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: Force and Motion Art Integration

Targeted Grade Level: 4th Grade
Teacher(s) Name(s): Olivia Meurer and Jane West
Lesson Plan Rationale
1. Big Idea: How does the Big Idea connect ideas across the curriculum?

Envisioning Forces & Motion The big idea encourages students to learn more about forces and
motion as well as apply this to other content areas such as English,
Art, Science, and Reading. They will do so by contributing to class
discussions about measurements, making predictions, using art as
as a way to experiment, and utilize new and prior knowledge to
connect their own experiences.

2. Enduring Understandings:
1. Motion is an act, process, or instance of changing place
(Merriam-Webster Dictionary).
2. When forces push or pull on objects, predictable motion or
movement may result (Britannica Kids).
3. To predict is to declare or indicate in advance
(Merriam-Webster Dictionary).
How do the Enduring Understandings relate to the Big Idea
and how are they important to the lesson & to the student?
The enduring understandings help relate to the Big Idea because
they are further elaborating on the definitions of the words forces
and motion as well as encouraging students to connect and
elaborate on their science knowledge to incorporate different art
forms. They are important to the lesson and the student because it
allows students to be aware of what they are expected to learn and
complete by the end of the lesson. It helps set a full foundation for
the lesson that every part of it can connect back to.
3. Essential Questions: How are these questions essential to the lesson & meaningful to
1. How does force affect motion? the student?
2. How can the relationship of forces and motion be measured? These questions challenge students' knowledge and thinking while
What is the difference between forces and motion? encouraging them to use different materials to study forces and
3. What are some measurable forces and motions that can be motion.
used in different art forms?
4. Objectives: (“Students will” statements) Why are these objectives important?
1. Students will define motion as an act, process, or instance of How do the objectives support learning across the curriculum?
changing place. How do they connect to the students’ lives?
2. Students will predict why motion and movement are caused
by force. These objectives are all important to our lesson because they
3. Students will be able to explain that a prediction is to declare require students to make predictions, connections, and
or indicate in advance. measurements about force and motion in connection with science
4. Students will be able to make predictions about force and standards. They also require that students participate in discussion
motion and define them. while collecting information so that we can formally assess them.

These objectives support our students' learning across curriculum

because they require students to fully engage and immerse
themselves into a complex lesson that integrates Art, Science, and
ELA. Students will engage in art that is used in Japanese and
Chinese culture and engage in a VTS discussion about the art.

These objectives are connected to students' lives because we are

asking them to collect and display knowledge that has been build
off of prior knowledge and understanding. Thye can connect what
they have learned in the past to what they will be learning about
force and motion now. Predictions that they make will be based off
of what they already know, allowing them to inncorportate their
own experiences.
5. Standards:
National Core Arts Standards:
VA:Cr2A.4: Explore and invent art-making techniques and
approaches.
VA:Cr2B.4: When making works of art, utilize and care for
materials, tools, and equipment in a manner that prevents danger to
oneself and others.
English Language Arts Standard(s) VTS Discussion:
4.SL.1A. Develop and apply effective listening skills and strategies
in formal and informal settings
4. SL.3.A Speak clearly and to the point, using conventions of
language when presenting individually or with a group.
Science Standard:
Science- 4.PS2.A.1 Standard: Make observations and/or
measurements of an object’s motion to provide evidence that a
pattern can be used to predict future motion.
6. Teaching Resources:
(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: The Canary by Jessica Jungton VTS (1st Image on Website)
How do the standards support each other and the learning
taking place?
The Art, ELA, and Science standards chosen for this lesson all
connect to classroom safety and discussion, making observations
and predictions, listening to others ideas, and following classroom
expectations.
Briefly explain why each teaching resource is necessary and
how they work together to support student learning.
The VTS piece, “The Canary” by Jessica Jungton is created using
watercolor and ink. This will promote critical thinking and
discussion as well as foreshadowing for our own art making lesson.
This piece tells the story of a canary in the snow. When first
glancing at the art piece students may not notice what is being
shown, but through the VTS instruction, students will be able to
build off of each other and recognize the specific details of this
piece. Specifically, afterwards the class will be using the same
materials and engaging in their own specific art piece and they will
be able to relate their work with that of Jessica Jungton.
 The paper folding tutorial provides detailed instructions for students
to watch while creating their zine. This video can be paused and
started while students are creating.

