Running head: LESSON PLAN

Lesson Plan
Christi Dalton and Stacy Link
Ivy Tech Community College

LESSON PLAN

Name: Stained Glass Collage Art

Grade: 2nd and 3rd
Common Core Standard: Visual Arts/Science
Standard Domain: Visual Arts
Standard:
VA.K.6.2 2010 - CREATING ART: Studio Production: Develop a range of subject matter,
symbols, and ideas for artwork and utilize skills of critique, reflection and revision. Students will
create artwork using subject matter from the real world and personal symbols to express ideas.
They demonstrate thoughtfulness, care, and respect in their art, sharing work with others.
K.6.1 Use objects or animals from the real world as subject matter for artwork.
K.6.2 Create art that expresses personal ideas, interests, and feelings.
K.6.3 Use personal symbols to express ideas.
K.6.4 Demonstrate thoughtfulness and care in creating artwork.
Objective:
The learner(s) will use a variety of materials, colors, and textures to individually design a piece
of artwork that relates to spring; which will then be used to create a collage with their classmates
by the end of the day.
Materials/Media/Technology:
1. 21 pieces of aluminum foil
2. One pack of neon color permanent markers
3. 21 pencils
4. One bag of 100 hot glue sticks
5. Two hot glue guns

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6. 21 pieces of cardboard
7. 21 paint brushes
8. Collage picture frame that holds 21 photos
9. Springtime J-I-N-G-O
I. MOTIVATION:
Students will be introduced to a J-I-N-G-O game that provides fun facts and pictures of examples
that describe spring, in order to help inspire each student compose creative ideas for an
individual picture.
Dialogue: Hello students I am Miss Dalton and this is Mrs. Link. We have a fun filled evening
planned for you. We are going to start the evening off with a story about spring, a game of J-I-NG-O, and then make some fun artwork using aluminum foil. So boys and girls I need you to grab
your thinking caps and listening ears and put them on. Have any of you read the book Spring Is
Here? This book will help give you some ideas of what to draw later for your art project.
(Teacher reads story) Now who can tell me what do you think of when you hear the word spring?
Students reply back flowers, rain, butterflies, baseball, softball, thunderstorms, and rainbows.
Awesome answers! Now who is ready to play a game of J-I-N-G-O?
GOAL FOR LEARNER:
Students will construct artwork that expresses their personal interests, thoughts and ideas on
spring, expanding their creativity in a new yet fun way.
Dialogue: Now who remembers what spring is? (Students answer). Spring is where the weather
changes, the grass becomes green again, plants and trees come back to life and bloom and when
baseball and softball seasons start. Those are all great answers!
I. PROCEDURE:

LESSON PLAN
1. Students will start this activity with a game of springtime J-I-N-G-O, a fun way to help them
think of creative spring ideas for their art project.
2. Once the game is over, pass out the medium size squares that are pre-cut from cardboard to
each student.
3. Encourage students to draw with a pencil, a spring picture of their choice on the cardboard.
4. Once the student is done tracing with pencil have them go over it with a black marker so the
lines are visible.
5. Allow each student to trace over their design with a hot glue gun.
6. When the glue is cooled, provide each student with a piece of aluminum foil. Fold the extra
foil around the edges of the cardboard.
7. Gently smooth out the tinfoil with a paint brush.
8. Color all of the indented areas with colored permanent markers.
9. Trace the raised glue gun lines with a black permanent marker.
10. Combine each students finished artwork into a picture frame to make a collage.
NEW INFORMATION:
Students will learn interesting information/facts about spring, as well as how to produce
fascinating artwork by using household items.
CHECKING FOR UNDERSTANDING:
Students will be evaluated as they draw their picture. When observing, the teacher will look for
detail, creativity, and ideas that pertain to spring.
Dialogue: Alright students now what is it that you are wanting to draw. (Students answer). Now
when you draw your picture, be creative, use lots of detail, and fill up the entire space on your
cardboard. You may begin.

LESSON PLAN
MODELING:
The teacher will show students how to outline their drawing using a hot glue gun, once the glue
has cooled, they will cover their picture with aluminum foil, and color over the tinfoil with
sharpie markers. The teacher will also assist students as they combine their artwork with their
classmates to make a collage.
Dialogue: I need your eyes facing me, and all of you to catch your bubble. (Students catch their
bubble: technique to keep them quiet). Now here is the part of the project that is crucial so that
your artwork will turn out. I am going to show you how to outline the drawing in hot glue. Can
somebody tell me what precautions are needed when using a hot glue gun? (Students answer).
That is right! Now I need you all to sit at your desk quietly working on your project, and when
you are done come up to one of the tables where Mrs. Link and I are and we will help assist you
with the hot glue gun.
GUIDED PRACTICE:
Present an example of the final product to the students. Students raise their hands and describe
what the meaning of spring is to them. Doing this will allow the students to think about what
spring is to them, and will hopefully inspire them on their art piece. Students will be taken
through the steps one by one.
Dialogue: Who can tell us what spring is? (Students answer). That is correct! Good job! Now
here are a few examples of what your artwork should turn out like. Now remember students we
want you all to be creative and draw what you think spring is. For example spring to me means
sunshine, green grass, and a variety of flowers. So I would take my piece of cardboard and a
pencil and draw those select objects. Now we want you all to put your thinking caps on and

