You are on page 1of 5

Lesson Plan Info: #2

1. Introduction
In this lesson students will draw their favorite seasons on paper. The teacher will use a
camera to create a digital image of the students pictures. This will be uploaded to
Microsoft Movie Maker software to create a picture slideshow. Students will also have
the opportunity to narrate their picture.
Title: Favorite Season
Created By: Cobi Solana Maya
Date Created: 11/19/09
Grade: 1st grade
Subject: Science and Visual Arts
Topic of Lesson: Expressing ideas on paper
Type of Lesson Plan: Indirect Instruction
Class Submitted For: ED 520
Instructor: Prof Massey
Time Allotment: 2 days (20 minutes of direct instruction, 5 minutes of viewing Teacher
tube website, and 10-20 minutes per group to allow all students the opportunity to draw
a picture. Another day will be needed to narrate their pictures.
Nature and Scope: Students have just finished a lesson on Seasons. This lesson
scaffolds from the prior lesson and allows students to explore the topic creatively. I will
ask each student to give reasons and details of why they like their favorite season. This
will use the students prior knowledge and their own personal experiences to be able to
describe this question. After this lesson they will go on to learning about winter

2. Standards and Learner Outcomes
CO Content Standards
Visual Arts
STANDARD 1: Students recognize and use the
visual arts as a form of communication
• selecting and using visual images, themes, and ideas to communicate meaning;
Creating a drawing (visual image) to communicate the students favorite season.

STANDARD 3: Students know and apply visual
arts materials, tools, techniques, and processes
• using materials, tools, techniques, and processes to make works of art.
Use of lines and forms are techniques we use to create symbols of the real word.
Students will need to demonstrate these techniques to meet the objective

STANDARD 5: Students analyze and evaluate the
characteristics, merits, and meaning of works of
• observing and describing a variety of works of art, including their own
Students will describe their pictures using a microphone connected to the computer.
Students will be able to analyze and evaluate their artwork and verbalize this to their

Standard 2
Physical Science: Students know and understand common properties, forms, and
changes in matter and energy.
Students understand the properties and forms matter takes in their favorite
season, by their description of their season. The teacher will ask students to
describe their season before they do their narration (recording), and look for
understanding of physical properties (i.e. teacher: what happens to the snow
once winter is over? student: it melts, sun melts the snow and turns it into

NETS-T (Standards)
1. Facilitate and Inspire Student Learning and Creativity
c. promote student reflection using collaborative tools to reveal and clarify students’
conceptual understanding and thinking, planning, and creative processes
By using the technology piece students are able to use planning to narrate (they first
need to think of how they will describe their artwork. They also have an opportunity to
reflect on how their narration turned out and create a new plan and rerecord their
narration piece.

2. Design and Develop Digital-Age Learning Experiences and Assessments
a. design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity
The lesson using technology is a design for learning experiences using digital tools.
3. Model Digital-Age Work and Learning
d. model and facilitate effective use of current and emerging digital tools to locate,
analyze, evaluate, and use information
resources to support research and learning
The teacher will model the use of the digital tools in this lesson. Students will then
imitate the teacher to gain understanding on how to use the tools
Objective: Students will complete a picture of their favorite season that communicates
the season they are trying to depict. The students will also describe their work of art.