The book, Motion, by Darlene Stille will introduce force and

motion and how it connects to students. The science video will
further explain force and motion and why force is needed to set an
object into motion.

Paper Folding Tutorial

English Language Arts:

Read Aloud book: Motion by Darlene Stille
 Science: Force and Motion Video

7. Lesson Plan Sequence Provide rationale for choices at each step and for each day.
(This will be lengthy! Please divide the sequence by day if necessary DAY 1:
- i.e. Day 1, Day 2, etc.) steps 1 and 2: invite students into the lesson and make the seating
DAY 1: equitable for them to each see the board and teacher clearly for the
1. Welcome students into class. first activity. This way, when students are close, they can see the
2. Once the class begins, have students move to the classroom book and video closely, read the closed captionings well, and not be
meeting area. (example: the rug by the projector) (2 distracted at their seat.
minutes)
3. VTS Discussion (15 minutes): step 3 and 4: This VTS discussion highlights an artist that uses the
a. explain goals and expectations for the VTS. materials students will be using. By seeing and engaging in a
4. Begin VTS (7 minutes) unique art piece like this, it will strike interest in this art style.
a. Engage in VTS instruction using art: The Canary Additionally, the VTS discussion will implement the two following
by Jessica Jungton VTS (1st Image on Website) ELA standards:
a. 4.SL.1A. Develop and apply effective listening skills and
5. VTS Conclusion (5 minutes): strategies in formal and informal settings
Formative Assessment (Discussion): b. 4. SL.3.A Speak clearly and to the point, using conventions
i. What concepts do you see? of language when presenting individually or with a group.
ii. What materials do you recognize?
 iii. What story is this image telling? step 5: Concluding the VTS helps students to further understand
b. Read about Jessica Jungton to students using her this artist, as well as begin reflecting on how they want their art
website. piece to look in the end.
c. Explain the artist’s short story.
6. Once seated, explain to students the goals for this unit plan. step 6: explaining the big idea, key vocabulary, essential questions,
(5 minutes) and lesson objectives helps students understand their expectations
a. Big Idea of what they will learn and complete through this unit. This will
b. Key Vocabulary also help so every student is on the same page and can continue into
c. Essential Questions the lesson.
d. Lesson Objectives
7. (10 minutes) Introduce the science book, Motion. Push and step 7: This book introduction will teach students about motion.
Pull, Fast and Slow by Darlene Stille, Illustrated by Sheree This will introduce the science lesson to help gain understanding.
Boyd. This will answer Essential Questions 1 and 2:
a. This book will answer Essential Questions 1 and 2. 1. How does force affect motion?
2. How can the relationship of forces and motion be
8. Discuss with the class some take-aways of the book. (3 me
minutes).
9. Play the following youtube video about Push and Pull. step 8: a verbal discussion will help students learn from each other,
(2:50) while teachers can gain understanding of what students have
a. Push and Pull for Kids | Force and Motion learned and whether they are meeting the objectives.
10. Discuss new takeaways about the book. (3 minutes)
a. Formative Assessment (thumbs up and thumbs step 9: this video is a hands-on experience for students. They will
down) (3 minutes): engage in a movement activity encouraging them to learn about
i. For an object to be in motion, a force has to force.During the video, they will move their hands and bodies
be applied. (T/F) learning about push and pull and force.
ii. Motion is when an object moves from place
to place. (T/F) step 10: This formative assessment will help give feedback of what
iii. Forces push but not pull. (T/F) the teacher can do to continue to cover this topic. This formative
DAY 2: assessment will also encourage students to check their own
Welcome students into class understanding of the content.
1. Once students are seated, ask them to remind each other DAY 2: Art Integration
what they remember learning about force and motion Steps 1: Invite students to actively engage by doing a think pair
yesterday. share about what was taught the day before. This will make them
a. Think pair share (3 minutes) feel like part of the classroom community and feel connected to
2. Introduce the Art integration activity. Display teacher peers.
exemplar. (10 minutes)
 a. Pass out 1 8.5x11 paper to each student. Step 2 and 3: Introduce the Art Integration activity and connect to
b. Pass out 1 water cup for each table (3-4 students to science standard: Make observations and/or measurements of an
preferred). object’s motion to provide evidence that a pattern can be used to
c. Pass out 2 watercolor palettes for students. predict future motion. This connection will be made by
d. Pass out 1 watercolor brush per student. demonstrating to students what they will be doing and blowing ink
e. Pass out 1 straw per student. and watercolor across the page. Students will know of their
f. Set up a station with 2 sumi ink droppers, and expectations before beginning, as well as how to use each item.
straws. Students will be asked why the ink moved across the page to assess
3. Have students come to the front of the classroom. (10 their learning.
minutes).
a. Display all necessary tools and explain what each Step 4 and 5: Students will be engaging in the art making activity
will do. and utilizing National Core Arts Standards:
b. Step by step, show students the ink/watercolor VA:Cr2A.4: Explore and invent art-making techniques and
blowing. approaches.
c. Quickly overview color theory of mixing colors VA:Cr2B.4: When making works of art, utilize and care for
with watercolor. materials, tools, and equipment in a manner that prevents danger to
d. Describe clean up expectations. (washing paint oneself and others.
brushes, hanging art to dry). They will also be placed in pods for extra support and inspiration.
4. Explain and demonstrate how force from blowing from a Clean up after to keep students organized and safe.
straw causes ink into motion across a page, which creates a
design (5 minutes).
a. Formative Assessment: Have students explain why
the ink moves through class discussion.
5. Present students with needed materials for the ink and
watercolor blowing activity (Section 11). (45 minutes).
a. Place students in pairs for support
b. Provide watercolor before ink
c. Clean up
d. Provide ink
e. Clean up and let 8.5x11 papers dry
6. Explain goals for Day 3 and conclude class.
DAY 3: Zine Creation and Final Reflection
1. Welcome students and tell them that this is the final day they
have to work on their force and motion ink activity (3
minutes).
DAY 3: Zine Creation and Final Reflection
2. Formative Assessment: Have students remind each other Steps 1 and 2: Welcome students to make them feel safe and
why they ink across their page and what surprised them included in the classroom. This will be a quick way to remind
about it. students of the time they have to complete their project.
3. Show teacher exemplar again of the final Zine creation.
a. Students will grab their dried blow art papers. Steps 3 and 4: The teacher exemplar helps students to have a point
b. Students will need a pencil, and scissors. of reference of what they should be completing. The video helps
4. Show video How to Make a Book from a Single Sheet of students to follow along their zine fold and cutting. It is similar to
Paper (7 minutes). one we watched in class for our Zine studios. Watching as they go
a. Have students watch the whole video once. will be helpful for students to stay on track on what they are doing.
b. Start and stop the video while students are
creating their zines so they can follow along (15 Step 5: Displaying the materials will help offer students a visual of
the items and media they can use when making their zine. In our
minutes).
experience we benefited from having multiple items that matched
5. Display all materials for zines:
our theme at our table so that we could test each item and where we
a. magazines
can place them.
b. scissors
c. tape
Step 6: Each instruction is important so students have an
d. glue
understanding of what they will be creating, and how they will be
e. markers,colored pencils, crayons
displaying their knowledge of the science content.
6. Begin specific zine instructions and expectations. (5
minutes)
Step 7: This time is used for students to complete the zine. This is
a. Write a title on the front page of zine. For example:
also a great time for the teacher to be around for the students to ask
“Force and Motion by: _____”
questions, and also to walk around the class to see how each student
b. Write definition of motion in your own words on
is doing. If many students are making the same mistake, the teacher
pages 1 and 2.
can then bring the class back together to re-explain the instruction.
c. Write definition of force in your own words on
pages 3 and 4.
Step 8: This part is for students to have a way to show their
d. On page 5 and 6, explain the scientific process of
artwork, but also is important for the teacher to have an exit ticket.
the ink blowing activity.
The teacher will then know what students have gained
e. Hidden Room: Drawings or printables of examples
understanding and met the objectives of the unit.
of force and motion.
f. (Optional: Add magazine clippings to zine if time
permits).

