This lesson plan teaches first grade students about the five senses through creating informational posters. Students will sing a song about the five senses, discuss how animals use their senses to survive, and work in small groups to draw pictures representing each sense and write a caption explaining its survival purpose. The lesson integrates science, visual art, and music standards and assessments student learning through participation, worksheets, and the completed posters.

1. 1
Integrated Unit of Study
John Carreon, Sara Goeman, Rachel Premer, Salena Ibarra
MTE/534 - CURRICULUM CONSTRUCTS AND ASSESSMENT:
VISUAL AND PERFORMING ARTS
Dr. Bethanie Hansen
University of Phoenix
October 6, 2014

2. Lesson Plan Format
MTE/534 Version 4
University of Phoenix Material Sara Goeman
Lesson Plan Format
Create an authentic, standards-based production lesson plan for visual or performing arts. The lesson
plan must result in the creation of an art work or a performance. Attach any handouts or other original
materials for the lesson
Component Details
Lesson title Creating “Five Survival Senses” Posters
Grade level First grade
Time or days for completion One 60 minute period
State standards and arts
components
California’s Next Generation Science Standards for
Grade One
LS1.A: Structure and Function
 All organisms have external parts. Different animals use their
body parts in different ways to see, hear, grasp objects, protect
themselves, move from place to place, and seek, find, and take in
food, water and air. Plants also have different parts (roots, stems,
leaves, flowers, fruits) that help them survive and grow. (1-LS1-1)
LS1.D: Information Processing
 Animals have body parts that capture and convey different kinds
of information needed for growth and survival. Animals respond to
these inputs with behaviors that help them survive. Plants also
respond to some external inputs. (1-LS1-1)
Visual and Performing Arts: Visual Arts Standards,
Grade One
2.0 Creative Expression
Communication and Expression Through Original
Works of Art
 2.4 Plan and use variations in line, shape/form, color, and
texture to communicate ideas or feelings in works of art.
 2.7 Use visual and actual texture in original works of art.
 2.8 Create artwork based on observations of actual objects
and everyday scenes.
Visual and Performing Arts: Music Standards, Grade
One
2.0 Creative Expression
Apply Vocal and Instrumental Skills
 2.1 Sing with accuracy in a developmentally appropriate
range.

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Objectives 1. Students will participate in whole-class sing along with
developmentally appropriate accuracy and range.
2. Students will independently be able to identify the five
senses and the associated body parts used in these
senses.
3. Students will, in small groups and with teacher
guidance, create artistic informational posters
highlighting survival advantages each of the five
senses provide.
Areas of curriculum
integration
Science, visual arts, music
Previous knowledge required
from students to participate
Students must know the names of various applicable body
parts prior to this lesson. Experience with coloring, markers,
and glue sticks is assumed.
Required materials, including
equipment and technology
Note. Permission must be
obtained for copyrighted
materials; websites must be
cited for any downloaded
materials.
YouTube video: Mr. R’s Songs for Teaching: 5 Senses Sing-a-long
-Poster board of any or various colors
-White or light colored construction paper (enough for every
student to have multiple pieces)
-Small white index or similar cards
-Colored markers (each table or group should have one set at
least)
-Glue sticks (one for each table or group)
-Pencils for every student
Sequence of lesson, such as
hook, input, modeling, guided
practice, and closure guided
practice, where applicable
 5 minutes - Announce to class that we will be
learning about our five senses. “Does anyone know
what our five senses are? These are the ways that we
sense, or feel, our surroundings. Do you think smell is
a sense? Yeah! So our sense of smell is one. What
are four more?” Guide discussion of the five senses,
assessing for prior knowledge as the basics are
covered.
 5 minutes - “I have a really fun song I think we will all
have fun singing together! First, we’re just going to
watch and listen, but feel free to sing along if you want
to. We’ll also listen again as we work on other things.”
Play Mr. R’s 5 senses sing along video.
 While students are watching the video, place a copy
of the Five Senses worksheet face-down in front of
each student at his or her workstation.
 When the video finishes, direct students to review
their worksheet, but to not write on it just yet. “We will
complete these at the end of the activity.” Direct
students’ attention to the objectives written on the
board, reading them clearly. Invite one or two student
questions, if present.
 5 minutes - Guide whole class discussion regarding

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the uses of the five senses: What do you think we
need these for? We use them for fun things, yes, like
tasting ice cream and enjoying the motion of swinging,
but can you think of a more important reason we and
other animals would have these senses? What
purposes do you use your eyes for? How would a wild
animal benefit from being able to smell things? While
wrapping up the discussion, place a piece of white
construction paper before every student.
 5 minutes - Announce to class that we are going to
make posters using our own original artwork and our
knowledge about the five senses, complete with
caption cards that present a necessary use for the
senses. Each group will create one poster that
presents an original artwork, depicting one of the five
senses, from each group member. Continue that
groups have three minutes to discuss and determine
who will complete the sight, smell, touch, hearing, and
taste artworks. After each member has a sense to
draw, they should think about how they will depict it.
After they finish their art they will attach their work to
poster board and draw a title at the top of their
posters, so they should begin considering what their
titles will be. Place a white index or similar card before
each student.
 5 minutes – Direct students to consider our
discussion about the five senses and how they are
necessary for survival in so many different ways.
Review some of the specific instances the class had
previously discussed. Direct learners to think of one
way their designated sense assists with survival.
Once they decide on the one way, they will write it
down on the card in the form of one or more complete
sentences. The bottom two lines are reserved for the
student’s name and classroom.
 Explain that students may depict the sense any way
they want, such as drawing a nose for smell, or
something that they think smells nice, or strong. For
hearing one might draw an ear, or something that
makes noise, or a situation in which one would benefit
from hearing. Direct groups to begin their art pieces
by outlining their drawings with pencil so they can
make corrections if they want to, then when finished,
darken the lines with black marker before coloring in
the spaces they want to color. Remind learners that
we want to use colors and shapes that remind us of
fall when possible.
 10 minutes – Students work on their drawings. Extra
paper is available at the front of the classroom for
learners who want it. As students finish their drawings,
the poster board is available at the front of the
classroom. Direct students to wait until all or most
group members are finished to glue their artworks to
the poster board so that they can be sure everyone’s
will fit nicely. Guide students in placement of drawings

