LESSON PLAN FORMAT

University of North Texas

Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson number: 1
Grade Level: 6th Grade
Title: Earth: Devastation of Deforestation
Duration: Four 50 minutes classes
II. Lesson Rationale: What do I want students to learn or accomplish in this lesson? Why is this
lesson significant in helping students to understand key concepts and essential questions?
III. Key Concepts:
The causes, problems and solutions to deforestation.
IV. Essential Question:
What are the causes of deforestation?
What problems does deforestation cause?
What are the solutions to deforestations?
Why is this important to us?
V. Lesson Objectives:
Students will be exposed to the causes and problems with the deforestation going on today.
Students will be able to identity solutions to the problems that occur from deforestation.
Students will practice ways they can bring attention to deforestation.
Students will create a project given certain guidelines and criteria.
VI. Specific Art Content:
Principles of Design
-Balance
-Emphasis
-Movement
-Pattern
-Repetition
-Proportion
-Rhythm
-Variety
-Unity

Elements of Design
-Line
-Shape
-Direction
-Size
-Texture
-Color
-Value

Mixed Media
Found objects
VII. Resources & Materials for Teacher:
Projector
Slideshow on deforestation, presenting information from this website:
http://www.livescience.com/27692-deforestation.html
https://www.youtube.com/watch?v=7MJZmzOh4Po
http://www.treehugger.com/culture/top-5-environmental-artists-shaking-up-the-art-world.html
http://www.huffingtonpost.com/2014/07/15/environmental-art_n_5585288.html

Naziha Mestaouis One Beat One Tree

Barry Underwood Headlands (Outcrop)

Clemson clay nest by Nils-Udo (2005)

Rowan Leaves & Hole by Andy Goldsworthy

Wheatfield: A Confrontation (1982) by Agnes Denes

VIII. Resources & Materials for Students:
Sketchbooks
Pencils
Binders
Found natural material
Paper
IX. Instruction and Its Sequencing:
1st day
1. Introduction/Motivation:
a. I will start begin the class with an introduction video The Story of REDD: A real
solution to deforestation? After the video I will show a PowerPoint over deforestation
and artists dealing with environmental art. After PowerPoint I will present the project.
Students will be asked to create an artwork that brings awareness to the problems and
causes of deforestation. The project is open media except for materials used to make it
must be natural materials, found materials such as leaves, branches, bark and anything
else found from trees. Students will be allowed to use their natural found material,
paper, and binders. Students will also be asked to provide an artists statement with their
project at critique.
2. Guided Practice
a. I will go back over the PowerPoint with the artists that create environmental art to get
the students thinking about what they want their piece to look like. I will provide them
with a list of questions to guide them through the thinking process.
b. How do I want to present the issue?
c. What materials will I use?
d. How will I use these materials?
e. What problems may I run into and how will I address these issues?
f. Am I considering the design elements and principles in my piece?
3. Independent Practice
a. Students will be asked to provide three rough sketches of three different ideas they have
before starting on their project.

4. Closure
a. I will remind the students of the questions provided during the Guided Practice
section and will inform the students of the two work days provided for them and the due
date and critique on the fourth day.
5. Formative Evaluation
a. Students will be graded on their focus during the presentation along with their three
rough sketches.
6. Classroom Management Procedures
a. Throughout the class, I will walk around and keep the students focused and on tasks by
reminding them of the questions theyre suppose to be considering and seeing if anyone
has any questions.
2nd and 3rd day
1. Introduction/Motivation:
a. I will begin the class but running through the Artists section of the PowerPoint one
more time and listing the questions the students are to be considering:
b. How do I want to present the issue?
c. What materials will I use?
d. How will I use these materials?
e. What problems may I run into and how will I address these issues?
f. Am I considering the design elements and principles in my piece?
2. Guided Practice
a. I will walk around the room while students are working and make sure everyone has a
plan and answer any questions anyone has.
3. Independent Practice
a. Students will work on their individual artworks.
4. Closure
a. I will remind the students they have one more work day and then critique where they
must present their piece along with their artists statement.
5. Formative Evaluation
Students must be working diligently and making good use of the work time provided for
them.
6. Classroom Management Procedures
a. Throughout the class, I will walk around and keep the students focused and on tasks by
reminding them of the questions theyre suppose to be considering and seeing if anyone
has any questions.
4th Day
1. Introduction/Motivation:
a. Students will be asked to turn in their artist statement and given five minutes to hang or
display their work for critique.
2. Guided Practice
a. Students will be given the list of questions from the first day that they have to answer in
relation to their piece.
b. How did I want to present the issue?
c. What materials did I use?
d. How did I use these materials?
e. What problems did I run into and how did I address these issues?
f. How did I consider the design elements and principles in my piece?
3. Independent Practice

