The purpose of this lesson plan was to integrate art, language arts and science into a second grade classroom. Students were to complete three goals: (1) observe a leaf and then identify size,shape, line and color; (2) observe a leaf by creating a botanical illustration; (3) critically respond to their botanical illustration by listing and details of their leaf. After all was done, I organized all student work into a classroom book for students to look back on their work.

1. Blair Thallmayer
Dr. Narey/ ELED 311
Pleasant Valley Elementary School
Mrs. Hardy
LESSON PLAN 5A
Grade Level: 2
National Standards:
A. #2 Use knowledge of structure and functions—
a. a) Know the differences among visual characteristics and purposes of art
in order to convey ideas
B. #5 Reflecting and assessing the characteristics and merits of their work and the
work of others
a. Understand that there are various purposes for creating works of visual art
C. #6 Making connections between the visual arts and other disciplines
a. b) identify connections between the visual arts and other disciplines in the
curriculum
State Standards:
A. 9.1. Production, Performance & Exhibition of Dance, Music, Theatre and Visual
Arts
a. 9.1.3 B- Recognize, know, use and demonstrate a variety of appropriate
arts elements and principles to produce, review and revise original works
in the arts.
b. 9.1.3 E- Demonstrate the ability to define objects, express emotions,
illustrate an action or relate an experience through creation of works in the
arts.
B. 9.3 Critical Response
a. 9.3.3 D- Explain meanings in the arts and humanities through individual
works and the works of other using a fundamental vocabulary of critical
response.
Learning Goals

2. 1. The learner will carefully observe a leaf and then identify size, shape, line, and
color.
2. The learner will depict the observed a leaf by creating a botanical illustration.
3. The learner will critically respond to their botanical illustration by listing the
details of their leaf.
Summative Assessment Method: Students illustration
Summative Assessment Tool: Checklist- it must match size, shape, line and color,
exactly as the leaf, provide written expression details on the leaf’s size, shape, line and
color.
Instructional Design:
The learners will develop creative/critical thinking, problem solving and
performance skills by creating a botanical illustration. The strategies that I will use are
observation, recreation (by drawing) and explanation. I selected these strategies because
the students are observing their leaf carefully, recreating the leaf that they found onto a
paper by drawing, and explanting on lined paper the purpose for which they have selected
to create their drawing. Some meaningful connections that the children’s will make to
their knowledge and experience are everything has a size, shape, color and lines. The
difference of each defines personal characteristics of objects, e.g. human beings.
Meaningful connection I will make across subject matter to provide opportunities for rich
conceptual development are characteristics define objects and that anyone student at any
age can define those characteristics.
Instructional Delivery:
• Materials, Tools, Resources
o One leaf per student
o One Sheet of White Paper per student
o One Sheet of Lined Paper per student
o Pencils
o Crayons
o Book- “Leaf Man” By: Lois Ehlert
o Teacher sample- Red Maple Tree Leaf & Paper of lines to write out the
description (or description already written out and display line by line),

3. examples of sizes (small, medium, large), examples of shapes (triangle,
square, rectangle, circle), examples of lines (vertical, horizontal, diagonal)
and colors (red, black, brown, yellow).
• Motivation
o Today we are going to take a Nature Walk. On our nature walk, I want
everyone to find one leaf that they think looks special. It does not matter
the shape, size, or color of the leaf.
• Explanation
o Today we are going to create a botanical illustration book. A botanical
illustration is a term for a scientific picture of plants. It is created for the
purpose of identification. These pictures may be attractive, but are mainly
going to help in the identification of the plant described. It is a drawing
that looks exactly like the plant. Look carefully at the leaf’s size, shape,
lines and color. Draw this picture of the leaf as if someone has never seen
it before. Then you are going to describe the leaf that you drew. After
everyone is finished we will put it together to create our own classroom
botanical illustration book of the autumn leafs.
• Demonstration
o Students will be called by table to sit on the blue rug in front of the
chalkboard to view the demonstration. I will have my drawing of an
autumn leaf that I found on the nature walk. I will explain to the students
the name of the leaf, the size, the shape, the lines and the color using the
poster as my visual aid. The poster will remain at the front of the class
during the entire class period, students will be told to come up and view
during any time, and I will personally walk around with the poster to make
sure each table is completing the necessary requirements.
o Red Maple Tree Leaf
Observations of the leaf with the class
• Size- is this leaf a small leaf, a medium size leaf, or a large
size leaf? The Red Maple Tree Leaf is a small sized leaf.

