary visual or performing arts standards that the unit addresses.
Communication and Expression Through Original Works of Art 2.8: Create artwork based on observations of actual objects and everyday scenes.
ARTISTIC PERCEPTION
Develop Perceptual Skills and Visual Arts Vocabulary
1.1 Describe and replicate repeated patterns in nature, in the environment, and in works of art.
Communication and Expression Through Original Works of Art 2.4 Plan and use variations in line, shape/form, color, and texture to communicate ideas
or feelings in works of art.
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2.7 Use visual and actual texture in original works of art. 2.8 Create artwork based on observations of actual objects and everyday scenes.
Apply Vocal and Instrumental Skills
4.1 Sing with accuracy in a developmentally appropriate range. 1.3.: Identify the elements of art in objects in nature, in the environment, and in works of
art, emphasizing line, color, shape/form, and texture. 1.1.: Describe and replicate repeated patterns in nature, in the environment, and in works
of art.
Provide the content standards that are integrated into the unit
Investigation and Experimentation 4: Scientific progress is made by asking meaningful questions and conducting careful
investigations. b: Record observations and data with pictures, numbers, or written statements.
Investigation and Experimentation a. Draw pictures that portray some features of the thing being described.
LS1.A: Structure and Function All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find,
and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1)
LS1.D: Information Processing Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them
survive. Plants also respond to some external inputs. (1-LS1-1) ES.3.b.: Students know that the weather changes from day to day but that trends in
temperature or of rain (or snow) tend to be predictable during a season.
Integrated content standards
Investigation and Experimentation
4: Scientific progress is made by asking meaningful questions and conducting careful investigations. b: Record observations and data with pictures, numbers, or written statements.
Investigation and Experimentation 5. a. Draw pictures that portray some features of the thing being described.
LS1.A: Structure and Function All organisms have external parts. Different animals use their body parts in
different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1)
LS1.D: Information Processing Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help
them survive. Plants also respond to some external inputs. (1-LS1-1)
ES.3.b.: Students know that the weather changes from day to day but that trends in temperature or of rain (or snow) tend to be predictable during a season.
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Lesson name
Activities and skills Assessments Resources
List the contributing
team members.
Include a variety of assessment types.
Pumpkin
Explorers Salena Ibarra
Prior to lesson: • Parents will be asked to
donate one pumpkin for this activity. • *Teacher may need to
purchase a few of her own pumpkins to make sure there are enough pumpkins for this
activity. • Teacher will set up four pumpkin exploring stations in
the classroom. All stations will have four pumpkins at each (Total of 16 pumpkins for
stations) • Prior to the day beginning, the teacher will need
to cut tops off of eight of the pumpkins to make sure they are ready for the activity.
Beginning lesson: • Parents that have joined this activity will be asked to stay
and help at each station. • *If there are no parent assistants, teacher will have all
students rotate from one station to another together as a whole class instead of breaking into
small groups to rotate. • Students will rotate from one station to the next making
predictions about each station. • At each station, there wil l be a question posted that
matches the question on the students’ worksheets. Questions:
• How much do you think these pumpkins weigh? How large do you think these
pumpkins are? How many seeds do you think are in each of these pumpkins? Do you
think the seeds from these pumpkins can float? • As students rotate from
one station to another, the students will be given the
Formative assessment will be
conducted. • Students will be assessed on how
well they make related hypothesis; for example, when
asked to make a prediction about how much a pumpkin
weighs they write a number down instead of writing a written
response.
Multiple Pumpkins -Parents will be asked
at the beginning of the school year, and weeks leading up to
this activity, to please donate a pumpkin of any size (as long as it
can be carved and has seeds) for the students to use.
Parents will also be welcomed to attend out Pumpkin
explorers Party. Other materials needed:
Scale for weighing, tape measure for measuring, clear
plastic cups of water to see if the seeds float, and a pumpkin
carving set with scooper for the teacher to carve one
of the pumpkins in the class. Two worksheets
stapled together: Pumpkin Packet.docx Large white paper on
a sticky pad.
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opportunity to write what they think in the box provided on their worksheets. Once all of
the students have rotated through each station; the teacher (and parents) will begin
to demonstrate and figure the answers to each question. They will begin weighing the
pumpkins, measuring the pumpkins, counting the seeds, and checking to see of the
seeds can float. Each of these being done one at a time to allow all students an
opportunity to observe. • Students will be sitting from their seats or on the carpet
observing each demonstration. • The answers will be written on a large white piece of
sticky paper and posted at the front of the classroom for the students to see and write down
on their own paper. • Once demonstrations are completed; students will return
to their seats to write about and draw about their experiences
Life Cycle of a Pumpkin
Rachel Premer
Day 1 • Have the students clear
off their desks • Explain to the students that they will be learning about
the life cycle of a pumpkin • Ask the students if they know how many stages there
are. (5 stages) • Discuss the 5 stages and why they are in that order
• Explain to the students that they will be painting a replica of a pumpkin and its
stages for display • Have the student place a large piece of newspaper on
their desk • Pass out one and a half paper plates
• Have the students write their names on the back on the plates
• Arrange paint and paintbrushes for students (this step could either be done
outside or have students wear
This lesson will be assessed in a
formative way. Students will be graded for
participation and listening skills. Final project will be graded
on accuracy. Students will also be graded on working
together.
