ARTE 342

1/2Name:SamanthaButkus
d
Name:

DAILYPLAN
LessonTitle: KaleidoscopeKreationsGradeLevel:3
Skills:
AnchorStandard1:Generateandconceptualizeartisticideasandwork.
EnduringUnderstanding:Creativityandinnovativethinkingareessentiallifeskillsthat
canbedeveloped.
VA:Cr1.1.3a.Elaborateonanimaginativeidea.
EnduringUnderstanding:Artistsanddesignersshapeartisticinvestigations,followingor
breakingwithtraditionsinpursuitofcreativeartmakinggoals.
VA:Cr1.2.3 a. Apply knowledge of available resources, tools, and technologies to
investigatepersonalideasthroughtheartmakingprocess.
AnchorStandard2:Organizeanddevelopartisticideasandwork.
EnduringUnderstanding:Peoplecreateandinteractwithobjects,places,anddesignthat
defineshape,enhance,andempowertheirlives.
VA:Cr2.3.3 a. Individually or collaboratively construct representations, diagrams, or
mapsofplacesthatarepartofeverydaylife.
AnchorStandard9:Applycriteriatoevaluateartisticwork.
EnduringUnderstanding:Peopleevaluateartbasedonvariouscriteria.
VA:Re9.2.3a.Evaluateanartworkbasedongivencriteria.
AnchorStandard 10: Synthesizeandrelate knowledgeand personalexperiences to
makeart.
EnduringUnderstanding:Throughartmaking,peoplemakemeaningbyinvestigating
anddevelopingawarenessofperceptions,knowledge,andexperiences.
VA:Cn10.1.3a.Developaworkofartbasedonobservationsofsurroundings.
NextGenerationScienceStandards:
1PS42. Make observations to construct an evidencebased account that objects in
darknesscanbeseenonlywhenilluminated.
1PS43.Planandconductinvestigationstodeterminetheeffectofplacingobjectsmade
withdifferentmaterialsinthepathofabeamoflight.
OverallLessonObjective:
Givenatoiletpaperroll,constructionpaper,markers,tape,glue,astraw,threepieces
of mirror board and scissors, students will appropriately construct a functioning
kaleidoscopeandbeabletoexpressknowledgeoflight,patternandsymmetry.
TechnicalSkill:Giventhelessonsvocabwordsandastepbysteplessonplan,students
will be able to write a sentence on the What Did We Learn Today? board with
confidenceandusingacademiclanguage.

ARTE 342
FormalQuality: Givenmultiplepiecesofwhitepaper,studentswillexperimentwith
theirkaleidoscope,makingatleastthreedisksandobservingnewpatterns,eachdisk
must be done in a different material (one in crayon, one in colored pencil, one in
marker).
Conceptual Complexity: Given stepbystep directions, students will assemble their
kaleidoscopes,makingfunctionalitems.
EssentialQuestions:
Whydoartistsfolloworbreakfromestablishedtraditions?
How do artists determine what resources are needed to formulate artistic
investigations?
Howispersonalpreferencedifferentfromevaluation?
Howdoesengagingincreatingartenrichpeopleslives?
Howdoesmakingartattunepeopletotheirsurroundings?
AcademicLanguage:
Reflection
Symmetry
Light
Patterns
Kaleidoscope
FrankStella

AssessmentCriteria:Notes:1)Linkcriteriatoobjectives,2)Includerubrics,etc.asattachments.
108points
75points
40points
TechnicalSkill
Student wrote a Student wrote a Student did not
reflective statement reflective statement write a reflective
on the board using ontheboardbutdid statement on the
one or more vocab not use the board.
words from the academic language
academic language ofthelesson.
ofthelesson.
FormalQuality
Student
Student
Student barely
experimented and experimented and experimented and
problem solved problem solved problemsolvedand
throughtheprocess throughtheprocess made only 1 disk
of making 3 or of making 2 disks for

their
moredisksfortheir for

their kaleidoscope.
kaleidoscope.
kaleidoscope.
FormalQuality

Student followed
directions
appropriately and
used a different

Student used only

two mediums on
theirdisks.

Student used one

medium on their
disks.

ARTE 342

Conceptual
Complexity

medium on each
disk to create a
visually appealing
reflection.
Student followed
directions
appropriately and
was able to
assemble a fully
functioning
kaleidoscope.

Student missed at
least one step and
their kaleidoscope
presents atleaston
functionalityerror.

Student did not

listen to directions,
which led to a
kaleidoscope with
more than one
functionalityerror.

TeachingResourcesNeededtoSupporttheLesson: Note:Allbackgroundmaterials,research
documents,andhandoutsshouldbelistedbelowandincludedasattachments.

