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Department of Arts Administration, Education, and Policy

UNIT PLAN OVERVIEW


(Revised 2016)

Teacher Candidate Trinity Arend


School Westerville Fouse
Grade Level 1st

UNIT TITLE Our Beehive


Length of Class Period 40 Min
Approximate Number of Students in Each class 25
Beginning Date for this Unit 3/11
Ending Date for this Unit 3/27

ENDURING UNDERSTANDINGS
Authentic Application and Collaboration: Students work individually and in groups to focus ideas
and create artworks that address genuine local and global community needs.

PROGRESS POINTS
D. Produce artworks that express and represent their experiences, imagination and ideas using
a range of media including new technologies.

CRITICAL ISSUE / BIG IDEA


Anticipatory Set (what do the students already know, why is this lesson relevant?)
At this point the students are already familiar with the subject (honey bees) and most likely have
first had experience with them from time spent outdoors. Taking this a step further, the students
will be learning about the relevance of honey bees to the environment and the danger the bees
face right now in terms of extinction. In terms of materials, the students have had experience
with paints, stamps, markers and glitter/glue.

Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
In this unit, students will work independently to create both a bee and either a honeycomb piece
or a flower using construction paper, markers, glitter/glue, stamps and paint. At this age
students are primarily only aware of what they have experienced first hand and lack the ability to
think abstractly about subjects. Using the student’s prior knowledge and experience of honey
bees, I will relate the concept of bees and their hives to the school as a community of bees,
where every student has a job and is valued. I will begin by having the students listen as
Rashida Jones reads the book “Please Please the Bees” on youtube.
( https://www.youtube.com/watch?v=-XFQNGJmLEk&vl=en ) The book talks about respecting
the bees while maintaining our daily routines. It talks about community and respecting each
other as well as helping each other out in order to thrive. The students will begin by drawing
themselves as bees using pencil and then marker. Once they have drawn themselves they can
cut them out using scissors, practicing their fine motor skills. In lesson two the students will
decide if they would like to create a honeycomb or a flower and begin constructing this. This

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lesson is about using multiple mediums so they will have access to glitter.glue, markers, colored
pencils, paint, and collage/ magazine clips.

Essential Questions (provocative, engaging, critical)


What are ways the school is like a beehive?

What important things do bees do?

When we start drawing, do we start with markers or pencil, why?

How can we show respect in our community?

Possible Integration
One possible integration is to link this with a science lesson from their homeroom class as they
do not have specific core classes at this early age.

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT


Lesson One
Title Books and Bees
Lesson Description In this lesson students will listen as Rashida Jones reads the book Please
Please the Bees on youtube. They will then have a class discussion about
what it means to be a community and how the bees and Benedict help
each other compared to how we can help each other. They will then draw
themselves as a bee using marker,

Lesson Two
Title Flowers and honeycombs
Lesson Description The students will decide whether they want their bee ot be on a
honeycomb or a flower and begin to construct their choice. For this lesson
they will be exposed to multiple mediums and be required to use at least 2
of the options. glitter/glue, collage, paint, markers.

Explain how technology has been used in this unit


N/A

LESSON PLAN

Teacher Candidate Trinity Arend


School Westerville Fouse
Grade Level st

LESSON NUMBER 1
Lesson Title Books and Bees
Length of Class Period 40 min

2
Approximate Number of Students in Each class 25
Beginning Date for this Lesson 3/11
Ending Date for this Lesson 3/18

CONTENT STATEMENT – PERCEIVING/KNOWING


6PE Generate artmaking ideas from their daily experiences and the environment.

CONTENT STATEMENT – PRODUCING/PERFORMING


1PR Demonstrate beginning skill and craftsmanship in the use of art materials and tools.

CONTENT STATEMENT – RESPONDING/REFLECTING


1RE Recognize and point out the strengths in their artworks and how the work could be
improved.

Performance-based Assessment Objectives


Students will use daily experiences to generate art making ideas.

Students will demonstrate beginning craftsmanship when creating their bees.

Students will recognize strengths in their artwork.

Performance-based Assessment Strategies


(attach assessment documents if applicable)
When creating their bee self portraits, students will generate their artmaking ideas from lived
experiences using prior knowledge and a small mirror.