7. Begin studio completion. Allow students time to ask

questions, and complete the zine in class. (30-45 minutes).
 8. In the final minutes of class have students open their
laptops/ipads to the app Flipgrid (summative assessment).
(10 minutes)
a. Explain Flipgrid instructions/expectations to class.
b. Explain how to submit their final Flipgrid video.
c. Share with students a printed version of the
following questions to take home and use for their
video creation.
i. Share your Zine, what did you put as your
unique definition of motion and force?
ii. Share what you drew in the “hidden room”
and how it relates to our science learning.
iii. Share your experience with our straw
painting activity. What surprised you?
iv. Did you create visuals using the straw and
the ink? What was your reasoning behind
the colors that you used?
v. What two Studio Habits of Mind did you
use while creating your zine?
vi. Do you have anything else about your zine
you would like to share?
d. Walk around the class to check completion levels of
each zine, remind students that it is homework and
to take it home with materials.
9. Conclude class.
8. Differentiation/Accommodations/Modifications (Clearly Provide a rationale for each – Differentiation,
label/name & describe a minimum of one example of each and the Accommodations, Modifications.
type of student who might require the particular support.)
Accommodations: This includes different materials or instruction
Accommodation: There are many different ways to better strategies that help students learn better. This article included
accommodate this lesson for students. One could be resources that presenting and explaining art projects with slower directions, giving
better equip each student for learning and engaging in this activity. more time to students with special needs who need that time to
For example, students can use a different force (blow dryer or other process and work, presenting information in a visual format with
material) to blow the paint on the paper, or the zine can already be visual aids, demonstrating how the art should look, and offering
cut/ created for them so that they can still engage in this activity alternative ways the artist can complete this work (Danelle, 2014).
without the barrier of creating the zine. A visual step by step
 instruction will help scaffold these students to better focus and MLLs need extra support in the classroom in order to succeed. We
understand the content. have provided them with partners, sentence starters, and message
abundancy so they can complete this lesson. Other accommodations
Differentiation: There will be message abundancy provided for can be made if they need more support. According to Karen Ford,
Multiple Language Learners through a folding video, images, and “Make content comprehensible for all students (Echevarria, Vogt, &
demonstration of how to do the project and what it should look like. Short, 2008) — Providing ELLs with alternative ways of accessing
MLLs will also be able to orally communicate their understanding or key content (e.g., charts, books written in their first language,
draw for the teacher if they cannot yet write english. During simplified text written by the teacher, discussion, etc.) allows them
activities MLLs will also be placed with primary english speakers or to learn the same material as other students as they continue to
other advanced MLLs to get support. They will also be provided develop their English language skills.” For our differentiation
with sentence starters for discussions and writing. strategies we took into account the use of different ways we can
better help our MLL students (Ford. K, 2019)
There will be closed captioning on every video to allow students to
read the video on the screen. Rather than writing a long paragraph of For the modification we included a recommendation for special
their learning each student will submit a flipgrid that is oral and education students and how they can best learn in the classroom by
short of their art piece and they will answer a few questions, this is a using the “backwards chain method.” This would help students
differentiation product and the teacher can adjust each question succeed because it is more 1 to 1 instruction and allows for students
based on the needs of each student. to get the repetition and help they need in the art room (Specialty
S. 2018)
Modification: If students need a modification, such as when the
accommodation and differentiation fail, the lesson can be
reformatted for this student(s). Students who need modification can
instead only participate in either the straw blowing activity, or
creating the zine. There are still then opportunities for them to
understand the concepts of force and motion, but they can engage in
an art activity that better supports their needs. “For more
complicated or multi-step art projects, try the backward chaining
method. Have the student complete just the final step or two of an
activity to allow for task completion and a finished project. Work
back sequentially adding another step with repeated exposure”
(Specialty S. 2018). Every student is different so a modification
can be put into place but this would adjust their performance criteria,
while teachers are still able to see their understanding.
9. Assessment Strategies Provide rationale for each formative and summative
(Be sure to indicate when each will occur in the lesson.) assessment.
● Formative Assessments will occur throughout the lesson Formative assessments using class discussions can tell teachers
while students are working and learning about force and what students know about basic concepts or what they need more
motion. There will be discussion opportunities to answer support or explanation of (Plymouth Community College, 2017).
verbal questions during the VTS and while working on the
project. Summative assessments allow students to show what they have
● Summative Assessment will occur in the lesson at the end learned and if they have met learning objectives (Stanford
through an exit slip where students will show understanding University, 2023).
of the lesson by reflecting on what they learned on flipgrid.
o Questions Students are Expected to Reflect on in
Flipgrid Videos:
▪ Share your Zine, what did you put as your
unique definition of motion and force?
▪ Share what you drew in the “hidden room”
and how it relates to our science learning.
▪ Share your experience with our straw
painting activity. What surprised you?
▪ Did you create visuals using the straw and
the ink? What was your reasoning behind
the colors that you used?
▪ What two Studio Habits of Mind did you
use while creating your zine?
▪ Do you have anything else about your zine
you would like to share?
10 Teacher Exemplar: Rationale should discuss the significance of the art form &
(Insert photos & brief description of the exemplar here) 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.

