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Problem-Based Lesson Plan ARTE 301

Title of Lesson: One Day on Earth

Teacher: Abigail Taylor
School: Prairieview Ogden South
Grade Level[s]: Kindergarten
Date to be Taught: 3/7/2019

Big Idea that drives Lesson/Unit:

Time is all around us. The seasons changing, is one way we can see time moving. The clocks on the wall
also let us know that time is happening. But time is not always the same everywhere. Throughout history,
time has been shown and measured in different ways. Different cultures have different calendars. Time is
not the same on Earth, as it is on Jupiter. There are many interesting and strange ways that we see time
work in our lives, and beyond.

Key concepts about Big Idea:

● Time is different on different planets
● The sun helps us measure time
● The seasons changing is shown by changes in weather
● Time can be measured in many ways, besides clocks
● Calendars are marked differently in different cultures
● Time influences artwork

Fine Arts Goals Met by the Objectives:

1a. Engage in exploration and imaginative play with materials
10a. Create art that tells a story about a life experience. (

3-4 Essential Questions:

● How do you spend your time? (activities, routine)
● What do you do in one day?
● What does the sky look like when you wake up or go to bed?
● How do you tell time?

Vocabulary Acquisition:
o Routine- Something that we do more than once and sometimes everyday (ie: brushing your teeth
is a morning routine)
o Brainstorm- an activity that helps you come up with ideas

Key Artistic Concepts:

o Drawing-
o Story telling- the act of sharing something

Artmaking Materials Needed:

o 14 pieces of paper
o Marker
o Colored pencils
o Pencils
o Ruler

Problem-Based Lesson Plan ARTE 301

o Presentation
o Coloring Pages

Contemporary/Historical/Multicultural exemplars:

o These are different ways that people depict a story.

o (40 minutes)
o Schedule [Agenda of day’s events] (2 minutes)
▪ First I will introduce myself
● I’m learning to be an art teacher so I can help bring art to everyone. I like
painting and drawing and I like to roller blade.
● What is one thing you like to do in art or in general, and what is one
thing you want to do in art?
▪ Introduce a discussion of our theme (How do you tell time?)
▪ I will go over the project for the day and show an example
▪ Go over the artist and description of the work
▪ Next, I’ll pass out the materials and they will start their project
▪ If there’s time we’ll share what we made
o DISCUSSION (2 min)

Problem-Based Lesson Plan ARTE 301

o Before we begin drawing, I want us to start brainstorming some ideas of what we can
draw today. Brainstorming means to come up with lots of ideas, to help you complete
o First I will have a discussion and bring up the discussion questions with them. I will
continuously reintroduce these questions for the remainder of the lesson as well.
▪ How do you spend your time? (activities, routine)
▪ How do you tell time?
▪ What activities do you do at different times of the day? (brushing teeth? Being at
school? Going to bed?)
▪ During this discussion, I will ask them to physically act out these tasks.
▪ What does the sky look like when you wake up or go to bed?
o On a slideshow, I will show artist examples.
▪ This is a piece of art made by an artist named Aminah Robinson. This is her way
of showing a story about a day. Her day happened in the year 1307. A long long
time ago. This day was very exciting. It was the day that the king of Mali, King
Abubakari traveled on a big boat, all the way from Africa, and came to the
Americas. She chose to tell the story of this day because it is important to her and
she wanted to share that story with others.
▪ This is an example of how someone else showed their day in a drawing
▪ There are three parts. The morning, the afternoon, and the night. We can see that
it follows a story because there is a beginning (morning), a middle (the
afternoon) and an end (the night). This is what we are going to do today, tell a
story about our day. Yours doesn’t have to look like this, in fact all of our
drawings might end up looking differently, and that’s good.
▪ We are going to tell our own story, of our own day. Our day may not involve
traveling on big boats with a King, but it is still important, and we can share our
stories with our friends and family.
o DEMONSTRATIONS: (5 minutes)
o Share my drawing and show what process I went through to determine what was drawn
▪ First I brainstormed some ideas, like we just did. What do I do when I wake up?
What do I eat after I wake up? What does the sky look like when I wake up?
What do I do in the middle of the day (the afternoon?). Do I wear pajamas in the
afternoon? Is the sky blue in the afternoon? How do I know it’s nighttime?
▪ Then I split my paper into three sections. (I folded the paper so I could see three
(student) please pass out paper to each person, and we will fold our papers together.
o Show how to split the paper into three sections so they can see how to make an image
that follows a story in order
▪ First I fold one of the short sides of the paper over to the middle and press down
at the fold I made
▪ Then I fold over the other side of the paper on top of the first fold
▪ Then I unfold both sides and see the two lines that I created
▪ Next I will trace over the line with a pencil, so it is easy for me to see the
different parts
o Now that my paper is ready and I have my ideas ready, I begin by drawing a sun for the
morning, because I have big windows and the first thing I notice about the mornings, is
the sun. Next I drew a lot of people, because I see a lot of people in the afternoon, when I

Problem-Based Lesson Plan ARTE 301

am at school. To finish my day, I drew a big moon and lots of stars, because at night, I
can see the moon.
o I will show how markers, crayons, and colored pencils make different kinds of lines and
o Now I will go over how you might draw some of the things you do, but you may already
know how to draw these things.
o If you want to draw a sun, what shape will you use? What colors will you choose?
▪ Demonstrate how to draw a human. (a circle for the head, a triangle for the body,
and rectangles for the arms and the legs. What’s next? What shape are eyes?
▪ If you want to draw something, think about what shape it makes. Donuts are __.
Houses are ___. If you need help drawing something, just ask, or ask your
neighbor first to see if they might know.
o DESIGN/WORK SESSION: (25 minutes)
o Everyone should have one paper folded into three now. If students need help still I will
come around an assist.
o I will call each table one by one to get drawing materials from the big table, that I will be
o Each student will have markers, pencils and colored pencils to work with.
o I will remind the students about what they are doing and to ask for help if they need it.
o They will make the first panel showing how they start their day. The second panel will be
something that happens during the day, probably during the afternoon time. The last
panel will depict something they do at the end of their day.
o I will walk around assisting anyone who may be “stuck” or having trouble understanding
the objective.
o Cut out coloring pages can be distributed if students finish quickly
o CLEAN UP: (2 minutes)
o Make sure everyone writes their name or initials on the back of their paper
o (student) please collect all markers and place them in the marker box on the big table.
o (student) please collet all colored pencils and bring them to the box on the big table.
o (student) please collect all drawings and place them on the big table.
● SHARE: (3 minutes)
o Ask students to share what they made and what activities they do in a day. Walk us
through the story they told.
▪ What do you do in the morning? What color is the sky? What do you like about
the morning? What don’t you like about the morning?

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