Students will demonstrate beginning levels of craftsmanship by refining artworks from their initial
pencil sketches to their final drawings based on self assessment.

Students will recognize and point out strengths in their artwork during a artists statement/ self
reflection at the end of the unit.

Academic Language
Vocabulary
Community- a group of people living in the same place or having a particular characteristic in
common. (google)

respect-Respect is a positive feeling or action shown towards someone or something


considered important, or held in high esteem or regard; it conveys a sense of admiration for
good or valuable qualities; and it is also the process of honoring someone by exhibiting care,
concern, or consideration for their needs or feelings (wiki)

Additional Language Demands (specific speaking or writing activity)


At the end of the unit, students will complete a small “artist statement” describing their art
project. In this statement, they will be expected to use the proper art vocabulary.

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Accommodations for Special Populations
-frequent check ins
-extended time
-verbal or written responses
-clarification on instruction
-breaks
-point of instruction seating
-written and verbal instruction

Art/Visual Culture Examples


Please Please the Bees by Gerald Kelly (children’s book)

Preparations
Materials/Resources for Teacher
-internet access
-projector

Materials for Students


-drawing paper
-construction paper
-markers
-pencils
-erasers
-colored pencils
-scissors
-mini mirrors

Safety Procedures
Students will have to be aware of scissor and pencil use as they tend to fidget with both which
can be potentially dangerous.

LEARNIN
G
ACTIVITY

Procedure
s for the
Teaching/
Learning
Structure
(indicate
approximat
e time for

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each step)
Time Student Teacher

1 Min Students enter the classroom and sit down. I greet the class as they enter.

10 min Students listen as I intro the lesson and they I let the class know that today
watch a book on youtube. we will be starting a lesson on
honeybees and community.
“who knows what community
means?” “who knows what
respect means?”Now that they
know these terms we are
going to listen to Rashida
Jones read the book Please
Please the Bees by Gerald
Kelly. I will let them know that
those two words will be used
in the book and to pay
attention because i will ask
questions about them after its
done being read. After the
book ends I will ask the
students where they heard
those words and what
happened involving those
words. Why were they used?
How do we show respect here
at Fouse? can we call Fouse a
small community? After this, I
will show the students my bee
self portrait and tell them that
they will need to create one of
their own. It should be their
face drawn on the body of a
honey bee. They can add silly
hats or clothes to the bee if
they want. I will post my
example to the board so they
can see it. I will then show
them how I start by drawing
the head then body then
adding detail. All in pencil
first!!! then I color it in and will
cut it out.

19 min Students will work to create their bee self I will cycle around the room
portraits. They will cut them out once they have and monitor progress. I will
finished and may free draw if done early. also answer any questions
that they may have and help
adjust any drawings.

5
10 min Students will clean up their area and line up by I will monitor clean up and
table color. They will then go over their daily help as needed. I will also
crayons and wait for their teacher to come get dismiss their tables by color to
them. line up and monitor crayons.

Closure, Review & Anticipation (what’s next?)


I will not see students for another 6 days so I will let them know that that next class they will
need to choose to create either a honeycomb shape or a flower shape. I will show them
examples of what these might look like. I’ll also let them know we will do a small review the next
class.

Supplemental Activity
If students finish early, they may place their project in a pile on my desk and get out supplies to
free draw for the remainder of the period.

Teacher reflection focused on the lesson after it has been taught


N/A

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LESSON PLAN

Teacher Candidate Trinity Arend


School Westerville Fouse
Grade Level 1st

LESSON NUMBER 2
Lesson Title Flowers and honeycombs
Length of Class Period 40 min
Approximate Number of Students in Each class 25
Beginning Date for this Lesson 3/18
Ending Date for this Lesson 3/27

CONTENT STATEMENT – PERCEIVING/KNOWING


4PE Identify and point out visual art and design elements and principles in their own artworks
and in those of others using art vocabulary

CONTENT STATEMENT – PRODUCING/PERFORMING


1PR Demonstrate beginning skill and craftsmanship in the use of art materials and tools.

CONTENT STATEMENT – RESPONDING/REFLECTING


1RE Recognize and point out the strengths in their artworks and how the work could be
improved.

