Lesson Plan Template

LTC 4240: Art for Children

Use the following template for the Art-Integrated Lesson Plan you will write for this course.
 In the left column, you will thoroughly describe the lesson criteria for each aspect of the lesson.
 In the right column, you will provide the rationale for each of the choices you are making. The rationale should be:
o supported by AFC class readings
o supported by content from your other education courses.
Sharing your rationale is important as it asks you to think about why you are doing what you are doing.
Providing a rationale is also an important aspect of the performance assessment you will complete while student
teaching, so think of this assignment as a warm up!

Lesson Title: Moon Phases

Targeted Grade Level: 2
Teacher(s) Name(s): Jenna Young
Lesson Plan Rationale
1. Big Idea: How does the Big Idea connect ideas across the curriculum?
Learning phases of the moon Students learn phases of the moon which is science by
using art tools such as shading, cutting, and gluing to
represent the moon phases.
2. Key Concepts: Why is it important for students to know these concepts?
1. Importance of moon phases To spark interest in astronomy while also teaching the
2. Why the phases restart after 27 days students the way the earth, moon, and sun interact with
3. Understanding that half of the moon’s surface is lit at any each other.
time by the sun even though we can’t always see it
3. Objectives: How do the objects fully support learning across the curriculum and
how do they connect to the students’ lives?
1. Students will be able to identify all phases of the moon
These objectives support learning across curriculum
2. Students can successfully shade the phases of the moon
because it shows that students can demonstrate their
3. Students understand the process of the moon phases
understanding and follow instruction.
4. Essential Questions: How are these questions meaningful to the student?
1. How many phases of the moon are there? They are the questions they should be able to answer
following the lesson.
 2. What is the difference between waxing and waning?
3. Why is only this part of the moon lit up at a time?

5. Standards: How the standards across the curriculum support each other and the
learning taking place
National Core Arts Standards:
These standards help support each other because
1. VA:Cr2.1.2a - Experiment with various materials and tools
although they are not standards for both subjects, they are
to explore personal interests in a work of art or design.
helpful in both because students will be using different
2. VA:Re.7.2.2a - Categorize images based on expressive tools to explore in all subjects as well as categorizing
properties. things. They also support each other because,
English Language Arts:
1. N/A
2. N/A
Other Content Area
1. 1-ESS1-1 Earth's Place in the Universe
Use observations of the sun, moon, and stars to describe patterns that
can be predicted.
2. 4-ESS2-2 Earth's Systems
Analyze and interpret data from maps to describe patterns of Earth’s
features.
6. Teaching Resources: Rationale for each and HOW they work together
Art: (Artist and thumbnail photo of examples shared)
These two resources work together because this photo is
an example of what I am wanting to do with the students
and the lesson plan I found, while it is a different activity, I
liked the overview and the objectives of the lesson. They
are still helping guide the students and giving them a
better understanding of the moon phases. One shows a
physical example of what is expected of them and the
other helps me give them written and verbal expectations
on what I am wanting them to get out of the lesson.

Ali Chris
English Language Arts: N/A
 Other Content Area:
Website – pbslearningmedia.org
7. Lesson Plan sequence (This will be lengthy)
1. Discussing the phases of the moon in class. Students will
learn the names of the phases and the order they occur.
2. Send students home with the task of observing the moon
from their homes and writing down their observations on a
piece of paper provided.
3. Class discussion over the students’ observations to
compare what students saw and wrote down.
4. Transition into the art portion of the lesson by passing
out materials to students and have them begin sketching
each phase of the moon.
5. Pass out large white paper which already has circles
drawn on it which represents the moon and give each
student their own shading pencil. This is also the time we
would complete the formative assessment (see below)
6. Allow students 15 minutes to shade the phases of the
moon and walk around the classroom to take note of the
techniques each student is using.
7. Have the class share their art with one another and hang
it up somewhere in the classroom.
8. Differentiation/Accommodations/Modifications
 For children whose fine motor skills are not
developed enough to use scissors I will have pre-cut
moons to glue on top of the circles drawn on the
sheet.
9. Assessment Strategies (Formative & Summative):
Share rationale for choices in each step.
1. Discussing the phases prior to observation will give the
students knowledge of what they are looking for.
2. Letting students observe the moon lets you see where their
understanding is and gives them a chance to make predictions
of what the next phase would be.
3. This gives students a chance to dissect what they saw and get
other perspectives from their peers. They get to learn from
each other.
4. By having students begin with a sketch it leaves room for
change and more detail to be added.
5. Providing students with a paper that already has a template for
the moon gives them more time to focus on the shading of the
phases.
6. Doing this step will give you data to compare later to show
growth.
7. This allows students to share with their peers and be proud of
the work they have completed.
Share rationale for each
This will allow students to still participate in the activity.
Share rationale for formative and summative assessment
 Formative assessment – Having students give a thumbs up
or thumbs down if they feel they are ready to complete the
assignment on their own.
Summative Assessment – Students will create a portfolio
and add this piece to that portfolio
10 Insert photo of teacher created exemplar here:
11. Materials/Tools/Art supplies needed:
Glue
Scissors
Pencil
Paper
References: (Sources of information)
Formative – an easy way to get a feel for where students
think they are at and doesn’t take much time away from
the lesson itself.
Summative – it shows student growth because it is
something they continuously add onto throughout the
year.
Rationale here should discuss the significance of what was created and
prior knowledge across the curriculum students will need to understand
the lesson content.
Students will need prior knowledge of coloring, cutting,
and gluing to be successful in this project. They will also
need prior knowledge of what observations are and how
to make predictions.
Prior knowledge students will need to effectively use materials
Students will need to know how to properly hold a pencil,
how to use scissors, and how to use glue properly.