Lesson Plan Template

LTC 4240: Art for Children

Use the following template for the Final Art-Integrated Lesson Plan you will write for this course.
● In the left column, you will 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 & video resources
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: Organisms and Their Adaptations

Targeted Grade Level: 3rd Grade
Teacher(s) Name(s): Jordyn Vermont & Taylor Dormann
Lesson Plan
1. Big Idea: Picturing Adaptations and Survival
2. Enduring Understandings:
1. Adaptation is the process in which an organism becomes
better able to live in its habitat (Kiddle Encyclopedia)
2. Adaptations are displayed through physical traits and
behaviors that help organisms survive.
Rationale
How does the Big Idea connect ideas across the
curriculum?
Our Big Idea is sufficient because it covers topics required
in the Missouri Learning Standards for 3rd grade science.
In this lesson students are able to make essential life
connections to multiple content areas such as science,
literacy, math and art.
Students are able to picture adaptations and see survival
skills within their everyday lives, so this lesson draws from
student experiences to deepen understanding.
How do the Enduring Understandings relate to the Big
Idea and how are they important to the lesson & to the
student?
The Enduring Understandings relate to the Big Idea
because they connect to the concepts (physical traits,
 3. Artists & illustrators have pictured the adaptation &
survival of organisms in visual artworks.
3. Essential Questions:
1. What challenges could be solved with the usage of
adaptations?
2. How are the adaptations of organisms in different
habitats alike and different?
3. How have artists & illustrators pictured the adaptations
& survival of organisms in visual artworks?
4. Objectives: (“Students will” statements)
behaviors, organisms, adaptations, and survival) that are
present throughout our lesson. Additionally, they are
important to the lesson because they structure the lesson
in a way that focuses on understanding and transfer. As
Jay McTighe mentions in the YouTube video What is
Understanding by Design? Author Jay McTighe explains.
“The first part of UBD is teaching and assessing for
understanding ultimately, with the goal of having kids
transfer their learning” [Timestamp: 2:18]. Our enduring
understandings are meticulously structured in a way that
allows this process to take place. Finally, they are
important to the students because they allow students to
think critically about nature and their surroundings. This
allows students to make personal connections to their life
and the world around them.
How are these questions essential to the lesson &
meaningful to the student?
These questions are essential to the lesson because they
promote critical thinking opportunities that correspond to
the idea of picturing adaptations and survival. By asking
questions that are open for interpretations students are
able to personalize ideas into answers. This creates
opportunities for students to feel valued in the classroom,
because there is no one right answer. Students may
connect how artists visusual their work through
bookmaking. As Donahue and Stuart states, “This step
required students to envision while also paying careful
attention, consulting the model to make sure the pages
were in the right order” (p. 133). The authors go on to say,
“We reflected on what we had learned, making our
learning visible (p. 134).
Why are these objectives important?
 1. Students will be able to define adaptation as the process
in which an organism becomes better able to live in its
habitat (Kiddle Encyclopedia).
2. Students will be able to explain how specific adaptations,
like physical traits and behaviors, help organisms survive.
3. Students will be able to examine how visual artwork
connects to adaptations and survival of organisms.
4. In four 45 minute class periods and inspired by the book
“The Mixed up Chameleon” by Eric Carle, students will
employ research, collage making, drawing, and book
making skills to create and present a hidden room zine
regarding their chosen organism that focuses on the
habitat and significant adaptations of that organism.
5. Standards:
National Core Arts Standards:
Create:
VA:Cr2.1.3.a - Create personally satisfying artwork using a
variety of artistic processes and materials.
Connect:
VA:Cn10.1 - Anchor Standard: 10. Synthesize and relate
knowledge and personal experiences to make art.
English Language Arts Standard(s):
How do the objectives support learning across the
curriculum?
How do they connect to the students’ lives?
These objectives are important because it allows students
to meet the expected science-based criteria and think
deeply about concepts that connect to student experiences
such as places visited, experiences with animals, and
meeting their own needs. This lesson also strategically
connects to multiple content areas, besides the obvious art
and science integration, it also ties in math and literacy.
Students are able to research information and write about
what they have learned, connecting this lesson to literacy.
Students also participate in math when bookmaking, by
folding paper and creating fractions. Bookmaking draws
on other mathematical skills as well, as Danohue and
Stuart mentions, “Bookmaking invites students to revisit
basic art and math concepts such as shape by identifying
squares, rectangles, and triangles while folding and gluing
and using nonstandard measurement such as ‘the width of
a pinky finger’ or ‘the visual center’” (p. 133).
How do the standards support each other and the
learning taking place?
The standards were strategically chosen in order to
support each other in a way that builds on student
learning throughout the lesson. Students begin by drawing
on the science standard of constructing evidence of their
chosen organism. When constructing research students
are drawing on literacy components as well. Transferring
this information into artwork allows the science and art
standards to flow nicely together. Students are able to
create and personalize artwork by connecting information
learned from science. Finally both the art and science
 3.SL.2.A.a Develop and apply effective listening skills and
strategies in formal and informal settings by:
demonstrating active listening through body language and
eye contact with the speaker, according to classroom
expectations
standards flow into the ELA standards when students are
required to verbally present their zine, while the other
students respectfully listen and will learn from one
another.