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on the poster board if necessary. Play the 5 Senses
Sing Along video once while they work, visual not
necessary.
 5 minutes – Students who have not glued their
drawings must now quickly finish up and do so, and
groups must write or draw a title at the top of their
posters and decorate with fall colors, leaves, and
other symbols of the season using colored markers.
The caption cards will be glued on last, below each
artwork.
 5 minutes – Clean up: Students tidy their
workstations, return all supplies to their homes.
Posters will remain with the groups. Announce that we
will have a sing along as soon as everyone is finished.
 5 minutes – Sing along: Play the 5 Senses Sing
Along video, this time directing students to sing along
with the song. The song is repetitive and learners will
quickly catch on to the words, and be challenged to
keep up with the “fast part.” The song can be repeated
again with the video, or without the video.
 5 minutes – Direct students’ attention to the
worksheets placed before them at the beginning of the
lesson. Students will now independently complete the
worksheets using the information they have learned.
 5 minutes – Reflection: Guide whole class discussion
about what they enjoyed and learned during the
activities, and what they think they would like to learn
more about.
Assessments that align to
objectives
 Indicate if the
assessment is formative
or summative
 Include all necessary
rubrics, tests, and
checklists, as
appropriate.
1. Students will participate in whole-class sing along with
developmentally appropriate accuracy and range.
Sing along: Formative assessment
3 – Learner participated with appropriate accuracy
and range.
2 – Learner participated but did not present
developmentally appropriate accuracy and/or range.
1 – Learner did not participate.
2. Students will independently be able to identify the five
senses and the associated body parts used in these
senses.
Formative assessment, via discussion.
5 Senses Worksheet: Summative assessment
3 – Learner accurately completed the worksheet.
2 – Learner completed the worksheet with some
inaccuracies.
1 – Learner did not complete the worksheet.
3. Students will, in small groups and with teacher
guidance, create artistic informational posters
highlighting survival advantages each of the five
senses provide.

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5 Survival Senses Posters: Summative
assessment
3 – Learner participated in the group activity and
contributed accurately and fairly, communicating in
respectful and meaningful ways.
2 – Learner participated in the group activity, but did
not contribute accurately, fairly and/or did not
communicate in respectful or meaningful ways.
1 – Learner did not make any meaningful
contributions to the group activity.
Plan for diverse learners
Include the following:
 Accommodations for
students with learning or
physical disabilities
 Accommodation for
English Language
Learner students
 Accommodation for gifted
students
 An explanation of how
this lesson will appeal to
different learning styles
Students with learning disabilities and English language
learners are benefitted by the built-in accommodations
including the use of pictures and words on the worksheet,
working in groups, and teacher guided discussion that allows
for ample time for students to respond. This lesson appeals to
multiple learning styles and intelligences by including
independent as well as group work, opportunity for visual and
vocal artistic expression, verbal discussion, audio, and visual
stimuli.
Classroom management and
safety plan
Classroom management will involve adherence to set routines
that assist in quick, smooth transitions and more easily
managing student activity and supplies. Safety is an important
factor during any activity, and considerations for maintaining
clear isles, refraining from running or other unsafe movement,
and maintaining awareness of one’s surroundings must be
present. Students will be reminded of classroom safety
procedures as necessary, and guided to more appropriate
behavior, or correction, if needed.
Opportunities for display or
public performance
The posters will be displayed in the classroom or other area of
the school such as a main hallway or auditorium. The sing
along will be performed in-class only, but it could be
performed for others, such as another class learning similar
concepts or parents and staff.

