LESSON PLAN Art

Lesson Title:
Name:

Leaf Symmetry

Lesson #
Subject:

Julie Lizotte

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Art

Date:
Grade(s):

Rationale:
Students will learn to observe patterns found in the environment surrounding them. It is important for students to connect with
nature and to develop an appreciation for what it holds.
{BIG IDEAS}:
Inquiry through the arts creates opportunities for risk taking.
Creative expression develops our unique identity and voice.
Prescribed Learning Outcome(s):
A3: Create images featuring one or more visual elements and principles of design including color, line, shape, texture, pattern,
symmetrical balance.
B2: Describe and apply the use of specific elements and principles in images, including color, shape, line, pattern, symmetrical
balance.
B3: Describe and apply a variety of materials, technologies, and processes to create images.
C1: Describe a variety of reasons people make and use visual art.
{Learning Standards Curricular Competencies
Create artistic work collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and
purposeful play.
Explore elements, processes, materials, movements, technologies, tolls, and techniques of the arts.
Develop processes and technical skills in a variety of art forms to refine artistic abilities.
{Learning Standards - Concepts and Content}:
Learn about shape, color, pattern and repetition. Use a variety of techniques to complete art work.
Personal and collective responsibility associated with creating, experiencing, and performing in a safe learning environment.
Instructional Objective(s):
I will be able to recognize patterns found in nature elements and illustrate them.
Prerequisite Concepts and Skills:
Basic understanding of patterns, basic ability to copy and complete patterns.
Materials and Resources:
Teacher
Variety of leafs
Construction paper
Document camera

Students
Scissors
Glue
Pencils and color pencils

Lesson Activities:
Teacher Activities
Introduction (anticipatory set):
Teacher will ask students to sit at their desks
Teacher will ask students to pair up and will give them
a leaf.
Teacher will ask them to describe it to the rest of the
group (shape, size, color, patterns).
Teacher will record some characteristics/observations
on chart paper.
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Student Activities
Students will sit at their desk.
Students will pair up and take leaf, being careful not
to damage it.
Students will verbally share with group the
characteristics of their leaves.

Time

10 min

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Body:
Students will actively listen while sitting at their desk.

5 min

Students will participate in creating assessment

rubric.
Students will work on art project individually and
collaboratively when needed.

20 min

Half-way through the project, teacher will ask students

to pause, do a pair-share discussion with their
neighbor about their work so far.

Students will pause their work and will look at their

peers work so far. Students will discuss what could
be done differently or improved to help them meet
criterias.

5 min

Teacher will encourage students to fix or improve their

work according to the feedback they received from
their peer and to resume work.

Students will resume work.

10 min

Teacher will present art project. Teacher explain to

students that we will learn how to draw half of a leaf
according to the half we already have.
Teacher will talk about symmetry and how each leaf is
developed in a way that it is like a mirror using the
document camera.
Teacher will demonstrate how to cut a leaf in half and
glue it to paper using the document camera.
Teacher will demonstrate how to draw the missing
half.
Teacher and students will create assessment rubric.
Teacher will ask star of the day to hand out materials.
Teacher will circulate in the classroom during the art
project.

Closure:
5 min
Teacher will ask students to perform self-assessment
using the color-coded system.
Teacher will collect the art pieces and transition
students to next activity.

Students will perform self-assessment using color

coded system.
Students will hand in their work.

{Aboriginal Connections / First Peoples Principles of Learning):

Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
Learning involves patience and time.
Universal Design for Learning (UDL) and Differentiated Instruction (DI):
Students will work collaboratively to help each other meet criteria.
Students who require extra help can work with a peer.
Students who struggle can be provided with a shell of the leaf and will be asked to fill it in.
Organizational Strategies:
Document camera and materials will be ready prior to starting lesson.
Star of the day will teacher hand out materials.
Behavioural Management Strategies:
Student who is exhibiting disruptive behavior will be asked to verbalize his needs (I see that you are upset, tell me how you feel
and what I can do to help you right now).
On the second intervention, student will be asked to remove himself from the activity to reset (go for a drink, walk down hallway,
use sensory toy) and will be asked to join back when he/she feel ready to do so.
Assessment and Evaluation:
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Students will work in collaboration with teacher to construct rubric.