3.SL.4.A.a Speak clearly, audibly and to the point, using

conventions of language when presenting individually or
with a group by: presenting information with clear ideas
and details speaking clearly at an understandable pace

Focus Content Area: 3.LS3.C.1 Construct an argument with

evidence that in a particular ecosystem some organisms –
based on structural adaptations or behaviors – can survive
well, some survive less well, and some cannot.
[Clarification Statement: Examples of evidence could
include needs and characteristics of the organisms and
habitats involved. The organisms and their habitat make up
a system in which the parts depend on each other.]

6. Teaching Resources: Briefly explain why each teaching resource is

(Include everything required to teach the lesson except art
making materials which will appear in Section 11 below.
Teaching resources include art images, books, videos, slide
shows, manipulatives, special equipment, etc.)
Art:
(Thumbnail photos of all images used. Each should be
captioned with artwork title, artist’s name, & link.)
Kristen Dahms
necessary and how they work together to support
student learning.
The VTS painting is a work of art titled “Hide and Seek”,
created by Kristen Dahms. This image allows the teacher
to formatively assess students about adaptations and
survival. Additionally, it provides an opportunity for
students to think critically and explore different types of
adaptations and think about how they help different
organisms.
https://kristendahms.com/products/hide-and-seek-print

The book The Mixed Up Chameleon By Eric Carle is

necessary because it further explains adaptations and
provides information and context about different traits
that organisms have to help them survive. This story
allows for students to relate their understanding of these
topics to the chameleon's situation in the book.
Furthermore, the story provides examples of adaptations
for a variety of different animals.

The National Geographic Kids website is necessary

because it offers a safe and age-appropriate space for
students to research their animal of choice.

All of these resources work together to support students

VTS Image learning because they all tie into the Big Idea of Picturing
Adaptations and Survival. Each resource acts as a stepping
“Hide and Seek” by Kristen Dahms stone for students to gradually grasp a better
understanding of the Enduring Understandings which will
English Language Arts: eventually allow them to apply their knowledge.