7. Lesson Plan Format
MTE/534 Version 4
University of Phoenix Material Rachel Premer
Lesson Plan Format
Create an authentic, standards-based production lesson plan for visual or performing arts. The lesson
plan must result in the creation of an art work or a performance. Attach any handouts or other original
materials for the lesson
Component Details
Lesson title Life Cycle of a Pumpkin
Grade level 1st grade
Time or days for completion 2 days 30 minutes each day
State standards and arts
components
Art State Standard
1.0 ARTISTIC PERCEPTION
Develop Perceptual Skills and Visual Arts Vocabulary
1.1 Describe and replicate repeated patterns in nature, in the
environment, and in works of art.
Science State Standards:
Investigation and Experimentation
4. a. Draw pictures that portray some features of the thing
being described.
Objectives Students will be able to recognize the life cycle of a pumpkin
while painting a replica of a pumpkin and its stages.
Areas of curriculum
integration
Science will be integrated in this visual arts lesson.
Previous knowledge required
from students to participate
Students must know the safety rules about paint.
Required materials, including
equipment and technology
Note. Permission must be
obtained for copyrighted
materials; websites must be
cited for any downloaded
materials.
 One and a half paper plates
 Orange paint
 Paint brushes
 Water
 Newspaper
 One green yarn about 2” long
 Life cycle printout
 Brown construction paper (small rectangle)
 Staples
 Crayons
 Scissors
Sequence of lesson, such as
hook, input, modeling, guided
practice, and closure guided
practice, where applicable
Day 1
 Have the students clear off their desks
 Explain to the students that they will be learning about
the life cycle of a pumpkin
 Ask the students if they know how many stages there
are. (5 stages)
 Discuss the 5 stages and why they are in that order
 Explain to the students that they will be painting a
replica of a pumpkin and its stages for display

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 Have the student place a large piece of newspaper on
their desk
 Pass out one and a half paper plates
 Have the students write their names on the back on
the plates
 Arrange paint and paintbrushes for students
(this step could either be done outside or have
students wear aprons)
 Remind the students that pumpkins have texture and
that they don’t all look the same.
 Have the students paint the plates orange
 Set the plates to the side to dry
 Clean up paint and materials
Day 2
 Pass out life cycle printout and crayons
 Discuss the life cycle of a pumpkin again
 Have the students color in the printout
 Have the student cut out the different stages
 Group up the students
 Pass out their dried painted pumpkins
 Pass out one string of yarn for each student
 Pass out small rectangle of brown construction paper
 In their group have the students staple the pieces all
together
 Give the students an example of what it should look
like:
Small rectangle on top
One end of yarn stapled to pumpkin
Half plate stapled to bottom of full plate opened
Stages stapled to yarn in correct order
 Clean up
 Display pumpkin life cycle for everyone to see
Assessments that align to
objectives
 Indicate if the
assessment is formative
or summative
 Include all necessary
rubrics, tests, and
checklists, as
appropriate.
This lesson will be assessed in a formative way. Students will
be graded for participation and listening skills. Final project will
be graded on accuracy. Students will also be graded on
working together.
Plan for diverse learners
Include the following:
 Accommodations for
students with learning or
physical disabilities
 Accommodation for
English Language
Learner students
 Accommodation for gifted
students
Physical disabilities:
 Depending on the disability the student could be
paired up with another student while they are painting.
 Student could use markers instead of paint
 Student could use their hands instead of a paintbrush
 Teacher could schedule an adult assistant for this
lesson
ELL:
 There is not writing during this lesson so
accommodations are not needed
Gifted students:

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 An explanation of how
this lesson will appeal to
different learning styles
 The teacher could give these students more than just
one color to paint pumpkins to create textures and
shades for a more realistic look
This lesson appeals to all learning styles because there is
individual and group work. This lesson is hands on and also
has discussions as a class. The lesson is also divided into two
days in order to keep the students attention.
Classroom management and
safety plan
If at all possible the teacher could benefit from an extra set of
adult hands during the painting process. If not then the
teacher could do this lesson in stages at stations. By splitting
the students into groups the teacher can manage each group
instead of individual. Students will be reminded of the
importance of staying safe and clean during this lesson. When
passing out scissors and putting them back the teacher should
have one student in charge in order to deplete any dangers.
Opportunities for display or
public performance
This project can be displayed on the walls of the classroom.
This would be a great project to display during open house or
even in the office of the school.

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MTE/534 Version 4

11. Lesson Plan Format
MTE/534 Version 4
University of Phoenix Material John Carreon
Lesson Plan Format
Create an authentic, standards-based production lesson plan for visual or performing arts. The lesson
plan must result in the creation of an art work or a performance. Attach any handouts or other original
materials for the lesson
Component Details
Lesson title Exploring Weather Conditions through Pictures
Grade level 1st Grade
Time or days for completion 1 school day, 1 hour session
State standards and arts
components
California Content Standards
ARTS:
1.3.: Identify the elements of art in objects in nature, in the
environment, and in works of art, emphasizing line, color,
shape/form, and texture.
1.1.: Describe and replicate repeated patterns in nature, in the
environment, and in works of art.
SCIENCE:
ES.3.b.: Students know that the weather changes from day to
day but that trends in temperature or of rain (or snow) tend to
be predictable during a season.
Objectives At the end of the lesson, the students will be able:
To identify the different weather types using pictures and
drawings
To illustrate and create original artworks that will describe a
weather condition of their choice
To have a better understanding of the different weather
Areas of curriculum
integration
Science will be integrated in this visual arts lesson.
Previous knowledge required
from students to participate
Previous knowledge of the basic colors and shapes, and a
little understanding of the different kinds of weather (sunny,
rainy, windy, foggy, cloudy, etc.) are needed.
Required materials, including
equipment and technology
Note. Permission must be
obtained for copyrighted
materials; websites must be
cited for any downloaded
materials.
 White Paper
 Colored Pencils
 Pencils
 Markers
 Crayons
 Paint
 Paint brushes
 Scissors
 Visual Aid: Projected image of the different types of
weather on the screen (computer and projector
needed)