a. Students will have active participation in an constructive and respectful critique where
they will present their work and provide constructive opinions about their classmates
work.
4. Closure
a. After critique students will be asked to take down their pieces and turn them in on the
cart for me to grade.
5. Formative Evaluation
Poor
Average
Excellent
Formal Aesthetics
Work shows no
Work shows some
Work shows great
consideration of the
consideration of formal consideration and use
formal design elements design elements and
of the formal design
and principles.
principles.
elements and principl
Artist Statement
Student did not turn in
Student turned in an
Student turned in a w
an artist statement.
artist statement.
thought out artist
statement.
Preparation
Student did not turn in
Student turned in rough Student turned in roug
rough sketches and did sketches and but did not sketches and made
not make good use of
make very good use of great use of work tim
work time.
work time.
Concept
Piece does not
Piece demonstrates a
Piece demonstrates a
demonstrate any
concept however, lacks well thought out
thought out concept
the execution.
concept that comes
across successfully to
the viewer.
6. Classroom Management Procedures
a. I will keep the students on task throughout the critique by reminding them of the
questions and remind them to be respectful and courteous.
X. Summative Assessment and Evaluation:
Assessment should align with the objectives and instruction. Consider multiple ways the lesson might
be assessed throughout its course. Allow the students to be involved in assessment. Be sure to
determine how progress will be reported to students, administrators (if applicable), and parents. The
student should be aware of his/her own progress. You MUST include the specific assessment
instrument (rubric designed specifically for your lesson/unit, specific checklist, quiz, or exam, . . etc.)
Turning an objective into a yes/no question (i.e., Did the student?) is never an appropriate
assessment method. Be able to answer each question:
What do I want to know?
How will I know it?
How will I record it?
XI. Interdisciplinary Connections:
This lesson makes connections to science in its heavy emphasis on learning and understanding
deforestation
(E) Organisms and environments. Students will gain an understanding of the broadest
taxonomic classifications of organisms and how characteristics determine their classification. The other

major topics developed in this strand include the interdependence between organisms and their
environments and the levels of organization within an ecosystem.
XII. References & Resources:
http://www.livescience.com/27692-deforestation.html
https://www.youtube.com/watch?v=7MJZmzOh4Po
http://www.treehugger.com/culture/top-5-environmental-artists-shaking-up-the-art-world.html
http://www.huffingtonpost.com/2014/07/15/environmental-art_n_5585288.html
XIII. Art TEKS

(6.1)Perception.Thestudentdevelopsandorganizesideasfromtheenvironment.Thestudent
isexpectedto:
(A)illustratethemesfromdirectobservation,personalexperience,andtraditionalevents;and
(B)analyzeandformgeneralizationsabouttheinterdependenceoftheartelementssuchas
color,texture,form,line,space,andvalueandprinciplessuchasemphasis,pattern,rhythm,
balance,proportion,andunity,usingartvocabularyappropriately.
(6.2)Creativeexpression/performance.Thestudentexpressesideasthroughoriginal
artworks,usingavarietyofmediawithappropriateskill.Thestudentisexpectedto:
(A)expressavarietyofideasbasedonpersonalexperienceanddirectobservations;
(C)demonstratetechnicalskillseffectively,usingavarietyofartmediaandmaterialsto
producedesigns,drawings,paintings,prints,sculptures,ceramics,fiberart,photographic
imagery,andelectronicmediageneratedart.
(6.4)Response/evaluation.Thestudentmakesinformedjudgmentsaboutpersonalartworks
andtheartworksofothers.Thestudentisexpectedto:
(A)conductinprogressanalysesandcritiquesofpersonalartworks;and
(B)analyzeoriginalartworks,portfolios,andexhibitionsofpeerstoformconclusionsabout
formalpropertiesandhistoricalandculturalcontexts.
XIV. National Art Standards