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Art Integration Lesson Plan 1

Art Integration Lesson Plan Template
LTC 4240: Art for Children
Abby Klover
Orange Block
Lesson Title & Big Idea: The Ocean Habitat
Lesson Overview/Summary:
In this lesson, the students will be exploring the Ocean. They will learn about different types of fish/mammals, different
plants they can find in the Ocean, and how some of the Ocean life survives. For example, they will learn how the sun
influences the Ocean and what some fish/mammals eat. On the second day of this lesson, the children will create their
own Ocean habitat using a shoebox and they will have to write at least 2 paragraphs about what is going on in their
habitat. These paragraphs should be able to describe what they learned and the students should also write about their
own personal experience with this unit. Their shoebox should include 3 different fish, one mammal, Ocean plants, and
the sun.

Key Concepts (3-4): What you want the students to know.
1. Visual Art:
2. Literacy:
3. Science

th

Grade Level: 4
Class Periods Required:
(please circle)
1

2

3

Essential Questions (3-4):
1. What is the difference between mammals and fish? What animals in
the Ocean can be considered mammals?
2. By creating the shoebox habitat, what characteristics of the Ocean
did you find most important to include and why?
3. Why is it important to use describing words while writing about the
different things in the Ocean?
4. When incorporating science and literacy, why is it imperative to
have the students learn to write facts and then their own opinion on
the subject?

Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1): What you want the students to do.
1. Visual Art: The students will be able to accurately display what their interpretation of an Ocean habitat looks like while being able to creatively express this
interpretation.
2. Literacy: The students will be able to write down their findings on the Ocean and also their opinions while writing to the best of their abilities.
3. Science: The students will be able to inspect the various animals and plants in the Ocean and they will assess how these animals and plants survive.
Grade Level Expectations (GLEs)
1. Visual Art:

(3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)

Identify & define common vocabulary that connect the art form with the
other identified content areas:

Art Integration Lesson Plan 2

Document, describe, and represent regional constructed
environments.
 Apply time-management and organizational techniques necessary for
assignments and/or task completion
 Create an original seascape
2. Literacy:
 Apply time-management and organizational techniques necessary for
assignments and/or task completion
 Develop the topic with facts, definitions, concrete details, and other
information and examples related to the topic
 With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing.
 Conduct short research projects that build knowledge through
investigation of different aspects of a topic.
3. Science:
 Identify and describe different environments (i.e. pond, forest,
prairie) support the life of different types of plants and animals.
Content Areas Integrated*:
1. Visual Art (Inspiration Artist: Alan Minshull)
2. Literacy: Writing paragraphs, using descriptive language, opinion writing,
factual writing, proper grammar and paragraph formation
3. Science: Habitats, food chain, ocean plants, ocean mammals, ocean fish

Mammal – A mammal is an animal that breathes air, has a
backbone, and grows hair at some point during its life. In
addition, all female mammals have glands that can produce
milk.
Habitat – A habitat is the place where an organism or a community
of organisms lives. A habitat includes all of living and nonliving
factors or conditions of the surrounding environment.

Lesson Activities & Procedure(s) (please be very specific):
1. Ask the students to tell me what they already know about the Ocean so I
can see where we are as a class and tailor what I will be teaching to what
they need to know.
2. Ask the students what specific animals and mammals in the Ocean they
want to learn about so I can make this lesson something they will look
forward to. Also ask the students to bring a shoebox to class.
3. On day 2, I will have information on 10 different fish/mammals in the
Ocean and 5 different plants that I will present to them. Each fish/mammal
and plant will influence another in some way.
4. As a class, we will read about them using various books and some
websites that I found that are children safe and educational, and spend an
entire 45 minutes focusing on different facts about each fish, mammal, and
plant. We will also look at various paintings done by Alan Minshull of under
the sea life. As a class, we will write down at least 2 different facts about
each fish/mammal and plant on a giant white piece of paper so we can refer
back to it the next day. The various facts that we learn should include how
the animals survive, what they eat, where they live, who the associate with.

