Professional Documents
Culture Documents
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.
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.
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.
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.
LESSON PLAN
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
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)
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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
Preparations
Materials/Resources for Teacher
-internet access
-projector
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
4
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.
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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.
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.
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LESSON PLAN
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
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.
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)
Preparations
Materials/Resources for Teacher
-Internet access
-overhead projector
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)
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.
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.
Artist Statement
Name:______________________________
________________________________________________________________________.
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Another thing I like about my artwork is:________________________________________
________________________________________________________________________.
________________________________________________________________________.
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