3. Instructional Aids and/or Resources
Teacher Materials:
Microsoft Movie Maker
Digital Camera

4. Curriculum Outline and Instructional Strategies
Opening (approx 10 min)
1. Gaining Attention: Tell the students they will be making a movie!
2. Prior Knowledge: Ask students if they remember what the 4 seasons are? [ask
them to raise their hand if they know.] Once a student names the 4 seasons.
Tell them you want them to start thinking about which season they like best.
3. Purpose (Objective) of Lesson: Tell the students that they will draw a picture of
their favorite season and they will have to describe why they like this season.
Body (approx 40) Most time will be spent on student narrations
4. Tell students they will be watching a movie that other students from another
school made. Let them know they will be doing the same project. Tell them
many people will see their pictures so it's important for them to concentrate and
do their best.
5. Ask students to raise their hands if they got some ideas from the movie. Ask the
students to also think of their own ideas and think about what they want to draw.
6. Demonstrate: The teacher will use a dry erase board and tell them his/her
favorite season and why the teacher likes it. Tell students that you (teacher) will
plan to make a picture of leaves falling from the trees and a picture of you
smiling and playing in the leaves. Now draw this to show students how to
transfer your thinking to a drawing.
7. Tell students that Ms. Yolanda will give them instructions on what they are to do
next, and you will call them to the table, 4-5 at a time, to make their art work.
8. Once students have completed their art projects have them rotate to their next
routine they normally would do.
9. Have the laptop setup on Windows Movie Maker© and call students one at a
time to describe their picture using a microphone. Time will probably not permit
the teacher to complete all the student narration, however this can be completed
another day.
Closure (approx 5 minutes)
10. Once students have completed their artwork and described to you what they
have drawn give them a reward (I have animal stickers for this project).

5. Integration of Educational Technology
5.11 CSU-P Standard
A. Uses various technology tools to individualize and extend instruction and expand the
classroom, using such strategies as: collaborative learning, and individualized learning.

To extend this lesson students not only draw a picture of their favorite seasons, we will
also create a digital image of the students pictures and add narration. Students use
individualized learning to plan their drawings and narration piece.

I decided to use this technology to excite students, they are excited to see their picture
in a movie slideshow. Narration is a huge part of this lesson because it helps students
to plan out what they will say about their picture. I also allow students to rerecord if they
are not happy with the first take. This give the student even more time to really think
about and plan out their speech. This technology really enhances the project of drawing
a favorite season, because it is not an important project to them, and not just another
picture they have to draw. They take ownership and by watching the slideshow they
also learn from their peers on use of lines and forms for their artwork and they also
learn from hearing other students narrations

I found that this technology excites students throughout the process and it enhances
learning as I mentioned earlier. However, I think this can be time consuming gathering
all the elements to create the slideshow. I have done this project before and had a
problem with the Movie Maker (at the time I was not as skilled at using the software and
had forgotten how to add multiple narrations.) My suggestion is to brush up on the
software features and know all the applications you will be using for the lesson.

6. Evaluation
Assessment Plan: To assess the students I will review each students work of art to see
shapes and forms that communicate a message. If I am unable to recognize the picture
I will ask the student to describe what they drew. If they are able to communicate an
idea with the picture, this will be a completed project meeting the objective. Each
student will describe their artwork. The only requirement is that the picture must be
about a season and the student must describe what they have drawn.

Did the lesson measure up? The lesson itself will be measured by how the students
respond to the lesson. Was it to difficult to grasp, was their frustration. Most
importantly, did the students meet the objectives? These questions give the teacher a
clear idea if the lesson worked or not.

Differentiation of Instruction: Students who do not have any muscle control to draw a
clear picture will describe their favorite season and the teacher will draw a picture from
the students description. The teacher will talk to students about shapes all around us
and how shapes are used to create pictures. Since the standard being addressed is
visual art, students must attempt to create a work of art. For visual learners a slide show
of the objective will be viewed by all students. This may help them grasp the concept
and show what is expected of them. Creating art is a kinesthetic skill and allows these
students to express themselves visually. Language learners will be able to express
their artwork through the narration piece.

7. Alternate Plans
Reteaching Activities
Students that are having a hard time making basic shapes may need additional
instruction with shapes. Below is a website that has printable worksheets for every
Students that are having a hard time will muscle control may need a weighted pencil or
shorter pencil to develop muscle control. Another option would be to have these
children practice more small muscle skills such as beading or practice doodling.

Extension Activities
Make copies of Movie Maker slideshow for parents as a keepsake for the holidays.

8. References
Works Cited
Teacher Tube: Seasons. (n.d.). Retrieved November 19, 2009, from Teacher Tube: