Faculty of Education

Backward Design Plan Template

Title: Snowflakes Subject/Course: Visual Arts Time: 1 hour

Level: Grade 7

Lesson Description
Learn how to make 2D and 3D snowflakes and create our own.

Stage 1: Desired Results

Big Question (link to the real world)
How do we make sense of space and use visualization to design aesthetically pleasing art pieces?
Ontario Curriculum Overall Expectation
D1. Creating and Presenting: apply the creative process to produce art works in a variety of traditional two- and
three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas, and understandings, using
elements, principles, and techniques of visual arts as well as current media technologies
Ontario Curriculum Specific Expectation
D1.4 Use a variety of materials, tools, techniques, and technologies to determine solutions to increasingly complex
design challenges
Key Concepts and/or skills to be learned/applied: Prior Knowledge Activation:
- Making sense of space (3D shapes) Popular activity to do in the winter at home or at school. And
- Visualizing designs we all know snowflakes!
- Aesthetics
Stage 2: Planning learning experience and instruction
Learning Goals: “clearly identify what students are expected Instructional Strategies:
to know and be able to do, in language that students can
readily understand.”
Success criteria: “describe in specific terms what successful
attainment of the learning goals looks like” (Growing Success
p. 33).
1 – Learning Goal: Today we will learn… how to - Use of resources on Mr. Fitch’s website
make 2D and 3D snowflakes. - Assignment instructions
2 – Why: So that… we can improve our sense of - Templates with instructions
space, design, and aesthetics. - Videos
3 – Success Criteria for this Lesson: - Class examples
You know you understand when… you successfully
make either a 2D or 3D snowflake that is creative,
effortful, and aesthetically pleasing.
Materials/Student Groupings Differentiation
- Paper, pencil, scissors, ruler, and glue or tape. - Students are free to make any design they
- Working individually on snowflakes but can do want. No right or wrong design.
this in small groups if they please.

Assessment For Learning, Checking for Understanding & Feedback

- Final snowflake will be assessed for:
a. Creativity
b. Effort
c. Aesthetics (symmetry, colour, shape, pattern, scale)
Stage 3: Learning Activity
 Faculty of Education

Motivational Hook (10 MINS):

- PowerPoint: http://www.downwindkennels.com/me/SubjectLinks/art/snowflakes.pptx
- Show videos – can click through some parts
- 2D snowflake example: http://www.youtube.com/watch?v=P43pe_QfkuQ
- 3D snowflake example: http://www.youtube.com/watch?v=B4wK8l_0On0

Open (5 MINS):
- Reference website for instructions.
- Ask what kind of things we are looking for. Write them on whiteboard.
- (1) Creativity (2) Effort (2) Aesthetics.
- Challenge: define aesthetics.
- Note that students are to make multiple snowflakes. Their final submission will be a snowflake with an original
design by them (not any from the templates on website).

Body (modeling, collaborative work, individual = gradual release of responsibility, synthesis) (45 MINS):
- Work on snowflakes for rest of period. Students will retrieve materials from classroom.
- **Note: First Wednesday starting with 2D snowflakes. We will do 3D snowflakes on the second Wednesday. Final
snowflake submission on the third Wednesday.

Close (success criteria visited) (1 MIN):

- Remind students to write their name and class on the back of their snowflakes.
- Can keep snowflakes in box in classroom so they don’t get squished in binders.
Stage 4: Reflection
Student Reflection of Learning (metacognition)

Teacher Reflection
The students loved this activity! I wondered if the students might find making snowflakes too simple or too “young”, but
every one of them seemed engaged. Students made unique 2-D and 3-D creations and asked both teachers and peers for
continuous feedback. It was an effective activity at showcasing effort, use of time, and artistic ability.

L. Radford & T. Hollweck, adapted from "Understanding by Design", Wiggins

and McTighe (2005).