• One and a half paper plates
• Orange paint • Paint brushes • Water
• Newspaper • One green yarn about 2” long
• Life cycle printout • Brown
construction paper (small rectangle) • Staples
• Crayons • Scissors
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aprons) • Remind the students that pumpkins have texture and that
they don’t all look the same. • Have the students paint the plates orange
• Set the plates to the side to dry • Clean up paint and
materials Day 2 • Pass out life cycle
printout and crayons • Discuss the life cycle of a pumpkin again
• Have the students color in the printout • Have the student cut out
the different stages • Group up the students • Pass out their dried
painted pumpkins • Pass out one string of yarn for each student
• Pass out small rectangle of brown construction paper • In their group have the
students staple the pieces all together • Give the students an
example of what it should look like: Small rectangle on top
One end of yarn stapled to pumpkin Half plate stapled to bottom of
full plate opened Stages stapled to yarn in correct order
• Clean up • Display pumpkin li fe cycle for everyone to see
Exploring
Weather Conditions through
Pictures John Carreon
• The students would be
asked if they have any idea about the different types of weather that we have
• The students would then be taught about the main weather types (sunny, rainy,
windy, foggy, cloudy, etc.) as well as the four main seasons (winter, spring, summer, fall)
• Using different pictures that show different weather scenarios, students would be
then asked to interpret and
Informal Assessment
(Summative Assessment) • Students will
be asked to create and draw either a painting or a picture
that would depict and illustrate the weather of their choice. The
students would be asked to draw or paint a picture that
would either describe
• White Paper
• Colored Pencils • Pencils • Markers
• Crayons • Paint • Paint brushes
• Scissors • Visual Aid: Projected image of
the different types of weather on the screen (computer and
projector needed)
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analyze the different weather conditions that may be present in the said set of pictures.
• Students will be given a chance to discuss the different pictures with their peers and
discuss why they think the picture describes the particular weather type.
• The class will finish up by having the students create their own paintings and drawings of
pictures that would depict a weather of their choice.
a sunny day, a rainy day, or the likes. • Students would
be then graded according to the way they depicted the
weather of their choice, if the said illustrations were
drawn with the correct color and shape, if the main
elements of the pictures are present, and lastly, if the
drawing really depicts and illustrates the subject with clarity.
• The teacher will base the grading on a simple rubric,
which consist of the key concepts that were stated above.
Creating
“Five Survival Senses”
Posters Sara Goeman
5 minutes - Announce
to class that we will be learning about our five senses. “Does anyone
know what our five senses are? These are the ways that we
sense, or feel, our surroundings. Do you think smell is a sense?
Yeah! So our sense of smell is one. What are four more?” Guide
discussion of the five senses, assessing for prior knowledge as the
basics are covered.
5 minutes - “I have a really fun song I think we will all have fun
singing together! First, we’re just going to watch and listen, but
feel free to sing along if you want to. We’ll also listen again as we work
on other things.” Play Mr. R’s 5 senses sing along video.
While students are watching the video,
1. Students will
participate in whole-class sing along with developmentally
appropriate accuracy and range.
Sing along: Formative assessment
3 – Learner participated with appropriate accuracy
and range. 2 – Learner participated but did
not present developmentally appropriate accuracy
and/or range. 1 – Learner did not participate.
2. Students will independently be
able to identify the five senses and the associated body
parts used in these senses. Formative
assessment, via
YouTube video: Mr.
R’s Songs for Teaching: 5 Senses Sing-a-long
-Poster board of any or various colors
-White or light colored construction paper (enough for every
student to have multiple pieces) -Small white index or
similar cards -Colored markers (each table or group
should have one set at least) -Glue sticks (one for
each table or group) -Pencils for every student
5 Senses Worksheet - Sara Goeman.docx
Lesson Plan Format MTE/534 Version 4
place a copy of the Five Senses worksheet face-down in front of
each student at his or her workstation.
When the video
finishes, direct students to review their worksheet, but to not
write on it just yet. “We will complete these at the end of the activity.”
Direct students’ attention to the objectives written on
the board, reading them clearly. Invite one or two student questions,
if present.
5 minutes - Guide whole class discussion regarding the uses of
the five senses: What do you think we need these for? We use them
for fun things, yes, like tasting ice cream and enjoying the motion of
swinging, but can you think of a more important reason we
and other animals would have these senses? What
purposes do you use your eyes for? How would a wild animal
benefit from being able to smell things? While wrapping up the
discussion, place a piece of white construction paper
before every student.
5 minutes - Announce to class that we are
going to make posters using our own original artwork and our
knowledge about the five senses, complete with caption cards that
present a necessary use for the senses. Each group will create
one poster that
discussion. 5 Senses Worksheet:
Summative assessment 3 – Learner
accurately completed the worksheet. 2 – Learner
completed the worksheet with some inaccuracies.
1 – Learner did not complete the worksheet.