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Sequence of lesson, such as
hook, input, modeling, guided
practice, and closure guided
practice, where applicable
 The students would be asked if they have any idea
about the different types of weather that we have
 The students would then be taught about the main
weather types (sunny, rainy, windy, foggy, cloudy,
etc.) as well as the four main seasons (winter, spring,
summer, fall)
 Using different pictures that show different weather
scenarios, students would be then asked to interpret
and analyze the different weather conditions that may
be present in the said set of pictures.
 Students will be given a chance to discuss the
different pictures with their peers and discuss why
they think the picture describes the particular weather
type.
 The class will finish up by having the students create
their own paintings and drawings of pictures that
would depict a weather of their choice.
Assessments that align to
objectives
 Indicate if the
assessment is formative
or summative
 Include all necessary
rubrics, tests, and
checklists, as
appropriate.
Informal Assessment (Summative Assessment)
 Students will be asked to create and draw either a
painting or a picture that would depict and illustrate
the weather of their choice. The students would be
asked to draw or paint a picture that would either
describe a sunny day, a rainy day, or the likes.
 Students would be then graded according to the way
they depicted the weather of their choice, if the said
illustrations were drawn with the correct color and
shape, if the main elements of the pictures are
present, and lastly, if the drawing really depicts and
illustrates the subject with clarity.
 The teacher will base the grading on a simple rubric,
which consist of the key concepts that were stated
above.
Plan for diverse learners
Include the following:
 Accommodations for
students with learning or
physical disabilities
 Accommodation for
English Language
Learner students
 Accommodation for gifted
students
 An explanation of how
this lesson will appeal to
different learning styles
Diverse Learners Plan
Students with Physical Disabilities: Students with physical
disabilities will be assisted by the Special Education aide, or
by the teacher during the whole lesson and activity time,
depending on the physical disability or the condition of the
specific student.
ELL Students: the student would be given further assistance
and taught further by the teacher if the need arises, especially
in giving out the sets of instructions.
Gifted Students: These particular students would be asked to
do an additional activity, which would hone and further instill
the concept of the importance of having the knowledge of the
different types of weather. An additional activity would be
given to gifted students wherein they would be asked to
submit a short explanation of why they chose to illustrate their
work, and explain the weather condition that they have
depicted and illustrated.

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Classroom management and
safety plan
The students would be asked to work individually and quietly
while they are working on their artwork. During the duration of
the coursework, students are expected to finish their work on
time, and students are expected to follow the customary
classroom procedures, rules and regulations.
Opportunities for display or
public performance
The students would have the opportunity to display their
artwork to the public by displaying it on their classroom, and
taking them home. Also, the students would be able to
showcase their work with the school community by displaying
their work in the cafeteria, or in the school grounds for a
certain period of time.

14. Lesson Plan Format
MTE/534 Version 4
University of Phoenix Material Salena Ibarra
Lesson Plan Format
Create an authentic, standards-based production lesson plan for visual or performing arts. The lesson
plan must result in the creation of an art work or a performance. Attach any handouts or other original
materials for the lesson
Component Details
Lesson title Pumpkin Explorers
Grade level First grade
Time or days for completion One day, about an hour and a half to two hours.
State standards and arts
components
CA- California K-12 Academic Content Standards
Subject : Science
Grade : Grade One
Area : Investigation and Experimentation
Sub-Strand 4: Scientific progress is made by asking
meaningful questions and conducting careful investigations. b:
Record observations and data with pictures, numbers, or
written statements.
Subject : Visual Arts
Grade : Grade One
Area : CREATIVE EXPRESSION
Sub-Strand 2.0: Creating, Performing, and Participating in the
Visual Arts
Concept : Communication and Expression Through Original
Works of Art
2.8: Create artwork based on observations of actual objects
and everyday scenes.
Objectives  Students will make predictions about specific facts of
a pumpkin; ie. How much does it weigh, how many
seeds are inside the pumpkin and whether or not the
Pumpkin Seeds will float or not.
 Students will also draw a picture of what they are
witnessing with the pumpkins. For example, as
students witness the teacher cleaning out the
pumpkin, students will do their best to draw the seeds
that they see.
Areas of curriculum
integration
Science:
 Students will make predictions of specific questions
about the pumpkin. As the whole class discovers the
correct answers; students will compare their
hypotheses to the results.

