Art Integration Lesson Plan Template 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea*: Me on the Map Grade Level*: 2nd Grade

Lesson Overview/Summary*: Students will identify each aspect of their lives including their school, their city, their state, their country and their Class Periods Required:
world in a flip book. Students will draw how they perceive themselves on the map on each page of the book regarding the topic on each page. On each page it will either
say, school, town, country, continent and planet. Once they are done with their flip book, they will write a short piece on their identity to summarize how they fit in this (please circle)
world.

Key Concepts (3-4): What you want the students to know.* Essential Questions (3-4)*:

1. Visual Art: drawings that fit with each aspect of the world.
2. Literacy: characteristics of each aspect of the world.
3. Social Studies: the differences between school, town, country, continent and
planet
-Are students able to determine how they fit on the map through using
drawings?
-Are students able to determine characteristics for each aspect through
sentences on the back of each flap?
-Will students demonstrate their understanding of the world around them?

Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1): What you

want the students to do. *

1. Visual Art: The students will be able to . . .demonstrate their understanding of the world around them by drawing pictures regarding each aspect.

Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art

2. Literacy: The students will be able to . . .demonstrate their understanding by writing a short piece about the world around them.
 Art Integration Lesson Plan Template 2

Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

3. Social Studies: The students will be able to...demonstrate their understanding of the world around them.

-Identify and describe physical characteristics of the world.

-Identify and describe physical characteristics of the student's region in Missouri.

Grade Level Expectations (GLEs) (3-4) Identify & define common vocabulary that connect the art
(http://dese.mo.gov/divimprove/curriculum/GLE/) form with the other identified content areas:
1. Visual Art: NA-VA.K-4.4 UNDERSTANDING THE VISUAL ARTS IN School: An institution for educating children.
RELATION TO HISTORY AND CULTURES
Town: An urban area that has a name, defined boundaries, and local
2. Literacy: NL-ENG.K-12.11 government and is generally larger than a village and smaller than a city.
3. Social Studies: NSS-G.K-12.2 PLACES AND REGIONS: Country: A nation with its own government, occupying a particular territory.

Continent: Any of the world's main continuous expnases of land (includes

Africa, Antarctica, Asia, Australia, Europe, North America and South
America)

Planet: A celestial body moving in an elliptical orbit around a star.

Content Areas Integrated*: Lesson Activities & Procedure(s) (please be very specific):

1. Visual Art (Inspriational Artists: Nicolas Copernicus) 1. First, we will have read the book, Me On the Map by, Joan
Sweeny (https://www.amazon.com/Library-Book-Map-Rise-
2. Literacy
Shine/dp/0517885573)

3. Social Studies
Anticipatory Set (Gaining Attention)*:
I will read the book Me on the Map to the students so that they
can gain understanding of the differences between the aspects
of the world. They will be making connections to the book with
their own lives. Students will have the opportunity to have a
discussion over it all before beginning.
Art Integration Lesson Plan Template 3
2. Ask students to make connections with the book
3. Then I will explain the artist, Nicolas Copernicus. I will explain
to the students that his illustrations of the heliocentric cosmology
explored that humans have been wondering about their
relationship to the universe and their need of wanting to
understand how the universe is structured.
4. Then we will show students our example of the flip book we
made.
5. I will go into depth about each other places to explain what
they are.
6. I will explain my example and why I decided to put what I did.
7. Each student will then be given the supplies needed to create
their own flip book.
8. Students are able to ask questions if needed.
9. Once students create their book they will get out a piece of
paper and write one or two sentences about the characteristics
of the various places on the flip book.
10. If someone chose to do a place other than our community
they can get up and share their book.
Closure (Reflecting Anticipatory Set):
Students will be able to share their flip books to the class to
share their views on the world. If students are from different
cities or countries, they are encouraged to share their own
since it will be different from others.
 Art Integration Lesson Plan Template 4

Formative Assessment strategy: Summative Assessment strategy*:

-Have students share ideas about the characteristics of -Students will be turning in their Flip-Books along with their
different places and then also to see what connections they can sentences about their relationship to the world. This will allow
make with the book that we read me to summatively assess their understanding.

-The students understanding of each individual page of

the flip book

-The students written responses of the characteristics of

their community and the world around the

What student prior knowledge will this lesson require/draw upon?

Students' will need to connect to their prior knowledge to be able to decipher the differences between school, town, country, continent and planet. They will
need to have an understanding of what each are based off of how they personally fit in each.

How will you engage students in imagining, exploring, and/or experimenting in this lesson?

Students will be exploring in this lesson by exploring how they fit on the map. They will connect to their own lives on how
they fit in the school, town, state, country and continent.

How will this lesson allow for/encourage students to solve problems in divergent ways?

Students are encouraged to solve problems in divergent ways by creating their own flip books. They will have to gather
 Art Integration Lesson Plan Template 5

information to be able to draw about each different aspect of the world.

How will you engage students in routinely reflecting on their learning?

I will engage students in routinely reflecting on their learning by having them write sentences on the back of each flap of the book to summarize and show their
understanding of each aspect.

How will you adapt the various aspects of the lesson to differently-abled students?

For differently-abled students, I will allow for them to do this on an iPad if need be. For the writing aspect of it, they will be able
to use an iPad as well. This way they can either type it or use the microphone part of the iPad to talk about what they want
said.

What opportunities/activities will students be given to revise and improve their understandings and their work?

Students can start off by doing a rough draft of the flip book to guarantee it ends up being the way they want it to be. Students can edit their work if they want
to change anything before they begin coloring the drawing.

What opportunities/activities will you provide for students to share their learning in this lesson?

At the end of the lesson, students who have something unique about their flip book can share with the rest of the group. For example, if a student is from a
different city or country, they can share with the group their differences of it. It will be interesting to see different forms of the flip book.

Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
 Art Integration Lesson Plan Template 6

* Include this information during your final presentation.

References

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts

%20Integration.pdf