3. Students will, in small groups and
with teacher guidance, create artistic informational
posters highlighting survival advantages each of the five
senses provide. 5 Survival Senses
Posters: Summative assessment 3 – Learner
participated in the group activity and contributed
accurately and fairly, communicating in respectful and
meaningful ways. 2 – Learner participated in the
group activity, but did not contribute accurately, fairly
and/or did not communicate in respectful or
meaningful ways. 1 – Learner did not make any meaningful
contributions to the group activity.
Lesson Plan Format MTE/534 Version 4
presents an original artwork, depicting one of the five senses, from
each group member. Continue that groups have three minutes to
discuss and determine who will complete the sight, smell, touch,
hearing, and taste artworks. After each member has a sense to
draw, they should think about how they will depict it. After they
finish their art they will attach their work to poster board and draw
a title at the top of their posters, so they should begin considering what
their titles will be. Place a white index or similar card before each
student.
5 minutes – Direct students to consider
our discussion about the five senses and how they are necessary
for survival in so many different ways. Review some of the specific
instances the class had previously discussed. Direct learners to think
of one way their designated sense assists with survival.
Once they decide on the one way, they will write it down on the
card in the form of one or more complete sentences. The bottom
two lines are reserved for the student’s name and classroom.
Explain that students may depict the sense any way they want, such as drawing a nose
for smell, or something that they think smells nice, or strong. For
hearing one might draw
Lesson Plan Format MTE/534 Version 4
an ear, or something that makes noise, or a situation in which one
would benefit from hearing. Direct groups to begin their art pieces
by outlining their drawings with pencil so they can make
corrections if they want to, then when finished, darken the lines with
black marker before coloring in the spaces they want to color.
Remind learners that we want to use colors and shapes that remind
us of fall when possible.
10 minutes – Students work on their drawings.
Extra paper is available at the front of the classroom for learners
who want it. As students finish their drawings, the poster
board is available at the front of the classroom. Direct students to wait
until all or most group members are finished to glue their artworks to
the poster board so that they can be sure everyone’s will fit
nicely. Guide students in placement of drawings on the poster
board if necessary. Play the 5 Senses Sing Along video once while
they work, visual not necessary.
5 minutes – Students who have not glued
their drawings must now quickly finish up and do so, and groups
must write or draw a title at the top of their posters and decorate
with fall colors, leaves, and other symbols of the season using
colored markers. The
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caption cards will be glued on last, below each artwork.
5 minutes – Clean up: Students tidy their workstations, return all
supplies to their homes. Posters will remain with the groups. Announce
that we will have a sing along as soon as everyone is finished.
5 minutes – Sing along: Play the 5 Senses Sing Along
video, this time directing students to sing along with the
song. The song is repetitive and learners will quickly catch on to the words, and be
challenged to keep up with the “fast part.” The song can be repeated
again with the video, or without the video.
5 minutes – Direct
students’ attention to the worksheets placed before them at the
beginning of the lesson. Students will now independently complete
the worksheets using the information they have learned.
5 minutes – Reflection: Guide whole class discussion about what
they enjoyed and learned during the activities, and what they
think they would like to learn more about.
4. Students will participate
in whole-class sing along with developmentally
appropriate accuracy and range.
Sing along: Formative assessment
Lesson Plan Format MTE/534 Version 4
3 – Learner participated with appropriate accuracy and range.
2 – Learner participated but did not present developmentally
appropriate accuracy and/or range. 1 – Learner did not
participate. 5. Students will
independently be able to identify the five senses and the
associated body parts used in these senses. Formative
assessment, via discussion.
5 Senses Worksheet: Summative assessment
3 – Learner accurately completed the worksheet.
2 – Learner completed the worksheet with some inaccuracies.
1 – Learner did not complete the worksheet.
6. Students will, in small
groups and with
teacher guidance, create artistic informational posters
highlighting survival advantages each of the five senses provide.
5 Survival Senses Posters: Summative
assessment 3 – Learner participated in the group activity and
contributed accurately and fairly, communicating in
respectful and meaningful ways. 2 – Learner participated
in the group activity, but did not contribute
Lesson Plan Format MTE/534 Version 4
accurately, fairly and/or did not communicate in respectful or
meaningful ways. 1 – Learner did not make any meaningful
contributions to the group activity.
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References
California Department of Education. (2013). Next Generation Science Standards for Public
Schools, K-12. Retrieved from http://www.cde.ca.gov/pd/ca/sc/documents/ngss-ca-gr1-
dci.doc
California Department of Education. (2001). Visual and Performing Arts: Music Content
Standards, Grade One. Retrieved from http://www.cde.ca.gov/be/st/ss/mugrade1.asp
California Department of Education. (2001). Visual and Performing Arts: Visual Arts Content
Standards, Grade One. Retrieved from http://www.cde.ca.gov/be/st/ss/vagrade1.asp
Five clip art images. (n.d.). (Worksheet). Retrieved from http://classroomclipart.com/
Mr. R’s Songs for Teaching. (2012). 5 senses sing-a-long. Retrieved from
http://www.youtube.com/watch?v=lvBXWMvOGOk