LESSON PLAN

take a few moments to think about what spring is to you. Once you have your idea, we want
you to not tell us but to show us on the cardboard.
CHECKING FOR UNDERSTANDING:
Have the students gather around in a circle and have them explain to us what their idea of spring
is.
Dialogue: Awesome job students on the J-I-N-G-O game! Can somebody tell me what changes
occur in the spring? (Students answer). What do you like the most about spring? (Students
answer). How does spring make you feel? (Students answer). Great job students now we want
you to illustrate your ideas onto your piece of cardboard.
PRACTICE:
During the practice the students will each draw their design on the cardboard provided in pencil.
This will allow the students to be able to erase when needed.
Dialogue: What ideas did you come up with for spring? (Students answer).What scents occurred
when you thought of spring? (Students answer). What sensations were brought up when you
thought of spring? (Students answer). For example if you imagined walking in the grass with no
shoes on draw that. Show Mrs. Link and I what you believe spring is all about.
ASSESSMENT:
Once the students are done with tracing the idea they want onto the cardboard, the students will
then take a permanent marker and outline it. This will allow the teacher that is in charge of the
glue gun to be able to see where the glue should go.
Dialogue: What had inspired you to draw what you did? (Students answer). Can you tell me
about your picture? (Students answer). What do you like about your artwork? (Students answer).
How does your artwork make you feel? (Students answer).

LESSON PLAN
EXTENSION:
Educational games and books will be made available for students.
www.pbs.org/parents/education/science/games/elementary
www.learninggamesforkids.com/science_games.html
http://www.neok12.com/games.htm
CLOSURE:
The class will read Handsprings by Douglas Florian and Baby Animals by Gilda Berger and
Melvin Berger. The teacher will end the lesson by playing a game that involves fun facts about
spring.
Dialogue: Okay now students thank you for all of your hard work. As a reward for such an
awesome job we have a little story to share with you. But before we read the story we want to
hear what you guys learned today. What new facts did you discover about spring? (Students
answer). What was your favorite part of this activity? (Students answer).
Teacher Resources:
http://www.neok12.com/games.htm

www.artjunction.org/young_in_art.pdf
www.rediscovercenter.org/pdf/promoting_creativity1.pdf
www.pinterest.com/art-teacher-resources
Books:
1. When Spring Comes by Robert Maass
2. Spring Is Here by Mary Packard
3. Butterflies and Caterpillars by Gilda Berger and Melvin Berger
4. April Foolishness by Teresa Bateman

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III. EVALUATION:
Category

Excellent-5

Acceptable-3

Creativity

The aluminum art piece The aluminum art piece

The aluminum art piece

shows great detail, and

shows minimal details,

shows little or no detail,

uses objects that

and uses some objects

and no objects involving

involve spring

that involve spring

spring

Creating Art

The student shows

The student shows

The student shows little

Concept

complete understanding minimal understanding

or no understanding of

of the creating art

of the creating art

the creating art concepts

concepts

concept

Neatness &

The artwork is

The artwork is presented

The artwork appears

Organization

presented in a neat,

in a somewhat organized

sloppy and unorganized.

clear, and organized

fashion

It is hard to know what

fashion

Poor-1

information goes
together

Understanding

The student shows

The student shows

The student shows little

LESSON PLAN

great understanding of

minimal understanding

or no understanding of

creating art concepts

of the creating art

the creating art concepts

and their art work

concepts and their

and their artwork does

follows the guidelines

artwork follows some of

not follow the guidelines

given.

the guidelines given.

given.

LESSON PLAN

10

References
Art teacher resources . (n.d.). Retrieved from Pinterest : http://www.pinterest.com/art-teacherresources/
Indiana Academic Standards for Visual Arts. (2010, August ). Retrieved from
file:///C:/Users/Christi/Downloads/2010_IN_Visual_Arts_Standards.pdf
Learning Games For Kids. (2014). Retrieved from Learning Games For Kids:
http://www.learninggamesforkids.com/science_games.html
NeoK12 Education . (2009-2014). Retrieved from Educational Videos, Lessons, and Games for K-12
School Kids: http://www.neok12.com/games.htm
Rankin, W. F. (July). Promoting Creativity for Life Using Open-Ended Materials. Retrieved from rediscover
center: http://www.rediscovercenter.org/pdf/promoting_creativity1.pdf
Roland, C. (1990, 2006). Young in Art a developmental look at child art . Retrieved from
http://www.artjunction.org/young_in_art.pdf
Science Games for Older Elementary Students. (n.d.). Retrieved from PBS parenst :
http://www.pbs.org/parents/education/science/games/elementary/