Name:

Cohort:

Lesson Plan
Lesson Title: Fish and CD's Grade: _______ Date: September 7-11, 2015
Subject:Visual Arts and Math and Science Strand:
_______
Lesson Plan Description

Location: ___________Time:

(length in minutes):

(Briefly state what you will do and how you will do it)

Students will view underwater sea creature cards and feel shells (minds-on). They will then be
prompted to ask to describe how they think each sea creature feels (I.e: slimmy); this will help
students identify the term texture. They will then be prompted to identify any patterns they may
see on certain sea creatures (gills, blow fish, sea horses...). Students will then make their own fish
out of CD's and use jewels and marker to design the "gills" of the fish. They are expected to create
their own pattern (repition) using materials provided.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
ART
D1. Creating and Presenting: apply the creative process (see pages 1922) to produce a variety of
two- and three-dimensional art works, using elem
MATH

identify, describe, extend, and create repeating patterns, growing patterns, and shrinking
patterns;
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have
expectations that match assessment

ART
D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by
activities in their community or observations of nature.
MATH
create a repeating pattern by combining

Learning Goals

Discuss with students: What will I be learning today? (clearly identify what students are expected to
know and be able to do, in language that students can readily understand)

Today I will learn

What the word texture means and where you can find it under the sea.
Identifying patterns on sea creatures under the sea.
How to create my own fish using texture and patterning.
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the

criteria to assess students learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills
and thinking, in language that students can readily understand).

I can: Understand the word texture and make world connections.

I can: Identify patterns on sea creatures under the sea.
I can: Make my own fish using texture and patterning.
Assessment how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply):
Knowledge and Understanding;

Application

Thinking;

Communication;

Assessment For, As, Of Learning (Describe way(s) you and/or your students will assess)
Assessment Mode
Written, Oral,
Performance
(Write, Say, Do)

Assessment Strategy Specific

task for students e.g., turn and talk,

Assessment Tool - Instrument used to

record data e.g., rubric, checklist, observation

brainstorming, mind map, debate, etc.

sheet, etc.

Lakehead University Orillia, August 2014

Shared discussion/Doing

Brainstorming patterns and textures found

Checklist

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
* Patterning
*term texture

Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

Jyles: Will work one on one, or with a partner (most likely a student who enjoys
helping: Hayden).
Jillian: Will work one on one with myself or Teresa and work on fine motor (pincer);
peeling stickers for example.
Cohen will also need a partner- wauker.
Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility, organization,
independent work, collaboration,
initiative,
self-regulation
Vocabulary (for word wall and/or to develop schema)
Texture
Patterning

Resources and Materials /Technology Integration

List ALL items necessary for delivery of the lesson. Include

any attachments of student worksheets used and teacher support material that will support communication of instruction. Include the
use of Information Technology (ICT) in your lesson plan where appropriate.

Jewel stickers
markers
blank CDS
Construction paper

Learning Environment (grouping; transitions; physical set up)

Group and independent

Cross Curricular Links

Science and math and visual arts

Lesson Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson
without a personal discussion.

What Teachers Do:

What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide
lesson
Time: ______-_______ (Indicate time breakdown of
instructional elements)

Pass around shells

Get talking about how it feels
Use photos to prompt students to use
description words about under water
sea creatures and how they may feel.
Teacher will ask about patterns they
notice under the sea.
Teacher will draw a pattern she would
like to put on her fish on the board.
Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: ______-_______ (Indicate time breakdown of instructional
elements)

Students will observe teacher making

and explaining examplars.
Students will work independently on
Lakehead University Orillia, August 2014

their own fish.

Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: ______-_______ (Indicate time breakdown of instructional
elements)

Why did you choose the certain

pattern? Was it hard? Why? What
would you change to provide less
complication to your challenge during
this activity?
Extension Activities/Next Steps (where will this lesson lead to next)

PATTERNING
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this
subject/topic)
The Lesson:

The Teacher:

Lakehead University Orillia, August 2014