The creation of this ink blowing art form will show students that air
being blown from a straw is an act of force that is pushing ink and
paint in different directions. Students can make predictions of how
the ink will be blown and discuss it as a class. They will be able to
define force and motion in their zine and how it relates to the art
making process.

We were inspired to create this artwork from Dr Mary Franco’s

Suminagashi Plus ink blowing activity from Studio 8.

Original prints of ink and straw blowing.

 Original ink and watercolor blown zines. Mixed media- watercolor,
ink, markers, magazine clippings. Purpose: To construct and
demonstrate understanding of force and motion using force as blown
air and motion as the ink and watercolors movement on paper. The
zine creation shows overall learning and written understanding of
concepts.
11. Materials/Tools/Art Supplies Needed Describe prior knowledge & skills students will need to
8.5x11 white paper effectively use all materials.
black Sumi ink
watercolor palette Basic knowledge of drawing, painting techniques, and color theory.
water
paintbrush Students will be engaging in using paint brushes and watercolor
straw palettes, as well as using Sumi ink to create their illustrations. They
will need basic knowledge of how to use these items, (there will be
Zine Materials: basic instruction in class as well.)
scissors
magazine clippings Students will need to know about color theory if they want to mix
glue their water colors together to create new colors.
markers/crayons/pastels/colored pencils Basic knowledge of how to use the materials given, such as glue,
scissors, tape, pens, etc.

Students will need to have scissor skills, as well as folding skills.

they should be able to follow simple directions on how to complete
their Zine folds and cuts as well as make them neat and orderly.

Students should be able to experiment and predict with their art,

creating visual contrasts and engaging in multiple step procedures
to complete their art piece.
12. References:
(Sources of information; cited using APA formatting style.)

Origami Twist. (2013, December 2). HOW TO MAKE A BOOK FROM A SINGLE SHEET OF PAPER [Video]. YouTube.

https://www.youtube.com/watch?v=bHa6kR2SZok

Forces and Motion: Blow Painting. (2018, January 25). Michele Guieu.

https://micheleguieu.com/portfolio/forces-and-motion-blow-painting/

Plymouth Community College (2017). Discussion. Formative Assessment. https://www.plymouth.k12.in.us/formative/discussion

Stanford University (2023). Summative Assessment and Feedback. (n.d.). Teaching Commons.

https://teachingcommons.stanford.edu/teaching-guides/foundations-course-design/feedback-and-assessment/summative-

assessment-and-feedback

Danelle (2014). Tips For Adapting Art For Special Needs Kids In Your Classroom. ArtShop.

https://artshoptherapy.com/blog/posts/tips-for-adapting-art-for-special-needs-kids-in-your-classroom/

Ford, K. (2019). Differentiated Instruction for English Language Learners. Colorín Colorado.

https://www.colorincolorado.org/article/differentiated-instruction-english-language-learners

Specialty, S. (2018, March 28). Art Class Modifications for Children with Special Needs. Schoolyard Blog | Teacher Resources |

School Specialty. https://blog.schoolspecialty.com/art-class-modifications-children-special-needs/

BuzzWithBee. (2020, November 10). Push and Pull for Kids | Force and Motion [Video]. YouTube.

https://www.youtube.com/watch?v=-lOyW3pEUl0

Jungton, J. (2017, November 12). The Canary - Jessica Jungton - Medium. Medium.

https://medium.com/@jessjungton/the-canary-e9fb9f114aed

Stille, D. R. (2004). Motion: Push and Pull, Fast and Slow. Capstone.

Definition of motion. (n.d.). In Merriam-Webster Dictionary. https://www.merriam-webster.com/dictionary/motion

force. (n.d.). Britannica Kids. https://kids.britannica.com/kids/article/force/400287

Definition of predict. (2023). In Merriam-Webster Dictionary. https://www.merriam-webster.com/dictionary/predict