NextGenerationScienceStandardshttp://www.nextgenscience.org/
ExampleKaleidoscope
ArtMaterialsNecessaryfortheLesson:
ToiletPaperRolls
MetallicPosterboard
ConstructionPaper
BendyStraws
WhiteCardstock
Scissors
Markers
Tape
ColoredPencils
Crayons
TeacherActivities
Introduction:
Introduceactivitybybringinguptheacademic
words:reflection,light,patterns,symmetryand
kaleidoscope. Ask students what they already
knowaboutthesewords.Writethewordsonthe
boardforavisualreference.

StudentActivities
Kidswilltellwhattheyalreadyknowabout
theacademicwordsofthelesson.

Passaroundexamplekaleidoscope.
Development:
Distribute supplies and go through the
constructionstepbysteptogetherasaclass:

Studentswillfollowalongstepbystepasa
class in the construction of their

ARTE 342
-

Pick a color of construction paper and

decorate it, making it unique and
individualized.
Glue the decorated paper around the
toiletpaperroll.
Tapethethreemetallicpiecestogether,
leave a small space between each one
andputthetapeonthenonmetallicside.
(showkidshow toattachthepieces to
formatriangulartube)
Insertthetriangulartubeintothetoilet
paperroll.
Cutthecircleoutofthewhitepieceof
cardstock.
Decorate the white circle with patterns
anduseatleastfivecolors.
Makeatleastthreecolorfulwhitecircles.
Pokeyourpencilthroughthemiddleof
thewhitecirclestocreateahole.
Cutthebendystrawdowntosize(make
itfitontopofthetoiletpaperroll).
Glue the straw to the top of the roll
leavingthebendysidehangingoff.
Now youcaninterchange yourcolored
disks (white cardstock) and twist and
turnthem,creatingreflectionsandnew
patternswiththehelpoflight.

Conclusion:
Asaclasswewillreflectonwhatwelearned
today,andshareournewkaleidoscopeprojects
withoneandother.

kaleidoscopes.

Each student will write a sentence about

whatthey learned todayonthe designated
pieceofpaperontheboard.

Ifthelessongoesfasterthanplanned,wewill
introducewhatthesecondpartoftheprojectis
andgettheirmindsreadyforthenextclass.

2/2

Name:

DAILYPLAN
LessonTitle: KaleidoscopeKreationsGradeLevel:3

ARTE 342

Skills:
AnchorStandard1:Generateandconceptualizeartisticideasandwork.
EnduringUnderstanding:Creativityandinnovativethinkingareessentiallifeskillsthat
canbedeveloped.
VA:Cr1.1.3a.Elaborateonanimaginativeidea.
EnduringUnderstanding:Artistsanddesignersshapeartisticinvestigations,followingor
breakingwithtraditionsinpursuitofcreativeartmakinggoals.
VA:Cr1.2.3 a. Apply knowledge of available resources, tools, and technologies to
investigatepersonalideasthroughtheartmakingprocess.
AnchorStandard2:Organizeanddevelopartisticideasandwork.
EnduringUnderstanding:Peoplecreateandinteractwithobjects,places,anddesignthat
defineshape,enhance,andempowertheirlives.
VA:Cr2.3.3 a. Individually or collaboratively construct representations, diagrams, or
mapsofplacesthatarepartofeverydaylife.
AnchorStandard9:Applycriteriatoevaluateartisticwork.
EnduringUnderstanding:Peopleevaluateartbasedonvariouscriteria.
VA:Re9.2.3a.Evaluateanartworkbasedongivencriteria.
AnchorStandard 10: Synthesizeandrelate knowledgeand personalexperiences to
makeart.
EnduringUnderstanding:Throughartmaking,peoplemakemeaningbyinvestigating
anddevelopingawarenessofperceptions,knowledge,andexperiences.
VA:Cn10.1.3a.Developaworkofartbasedonobservationsofsurroundings.
NextGenerationScienceStandards:
1PS42. Make observations to construct an evidencebased account that objects in
darknesscanbeseenonlywhenilluminated.
1PS43.Planandconductinvestigationstodeterminetheeffectofplacingobjectsmade
withdifferentmaterialsinthepathofabeamoflight.
OverallLessonObjective:
GiventheirKaleidoscopeKreationsfromlastclass,a8x8whitepieceofpaper,a
9x9coloredpieceofpaper,markers,crayons,coloredpencilsandglue,studentswill
createa2Drepresentationofagivenpointontheiruniquekaleidoscopes.
TechnicalSkill:Giventhelessonsvocabwords,studentswillbeabletowriteasentence
on the What Did We Learn Today? board with confidence and using academic
language.
FormalQuality: GiventheirKaleidoscopeKreationfromlastclass,eachstudentwill
drawatleastthreethumbnailsoftheirdesignsanditsreflection.
ConceptualComplexity:Givendrawingmaterialssuchasmarkers,coloredpencilsand
crayons,studentswillbeabletoaccuratelytranslatetheirdesignanditsreflection,using
graphitepaperandpracticinglinesofsymmetryandreallifereflections.
EssentialQuestions:
Whydoartistsfolloworbreakfromestablishedtraditions?

