Lesson Planning Template

Name: Ashley Stoltman Date: 12/2/18

Lesson Title: The Northern Lights
Lesson Justification
Who are my students? (student information, interests, and needs specific to the content
of this lesson)
4-5 Students in group
4-5th grade
General abilities needed for lesson: Ability to watch video clip (accommodate with subtitles if
hearing impaired), ability to draw with chalk and use paint, ability to utilize scissors and glue
(accommodate with peer help and one-on-one teacher support as needed).
What conditions/limitations might impact the planning and delivery of the lesson?
Will need to use a computer of iPad to show video clip and PowerPoint presentation. There will
be multiple groups presenting at the same time, so volume could become an issue. Must have
all materials (chalk, paint, paper, scissor, and glue) ready and available for student use.
What are you teaching?
What are the Northern Lights? Where can you find them? When do they appear? What
causes them?
What colors are commonly found in Northern Lights? What kind of shapes/lines form the
Northern Lights? How would you describe the movement/energy of the Aurora Borealis?
Why do students need to know this content?
Students should be able to understand and explain the science (at a basic level) of the Aurora
Borealis, as well as describe the artistic principals they view in the Northern Lights. Students
should also be able to recreate elements of the natural world in artistic form, justifying their
choices in their artwork.
Why did I select the instructional strategy (ies) utilized in this lesson? Provide a
research/theory connection to support the instructional strategy.
I will use the Direct Instruction Model, because with such a small group it will be the most
effective use of our time. Utilizing the I do—we do—you do model allows us to go over new
information (via DI model), then practice the project together and then give the students a
chance to create on their own. It also gives me a chance to utilize scaffolding, wherein I can
build on the information one chunk at a time and make sure each student within the group is
keeping up. Students will be able to work together during the “you do” portion of the project,
learning from each other and getting ideas for each other’s work.
How does this lesson connect with and build on previous/subsequent lesson(s)?
Students have already learned about moon phases, planets, and other space concepts which
will lead us into the Aurora Borealis lesson. Students will also have already covered basic
artistic principles (such as line and color) and will use that knowledge to help describe and
recreate the Northern Lights in the art project.
 Academic Language
Language Function:
Students will be reading facts and listening to the teacher as we move through the
PowerPoint.
Students will also speak to the group/teacher when they make predictions about the Aurora
Borealis, describing what they see/feel when viewing the Aurora Borealis, and justifying the
choices they made when recreating the Aurora Borealis in their art project.
“I chose these colors for my picture because…”
“I drew the lines like this because…”
Vocabulary:
Academic: Identify (what is the Aurora Borealis), Explain (what causes the Aurora Borealis to
look the way it does), Justify (Why you chose the colors and other artistic choices you made
within your art work).
Content: Chalk, Paint, Scissors, Glue, North/South Poles, Atmosphere, Energy, Magnetic
Discipline Specific: Line, Color, Movement, Space
Syntax OR Discourse (circle one)
Students will give an artistic statement, justifying why they made the choices they did when
recreating their picture of the Aurora Borealis.
Student support tool:
PowerPoint, Video (with subtitles if necessary), Small-group discussion
Standards And Learning Objectives
Standard Content Objective Assessment:
4.1.1.5.1 Students will create a picture Tools:
Demonstrate knowledge of of the Aurora Borealis using Aurora Borealis artwork
the foundations of the arts appropriate lines and colors Indicators/Criteria:
area. common to the Northern Students will use appropriate
Benchmark: Describe the Lights. colors and lines in their
characteristics of the artwork to demonstrate their
components of visual art understanding of the Aurora
including color and line. Borealis.

Feedback:
The pictures will be orally
assessed during the small
group discussion, when
students explain their
pictures.
Materials
Computer (or iPad), PowerPoint, Example of Artwork, Lesson Plan, Blue/Black, White
construction paper, scissors, white paint, toothpicks, paint cups, chalk
 Instructional Strategies And Learning Tasks
Time Instructional Strategies/Learning Tasks Differentiation
3 mins Introduction to Lesson: Gauging past knowledge
 “Good evening 4th graders. Today we are going to and previous
learn about the Aurora Borealis, which some of you experience.
may know as The Northern Lights. Has anyone ever
heard of the Aurora Borealis, or perhaps even seen
it?” (Give students a chance to answer.)
3 mins  “We’re going to start with a short video that shows Video shows pictures
some real clips of the Aurora Borealis, and after to music, no words.
that we’re going to talk about what we noticed, Simple visual literacy
what it looks like, and what causes it.” to introduce the topic.
 Show video montage of Aurora Borealis in the
PowerPoint. (2 mins)
5-8 Ask the students: Inquiring
mins  “What colors seem to be the most common in the learning/deeper
Aurora Borealis?” (Students answers will vary) “For thinking
example, I might say that I noticed the lines
seemed to move horizontally across the sky, not
vertically.”
 “What words or phrases might you use to describe
how the northern lights move or dance in the sky?”
(Students answers will vary) “For example, I would
describe the lights as peaceful.”
 “What do you think the Northern Lights really
are?” (Students answers will vary)

5-8  Teacher will then deliver lecture, using the Video tot help visual
mins PowerPoint, about the Northern Lights: what they and auditory learners
are, what causes them, and a few facts about them.
 Show video “All about Auroras” (4 mins)
 Students will listen and take notes as they watch
the video.
5 mins Review with students: Review
 What are some things you learned from the video?
What causes the Aurora Borealis? What colors are
most popular in the Aurora Borealis? Where do
they occur? (Students answers will vary)
5-10 Explain the Project: I do—we do—you do
mins  “For our project, we are going to use what we have
learned about the Aurora Borealis to create a
picture. We will be using chalk, paint, and
 construction paper and we want to make sure we
pay attention to the colors and lines we use so that
we make it as accurate as possible.”
 The teacher will explain the project, using the pre-
made example to demonstrate throughout the
explanation.
 The teacher will point out the specific color
choices and the way the lines move horizontally
across the page and not vertically. The teacher
should also point out that when smudging the chalk,
the smudging should move upwards not downwards.
10-15 Project: Kinesthetic learners,
mins  Students will begin working on the project individual work time
individually. with one-on-one
 Teacher will circulate amongst them, helping assistance from
individuals as needed. Students can work together teacher and peers.
to get ideas and help from each other.
5 mins Clean up
Closure
When the students have finished their project, they will explain their art to the small group,
justifying why they chose the colors and liens they did. Then they will turn in their projects
to be graded.
Review what they have learned about the Aurora Borealis: ask students to name 1-2 facts
that they learned today.
Self-Assessment/Reflection
I think the project went well, but I think instead of doing the project with the students, I
would demonstrate it once first, and then list the steps on the board, so they can work at
their own pace. Doing the project one step at a time with them meant the whole group had to
wait on individuals who worked more slowly than the others. Also, it’s easier to assess
students when I’m not also making the project with them. I would also probably combine it
with a science lesson and do a more formal assessment on the science aspect of the project.