Art Education Lesson Plan Template
Your Name: Morgan Wood
Unit Title: Nature Room Number: Classroom 4
Grade Level: 2 Day/Date Lesson Taught: Early Time of Lesson: 9:30-11:30
Lesson Title: Class Nature Book
Number of Students: 15 This is the first lesson of two projected lessons this unit
III. UNIT RATIONALE
Description of what this Unit of Instruction is about and why it is important for students
to learn this information. This Unit Rationale will be the same for all lessons in this Unit.
Nature is a hot topic right now with everyone “going green”. It is important for students
to understand the world around them and how it works, grows, and changes. Students
need to become aware of what nature is especially in a society that is very focused on
technology. This unit will hopefully foster a new love of the outdoors in elementary
students while expanding their knowledge of how things grow and change around them.
II. LESSON RATIONALE
Description of what this lesson is about and why it is important for students to learn this
This lesson is designed to have students explore their own perspective on nature through
literacy, while incorporating different art techniques into their work. It is important for
students to explore nature and observe different aspects on their own. Teachers should
help point out information in nature that the students have already learned in class, for
example, how a plant grows.
Students also need to learn to use different writing styles in relation to a prompt. Students
will be asked to write a story, or poem, or factual information about some aspect of
nature. As a class we will explore different aspects of nature and each student will
independently decide what writing technique they would like to use to further their
understanding. Children should be given the choice as to which style they want to write
in because this is an introduction activity to a larger unit on nature observation.
This lesson will cover questions such as: What is nature? What are some things we see
outside where we live? What might other people in different parts of the country see? The
III. GOALS AND STANDARDS
What Goals/Standards (local, state, national) does this lesson address?
Content Standard 2: Using knowledge of structures and functions
Achievement Standard: Students will work with the basic elements of art
(line, shape, space, color, texture, form, value).
Content Standard 3: Choosing and evaluating a range of subject matter symbols,
Achievement Standard: The students will become aware of their
surroundings or environment and the effect it has on their creativity.
Content Standard 5: Reflecting upon and assessing the characteristics and merits
of their work and the work of others
Achievement Standard: Students will learn to follow directions and work
in group situations.
PA State Standard 1.4.3. A: Write narrative pieces (e.g., stories, poems, plays).
Students will use relevant illustrations
PA State Standard 1.5.3. A: Write with a sharp, distinct focus identifying topic,
task and audience.
IV. LEARNER OUTCOMES
What will students learn through this lesson? What specific knowledge, skills, and/or
attitudes should students gain or develop through this lesson?
Students will learn different art techniques and use them to depict nature from
their point of view.
Students will explore different writing genres
Students will increase their observational skills within the context of nature
V. MATERIALS NEEDED FOR LESSON
A. Teacher Materials
Digital Camera: if school offers one (if not disposable camera is fine)
B. Student Materials (with cost)
White Construction Paper ($3.39)
Colored Pencils ($1.95)
Digital Camera (school provided)
VI. LESSON PROCEDURES
Throughout the Lesson Plan, Note Accommodations for Students with Special
A. Starting the Lesson Description of Transition/Motivation
To begin the lesson all the students will gather on the carpet in the center of the
room. I will ask them focus questions such as, what is nature? What do we see
outside where we live? Etc. I will then read The Tiny Seed by Eric Carle, as well
as read a poem called The Rainbow by Christina Rossetti. After we are finished
reading these books I will describe to the students that we are going to go outside
and they will explore an area that inspires them, like these two authors were
inspired to write about two different parts of nature. I will tell them that they will
be writing a story, poem, or factual piece about the part of nature that they chose.
To accompany their writing piece they will also be required to draw, paint, or take
a photograph of their place in nature and each students picture and writing will
make up a classroom nature book. Before we head outside as a class I will show
Diane Johnson’s nature paintings, and Ansel Adams’s nature photographs to
inspire the students.
B. Behavioral Expectations What are the students expected to do as they function
in the classroom?
Students will be expected to explore nature from their point of view. They will be
expected to choose an art technique that will fit the mood of their writing piece.
Students will be expected to remain on task whether working independently or in
a small group. They will also be expected to follow the basic classroom rules.
Special Needs: Special needs students will be asked to pick they spot in nature
that they wish to draw, and then they will tell the teacher the story they want to
write and the teacher will write it for them.
Gifted Students: Gifted students will be asked to write two pieces of writing from
two different genres, if time permits.
C. Organizer How will students be informed of the goals and major activities of this
In the beginning of the lesson the goals and major activities of the lesson will be
shared with the students before we go on our nature walk.
D. Lesson Sequence (Also referred to as scripting or timing)
Teacher Actions Expected Learner Actions
Include Questions to Ask Students
(9:30-9:40) Ask students: What is (9:30-9:40) Students will be actively
nature? What do we see outside where engaged in answering the questions and
we live? What would people in other thinking about their surrounds.
parts of the country see? What would
people in other parts of the world see?
(9:40-10:00) Read The Tiny Seed and (9:40-10:00) Students will listen to the
Rainbow teacher read the poem and the book
(10:00-10:10) Show students (10:00-10:10) Students will make
photographs and paintings observations about the differences
between the artists
(10:10-10:40) Go on a nature walk and (10:10-10:40) Students will select a
talk to students about their ideas nature spot and sketch or take a picture
(10:40-11:15) Walk around and assist (10:40-11:15) Write about their nature
students in need be spot and finish their picture
(11:15-11:30) Lead a sharing circle on (11:15-11:30) Students sit in a circle and
the rug listen to their classmates share, or share
their writing piece themselves
VII. ENDING THE LESSON
A. Closure of Lesson What will you do to end this lesson?
All students will meet with the teacher on the same rug as the beginning of the
lesson and students will share what they wrote if they would like. Then the
teacher will collect all the writing pieces and artwork and make a book later that
B. Transition to Next Lesson How does what happens in this lesson set the state for
what will occur in the following lesson?
VIII. ASSESSMENT OF STUDENT LEARNING How will you collect information
on what students gained from this lesson? How will you evaluate that information? (See
Students should have used different art techniques to portray the aspect of nature
that they are writing about.
Students should have used a specific writing genre (poem, story, factual
information) to write about their spot in nature.
Students should have picked a specific spot in nature for a specific purpose and
put thought into their work and expanded their observation skills.
If all of these outcomes were reached then the students would have successfully
completed the lesson.
IX. EVALUATION OF LESSON AND LEARNING ACTIVITIES How will you
determine what went well or not so well in teaching this lesson? Often the lesson is
evaluated after it has been taught through teacher reflection or journal writing.
If the students remain engaged and complete the task at hand to their own
individual ability then the lesson was successful. As a teacher I would need to
evaluate whether the lesson was too easy or too hard, or just right for the students
in the classroom. Throughout the lesson I would be walking around and
evaluating students work and progress. Also when the students share at the end of
the lesson I could see what the students learned in the lesson and if it was a
X. REFERENCES TO MATERIALS CONSULTED
Possible artists to look at:
Diane Johnson (nature paintings)
Ansel Adams (nature photography)
XI. NOTES/IDEAS for SUBSEQUENT LESSONS
A subsequent lesson would be a yearlong tree observation. In the beginning of the
year each student would pick a tree and observe the tree once a month to see the
changes that have occurred. The students would draw the tree each time, or take a
photograph and compare and contrast the tree from month to month.