KTIP Lesson Plan-Art Education

Intern Name: Halee Sester Date: March 31st, 2023

# of Students: 20 Age/Grade Level: 3rd Grade Content Area: Art
Unit Title: Color Wheel Lesson Title: Blooming Flowers

Lesson Alignment to Unit (if applicable)

Respond to the following items:

● Identify essential question(s) addressed by this lesson.

● How can I use my knowledge of the color wheel to create successful flowers that are used
in the color wheel, primary, and secondary?
● How can I use my knowledge of the color wheel to remember what the primary colors
are?
● How can I use my knowledge of the color wheel to remember what the secondary colors
are?
● Write objective(s) in ABCD format

The students will demonstrate their knowledge of the color wheel and show that they know how
to follow a demonstration. By the end of the lesson the students will be able to talk about what
the colors of their flowers mean.
(The flower that are red, blue, and yellow are the primary colors. The flower that is orange,
green, and purple are the secondary colors. A flower that has red, orange, and yellow is a flower
with warm colors. A flower that has blue, green, and purple is a flower with cool colors.)

● Connect the objectives to the Kentucky Academic Standards.

● Anchor Standard 10: Synthesize and relate knowledge and personal experiences
to make art: 3rd Grade: VA:Cn10.1.3
● Anchor Standard 3: Refine and complete artistic work: 3rd Grade: VA:Cr3.1.3
● Anchor Standard 2: Organize and develop artistic ideas and work: 3rd Grade:
VA:Cr2.2.3
● Describe students’ prior knowledge or focus of the previous learning.

Prior to this lesson, the students have already learned about the color wheel or “ROYGBIV” and
that it stands for red, orange, yellow, green, blue, indigo, and violet. This relates to the lesson that
I will be teaching because I am having the students apply their knowledge of the color wheel to
create three different flowers. One that uses the primary colors, one uses the secondary, and then
the students have the choice of making a flower out of warm colors or cold colors.

● Describe summative assessment(s) for this lesson.

 At the end of the lesson, I will walk around the room and look at the students artwork and make
sure that they have completed each step of the lesson. That they drew three flowers as
demonstrated, and then colored them using the primary colors, secondary colors, and one of
either warm or cool colors.

● How will you facilitate the learning of students with disabilities? Physical
disabilities? Those who have left the classroom who return after the lesson has
started? Those who have a different learning style? Those who have limited
English?

For students who have disabilities, I would find alternative ways for them to get the same
learning experience as the other students. If they are unable to hold a pencil or crayon as is, I
would possibly find something to put around the item so they can grip it better. For learning
disabilities, I may have to talk with the student more and help them when creating their project
and talk more in depth. Students who leave the classroom will briefly be caught up once they
enter the room. I plan on teaching in an inclusive way so that all students with different learning
styles are all able to get the information that they need. If a student has limited English, I will
communicate with them as best as I can and find a common ground for us to be able to
communicate with each other.

Lesson Objectives/ Assessment Instructional Strategy/Activity

Learning Targets
Objective:
After demonstrating how
to draw three flowers on a
piece of paper, students
will then copy the three
flowers onto their own
paper and color them in
using primary colors,
secondary colors, and their
choice of either warm or
cool colors.
Target:
I can copy how to draw a
flower and use my
knowledge of the color
wheel and know what
Assessment Strategy/Activity:
description: I will show the students how to draw three flowers on
Formative Assessment- a piece of paper and how they are to color in those
I will walk around the flowers. Students will follow along and draw three
room and watch as the flowers on their paper as well and color them in as
students do their work directed.
and see who is on track
with the assignment and Activity Adaptations:
who is struggling. I may have to adapt the lesson and make it to where
Summative Assessment- they only have to draw two flowers instead of three
at the end of class I will and change the criteria of how they should color them
look around at the in.
students work and see Media/technologies/resources:
that they have On the front wall of the classroom, there is a giant
completed their poster that has examples of the color families and you
assignment for the class can also find smaller examples around the room that
primary, secondary, warm, Differentiated show what cool and warm colors are, as well as the
and cool colors are. Assessment Plan: primary and secondary colors.
A different way to
assess some students is
to check in with them
and ask if they know
what they are supposed
to be doing and if it
makes sense to them. If
something doesn’t make
sense and they have
questions then I will
explain to them in a
hopefully more
simplified way for them
to understand the
assignment.

