Lesson Plan Title: A House for Hermit Crab and Friends!

Length:_4 weeks_______

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and
objectives of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting
curriculum materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring
understandings/objectives of the lesson. (Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

What is a habitat?
How can we create personal spaces?

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product
about a specific topic for a certain audience. (RAFT Role / Audience / Format / Topic)

Hermit Crab and some of his other ocean friends have to move and find a new home, 1st graders you will be architects and artists creating
underwater homes for an underwater buddy of your choice! Your peers and other students at High Plains will view 1st grades habitats for
hermit crab and friends.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns,
Technique, Rhythm, Paradox, Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and
Observation Look for concepts in the standards, content specific curriculum, etc.

Composition, Expression

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but
demonstrate why this relationship is important. Like concepts, they are timeless, transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level
Expectations (GLEs) to Enduring Understandings.

Artists create compositions that express their ideas and stories.

I can create a composition that expresses my ideas and stories.

Aligned to GLEs:
1.1 The identification of characteristics and expressive features in works of art and design help to determine artistic intent
1.2 Art has intent and purpose
3.1 Create art to communicate ideas, feelings, or emotions

Aligned to PGCs:
o Develop and build appropriate mastery in art-making skills using traditional and new technologies and an understanding of the characteristics and
expressive features of art and design
o Recognize, interpret, and validate that the creative process builds on the development of ideas through a process of inquiry, discovery, and research
o Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media
and technologies

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms Standards GLEs - Art learning and, when appropriate, Numeracy,
Literacy and Technology. Should be written as: Objective. (Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

Applying ideation TSWBAT compose a multimedia artwork that purposefully reflects their interpretation
of an animal and its habitat through drawing, collage, and painting.
I can use my ideas to create an animal and its habitat through drawing, collage, and painting.
Blooms: Understanding, Applying, Creating
Standard: Comprehend, Reflect, Transfer, Create
GLE: 1.2. Art represents and renders the stories of people, places, or things
2.1. Visual arts provide opportunities to respond to personal works of art and the art of others
3.1 Visual arts provide opportunities to respond to personal works of art and the art of others
4.1 Visual arts relate experiences to self, family, and friends.
Art learning: Conceptual/ideation/personal grounding, Expressive features and characteristics of art (Elements/principles of art),
Materials(s)/technique(s)
Numeracy, Literacy, and/or Technology: Multiplicity of ideas, Eric Carles book A House for Hermit Crab, analyze book, identify
elements of text to transfer into ideation, interpret personal connections to text.

Analyzing their final habitats TSWBAT evaluate their creative process, by describing their artistic choices through
storytelling.

I can analyze and discuss my own artwork and creative process with storytelling.

Blooms: Analyzing & Evaluating

Standard: Reflect
GLE: 2.1. Visual arts provide opportunities to respond to personal works of art and the art of others
Art learning: Critical reflection, aesthetics, transfer
Numeracy, Literacy, and/or Technology: Analysis of visual information, verbal storytelling in response to analysis.

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already
proficient and need growth beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the
objectives.

Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)

(Multiple means for
students to access content
and multiple modes for
student to express
understanding.)
Compositions can differentiated by student choice
for level of difficulty
A variety of 2D medias and techniques/processes will
be explored throughout this lesson to account for
multiple means of expression through process and
resources.
Products approached at desired difficulty level:
Sketches
Lists
Final drawing
A variety of 2D medias will be offered to students. Students who
create quickly or have short focus will be encouraged with multiple
prompts that are variations of the same objectives we are teaching.
Extensions for depth and Access (Resources and/or Process) Expression (Products and/or Performance)
complexity:
Students who show need for more complex ways to Through individual demos of more complex techniques, critique to
use technique, medias, and process will be encourage more developed pieces, multiple or more complex
individually challenged as art is developed, for what prompts that still explore the objectives being taught.
is relevant to what they are making. Different medias,
technique, and processes that provide depth and
complexity will be offered in these situations.

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

Vocabulary: composition, habitat, primary, and secondary colors

Literacy integration: analysis of text to inspire ideation A House for Hermit Crab will be read to students and used as inspiration for
mask project, using stories as we love as inspiration for storytelling through art

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

Paint
Tagboard
Pencils
Construction paper
Oil Pastels
Glue Sticks
Brushes
Reference images
Aprons

Resources:

List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by
the teacher to support/develop the lesson.) List all resources in a bulleted format.
 Book: A House for Hermit Crab by Eric Carle (Week 1)
Idea Bubble (Week 1)
Reference images for students choice of animals and possible habitat images laminated for student use. (Week 2)
Color video by Ok Go: https://www.youtube.com/watch?v=yu44JRTIxSQ
Underwater aquarium video: https://www.youtube.com/watch?v=bdnHKdb-Oss
Teacher in progress and finished example

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Rent A House for Hermit Crab and Friends from library

Create example sketches, paintings, one day ahead of time to follow them in the process but have an example
Create simple contour sketches (of animal choices from idea bubble) for references of animals kids can use to draw from
Prepare tag board
Prepare laminated images
Have examples ready for demo

Safety:

Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

Responsible use of materials and behavior

Paint
Scissors
Pastel
glue

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will
you pose? Be specific about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your
students. Some ideas might include: telling a story, posing a series of questions, role-playing, etc.

Motivation:
 Student Choice: choosing an underwater animal and anything they would like to add to their habitat, could be student's interests of
what they think would be best for their animal in its normal natural habitat (Student ownership)
Use of other medias to inspire art: Using a well loved children's book as inspiration for the lesson
Storytelling: this age group loves telling stories and creating them, using storytelling to inspire our compositions and reflection will
excite students.
Inquiry Questions:
What's important to you in your home?
What are exciting things we can find underwater that animals live with or around?
If you could create an underwater habitat for an animal of anything what would it be?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List
and describe inquiry questions and processes you will engage students in to help them develop ideas and plans for their artwork.

