Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus
Subject/Grad
e Level
Unit

Matchbox scenes

Date
Time
Duration
Teacher

Art, grades 4 and 5

Friday, March 20, 2015

60 min
Miss Marsh

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Grade

4 and 5

General
Learning
Outcomes:
Specific
Learning
Outcomes:

PURPOSE5:Studentswillcreateanoriginalcomposition,objectorspacebasedonsuppliedmotivation.
ConceptsA.Outsidestimulationfromsourcessuchasmusic,literature,photographs,film,creative
movement,drama,televisionandcomputerscanbeinterpretedvisually.
LEARNING OBJECTIVES

Students will:
1. Construct a matchbox from paper
2. Create a colourful scene of their preference on and in their matchboxes

ASSESSMENTS
Observations:

Products/
Performances
:
Conversation
s:

Are students cutting the pattern out correctly?

Is this difficult to do?
Are they able to keep up with the steps?
Matchbox scenes

What will you put on your matchbox? (will it be a house? A garage? A store front? A
wilderness scene? An ocean?)

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Template, colouring utensils, scissors, glue,

Program of studies

stickies

PROCEDURE
Expectations for
Learning and
Behaviour/
Management
Strategies
Prior to lesson
Advance
Organizer/Agenda

Attention
Grabber/Set/Hook

Students will follow and keep up with directions and steps as best as possible
Students will respectfully create works of their own and talk kindly about
others works
Students will use materials and time wisely

Have template printed off and ready to go, have scissors and glue sticks
available, have pencil crayons out and ready to go
Introduction
Time
Intro to grade 5s (grade 4s - ask if they have ever lit a fire while out
camping)
What we will be doing today
Mind map and plan
Colouring scenes
Step by step box instructions
Show and share
Has anyone ever been camping before? Raise your hands.
5
What are some things we do while we are camping?
Allow for responses
I am going to tell you a story about a time when I went camping. SO,
close your eyes, get comfortable, and get ready to imagine the scene I
am about to tell you.
Tell story about how I was camping in Yaha Tinda and there were stars
all around in the night sky, big trees, fresh air, activities we did
(campfire songs, walks down to the waterfall, making campfire food,
etc.)
What was one important detail in my entire camping trip? There was
one thing that I needed on that trip that I couldnt have lived without
Allow for guesses
I needed a campfire in order to survive on my camping trip.

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

What does the campfire do for you when you camp? (keep you warm,
cook food, boil water)
But, what do I need to get that campfire going?
Allow for responses
Thats right I need matches or a lighter. And those matches usually
come in a box.
Assessment of Prior
Knowledge
Transition to Body

Learning Activity #1

Teacher Notes:
Assessments/
Differentiation

Learning Activity #2

What do you need to go camping?

Agenda
So, today we will be making our very own matchboxes, but with a
twist. They will have scenes inside! And you will get to choose what
you want to put on the outside of your matchbox and on the inside.
SO here is what we will be doing today: (gesture to board)
First I will give you all a template of the matchbox and you can take
some time to plan what you want to put in your scene.
Do you remember making mind maps or webs to plan for writing? Well
we are also going to do that so we know what we are going to be
putting on our and in our boxes.
Then I will give you time to colour your scenes on the matchbox,
followed by step by step box instructions on how to fold and glue
everything together.
At the end, we will take a look at everyones matchbox and tell what
we like and what we think could be improved (2 stars and a wish)
Body
Mind mapping
Using a blank sheet of paper, I would like you to think of a scene that
you want to create in your matchbox - it could be about camping, or it
could be that you make your matchbox into a house or car garage and
even a pet store. Make sure to think about what you will put on the
inside and what you will put on the outside.
Write your main scene topic, then connect other things that you will
have inside your scene to the main topic (draw this on the board using
an example from students)
Allow for responses/feedback from students on what topics
could be used and what you would put in each topic.
Allow time for planning
Are students listing/mapping things based on the story they heard?
Are they drawing from personal experience?
Are they copying the exemplar?
Encourage students to make it about their own story with their own
unique elements
Now that you have finished planning, take this sheet (show correct
template page) and draw the scene that you will be putting on the
inside of the box.
What does Mrs. Wehlage say to do when we are drawing?
Allow for responses, looking for draw lightly
So, make sure to draw lightly, and then you can begin to colour. I want
to see your BEST colouring.
You can use pencil crayons or crayons or markers if you would like, but
it has to be neat and tidy!
The pencil crayons are here if you need other colours.