ARTE 342
How do artists determine what resources are needed to formulate artistic
investigations?
Howispersonalpreferencedifferentfromevaluation?
Howdoesengagingincreatingartenrichpeopleslives?
Howdoesmakingartattunepeopletotheirsurroundings?
AcademicLanguage:
Reflection
Symmetry
Light
Patterns
Kaleidoscope
FrankStella
AssessmentCriteria:Notes:1)Linkcriteriatoobjectives,2)Includerubrics,etc.asattachments.
108points
75points
40points
TechnicalSkill
Student wrote a Student wrote a Student did not
reflective statement reflective statement write a reflective
on the board using ontheboardbutdid statement on the
one or more vocab not use the board.
words from the academic language
academic language ofthelesson.
ofthelesson.
FormalQuality
Student
Student
Student barely
experimented and experimented and experimented and
problem solved, problem solved problemsolvedand
whilecreatingthree while creating two created only one
thumbnails.
thumbnails.
thumbnail.
Conceptual
Complexity

Studentwasableto
accurately translate
a3Dreflectiononto
a 2D surface.
Evidence includes:
lines of symmetry
and mirrored
images.

Student

was
somewhat able to
translate the image
into a 2D form.
Evidence includes:
lines of symmetry,
mistakes

in
mirroringimages.

Student was not

abletotranslatethe
image from 3D to
2D. Evidence
includes:nolinesof
symmetry, no
mirroredimages.

TeachingResourcesNeededtoSupporttheLesson: Note:Allbackgroundmaterials,research
documents,andhandoutsshouldbelistedbelowandincludedasattachments.

NextGenerationScienceStandardshttp://www.nextgenscience.org/
ExampleKaleidoscopeKreationDrawing

ARTE 342

ArtMaterialsNecessaryfortheLesson:
8x8WhitePieceofPaper
9x9ColoredPieceofPaper
Glue
Crayons
Markers
ColoredPencils
GraphitePaper(orscratchpaperandpencils)
TeacherActivities
Introduction:
Reflect on the Kaleidoscope Kreation lesson
fromlastclass,directthestudentsattentionback
to where we left off by asking the following
guidedquestions:
Whatissymmetry?
Whatmediumsdidweuse?
Whatisalineofsymmetry?
Howwouldonemirroranimage?
Development:
Hand out the materials and do a quick
demonstrationonhowtomirroranimageusing
alineofsymmetryandgraphitepaper.

StudentActivities
Studentswillreflectonthelessonfromlast
classandanswertheguidedquestions.

Studentswillwatchthedemonstrationsand
learnhowtomirrorimages.

Sendstudentsofftostarttheirthumbnails,once
theyhavefoundacompositionthatisvisually
appealingtothem,theymaystartontheir8x8
whitepiecesofpaper,theymaychoosewhich
mediums they would like to use and the
opportunityforexplorationisleftintheirhands
iftheywishtousemorethanonemediumon
theirfinalpiece.

Students will practice at least three

thumbnails.

Once their pieces are finished, help students

glue their piece on a 9x9 colored piece of
paper.

Oncetheyhavefinishedonthewhitepaper,
theymaychooseacoloredpieceofpaperfor
theirborder.

Conclusion:
Asaclasswewillreflectonwhatwelearned
today,andshareournewkaleidoscopeprojects
withoneandother.

Each student will write a sentence about

whatthey learned todayonthe designated
pieceofpaperontheboard.

After completion of thumbnails, they will

choosetheirfavoritecompositionandmove
ontothenicerpaper.

ARTE 342
CriticalCommentsandReflections:

(Problems,successes,andwhattothinkaboutfornextlesson)

Havingatemplateforthefinaldrawingwascrucialforthisage,butanolderlevelcould
dowithoutit.Thetemplatehelpedthestudentsunderstandrotationandreflectionin
multipleways,asthiswasanewconceptforthisgroupofstudents.Encouraging
studentstoworkinmorecomplexdesignsthatfilledtheirspaceswouldalsomakefora
moredevelopedcomposition.