Students will perform self-assessment that will align with the rubric they helped create for this activity. They will draw a dot of color
matching the quality of their process and final work. Teacher will then take in consideration this self-assessment when doing
formative assessment.
Extensions:
Language arts leaf chart (non-fiction unit)
Reflections (if necessary, continue on separate sheet):

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Lesson Plan Template EDPR 3100, 3200, 4100, 4200

The lesson plan template is designed as a guide for students to use when planning lessons. The plan may be adapted to specific
subject areas and modified as students gain experience in each practicum. The template is a basic outline that can be used
directly as printed, copied in longhand, or expanded from the electronic version. It is important that all areas required in the
template are completed and that the lesson plan be sufficiently clear and detailed so that another teacher could use the plan to
teach the lesson.
The Lesson Plan template is currently under revision to reflect the new BC curriculum that will be in place in the next
year. Any area that is in brackets { } denotes a recognized area from the new curriculum
Rationale: Why are you teaching this particular lesson at this time? (e.g. is it part of a complex skill? Is it an essential prereading
skill in reading? Is it important that the students hear good literature?) What is the significance of the area of learning to students?
{BIG IDEAS}: Big Ideas are statements that are central to ones understanding in an area of learning.
Prescribed Learning Outcomes: The Integrated Resources Packages (IRPs) describe what students should be able to do in
each curricular subject. Your lesson should state one or more prescribed learning outcomes, from the curricula of British Columbia,
on which the objectives of this specific lesson are based.
{Learning Standards Curricular Competencies}: A learning standard is an explicit statement of what students are expected to
know, understand and be able to do in a given grade and area of learning. Curricular competency standards are the same as
Prescribed Learning Outcomes only they come from the new curriculum.
{Learning Standards - Concepts and Content): Concepts and content define what students should know and understand in a
given area of learning.
Instructional Objective(s): What are the specific things students will be able to do as a result of this lesson? These objectives
should be consistent with your stated prescribed learning outcome(s) (e.g. the students will be able to identify the main idea in the
story. The student will be able to describe the main idea in a paragraph of four sentences ). The objectives may also include things
the teacher wants to observe in the course of the lesson (e.g. to identify the potential leaders in group discussion). Students
should ensure that the instructional objectives are measured by your assessment and evaluation strategies.
Prerequisite Concepts and Skills: This section of your lesson plan is used to state the concepts and skills needed to connect
lessons together in a logical sequence, building new knowledge onto what you know students have previously learned. Remember
that some concepts and skills may need to be reviewed to ensure continuous learning, and these can be included here.
Materials and Resources: List all materials and resources that you and the students will need. What things do you need to do
before the lesson begins? (e.g. prepare a word chart.) What things do the students need to do? (e.g. read a chapter in the novel.)
Lesson Activities
Introduction: How will you get students interested in the topic? How will you find out what they already know about the topic?
Will you use an anticipatory set (link to their experience) or advance organizers?
Body: What sequence of activities will the student experience? What will you do? What will they do? What will children do who
finish early? How much time will each activity take? What about clean up?
Closure: How will you close the lesson? The closing should be linked to attaining your instructional objectives.
Universal Design for Learning (UDL) and Differentiated Instruction (DI): UDL includes: Multiple means of representation;
Multiple means of expression; and, Multiple means of engagement. DI is the process of ensuring that a students readiness level,
interests, and preferred mode of learning are recognized. Teachers can differentiate instruction in four ways: content, process,
product, and, learning environment based on the individual learner.
How will you accommodate your diverse learners? What are the individual needs within this classroom and how will you
accommodate them? Consider learning styles, multiple intelligences, Aboriginal and cultural influences. What are the adaptations
and modifications needed for students with Individual Education Plans (IEPs)?
{Aboriginal Connections / First Peoples Principles of Learning}: How is this connected to Aboriginal knowledge, worldviews
and principles of learning?
Organizational Strategies: Carefully thought-out organizational management strategies facilitate proactive positive classroom
management. For example, how will you : bring the class together at the start of the day/lesson?; utilize student helpers to
facilitate the flow of lessons and the day in general?; distribute and collect materials?; separate the class into groups or levels? (In
what situations should groups be assigned ahead of time?); coordinate different grade levels working on different assignments?
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Behaviour Management Strategies: Carefully thought-out behaviour management strategies facilitate proactive positive
classroom management. What strategies will be used?
Assessment and Evaluation: Did the students learn what you taught them? The results of the assessment should be directly
related to, and tell you if, your students were able to do the things outlined in your instructional objectives and
prescribed learning outcomes, {learning standards}. Your assessment should be as accurate as possible and should
be built into your lesson. What rubrics or structures will you use to evaluate assessment data? Is assessment
formative or summative? Include the assessment tool. Are you using assessment for, of or as learning?
Extensions: How might this lesson link to previous and/or future lessons within the same curriculum area? How might knowledge,
skills or attitudes from this lesson be integrated/infused into lessons in other subject areas?
Reflections: Complete the reflections section as soon as possible after teaching the lesson. What revisions would you make to
the lesson? What went well?

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