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Previous knowledge required
from students to participate
Students must be able to write their numbers and simple 5
word sentences in order to express their hypothesis. Students
must also be able to distinguish between different colors while
drawing and coloring what they are witnessing.
Students must also have some knowledge of what a pumpkin
is and what it looks like once it is cut open.
Required materials, including
equipment and technology
Note. Permission must be
obtained for copyrighted
materials; websites must be
cited for any downloaded
materials.
Multiple Pumpkins
-Parents will be asked at the beginning of the school year, and
weeks leading up to this activity, to please donate a pumpkin
of any size (as long as it can be carved and has seeds) for the
students to use.
Parents will also be welcomed to attend out Pumpkin
explorers Party.
Other materials needed:
Scale for weighing, tape measure for measuring, clear plastic
cups of water to see if the seeds float, and a pumpkin carving
set with scooper for the teacher to carve one of the pumpkins
in the class.
Two worksheets stapled together:
Pumpkin Packet.docx
Large white paper on a sticky pad.
Sequence of lesson, such as
hook, input, modeling, guided
practice, and closure guided
practice, where applicable
Prior to lesson:
 Parents will be asked to donate one pumpkin for this
activity.
 *Teacher may need to purchase a few of her own
pumpkins to make sure there are enough pumpkins
for this activity.
 Teacher will set up four pumpkin exploring stations in
the classroom. All stations will have four pumpkins at
each (Total of 16 pumpkins for stations)
 Prior to the day beginning, the teacher will need to cut
tops off of eight of the pumpkins to make sure they
are ready for the activity.
Beginning lesson:
 Parents that have joined this activity will be asked to
stay and help at each station.
 *If there are no parent assistants, teacher will have all
students rotate from one station to another together
as a whole class instead of breaking into small groups
to rotate.
 Students will rotate from one station to the next
making predictions about each station.
 At each station, there will be a question posted that
matches the question on the students’ worksheets.
Questions:
 How much do you think these pumpkins weigh? How
large do you think these pumpkins are? How many
seeds do you think are in each of these pumpkins? Do
you think the seeds from these pumpkins can float?
 As students rotate from one station to another, the
students will be given the opportunity to write what
they think in the box provided on their worksheets.
Once all of the students have rotated through each
station; the teacher (and parents) will begin to

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demonstrate and figure the answers to each question.
They will begin weighing the pumpkins, measuring the
pumpkins, counting the seeds, and checking to see of
the seeds can float. Each of these being done one at
a time to allow all students an opportunity to observe.
 Students will be sitting from their seats or on the
carpet observing each demonstration.
 The answers will be written on a large white piece of
sticky paper and posted at the front of the classroom
for the students to see and write down on their own
paper.
 Once demonstrations are completed; students will
return to their seats to write about and draw about
their experiences.
Assessments that align to
objectives
 Indicate if the
assessment is formative
or summative
 Include all necessary
rubrics, tests, and
checklists, as
appropriate.
Formative assessment will be conducted.
 Students will be assessed on how well they make
related hypothesis; for example, when asked to make
a prediction about how much a pumpkin weighs they
write a number down instead of writing a written
response.
Plan for diverse learners
Include the following:
 Accommodations for
students with learning or
physical disabilities
 Accommodation for
English Language
Learner students
 Accommodation for gifted
students
 An explanation of how
this lesson will appeal to
different learning styles
Physical disabilities:
 If a student in the classroom is unable to make it from
one station to another, the stations will then be taken
around the classroom on mobile carts. This will allow
all students to visit each station without having to
leave their seat.
English Language Learners
 The results to the observations will be posted in the
classroom on large pieces of paper to assist as a
visual.
Gifted Students
 Gifted students will be challenged enough to make
very specific hypotheses and also asked to compare
and contrast the results.
Different Learning Styles
 This lesson provides a lot of opportunities for students
to be active and moving from one location to another.
At this age, it is important to provide these
opportunities in the classroom.
 Students will also be given an opportunity to have a
visual demonstration on how to discover results to
specific questions.
Classroom management and
safety plan
If there are enough parents available to help with this activity,
students will be broken up into small groups of 4-5 students
per group. This will not only help with the observations (less
students at each station help to make the observations easier
for the students) but it will also help with classroom
management and the safety with the students as they rotate
from one station to another. The parents assisting also help to
provide extra eyes in the classroom as the students rotate
through.

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Opportunities for display or
public performance
These packets will be posted on the walls of the classroom
with the picture of the pumpkin being displayed on the wall.

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Unit Mapping Chart
Title: Fall Fun
Grade level: 1
Time required:
Theme: Fall Fun
Unit overview
Students will learn about the different development stages a pumpkin experiences. Students will
also explore the characteristics of a pumpkin as well as pumpkin seeds. Students will also learn
how to identify the different types of weather by looking at visual pictures. This unit will also cover
the five senses.
Essential questions for the unit
1. How well do you know that pumpkin?
2. What are the different stages of a Pumpkin?
3. What is the weather like?
4. What are the five senses?
Art disciplines
Music and Visual arts
Subject the art discipline is integrated with
Science
Art standards
Provide the elementary visual or performing arts standards that the unit addresses.
 Communication and Expression Through Original Works of Art
2.8: Create artwork based on observations of actual objects and everyday scenes.
 ARTISTIC PERCEPTION
 Develop Perceptual Skills and Visual Arts Vocabulary
1.1 Describe and replicate repeated patterns in nature, in the environment, and in
works of art.
 Communication and Expression Through Original Works of Art
2.4 Plan and use variations in line, shape/form, color, and texture to communicate ideas
or feelings in works of art.