The Mixed Up Chameleon By Eric Carle

Individual
https://www.youtube.com/watch?v=vbLgwRKZSzU

Science:
National Geographic Kids Website
https://kids.nationalgeographic.com/animals/reptiles/fact
s/chameleon
7. Lesson Plan Sequence
(This will be lengthy! Please divide the sequence by day if
necessary - i.e. Day 1, Day 2, etc.)
Day 1: Introduction
1. Greet students and have them sit in their carpet
spots to begin the lesson
2. Explain to students what a VTS discussion is and the
expectations
a. Show the VTS image, ask key questions:
“What is going on in this picture, what do you
see, what more can you find?”
b. Depending on student’ answers, connect the
VTS image to the Big Idea: Picturing
Adaptations and Survival
3. Formative Assessment: Four Corners
a. Point out the four corners of the classroom
and what each represents. Corner 1: I could
explain what an adaptation is, Corner 2: I
could give an example of an adaptation,
Corner 3: I have heard of the word
adaptation, Corner 4: I am new to this
concept.
b. Have students go to the corner that best
represents their prior knowledge and
understanding of what adaptations are,
giving the teacher key insight on where
students stand regarding the topic.
4. Key Vocabulary
a. Have students grab their white boards,
markers and erasers and sit in their carpet
spot.
Provide rationale for choices at each step and for each
day.
Day 1: Introduction
● Steps 1 & 2: The VTS image discussion creates a fun
start to the lesson which engages students and gets
them intrigued on the topic. This also acts as a
formative assessment to gain information on
student understanding.
● Step 3: This formative assessment will ensure all
students feel heard by inviting all students to
participate in this activity. Students can express
how they feel about the topic without having to
further explain themselves, besides going to the
corner that best represents their prior knowledge.
● Step 4: Introducing the key vocabulary before the
read-aloud ensures all students have been
introduced to the same necessary background
knowledge of the topic.
● Step 5 & 6: The read-aloud ties the Big Idea,
Enduring Understandings, and Essential Questions
into a fun story that students will enjoy and
understand. Student understanding will be
monitored through casual, stress-free questions for
the class. Students can volunteer to share their
ideas. This discussion leads into a summary which
refreshes students of what today's lesson was
about and how it ties into tomorrow’s lesson. This
provides students with purpose.
Day 2:
 b. Introduce key vocabulary words and have
students write down each word on their
white boards when being discussed. List:
adaptation, survival, organism, trait,
behavior, habitat.
5. Read Aloud: The Mixed Up Chameleon By: Eric Carle
a. After reading the book have students turn
and talk to their rug partner about any
adaptations, traits, or behavior they noticed.
(Ex; Chameleon’s sticky tongue to catch flies,
Chameleon’s ability to change colors)
b. Call students back, discuss in a whole group
what the partners discussed.
6. Wrap up: Summarize what students learned and
discussed in today’s lesson. Provide a quick
overview of tomorrow’s lesson.
Day 2:
1. Invite students to the carpet.
2. Once seated, review material from day one.
a. Reminds students about the VTS image,
book, and the discussion.
b. Give two minutes for students to share with a
partner what they remember about
adaptations. (Formative Assessment)
3. Introduce the zine project. Explain to students that
they will choose an animal to research and learn
about that animal's behavioral and physical
adaptations. Further explain to the students that
they will create a zine that includes two behavioral
and two physical adaptations that their animal has.
● Steps 1 & 2: Inviting students to refresh their
learning from the day before creates a learning
environment where all students feel valued. This
also ensures no student feels behind before even
starting the next part of the lesson. By having
students partner share acts as a formative
assessment to see what students remember and
what may need to be quickly covered again.
● Steps 3, 4, & 5: These steps will introduce students
to the project they will be conducting and the
expectations of the project. By going through an
article together as a class, we are supporting all
students to ensure everyone understands the
requirements. By showing an example to students,
this once again allows students to feel at ease and
help clear any confusions of what the project
entails. Students are able to ask questions at this
time.
● Steps 6, 7, & 8: Allowing students the opportunity
to choose their animal they want to do their zine
about promotes student autonomy. This also
ensures students are conducting research over a
topic they are passionate about, ensuring students
stay engaged during independent work time. By
having students write down the information they
have researched, this acts as a form of evidence that
students are staying on track.
Day 3:
● Steps 1 & 2: On this day students are offered choice
once again. They are given time to work
independently, but for those who prefer

4. On the SmartBoard, model to students how to get to
the National Geographic Kids website and select an
animal. Pull up the chameleon example and point
out the adaptations given in the article.
5. Show the teacher exemplar and allow students to
ask questions.
6. Have students select an animal to research from a
provided list.
a. Draw sticks and students will select their
animal once their name is called. The
provided list will have a larger quantity of
animals than the number of students in the
class.
7. Instruct students to return to their desks and begin
researching their animal on their ipads.
collaboration are able to bounce ideas off with
peers and ask/answer questions.
Day 4:
● Steps 1 & 2: This invites students to get calm and
settled before presentations. This also introduces
students to how the presentations will work and
the expectations.
● Step 3: This creates a low stress environment by
asking for volunteers first. In most classrooms
students are excited and proud to share their work,
but volunteering helps relieve stress from the
random picking.
● Step 4: By having students reflect on each other's
presentations ensures students are paying
attention, but also acts as positive feedback for
every students’ hard work they put into their zine
and presentation.