4. • Shape- is this leaf in the shape of a circle, triangle, square
and/or rectangle? This leaf is made up of 3 triangles.
• Lines- does this leaf have lines? If so what direction do the
lines go in? The lines are going down, and left and right.
What expression do the lines have? The lines are straight.
What is the length and width of the lines?
• Color- what color(s) is this leaf? This leaf is red, with
yellow lines, and dark red spots.
Written description of the leaf with the class
• This leaf must include a few details when writing out its
description. After the details of size, shape, line and colors
were written, you can find the name of you leaf using the
“Leaf Man” book. After the name, you should have written
4 facts about your leaf based on your observations.
• My leaf is called a Red Maple Tree Leaf. It is a small leaf.
It looks like it is in the shape of 3 triangles. The color of
this leaf is red, with yellow lines and dark red spots.
Draw the leaf with the class
• Next, I would draw the leaf, explaining its characteristics as
I draw them. I would explain how the red maple tree leaf is
small in size and made up of 3 triangles. It also features
lines going down, left, and right, and is red, black, brown
with yellow lines and dark purple spots.
• Closure
o Let’s review. Today we learned on our Nature Walk to look for an
interesting leaf that looks special. We carefully looked at the leaf’s size,
shape, lines and color. After looking at the leaf, we carefully used a pencil
to draw our leaf onto paper. After the leaf was drawn, we carefully used
colors to match the leaf onto the paper. What else do you think could be
done to this picture to make our drawing of the leaf look more life-like?
Texture! Excellent!

5. • Modifications
o A struggling learner would create a botanical illustration after selecting a
leaf from the nature walk, but his/her drawing could focus on size, shape,
lines, and/or color. As many as that student could successfully complete.
o An advance learner would create a botanical illustration in a 3-D form
using size, shape, line, color and texture. This student could use other
materials, such as wire, pipe cleaners, and etc to create a 3-D botanical
illustration of their leaf.
• Procedures
o Step One- Motivation
o Step Two-Explanation
o Step Three-Demonstration
o Step Four- Materials
After the Demonstration I will tell the students once again what
they are doing in this project. After that I will have each student
return to their assign sits at their assign tables.
I will call on my two paper passers to pass out white construction
paper. “The white construction paper being passed out right now I
want everyone to draw their left on that paper, as we have
discussed a few minutes ago.” Next, I will have the paper passers
pass out lined paper to each student. “The lined paper has the four
categories that we discussed, size, shape, line, and color. As you
are creating your leaf to match the leaf that you found exactly,
write the correct answers to your leaf’s characteristics on the lined
paper. What is the first thing we do to our new paper? Correct we
put our name on it! We put our name on it so we can know whose
paper is whose. The people that will be reading our book would
love to know who created what leaf drawing.” While the two
students are doing that I will pass out the bags with each student’s
name on it, in which the leaves were placed inside. The students
already have pencils on their desk. The students already have a red

6. box at the middle of their table that contains supplies such as
crayons, scissors, glue, cubes, and counters. The students will use
only their pencils and crayons to complete this assignment.
o Step Five- Independent Practice
The students will independently write down 4 characteristics (size,
shape, line & color) to match their leaf exactly. Next, students will
use the “Leaf Man” Book to find the scientific name of their leaf,
and record it at the bottom of their lined paper.
The students will independently draw their leaf on the white
construction paper with a pencil and using the characteristics (size,
shape, line & color) to match their leaf exactly.
The students will independently color their leaf on the white
construction paper with their crayons using the exact colors, lines,
shapes and size, of the leaf that their found.
The students will write their name at the top of their white
construction paper, displaying their leaf drawing that is colored in.
o Step Four-Closure
o Step Five-Clean Up
The students will put all of their materials back into the correct red
box in the center of their tables. I will come around and collect all
student work.
Reflection & Proposed Revisions
All of the learners met the stated learning goals. They were (1) the learner will
carefully observe a leaf and then identify size, shape, line, and color, (2) the learner
will depict the observed a leaf by creating a botanical illustration, and (3) the learner
will critically respond to their botanical illustration by listing the details of their leaf.
The majority of the students achieved these learning goals. Most of the students
completed this assignment within an hour time period with all of the correct parts. A
few students did not, however, they came very close to doing so.
Only one student was missing a small part of their botanical illustration. Jada had
the first and third learning goal completed correctly. Jada carefully observed a leaf

7. and then identified size, shape, line and color. Jada observed her leaf and created a
botanical illustration. However, the size of her actual leaf and the size of the written
details/list did not match the botanical illustration that Jada completed. Her leaf and
description was a big/large size leaf. In the picture Jada created a small leaf. When I
asked her about it and explained to her that she was correct when writing her leaf was
a large/big sized leaf, I also explained that now she just had to draw a big leaf on her
paper. Instead of doing so, she created a second leaf that looked like the first one,
displayed on her paper already.
Based on this assessment of Jada, I would improve, change and modify the lesson
plan to fit her needs to complete this assignment. I would keep the majority of the
lesson plan the same because she did an excellent job up until the illustration. If I do
another lesson plan similar to this one, I would definitely improve on demonstration
of sizes better. I did not include size as a category on my visual display poster,
therefore I should have. In addition, maybe have three different sized leafs: one small,
one medium and one large. Having that visual aid and an explanation to Jada might
have been beneficial to her learning outcomes.
I would also improve on book art/book making skills. I created this first one,
however if the students were taught how to create a book weekly, or even some of the
steps weekly, they could create their own books. By the end of the school year they
could have created a number of books on the topics of second grade. In addition, their
reading, writing, listening, speaking, math, science, social studies, and art skills
would be increased from September to May if the book making was a weekly or
monthly project. Students could even begin assignments like this in groups of four
students, the following month in groups of three students, the following month in
groups of two and finally independently completing tasks. Students working in
groups together first would be an excellent way to have all of the learning styles
coming together to create and learn new topics. If one student is an advanced learner
and another is a struggling learner putting them in a group together is beneficial for
both parties.