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2.7 Use visual and actual texture in original works of art.
2.8 Create artwork based on observations of actual objects and everyday scenes.
 Apply Vocal and Instrumental Skills
4.1 Sing with accuracy in a developmentally appropriate range.
1.3.: Identify the elements of art in objects in nature, in the environment, and in works of
art, emphasizing line, color, shape/form, and texture.
1.1.: Describe and replicate repeated patterns in nature, in the environment, and in works
of art.
Provide the content standards that are integrated into the unit
 Investigation and Experimentation
4: Scientific progress is made by asking meaningful questions and conducting careful
investigations. b: Record observations and data with pictures, numbers, or written
statements.
 Investigation and Experimentation
a. Draw pictures that portray some features of the thing being described.
 LS1.A: Structure and Function
All organisms have external parts. Different animals use their body parts in different ways
to see, hear, grasp objects, protect themselves, move from place to place, and seek, find,
and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers,
fruits) that help them survive and grow. (1-LS1-1)
LS1.D: Information Processing
Animals have body parts that capture and convey different kinds of information needed
for growth and survival. Animals respond to these inputs with behaviors that help them
survive. Plants also respond to some external inputs. (1-LS1-1)
ES.3.b.: Students know that the weather changes from day to day but that trends in
temperature or of rain (or snow) tend to be predictable during a season.
Integrated content standards
 Investigation and Experimentation
4: Scientific progress is made by asking meaningful questions and conducting careful
investigations. b: Record observations and data with pictures, numbers, or written
statements.
 Investigation and Experimentation
5. a. Draw pictures that portray some features of the thing being described.
 LS1.A: Structure and Function
All organisms have external parts. Different animals use their body parts in
different ways to see, hear, grasp objects, protect themselves, move from place to place,
and seek, find, and take in food, water and air. Plants also have different parts (roots,
stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1)
 LS1.D: Information Processing
Animals have body parts that capture and convey different kinds of information
needed for growth and survival. Animals respond to these inputs with behaviors that help
them survive. Plants also respond to some external inputs. (1-LS1-1)
 ES.3.b.: Students know that the weather changes from day to day but that trends in
temperature or of rain (or snow) tend to be predictable during a season.

20. Lesson Plan Format
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Lesson
name
Activities and skills Assessments Resources
List the
contributing
team
members.
Include a variety of
assessment types.
Pumpkin
Explorers
Salena Ibarra
Prior to lesson:
• Parents will be asked to
donate one pumpkin for this
activity.
• *Teacher may need to
purchase a few of her own
pumpkins to make sure there
are enough pumpkins for this
activity.
• Teacher will set up four
pumpkin exploring stations in
the classroom. All stations will
have four pumpkins at each
(Total of 16 pumpkins for
stations)
• Prior to the day
beginning, the teacher will need
to cut tops off of eight of the
pumpkins to make sure they
are ready for the activity.
Beginning lesson:
• Parents that have joined
this activity will be asked to stay
and help at each station.
• *If there are no parent
assistants, teacher will have all
students rotate from one station
to another together as a whole
class instead of breaking into
small groups to rotate.
• Students will rotate from
one station to the next making
predictions about each station.
• At each station, there wil l
be a question posted that
matches the question on the
students’ worksheets.
Questions:
• How much do you think
these pumpkins weigh? How
large do you think these
pumpkins are? How many
seeds do you think are in each
of these pumpkins? Do you
think the seeds from these
pumpkins can float?
• As students rotate from
one station to another, the
students will be given the
Formative
assessment will be
conducted.
• Students will
be assessed on how
well they make
related hypothesis;
for example, when
asked to make a
prediction about how
much a pumpkin
weighs they write a
number down instead
of writing a written
response.
Multiple Pumpkins
-Parents will be asked
at the beginning of
the school year, and
weeks leading up to
this activity, to please
donate a pumpkin of
any size (as long as it
can be carved and
has seeds) for the
students to use.
Parents will also be
welcomed to attend
out Pumpkin
explorers Party.
Other materials
needed:
Scale for weighing,
tape measure for
measuring, clear
plastic cups of water
to see if the seeds
float, and a pumpkin
carving set with
scooper for the
teacher to carve one
of the pumpkins in the
class.
Two worksheets
stapled together:
Pumpkin Packet.docx
Large white paper on
a sticky pad.

21. Lesson Plan Format
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opportunity to write what they
think in the box provided on
their worksheets. Once all of
the students have rotated
through each station; the
teacher (and parents) will begin
to demonstrate and figure the
answers to each question. They
will begin weighing the
pumpkins, measuring the
pumpkins, counting the seeds,
and checking to see of the
seeds can float. Each of these
being done one at a time to
allow all students an
opportunity to observe.
• Students will be sitting
from their seats or on the carpet
observing each demonstration.
• The answers will be
written on a large white piece of
sticky paper and posted at the
front of the classroom for the
students to see and write down
on their own paper.
• Once demonstrations are
completed; students will return
to their seats to write about and
draw about their experiences
Life Cycle of
a Pumpkin
Rachel
Premer
Day 1
• Have the students clear
off their desks
• Explain to the students
that they will be learning about
the life cycle of a pumpkin
• Ask the students if they
know how many stages there
are. (5 stages)
• Discuss the 5 stages and
why they are in that order
• Explain to the students
that they will be painting a
replica of a pumpkin and its
stages for display
• Have the student place a
large piece of newspaper on
their desk
• Pass out one and a hal f
paper plates
• Have the students write
their names on the back on the
plates
• Arrange paint and
paintbrushes for students
(this step could either be done
outside or have students wear
This lesson will be
assessed in a
formative way.
Students will be
graded for
participation and
listening skills. Final
project will be graded
on accuracy.
Students will also be
graded on working
together.
• One and a hal f
paper plates
• Orange paint
• Paint brushes
• Water
• Newspaper
• One green yarn
about 2” long
• Life cycle
printout
• Brown
construction paper
(small rectangle)
• Staples
• Crayons
• Scissors