8. Students will write down two physical and two

behavioral adaptations on a provided sheet of paper.

Day 3:
1. Have students gather their research from the day
before: paper with physical and behavioral
adaptations, maybe they will need their iPad.
2. At their table spots students will prepare to
construct their zine.
a. Model how to create the hidden room zine
with students. As a class, the teacher will
walk through each step of how to create the
hidden room zine. Before moving on to each
 step, the teacher will have students show a
thumbs up or thumbs down to indicate if
they are ready to move on.
b. After each student has their zine format
created, allow students free range to create
and add to their zine using personal and
provided classroom materials.
c. Differentiation: At this time all students will
have the choice to collaborate and ask
questions at the teacher table, or work
independently and the option to move
seating.
d. Advise students to have their zine completed
by the end of the class period. If students are
not finished, they may continue to work on
and complete their zine during free time.

Day 4:

1. Invite students to the carpet.

2. Explain to students that they will each get two to

three minutes to present their zine with the class.

3. Ask for volunteers to present their zines. If there are

no volunteers, draw sticks.

4. After all students have presented, ask students to sit

in a circle around the carpet. Each student will share
one thing that they learned from the presentations.
8. Differentiation/Accommodations/Modifications
(Clearly label/name & describe a minimum of one example
of each and the type of student who might require the
particular support.)
Differentiation: Learning Environment
For students who prefer to collaborate or need to ask
questions, offer time for students to gather around the
teacher table to do so.
Additionally, for students who prefer to work
independently, this allows students to choose where they
feel they will work best. For example, students could work
at their desk, on the carpet, or other quiet areas around the
room.
Accommodation:
For students who struggle with motor skills, provide a
simpler folding format. For example, ¾ zine or an
accordion style book. Students could also be provided with
a “folding coach” to explain folding to them. Their coach
would not fold for them.
Modification:
For MLLs and students with disabilities, allow students to
find one example of a behavioral and physical adaptation.
Additionally, provide MLLs with translated materials.
Provide a rationale for each – Differentiation,
Accommodations, Modifications.
Differentiation: This strategy helps students who need
teacher and peer feedback to succeed. Working
independently and quietly for long periods of time is not
realistic for some students, especially those with attention
deficit disorders. As mentioned on Week 14 slides,
discussions allow students to speak and listen to one
another, and also allows students to build on each other’s
ideas (Franco, 2023).
Accommodation: This strategy helps students who need
extra support when motor skills are needed. This could
include any students with physical disabilities. As Week 14
slides state, “Accommodation doesn’t change instruction
content or expectations but makes them more accessible
to the student” (Franco, 2023). By offering a folding coach
students who need accommodations are able to still
succeed in the required task.
Modification: By reducing the amount of material
necessary information required in the zine, this is a
modification for students with learning disabilities and
MLLs. As stated in the Week 14 slides, “Modification is a
change to what a student is actually being taught or
expected to do in school” (Franco, 2023). This should be
the last result, but is sometimes necessary in order to keep
students on track and so they are given the opportunity to
succeed.
9. Assessment Strategies Provide rationale for each formative and summative
(Be sure to indicate when each will occur in the lesson.) assessment.
● Formative Assessments
o VTS Discussion The VTS discussion on day one acts as a wonderful
o Four corners on day 1. introduction to the concepts of adaptation and survival
o Partner share on day 2. while also formatively assesses any prior knowledge that
● Summative Assessment students have.
o Presentation on day 4.
The four corners formative assessment on day one will
allow students to express their current understanding of
adaptations in a physical activity. This type assessment can
be seen as almost a game for students but provides the
teacher with valuable information.