Time

15-20

Make sure this is the sheet you are colouring on first for the INSIDE
(show sheet)
Then, you need to colour this sheet (show) next for the OUTSIDE.
Remember that the outside does not have to match the inside. It CAN,
but it does not have to. Maybe you want to the inside to be a secret,
so the outside looks like a book, or a picture frame. OR maybe you
want it to match and be a window frame that looks out onto the
wilderness or it is a shop window for the store or a door for the garage.
Teacher Notes:
Assessments/
Differentiation

Are students creating images based on the story they heard?

Are they illustrating images from their own story?
Are they using the mind map planning to inform the images they

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Learning Activity #3

create?
Ok, once you have coloured your inside and your outside parts, let me
know by showing me your tongue dance.
I will call groups up that are quiet to come get their scissors for the
next step.
Call up quiet desks to get materials and instruction booklet.
When you have your scissors and you are ready to go, show me your
moose antlers.
Next, take the page you coloured for the inside and cut around the
solid black line. Do not cut the dotted lines.
Allow time to cut
Next, cut out the outside part that you coloured, again, do not cut the
dotted lines. MAKE SURE TO CUT IT NICELY AND ACCURATELY,
OTHERWISE THE PIECES WONT FIT TOGETHER.
Next, cut out the big diamond shape. And we will look at the
instruction booklet to see how to fold it.
Allow time for cutting
Hold up your diamond shape when youre ready for the next step.
Wait time for cutting
Hold up your instruction booklet
Ok, look in the instruction booklet at #2
We arent going to poke a hole, so look at step 3.
We are going to fold the points of the diamond in to the centre dot,
then unfold them back the other way (demonstrate this at the front)
Wait time for folding
Touch your nose when youre ready
Now look at step 4 and 5. We are going to fold on the dotted lines.
Folding time
When you are ready for the next step, flip your instruction booklet to
the next page.
Step 6 says to unfold the fold we just did and cut where its shows in
step 7.
Then we will pull out the 2 top tabs and fold up our box like step 8 and
9 (demonstrate these steps slowly at the front)
This might be a bit tricky, so if you need help, just raise your hand and
I will come around to help you.

Teacher Notes:
Assessments/
Differentiation

10-15

Then we will fold our inside and outside pieces on the dotted lines and
glue the tabs (show the tabs explicitly). And we can begin putting all
the pieces together.
Allow for assembly time, helping anyone along the way
Are students keeping up with the steps?
Is folding difficult?
Can everyone see the steps?

Get students who understand or are fast finishers to help others who
struggle.
Closure
When your box is finished, put it on the whiteboard ledge and return to your desks.
Show me you are ready with your binoculars - you are ready to look at everyones
matchboxes!
When I say go, take a walk around to look at everyone elses boxes.
Make sure to LOOK, not touch.
Hand out sticky notes while this is happening
Return to your desks in 5,4,3,2,1

Time
5-10

What kind of scenes did we see on other peoples matchboxes?

Allow for responses
Now, when I say go, I want you to take a sticky note and put it above the ones you
thought were most successful on the whiteboard - which ones had the best colouring
and which ones were built and cut out nicest. THIS ISNT ABOUT BEING MEAN, WE ARE
JUST GOING TO LOOK AT THE ONES WE THOUGHT USED THE MATERIALS BEST.
Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Show me you can do this silently! And return to your desks when you are done SILENTLY
GO
Discuss: Why was this one good? What was good about it? (colouring, the box was
put together well, the imagery chosen was interesting)
If we could pick something to improve, what would it be?
Allow for responses
Now, you may return your matchboxes to your desks and I would like you to tell me
what you learned through making this process (besides how to make a matchbox - that
art can be made from inspiration of something we have seen or done or other things
around us)
Thanks for coming
Extension/Sponge
Students can make more than one matchbox if time allows
If students finish early but there is not enough time to make another box, they may
read or draw quietly until the end of class time.

REFLECTION

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Adapted from a template created by Dr. K. Roscoe