22. Lesson Plan Format
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aprons)
• Remind the students that
pumpkins have texture and that
they don’t all look the same.
• Have the students paint
the plates orange
• Set the plates to the side
to dry
• Clean up paint and
materials
Day 2
• Pass out life cycle
printout and crayons
• Discuss the life cycle of a
pumpkin again
• Have the students color
in the printout
• Have the student cut out
the different stages
• Group up the students
• Pass out their dried
painted pumpkins
• Pass out one string of
yarn for each student
• Pass out small rectangle
of brown construction paper
• In thei r group have the
students staple the pieces all
together
• Give the students an
example of what it should look
like:
Small rectangle on top
One end of yarn stapled to
pumpkin
Hal f plate stapled to bottom of
full plate opened
Stages stapled to yarn in
correct order
• Clean up
• Display pumpkin li fe cycle
for everyone to see
Exploring
Weather
Conditions
through
Pictures
John Carreon
• The students would be
asked if they have any idea
about the different types of
weather that we have
• The students would then
be taught about the main
weather types (sunny, rainy,
windy, foggy, cloudy, etc.) as
well as the four main seasons
(winter, spring, summer, fall)
• Using different pictures
that show di fferent weather
scenarios, students would be
then asked to interpret and
Informal Assessment
(Summative
Assessment)
• Students will
be asked to create
and draw either a
painting or a picture
that would depict and
illustrate the weather
of thei r choice. The
students would be
asked to draw or
paint a picture that
would either describe
• White Paper
• Colored Pencils
• Pencils
• Markers
• Crayons
• Paint
• Paint brushes
• Scissors
• Visual Aid:
Projected image of
the different types of
weather on the
screen (computer and
projector needed)

23. Lesson Plan Format
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analyze the different weather
conditions that may be present
in the said set of pictures.
• Students will be given a
chance to discuss the di fferent
pictures with their peers and
discuss why they think the
picture describes the particular
weather type.
• The class will finish up by
having the students create thei r
own paintings and drawings of
pictures that would depict a
weather of their choice.
a sunny day, a rainy
day, or the likes.
• Students would
be then graded
according to the way
they depicted the
weather of thei r
choice, if the said
illustrations were
drawn with the
correct color and
shape, if the main
elements of the
pictures are present,
and lastly, if the
drawing really depicts
and illustrates the
subject with clarity.
• The teacher
will base the grading
on a simple rubric,
which consist of the
key concepts that
were stated above.
Creating
“Five
Survival
Sense s”
Posters
Sara
Goeman
 5 minutes - Announce
to class that we will be
learning about our five
senses. “Does anyone
know what our five
senses are? These are
the ways that we
sense, or feel, our
surroundings. Do you
think smell is a sense?
Yeah! So our sense of
smell is one. What are
four more?” Guide
discussion of the five
senses, assessing for
prior knowledge as the
basics are covered.
 5 minutes - “I have a
really fun song I think
we will all have fun
singing together! First,
we’re just going to
watch and listen, but
feel free to sing along if
you want to. We’ll also
listen again as we work
on other things.” Play
Mr. R’s 5 senses sing
along video.
 While students are
watching the video,
1. Students will
participate in whole-class
sing along with
developmentally
appropriate accuracy
and range.
Sing along:
Formative
assessment
3 – Learner
participated with
appropriate accuracy
and range.
2 – Learner
participated but did
not present
developmentally
appropriate accuracy
and/or range.
1 – Learner did not
participate.
2. Students will
independently be
able to identi fy the
five senses and the
associated body
parts used in these
senses.
Formative
assessment, via
YouTube video: Mr.
R’s Songs for
Teaching: 5 Senses
Sing-a-long
-Poster board of any
or various colors
-White or light colored
construction paper
(enough for every
student to have
multiple pieces)
-Small white index or
similar cards
-Colored markers
(each table or group
should have one set
at least)
-Glue sticks (one for
each table or group)
-Pencils for every
student
5 Senses Worksheet -
Sara Goeman.docx

24. Lesson Plan Format
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place a copy of the Five
Senses worksheet
face-down in front of
each student at his or
her workstation.
 When the video
finishes, direct students
to review their
worksheet, but to not
write on it just yet. “We
will complete these at
the end of the activity.”
Direct students’
attention to the
objectives written on
the board, reading them
clearly. Invite one or
two student questions,
if present.
 5 minutes - Guide
whole class discussion
regarding the uses of
the five senses: What
do you think we need
these for? We use them
for fun things, yes, like
tasting ice cream and
enjoying the motion of
swinging, but can you
think of a more
important reason we
and other animals
would have these
senses? What
purposes do you use
your eyes for? How
would a wild animal
benefit from being able
to smell things? While
wrapping up the
discussion, place a
piece of white
construction paper
before every student.
 5 minutes - Announce
to class that we are
going to make posters
using our own original
artwork and our
knowledge about the
five senses, complete
with caption cards that
present a necessary
use for the senses.
Each group will create
one poster that
discussion.
5 Senses Worksheet:
Summative
assessment
3 – Learner
accurately completed
the worksheet.
2 – Learner
completed the
worksheet with some
inaccuracies.
1 – Learner did not
complete the
worksheet.
3. Students will,
in small groups and
with teacher
guidance, create
artistic informational
posters highlighting
survival advantages
each of the five
senses provide.
5 Survival Senses
Posters: Summative
assessment
3 – Learner
participated in the
group activity and
contributed
accurately and fairly,
communicating in
respectful and
meaningful ways.
2 – Learner
participated in the
group activity, but did
not contribute
accurately, fai rly
and/or did not
communicate in
respectful or
meaningful ways.
1 – Learner did not
make any meaningful
contributions to the
group activity.