Idea Bubble (collaborative idea generation and visual brainstorming): Animals

and habitat ideas

Sketching habitat on tagboard before painting

Color choices for animals and habitat

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc.
Include motivation and ideation/inquiry where appropriate; including what student will understand as a result of the art experience

Instruction - The teacher will... (Be specific about what concepts, information, understandings, etc. will Learning - Students will... i.e.: explore
be taught.) Identify instructional methodology. KNOW (Content) and DO (Skill) ideation by making connections,
comparing, contrasting; synthesize
possibilities for each painting technique;
etc. (Be specific about what will be the
DAY 1(60min)
12:10-12:30 intended result of the instruction as it
1. Read A House for Hermit Crab by Eric Carle relates to learning.) UNDERSTAND
a. Set up color coded carpet squares to corresponding table colors
b. Call quiet and polite table groups to carpet squares
c. Read book with pauses for inquiry questions
Demonstrates responsibility
2. Habitat: Idea Bubble: Teacher documents ideas on whiteboard as students say them
1. So what is a habitat? Works collaboratively when needed.
a. definition of a habitat: the place where a person or thing is usually
found...a special environment for living in over an extended period
b. What are some places or objects of importance to you?
c. What would a sea creature need in its home? Explores ideas and art making in a variety
d. What are exciting things we can find underwater that animals live of approaches that is personal and
with or around? communicates the ideas/concepts of the
e. If you could create an underwater habitat for an animal of anything student artist.
what would it be?
3. Sketching habitat on tagboard
1. Model from idea bubble
2. Drawing habitat objects
3. Leaving room for sea creature Solves problems posed by materials and
applies art techniques with age appropriate
4. Teacher documents with photographs
level of fluency.
4. Clean up
a. Put materials in bins
b. Return pieces to bin
c. Bison bucks for hardworking clean up students
Demonstrates care for safety, materials
and tools in the studio classroom.
DAY 2(60min)
Ok Go Color Video: https://www.youtube.com/watch?v=yu44JRTIxSQ

1. Painting demo
a. Brush use
i. How to give your brush a good hair day
b. Color mixing Demonstrates responsibility
i. Using egg carton tempera
ii. Mix colors in empty spaces
iii. Repeat phrases from video when mixing colors.
1. Red and yellow make what? Red and yellow make orange
2. Yellow and blue make what? Yellow and blue make green Explores ideas and art making in a variety
3. Blue and red make what? Blue and red make purple of approaches that is personal and
c. Aprons communicates the ideas/concepts of the
d. Point to drying rack student artist.
2. Material Distribution
 3. Painting work time
a. Teacher documents with photographs
4. Clean up
a. Put materials in bins
Solves problems posed by materials and
b. Return pieces to drying rack applies art techniques with age appropriate
c. Bison bucks for hardworking students level of fluency.

DAY 3 (60min) Demonstrates care for safety, materials

1. Collage sea creature demo and tools in the studio classroom.
a. Drawing to fill the page
b. Oil pastel for color, detail, and texture
c. Cutting animal and gluing on painting
d. Point to drying rack
2. Work time
a. Play aquarium video: https://www.youtube.com/watch?v=bdnHKdb-Oss Solves problems posed by materials and
applies art techniques with age appropriate
b. Teacher documents with photographs level of fluency.
3. Reflective Activity
a. Creative visualization
i. Catch a bubble and close your eyes and imagine you are traveling into
your painting. You are swimming deeper and deeper until finally you are at
the ocean floor, and you can see into the world of your habitat. If you
listen really carefully can you hear the water, plants and, animals?
What would your animal say if it could talk to you now? Are there other
animal around what are they talking about? What does your animal
think of your habitat? Taking a 10 more seconds to observe what Works collaboratively when needed.
happens in silence. Take a moment to say goodbye to the animals and
other parts of the habitat. Now you are swimming higher and higher, you
can see the surface of the water, swimming to shore, and finally back shares the art making process with others.
home.
ii. In groups of 2 share your stories
1. If I was your partner I would hope you would listen to my whole
story
2. I would listen to your whole story and wait for my turn Demonstrates responsibility
3. Be a good listener for your partner
iii. Teacher circulates and documents
4. Clean up
a. Put materials in bins
Demonstrates care for safety, materials
b. Return pieces to drying rack and tools in the studio classroom.
c. Bison bucks for hardworking students
 Student reflective/inquiry activity:
Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade
level expectations. How will students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their
experience as it relates to objectives, standards and grade level expectations of the lesson.)

Creative visualization
Catch a bubble and close your eyes and imagine you are traveling into your painting. You are swimming deeper and deeper
until finally you are at the ocean floor, and you can see into the world of your habitat. If you listen really carefully can you
hear the water, plants and, animals? What would your animal say if it could talk to you now? Are there other animal
around what are they talking about? What does your animal think of your habitat? Taking a 10 more seconds to observe
what happens in silence. Take a moment to say goodbye to the animals and other parts of the habitat. Now you are
swimming higher and higher, you can see the surface of the water, swimming to shore, and finally back home.

Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:

Have students achieved the objectives and grade level expectations specified in your How well have students achieved the objectives and grade level expectations specified in your
lesson plan? lesson plan? Include your rubric, checklist, rating scale, etc.

Objectives assessed through the lens of the thompson common rubric

Did students apply ideation to compose a drawing that purposefully for elementary art in appendix.
reflects their interpretation of an animal and its habitat through
collage and painting?
Did student analyze their final habitat and evaluate their creative
process through storytelling?

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives
achieved? (Utilize assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you
envision for the next lesson? (Continued practice, reteach content, etc.)
` Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.