The partner share on day two provides students with a

low stakes opportunity to discuss their knowledge and
understandings of adaptations with their peers. This type
of assessment will allow students to verbalize what they
know about the concepts in an informal conversation. The
teacher will be able to monitor the conversations to take
note of what students know.

We chose to incorporate three formative assessments to

ensure that we were continuously assessing our students'
knowledge throughout the lesson. As mentioned in the
week 14 slides a formative assessment “assesses learning
at many points during the lesson” (Franco, 2023).

The presentation on day four acts as an exciting and

engaging way for students to share their knowledge with
the teacher and with their peers. The presentation
provides the opportunity to verbally and physically show
what they know.
10 Teacher Exemplar:
(Insert photos & brief description of the exemplar here)
Both zine examples include the necessary requirements
and offers inspiration for students. Both include both
behavioral adaptations and physical adaptations necessary
for survival to show students how much information is
expected. The examples also offer creative design utilizing
skills like collage, drawing, and of course bookmaking
skills.
Rationale should discuss the significance of the art
form & project for student learning/understanding of
the Big Idea, Enduring Understandings, and Learning
Standards. This should include cross-curricular
learning students should engage in during creation of
their own similar art product.
This art project offers a multitude of skills that draw on
student understanding and learning. Students are engaged
in personalizing and creating their own project using
information they gathered from research. Students are
able to connect information from art, math, science, and
literacy into this zine project. Overall, zines can include a
lot of information and serve as an assessment, but at the
same time is a fun project for students to complete. We got
this idea from Week 8 Studio 6.
11. Materials/Tools/Art Supplies Needed
(Be specific and all-inclusive.)
● Smartboard for VTS discussion
● Teacher exemplar
● iPads
● The Mixed Up Chameleon book
● Art supplies: construction paper, scissors, glue
sticks, marker, crayons, colored pencils, magazines
Describe prior knowledge & skills students will need
to effectively use all materials.
Students will need experience using technology, such as
iPads. They will need to be able to navigate articles when
conducting research. Students will also need to be able to
look up pictures of their organism, which would require
typing on the iPad.
In the book making section students will need prior
knowledge using scissors to cut the construction paper.
They will also need to know how to fold and make strong
 creases in the paper. Students will also utilize magazine
pictures, so students will need experience using scissors in
this area as well. Students will need to understand how to
use a glue stick. Finally, students will partake in drawing
and writing so students will need to be able to effectively
use writing and coloring materials.
12. References:
(Sources of information; cited using APA formatting style.)

Art with Mrs. F. (2021). The Mixed Up Chameleon. [YouTube Video].

https://www.youtube.com/watch?v=vbLgwRKZSzU

Dahms, K. (nd). Hide and Seek. Artist and Designer.

https://kristendahms.com/products/hide-and-seek-print

Donahue, D, M. & Stuart, J. (2010). Artful Teaching: Integrating the arts for understanding across the curriculum, k-8.
Teaching College Press.

Franco, M. (2023, April 17-23). Week 14: Encounter - Differentiation, Accommodations, and Modifications. [PowerPoint
slides]. Learning Teaching Curriculum, University of Missouri.
ArtWK #14: ENCOUNTER - Differentiation, Accommodations, & Modifications

Franco, M (2023, April 17-23). Week 14: Revisit & Review - Formative & Summative Assessments. {PowerPoint slides}.
Learning Teaching Curriculum, University of Missouri.
WK #14: REVISIT & REVIEW - Formative & Summative Assessments

Kiddle Encyclopedia. (n.d). Adaptation facts for kids.

https://www.kiddle.co/c.php?q=adaptations#gsc.tab=0&gsc.q=adaptations&gsc.page=1

McTighe, J. (2014). What is Understanding by Design? Hawker Brownlow Education. [YouTube Video].
https://www.youtube.com/watch?v=d8F1SnWaIfE&t=3s

National Geographic Kids. (n. d). Chameleon. National Geographic Society.

https://kids.nationalgeographic.com/animals/reptiles/facts/chameleon