25. Lesson Plan Format
MTE/534 Version 4
presents an original
artwork, depicting one
of the five senses, from
each group member.
Continue that groups
have three minutes to
discuss and determine
who will complete the
sight, smell, touch,
hearing, and taste
artworks. After each
member has a sense to
draw, they should think
about how they will
depict it. After they
finish their art they will
attach their work to
poster board and draw
a title at the top of their
posters, so they should
begin considering what
their titles will be. Place
a white index or similar
card before each
student.
 5 minutes – Direct
students to consider
our discussion about
the five senses and
how they are necessary
for survival in so many
different ways. Review
some of the specific
instances the class had
previously discussed.
Direct learners to think
of one way their
designated sense
assists with survival.
Once they decide on
the one way, they will
write it down on the
card in the form of one
or more complete
sentences. The bottom
two lines are reserved
for the student’s name
and classroom.
 Explain that students
may depict the sense
any way they want,
such as drawing a nose
for smell, or something
that they think smells
nice, or strong. For
hearing one might draw

26. Lesson Plan Format
MTE/534 Version 4
an ear, or something
that makes noise, or a
situation in which one
would benefit from
hearing. Direct groups
to begin their art pieces
by outlining their
drawings with pencil so
they can make
corrections if they want
to, then when finished,
darken the lines with
black marker before
coloring in the spaces
they want to color.
Remind learners that
we want to use colors
and shapes that remind
us of fall when possible.
 10 minutes – Students
work on their drawings.
Extra paper is available
at the front of the
classroom for learners
who want it. As
students finish their
drawings, the poster
board is available at the
front of the classroom.
Direct students to wait
until all or most group
members are finished
to glue their artworks to
the poster board so that
they can be sure
everyone’s will fit
nicely. Guide students
in placement of
drawings on the poster
board if necessary.
Play the 5 Senses Sing
Along video once while
they work, visual not
necessary.
 5 minutes – Students
who have not glued
their drawings must
now quickly finish up
and do so, and groups
must write or draw a
title at the top of their
posters and decorate
with fall colors, leaves,
and other symbols of
the season using
colored markers. The

27. Lesson Plan Format
MTE/534 Version 4
caption cards will be
glued on last, below
each artwork.
 5 minutes – Clean up:
Students tidy their
workstations, return all
supplies to their homes.
Posters will remain with
the groups. Announce
that we will have a sing
along as soon as
everyone is finished.
 5 minutes – Sing
along: Play the 5
Senses Sing Along
video, this time
directing students to
sing along with the
song. The song is
repetitive and learners
will quickly catch on to
the words, and be
challenged to keep up
with the “fast part.” The
song can be repeated
again with the video, or
without the video.
 5 minutes – Direct
students’ attention to
the worksheets placed
before them at the
beginning of the lesson.
Students will now
independently complete
the worksheets using
the information they
have learned.
 5 minutes – Reflection:
Guide whole class
discussion about what
they enjoyed and
learned during the
activities, and what they
think they would like to
learn more about.
4. Students will participate
in whole-class sing
along with
developmentally
appropriate accuracy
and range.
Sing along: Formative
assessment

28. Lesson Plan Format
MTE/534 Version 4
3 – Learner participated
with appropriate
accuracy and range.
2 – Learner participated
but did not present
developmentally
appropriate accuracy
and/or range.
1 – Learner did not
participate.
5. Students will
independently be able
to identify the five
senses and the
associated body parts
used in these senses.
Formative
assessment, via
discussion.
5 Senses Worksheet:
Summative
assessment
3 – Learner accurately
completed the
worksheet.
2 – Learner completed
the worksheet with
some inaccuracies.
1 – Learner did not
complete the
worksheet.
6. Students will, in small
groups and with
teacher guidance,
create artistic
informational posters
highlighting survival
advantages each of the
five senses provide.
5 Survival Senses
Posters: Summative
assessment
3 – Learner participated
in the group activity and
contributed accurately
and fairly,
communicating in
respectful and
meaningful ways.
2 – Learner participated
in the group activity, but
did not contribute

29. Lesson Plan Format
MTE/534 Version 4
accurately, fairly and/or
did not communicate in
respectful or
meaningful ways.
1 – Learner did not
make any meaningful
contributions to the
group activity.

30. Lesson Plan Format
MTE/534 Version 4
References
California Department of Education. (2013). Next Generation Science Standards for Public
Schools, K-12. Retrieved from http://www.cde.ca.gov/pd/ca/sc/documents/ngss-ca-gr1-
dci.doc
California Department of Education. (2001). Visual and Performing Arts: Music Content
Standards, Grade One. Retrieved from http://www.cde.ca.gov/be/st/ss/mugrade1.asp
California Department of Education. (2001). Visual and Performing Arts: Visual Arts Content
Standards, Grade One. Retrieved from http://www.cde.ca.gov/be/st/ss/vagrade1.asp
Five clip art images. (n.d.). (Worksheet). Retrieved from http://classroomclipart.com/
Mr. R’s Songs for Teaching. (2012). 5 senses sing-a-long. Retrieved from
http://www.youtube.com/watch?v=lvBXWMvOGOk