LESSON PLAN FORMAT

University of North Texas

Art Education

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

Title should reflect the essential question under investigation.
Lesson Number: 5th
Grade Level: 4th grade
Title: Healthy Environment
Duration: 2-45 minute class periods
II. Lesson Rationale:
Students will learn how to demonstrate their skills and knowledge on the types of lines, shapes and
patterns to explore and communicate how we use the environment and how we need to take care of it
to keep the earth healthy.
III. Key Concepts:

Express experiences with the environment using lines, shapes and patterns
Develop knowledge on the importance of a healthy environment
Build knowledge and skills on the use of lines, shapes and patterns to express ideas

IV. Essential Question:

What is an environment?
Who is using the environment?
How are they using the environment?
Where are they using the environment?
How can we and how do we need to respect the environment?
V. Lesson Objectives:
The student will be able to construct a four page paper book on the environment.
The student will be able to use lines, shapes and patterns to express who lives in the environment,
where their environment is, how they like to explore the environment and what can be done to keep the
environment healthy.
VI. Specific Art Content:

Types of lines
Types of shapes
Pattern
How to create the impression of space in a composition

VII. Resources & Materials for Teacher:

Computer

PowerPoint
Personal photos of environment
Personal photos on how to respect the environment
Document projector/ screen
8x12 white paper
Sharpie pen

VIII. Resources & Materials for Students:

8x12 white paper

Sharpie pen
Color pencils
Markers
Sketch book
Vocabulary list
o Line, diagonal line, horizontal line, vertical line, curve line, shape, geometric shapes,
organic shapes, pattern, environment, explore, respect, healthy, results.

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:
1st Day of the Lesson (e.g., 1st day, 2nd day, etc.)
1. Introduction/Motivation:

Introduce the topic of environmental health with a short video that explains the importance
of environmental health.
A short lecture accompanied by a PowerPoint that will include pictures of the following:
o Of where a person could go outside and get active in an environment
o Who lives in the environment (animals and people)
o How people explore with healthy habits
o How exploring can be harmful to the environment
o Ideas of how we need to help and be respectful to the environment
o How being respectful to the environment results in a healthy environment
Between each picture a short class discussion will be held to explore and expand knowledge
on topic.

2. Guided Practice

Who or what have you seen in your environment?

How do you explore your environment?
Why should you be respectful to the environment?

3. Independent Practice

Brainstorm activity
Sketch book activity

4. Closure
Have the class discuss their ideas they came up with in the brainstorming activity and sketch
book activity
5. Formative Evaluation
During the brainstorming and sketchbook activities I will walk around the room and answer
any questions the students might have.
6. Classroom Management Procedures
During the activities I will walk around the room to make sure the students are on task.
2nd Day of the Lesson (e.g., 1st day, 2nd day, etc.)
3. Introduction/Motivation:

A short lecture accompanied by demonstrations on the following:

o How to build the paper book
o How to only use lines, shapes and patterns to express what you see in your
environment

4. Guided Practice

Who or what have you seen in your environment?

How do you explore your environment?
Why should you be respectful to the environment?

3. Independent Practice

Build paper book

Express ideas with sharpie pens, color pencils or markers

7. Closure
Have the class discuss their ideas they expressed in their books

8. Formative Evaluation
While the students are working on their books I will walk around the room and answer any
questions they might have.
9. Classroom Management Procedures
During the class period I will walk around the classroom and answer any questions the students
might have.
The rubric will include a grade for using class time wisely.
Repeat 1-6, as needed, for each class session needed for this one lesson.
X. Summative Assessment and Evaluation:
Weak (0-6 points)

Average (7-12 points) Good (13-18 points)

Excellent (19-25
points)

Number 0 to 1
of pages
finished

pages
The books pages
express express one of the
following: who lives
in the environment,
what the environment
looks like, how to
explore the
environment and how
to respect the
environment

The books pages

express two of the
following: who lives
in the environment,
what the environment
looks like, how to
explore the
environment and how
to respect the
environment

The books pages

The books pages
express three of the
express all of the
following: who lives in following: who lives in
the environment, what the environment, what
the environment looks the environment looks
like, how to explore like, how to explore
the environment and the environment and
how to respect the
how to respect the
environment
environment

Work
Ideas on environment
Quality are not expressed
using any of the
following: lines,
shapes, and patterns

Ideas on environment
are expressed using
one of the following:
lines, shapes, and
patterns

Ideas on environment
are expressed using
only two of the
following: lines,
shapes, and patterns

Work
Habits

Ideas on environment
are expressed using all
three of the following:
lines, shapes, and
patterns

Student is off-task
Student is sometimes Student is mostly on- Student is focused and
during the majority of off-task during class task during class time. on-task the entire class
class time.
time.
time.

XI. Interdisciplinary Connections:

Briefly list and describe any meaningful connections or extensions of the lesson into other subject
areas. It is beneficial to be able to include any TEKS in the non-art subject area pertinent to the
interdisciplinary connection. Not all art lessons have legitimate connections across the curriculum.

XII. References & Resources:

Art TEKS
National Art Standards
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) explore 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;
(B) use appropriate vocabulary when discussing the elements of art, including line,
shape, color, texture, form, space, and value, and the principles of design, including
emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion,
and unity; and
(C) discuss the elements of art as building blocks and the principles of design as
organizers of works of art.
(2) Creative expression. The student communicates ideas through original artworks using a
variety of media with appropriate skills. The student expresses thoughts and ideas creatively
while challenging the imagination, fostering reflective thinking, and developing disciplined
effort and progressive problem-solving skills. The student is expected to:
(A) integrate ideas drawn from life experiences to create original works of art;
(B) create compositions using the elements of art and principles of design; and

XIV. National Art Standards

VISUAL ARTS- Creating
Anchor Standard 1:Generate and conceptualize artistic ideas and work.
o 4th VA:Cr1.1.4a Brainstorm multiple approaches to a creative art or design problem
Anchor Standard 2: Organize and develop artistic ideas and work.
o 4th VA:Cr2.1.4a explore and invent art-making techniques and approaches
o 4th VA:Cr2.2.4a when making works of art, utilize and care for materials, tools, and
equipment in a manner that prevents danger to oneself and others.
o 4th VA:Cr2.3.4a document, describe, and represent regional constructed environments.

VISUAL ARTS- Connecting

Anchor Standard 11: relate artistic ideas and works with societal, cultural, and historical
context to deepen understanding.
o VA:Cn10.1.4a create work of art that reflect community cultural traditions.

Back page- how can we respect the environment?

Front page- who lives in the environemtn?

Second page- what does your enviornment look like?

Third page- how do you explore your enviornment?