8. Materials Discriminating Proficient Basic Unacceptable
Components 1 .85 .75 .65
Instructional Effectively supports stated learning Reflects stated learning Somewhat Instructional
Utility goals. Enhances conceptual goals. connected to materials show
understanding. Reinforces key ideas, learning goals. little or no
How well do Reinforces key ideas, provides provides examples, offers Submits connection to
these examples, offers opportunity for practice, opportunity for practice, minimum the stated
materials help builds vocabulary, factual knowledge, builds vocabulary, factual required formats learning goals.
you teach the etc. knowledge, etc. for lesson. Minimum
lesson? Fits smoothly into lesson structure: Submits minimum required formats
appears integral to instruction rather than required formats for are not
perceived as an “add-on.” lesson. Effectiveness of submitted.
Goes beyond minimum requirements. materials is discussed in
Effectiveness of materials is discussed in lesson plan reflection.
lesson plan reflection.
Learner Demonstrates substantial understanding Demonstrates some Minimal Needs of
Support of and attentiveness to the needs of understanding of and evidence of diverse learners
diverse learners (differentiation) by attentiveness to the needs attentiveness to do not appear to
How do these effectively addressing learning styles, of diverse learners. needs of be addressed.
materials cultural aspects, abilities, interests, etc. Rationale is discussed in diverse
meet the Materials offer the potential to make the lesson plan reflection. learners.
needs of lesson more meaningful to the learner.
diverse Rationale is described in lesson plan
learners? reflection.
Visual Engages viewer. Aesthetically appealing. Satisfactory composition, Composition Extremely weak
Design Effective use of design elements and demonstrates basic shows minimal composition. No
principles. knowledge of design understanding apparent
Are these Consistency of visual elements within the elements and principles. of design understanding
materials composition resulting in a sense of elements and of design
aesthetically “oneness.” principles. elements and
appealing? Compositional elements support principles.
conceptual idea.
Creativity Highly original design, approach, use of Some creativity is evident Minimal No creativity is
format, and/or use of instructional in design, approach, use creativity is evident.
How do these strategy. Demonstrates thoughtful of format, and/or use of demonstrated in Problem does
materials analysis of problem and effective, instructional strategy. design. not appear to be
demonstrate “thinking out-of –the box” response. Some evidence that Minimal considered.
your personal problem was considered apparent Generic
critical/creativ and attempts were made attention to presentation,
e thinking? to resolve. problem— mere replication
merely of content.
replicates
content.
Technical Excellent craftsmanship/ construction Satisfactory Some problems Poor
Proficiency (crafted items do not fall apart, craftsmanship/ with craftsmanship/c
technology projects fuction properly). No construction. Minimal craftsmanship/c onstruction.
Are the technical errors (spelling, grammar, technical errors (spelling, onstruction. Multiple
materials layout, erasures, uneven edges, grammar, layout, Several technical errors.
professionally smudges, poor lettering, etc.) erasures, uneven edges, technical errors.
executed? Excellent use of format (i.e., PowerPoint smudges, poor lettering,
goes beyond a “glorified overhead etc.)
transparency presentation”).
Name: Blair Thallmayer
5A Lesson Plan:40/40
5A Teacher-made Materials:3.95/5 Total Score: 43.95/45 + 10= 53.95

9. Student’s Name: _______________________________ Score: _____/ 12
Summative Assessment Tool- Checklist
Botanical Illustration
1. Selection of a Leaf on the Nature Walk _____
2. Written Expression Details on the Leaf _____
a. Size _____
b. Shape _____
c. Line _____
d. Color _____
e. Name _____
3. Student’s Illustration of Details of the Leaf _____
a. Size _____
b. Shape _____
c. Line _____
d. Color _____
________________________________________________________________________
Student’s Name: _______________________________ Score: _____/ 12
Summative Assessment Tool- Checklist
Botanical Illustration
1. Selection of a Leaf on the Nature Walk _____
2. Written Expression Details on the Leaf _____
a. Size _____
b. Shape _____
c. Line _____
d. Color _____
e. Name _____
3. Student’s Illustration of Details of the Leaf _____
a. Size _____
b. Shape _____
c. Line _____
d. Color _____
_______________________________________________________________________
Student’s Name: _______________________________ Score: _____/ 12
Summative Assessment Tool- Checklist
Botanical Illustration
1. Selection of a Leaf on the Nature Walk _____
2. Written Expression Details on the Leaf _____
a. Size _____
b. Shape _____
c. Line _____
d. Color _____
e. Name _____
3. Student’s Illustration of Details of the Leaf _____
a. Size _____
b. Shape _____
c. Line _____
d. Color _____

10. Botanical
Illustrations
By: Mrs. Hardy’s 2nd
Graders
Botanical Illustrations
By: Mrs. Hardy’s
2nd Graders
Blair Thallmayer
Cohort 2
Lesson 5A
Pleasant Valley Elementary
Grade 2
My Leaf By: Miss T.
1. Size: Small
2. Shape: 3 Triangles
3. Line: Diagonal, Vertical
4. Color: Red, Brown, Black,
Tan & Purple
Name of Leaf: Maple