Procedures: Describe the sequence of strategies and activities you will use to engage students
and accomplish your objectives. Within this sequence, describe how the differentiated strategies
will meet individual student needs and diverse learners in your plan. (Use this section to outline
the who, what, when, and where of the instructional strategies and activities.)
Beginning
Review – Before introducing the lesson to the students, I will remind them of the color wheel
and ask them what they know. What colors make up the color wheel? What’s our friend’s name
(in reference to the video of ROYGBIV that they watched with the little leprechaun guy)? What
are the primary colors? What are the secondary colors? What are the warm colors? What are the
cool colors?
Introduce learning target – Tell the students what we will be doing in class today. We will be
further demonstrating our knowledge of the color wheel by drawing three flowers and coloring
them in with sections of the color wheel.
Motivation/Engagement – To get the students engaged in the lesson I will ask: Who likes the
season of spring? What is something that we see a lot of during spring (looking for the answer of
flowers)
Background Knowledge – Ask the students how the primary and secondary colors are
related: How do we get our secondary colors from our primary colors? Blue and yellow make?
Green. Red and blue make? Purple. Red and yellow make? Orange.
Transition – Now that we have done a review on the color wheel, we are going to begin our next
project and draw pretty flowers now that it’s spring.
Activity (Most often guided practice)
-Students will be given a single sheet of white paper for them to draw on. On their table they will
already have the color supplies that will be needed (pencils, markers, colored pencils, and
crayons).
-students will be reminded that if they use the markers on their tables, they need to make sure
they put the caps back on nice and snug so they don’t dry out and have to be thrown away-
-At the front of the room I will hold my own white sheet of paper and gain their attention so they
can follow my verbal and visual directions on how to draw three flowers on their paper.
-I start by telling them to draw three circles as evenly spaced as they can. Then they will draw 6
petals on each of the three circles. Once they have drawn the petals, then need to draw a stem
below-
-After they have all drawn their three flowers and stems, I will explain to them how they will be
coloring in their flowers.
-They are to color one of their flowers using the primary colors, secondary colors, and either
warm or cool colors. One flower will be primaries. One flower will be secondaries. And the
students have the choice of coloring their third flower to be warm or cool colors-
Major steps in activity, including examples of questions you want to be sure to ask.
Transition - Tell the students once they have drawn their flowers they are to pick out which
medium they would like to use: markers, colored pencils, or crayons. Remind the students that
before they begin drawing, if they choose to use markers, they need to make sure that they put
their caps back on tight so they don’t dry out.
Activity (Most often independent practice)
-Before the students begin coloring, I will ask them once more what the primary, secondary,
warm, and cool colors are. I will reiterate as much as I can that they will color each flower using
a different set of colors each time: primary, secondary, and their choice of warm OR cool colors.
-If there are any students who finish early, they can add a background to their flowers. They can
draw grass, the sun, clouds, color in the sky, draw some birds, anything they would like that
makes it look like a spring day.
Ending
Review – Ask the students again about what we went over today and how we practiced our
knowledge of the color wheel when decorating flowers.
Interdisciplinary Extensions

● Lesson extensions: Describe four ways this lesson can be extended into other subjects.

Science
This lesson can be extended into history by learning about how we are able to perceive color
History
Students can learn about famous artists who created artworks of nature or more specifically
flowers/plants
Math
Students can be taught about ratio if they were to paint their flowers; how much red they need to
mix with yellow to get orange
Geography
Teach students about certain flowers and where they can be found; how common they are and the
areas in which they are the most popular or the only areas that they are able to grow in