Art Integration Lesson Plan 3

Anticipatory Set (Gaining Attention):
 Remind the students about the Ocean animals they are already
familiar with
 Ask the students to raise their hands when we are having a class
discussion about the various types of fish/mammals and plants that
are in the Ocean. Write a list on a big white piece of paper the facts
we already know and the facts that we learn when researching the
new plants and fish.
 Point out to the children that it is important to remember what the
fish/mammals and plants look like because we will be representing
them visually.
 On day 2 of the lesson, have the students raise their hands and recall
some of the facts we learned on day 1.
 When the students are completing their writing assignment, remind
them to use all the writing components that we have learned such as

5. On day 3 I will start out the lesson by asking the students what they
remember about the last class. We will review the different plants and
fish/mammals that we learned about the previous class. I will put the big
white paper up on the board as a reference for the students.
6. The students will then begin constructing their habitat using their
shoebox, markers, scissors, and construction paper. They will have 20
minutes to complete it.
7. The student’s habitat should have at least 4 different fish/mammals and 2
different plants, and the sun. They may draw the fish and plants however
they want, but they have to resemble how the plant and fish look
somewhat.
8. Once the student has completed their shoebox habitat, they will begin to
write their paragraphs. They will spend 10 minutes writing their paragraphs.
9. The paragraphs should describe facts about the various wildlife and
animals they used in their habitat. They should also include that the Sun
helps warm the Ocean and gives energy to some plants.
10. The paragraph should also include the student’s own opinion of the
wildlife they chose. Which one was their favorite and why.
11. After the students complete their shoebox, we will present our
shoeboxes to the class and share one interesting fact that we learned from
this lesson.
Closure (Reflecting Anticipatory Set):
 Have the students raise their hands and explain why they decided to
visually represent certain parts of their habitat the way they did.
 Have the students work in pairs and share their favorite fact they
learned during the lesson.
 While each student is presenting their shoebox habitat, ask him or
her each a question that deals with why they decided to include the
certain fish/mammals and plants that they did. Make sure they
understand that each fish and plant influence each other in some
way.

Art Integration Lesson Plan 4

good sentence structure and indents at the beginning of the
paragraphs.
Stress that the visual representation is just as vital as the facts and
writing aspect.

Formative Assessment strategy:
Summative Assessment strategy*:
I will assess the student on their effort with the Ocean habitat. I will also Writing their paragraphs about what they learned will be their closing
assess them on the quality of their writing. They will need to have almost all reflection for this lesson
the words spelled correctly, punctuation, sentence format and paragraph
format, and they must have an indent at the beginning of each paragraph.
Their writing must also have a title and capital letters when they are
necessary.
What student prior knowledge will this lesson require/draw upon?
The students will need to know how to write paragraphs with good grammar, spelling, and format. It will also draw upon the students prior knowledge on
what they know about the Ocean.
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
By asking the students to reflect on ways they have seen the Ocean visually represented in the past is a good way to have the students draw on their
creativity and will help them imagine an Ocean while learning about the different and variety of facts about it.
How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson will allow the students to use a variety of subjects to represent the Ocean. They will learn about the Ocean in a scientific way, creative way, and
they will also have to opportunity to put what they learned in their own words. This lesson will be a fun and creative way to teach students about one of the
various habitats we have on the Earth.
How will you engage students in routinely reflecting on their learning?
Before we start the lesson, I will ask the students what they can tell me what they already know about the Ocean; the beginning of the second day of this
lesson I will ask the students to review with me what we learned from yesterday. I will then ask them how they have seen the Ocean visually represented in
the past.
How will you adapt the various aspects of the lesson to differently-abeled students?
For differently-abeled students, they will be given more time to work on the unit. They will also be able to have any form of help they require to help them
completely this unit.
What opportunities/activities will students be given to revise and improve their understandings and their work?

Art Integration Lesson Plan 5
They will have “buddies” that they can work with. The purposes of the buddies are for the students to receive critique and praise about their writing and
shoebox habitat. They can run different ideas by their buddy and they can take what their buddy says and use it.
What opportunities/activities will you provide for students to share their learning in this lesson?
At the end of this lesson the students will be able to share their habitat box and writing with the class. After that we will display the shoebox habitats
somewhere in the school so the entire school has the opportunity to view them.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
 http://climatekids.nasa.gov/ocean/
 http://www.scholastic.com/teachers/lesson-plan/ocean-life-books-and-resources
 http://fineartamerica.com/profiles/1-alan-minshull.html

* Include this information during the Popplet presentation.
References
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf