Lesson Sketch for EDT 313

Individual completing this lesson plan: M.E. Labrie

Lesson title: What a Fish Needs
Date that lesson was taught: TBD
Standards in 2 Domains:
Preschool:
Domain: Language and Literacy
Strand: Listening and Speaking
Topic: Receptive Language and Comprehension
Speak audibly and express thoughts, feelings and ideas clearly. (Articulation)
Use drawings or other visuals to add details to verbal descriptions.
Domain: Approaches to Learning
Strand: Creativity
Topic: Innovation and Invention
Express individuality, life experiences, and what he/she knows and is able to do through a variety of
media.
Use imagination and creativity to interact with objects and materials.
Instructional objectives: list 2observable/measurable objectives for this lesson. Use precise language w/ action verbs.
The student will be able to:
1. Use multiple materials, at least two, to complete their collage.
2. Verbalize how materials they used relate to the habitat of a fish.
Experiences: Describe authentic (real life, hands-on not representational) materials and enticing/ creative experiences in
which children are actively engaged. Safety should be addressed if warranted.

The students will be creating representations of what they feel is most important in the environment of a
fresh water fish. Students will work individually to create a collage of materials they believe and have
previously investigated that make up and are important to the health and survival of a fresh water fish. First
children will be seated at table of groups of five, insuring enough space is given to each child. In the
middle of each table there will be an array of materials for the children to choose from when making their
collage.
Materials given will include, rocks, dried plant life, tissue paper, cardboard, glitter, water color paint, glue,
tape, safe scissors, assorted fabric scraps, recycled materials such as plastic bottles, bottle caps, plastic
bags, ect. The materials will be placed in small plastic tubs in order to organize them into organic materials,
fabrics, recycled, and construction tools i.e. scissors, tape, and glue.
Children will each be given a piece of foam board. One board will be cut into four pieces allowing each
child a fourth of a board for use. Children will be seated at a table with an instructor. The instructor will
first prompt students for the memory of their aquarium experience and other fish lessons. The instructor
will explain that the students will be completing the home of the fish. The instructor for advanced students
will introduce the word, habitat, into the project explanation. Students will then be allowed to use which
ever material they would like to create their fish habitat collage.
Students will be able to use which ever materials they would like to complete their collage by attaching
them to their foam board. During the activity the instructor will use a check list to mark statements and
materials used by each student in the small group. The instructor my prompt by asking questions such as,
what part of the fishs home is this? How is this being used? How do fish use this or why do they need this?
Students will work individually till finished.
Safety considerations should be taken when choosing materials for the students to use. No sharp materials
should be used, safety scissors should be provided, and only soft glues; no hot glue. Children should also
be supervised during the activity to be sure no material is placed in the mouths of children.

Children with special needs such as motor disabilities will have equal opportunity to work with materials.
Children can be placed in smaller groups to accommodate children with special needs, more materials and
time per student, along with more individual attention during activity. Children who are non-verbal will not
be expected to communicate the meaning behind their work through verbal means.
Evidence of student learning:
Children will present their collage to the instructor when finished. The instructor will write on a sticky-note
to place on the back of each childs project. The teacher will write down what the children states they
created and what materials they used. Each child will individually explain their collage. The instructor may
also record during the small groups to document verbals from each child during the visual art experience.