Lesson Plan Template 1

NAME: Jocelyn Wallinger

Date: 12/10/14
ECE Art/Art Integration Lesson Plan Template
LTC 4240: Art for Children
Lesson Title & Big Idea:
Rainbow Fish: A Unique Community
The big idea of this lesson is that unique individuals make up a community.
Lesson Overview/Summary:
Young artists will explore with various materials to create three unique fish scales made out of paper plates. We will read
Rainbow Fish to look at why being different can be a beautiful thing. Each artist will explore with the materials to see
how different marks can be made. They will make their own unique scales to be added to the large composite fish made
of the scales of everyone in the class.

Key Concept (s):

Discovering mark making with different materials. Using found or favorite
marks to represent individuality. Building community through individuality.

Art Standards:
VA:Cr2.1.1a
Explore uses of materials and tools to create works of art or design.
VA:Cr2.2.1a
Demonstrate safe and proper procedures for using materials, tools, and
equipment while making art.
VA:Pr4.1.1a
Explain why some objects, artifacts, and artwork are valued over others.
VA:Pr5.1.1a
Ask and answer questions such as where, when, why, and how artwork should
be prepared for presentation or preservation.

Grade Level /Month:

First grade
Beginning of the year
Class Periods Required:
This activity will take 3 30 minute
sessions. We must read the book
and create the scales the first
two periods, some may have to
dry. Then, we need to work
together to make the 3D fish.
Essential Questions (Found on the national visual arts standards chart):
What are you discovering with the materials? Which marks are your
favorites? How did you do that? How can art represent individuality? How
can it also represent community?
Core Academic Standards (Common Core State Standards and Missouri
State Standards):
Guidance and Counseling: Personal and Social Development: Domain 2: PS 2
Interacting with Others in Ways that Respect Individual and Group
Differences
B. Respect for Self and Others
a. Identify similarities and differences among students within the school
community
Visual Art GLEs First Grade:

1. (Product/Performance) Fill an area with solid color/value using

crayon, pencil, or marker
2. (Elements and Principles) Identify and demonstrate the use of
space

Lesson Plan Template 2

VA:Re9.1.1a
Classify artwork based on different reasons for preferences.
VA:Cn10.1.1a
Identify times, places, and reasons by which students make art outside of
school.
Content Areas Integrated:
1. Visual Art: Techniques
2. Social Studies: Social Skills
Procedure:
1. Read Rainbow Fish by Marcus Pfister. (10 mins)
2. Discuss what they got from the book. Talk about what makes us
special makes us beautiful. We are all unique, which is what makes
the class as a whole special. (10 mins)
3. Introduce activity: Everyone will get a paper plate, we need to cut it
into thirds (students can help with this). We will use these plate
pieces as scales to create a class rainbow fish. Each scale represents
the artist/student who made it. This is a chance to experiment with
different tools, styles, etc. to create these scales.
4. Have students help cut out the scales and start to think about
possible ways to create scales (10 mins).

Identify & define common vocabulary/concepts that connect the art form
with the other identified subject area(s): Individuality, uniqueness,
altogether, part, whole, marks, discovery, process, product
Procedure Continued:
5. Create scales using any media, may have to review where things are
and that they need to go back when they are done being used (30
mins). Let them dry overnight. They can make more than three
scales if enough plates. May have to decide later how many to
allow on the class fish depending on number of students and
available space. Allows students to choose favorites and continue
to experiment.
6. Finish any scales and let them dry (10 mins).
7. Add scales to class fish, students can help or they can work on
independent work (10 mins).
8. Discuss what the class fish means to them. Have some students
who are willing to share talk about how they created their scales.
9. Encourage future use of media and techniques. (10 mins)

What prior knowledge will this lesson require/draw upon?

How to cut safely. How to locate tools and media in the classroom. How to clean up after working. Appropriate behavior with art supplies.
What activities will you use to engage students in imagining, exploring, and/or experimenting in this lesson?
Students will experiment with tools and techniques to discover different ways to make marks or design. Students will make scales individual to their own
explorations. Students can make more than one scale so that they can continue to explore and revise when and however they desire.
How will this lesson encourage students to solve problems in divergent ways?
Students can help figure out how many scales we need for the class fish and how to arrange them, we will consider a variety of options they come up with.
Students can make another copy with revisions to make their scales more desirable to that individual. Students will explore the media and therefore solve
problems of which works best in their opinion.

Lesson Plan Template 3

What opportunities/activities will students be given to revise/reflect and improve their understandings and their work?
The students will be able to create more than the three scales they originally cut out. This allows them to redo some pieces so that they are happier with the
outcome. We will have discussions about their discoveries with the media as they work as well as a discussion about the class fish final product and what that
means to the class.
What opportunities/activities will you provide for students to share their learning/understanding/work in this lesson?
Students will display their individual scales on the class fish. Everyone will be able to see all the different marks and designs. We will have a discussion about
how they created some of their favorite scales. They will also share why they like their scales during this post-activity discussion.
How will you adapt the various aspects of this lesson to differently-abled students?
Most students will already be able to participate in this activity because it just requires exploration of tools and media. For further adaptations, we can make
sure the materials are usable and friendly to all learners. Some students may need to work with their hands more if they need more of a sensory exploration.

References
Pfister, M. (1999). The rainbow fish. North-South Books.