LESSON PLAN FORMAT

University of North Texas

Art Education
I. Lesson Number: 2
Grade Level: 3rd Grade
Title of Lesson: Home Habitat
Duration: 1 class period, 50 minutes
II. Lesson Rationale:
This lesson will address the concept of Home as being made up of components (pieces) that serve
purposes. There should be a connection to the previous lesson about how animal habitats are homes
too. The students will draw from their own real-life knowledge of home in creating a visual artwork
reflecting a home composed of at least three components (pieces). The students will also learn the
importance of backing up their artistic choices through writing. The possibilities of expression
through using mixed-media will also be mentioned.
III. Key Concepts:
- Home can provide shelter/protection.
IV. Essential Question:
- How do homes provide shelter/protection?
V. Lesson Objectives:
- The student will be able to describe in writing the physical components of the students home.
- The student will be able to create a visual artwork that reflects the students physical home.
- The student will be able to utilize mixed-media in the creation of a visual artwork.
VI. Summative Assessment and Evaluation:
Exemplary
Essential
Artmaking
Created an artwork Created an artwork
using two or more mainly using one
types of media.
medium and a little
(3pts)
of another medium.
(2pts)
Connection to
Incorporated at
Incorporated 2
Home
least 3 unique
unique components
components in
in depiction of
depiction of home. home.
(3pts)
(2pts)
Written
Written response
Written response
explanation
describes purpose describes purpose of
of all chosen
some of the chosen
components in
components in
depiction of home. depiction of home.
(3pts)
(2pts)

Poor
Created an artwork
using only one
medium.
(1pt)
____ /3pts
Incorporated 1
unique component
in depiction of
home.
(1pt)
Written response
describes purpose
of little or none of
the components in
depiction of home.
(1pt)

____ /3pts

____ /3pts

Total: _____ /9pts

VII. Specific Art Content:
- Color blending
- Medium mixing/application
- Explanation of artistic choices
VIII. Art TEKS
117.111. Art, Grade 3, Adopted 2013.
(1) Foundations: observation and perception. The student is expected to:
(A) explore ideas from life experiences about self, peers, family, school, or community
and from the imagination as sources for original works of art.
(2) Creative expression. The student is expected to:
(A) integrate ideas drawn from life experiences to create original works of art.
IX. National Art Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
VA:Cr1.1.3a
Elaborate on an imaginative idea.
Anchor Standard 3: Refine and complete artistic work.
VA:Cr3.1.3a
Elaborate visual information by adding details in an artwork to enhance
emerging meaning.
X. Interdisciplinary Connections:
- Science: terms such as habitat, ecosystem, ecology, and species will be brought up, although
there will not be assessments based on defining any of the terms.
- English: students will be writing.
XI. Resources, Materials and Technology for Teacher:
- Blackboard or whiteboard with corresponding writing implements
XII. Resources, Materials and Technology for Students:
- Paper
- Pencil
- Crayon
- Marker
- Watercolor or tempera paint
XIII. Instruction and Its Sequencing:
Day 1:
1. Introduction/Motivation:
- Ask students if anyone can raise their hand to define habitat.
- Play off students answers by describing own understanding of habitat and its relation to
home as being made up of multiple pieces that provide shelter/protection.

2. Guided Practice:
- Draw as a demonstration an example of a home with at least three components (pieces), and
describe its purpose.
- Explain how one might make the drawing more interesting by adding different types of media.
3. Independent Practice:
- Students will create a home habitat (preferably drawing from real-life inspiration) utilizing
mixed-media (implementing at least two different types of media).
- Students must include at least 3 unique components (pieces) in their home.
- Students will describe the purpose for the components in their home.
4. Closure:
- Ask students to share with one another, but make sure they are respectful in judgement.
- Collect student work OR allow them to take the work home if not completed.
5. Formative Assessment:
- Check that all the students made at least something referencing habitat/home and included a
written explanation of their artistic choices. If not, inform individual student(s) of what you
hoped they would have done and explain why. Address any issues, clarify misunderstandings,
and answer questions.
6. Accommodations for Student Differences:
- Consult with students who might have difficulty with the lesson and consider behavioral or
sensory accommodations.
7. Classroom Management Procedures:
- If there is excessive talking/disruption, address the students accordingly.
- Take away any materials that are being used improperly/unsafely.
XIV. References & Resources:
- Habitat videos - http://www.discoveryeducation.com/