Performance-based Assessment Objectives


Students will point out visual art elements in their artworks using the learned vocabulary.

Students will demonstrate beginning skill and use of materials/ tools when creating their hives or
flowers.

In an artist statement, students will point out strengths and improvements in their artworks.

Performance-based Assessment Strategies


(attach assessment documents if applicable)
In one on one discussion, students will point out visual art elements using the vocabulary
covered in the unit to describe their piece.

students will demonstrate beginning skill and use of materials/tools by using 2 of the 6 materials
available to create either a honeycomb or flower.

In a 3 sentence artist statement, students will point out two strengths and one improvement
found in their artworks at the end of the unit.

Academic Language
Vocabulary

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Community- a group of people living in the same place or having a particular characteristic in
common. (google)

respect-Respect is a positive feeling or action shown towards someone or something


considered important, or held in high esteem or regard; it conveys a sense of admiration for
good or valuable qualities; and it is also the process of honoring someone by exhibiting care,
concern, or consideration for their needs or feelings (wiki)

Additional Language Demands (specific speaking or writing activity)


At the end of this lesson, students will fill out a small artist statement using proper visual art
vocabulary learned in the unit.

Accommodations for Special Populations


-frequent check ins
-extended time
-verbal or written responses
-clarification on instruction
-breaks
-point of instruction seating
-written and verbal instruction

Art/Visual Culture Examples


Please Please the Bees by Gerald Kelly

Preparations
Materials/Resources for Teacher
-Internet access
-overhead projector

Materials for Students


-paintbrushes
-glitter/glue
-pencils
-construction/drawing paper
-scissors
-markers
-colored pencils
-paints
-bubblewrap

Safety Procedures
Again, I will warn students to be careful with scissors and pencils and add that they should not
fling paint or glue.

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LEARNING ACTIVITY
Getting the Classroom Environment Ready
I will need to have the supplies to be used set out the day before as there will be quite a bit of
materials for the students to have access to. Before the period begins, I will need to get out the
paints and glue. As the students sit down we will immediately dive into a short review and the
day’s expectations.

Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

Time Student Teacher

1 Min Students enter and take their I will greet the students as they enter
seats

5 min Students will pay attention and I will ask the students what they
ask questions. remember from last week -bees -
respect -community. I will let them
know that today we will be making
either a honeycomb or a flower. I will let
them know that these need to be BIG
and take up the whole paper. I will hav
a template for the honeycomb since it’s
a challenging shape. I will let them
know that they will be cutting these out
so they shouldn't be super tiny or have
thin stems if they choose to make
flowers because it will be too hard to
cut out! They will then need to choose
at least two materials to decorate their
honeycomb or flower with and I will
dismiss them by table to come get their
supplies.

24 min Students will create either the I will walk around and help the students
honeycomb or the flower as needed. I will answer any questions
shape.They will cut out their they might have and help them move
shape. They will need to then their art to the drying racks.
use at least two materials to
decorate these objects. After
they are decorated they will be
left to dry on the drying rack. In
the last 5 min of work time, the
students will write a 3 sentence
artist statement.

10 min Students will clean up their area I will monitor clean up and help as
and line up by table color. They needed. I will also dismiss their tables
will then go over their daily by color to line up and monitor crayons.

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crayons and wait for their
teacher to come get them.

Clean-up Procedures (Room, Materials & Work Storage)


10 min before the bell rings, students will be in charge of cleaning up their own areas and the
surrounding floor space. A student from the worker bee table will be in charge of collecting
student bee portraits and handing them to me before they line up. The pieces will be stored in
the class cubby until needed.

Closure, Review & Anticipation (what’s next?)


I will let the students know that the next time I see them, we will be working on a new project
and give them a small bit of information on what that might be.

Supplemental Activity
If the students finish up early, they may get out a few materials to free draw with for the
remainder of the period.

Teacher reflection focused on the lesson after it has been taught


N/A

Be sure to attach to the full instructional unit

Artist Statement

Name:______________________________

One thing I like about my artwork is:___________________________________________

________________________________________________________________________.

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Another thing I like about my artwork is:________________________________________

________________________________________________________________________.

One thing I could make better or improve in my artwork is:_______________________

________________________________________________________________________.

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