LESSON PLAN OUTLINE

Name :__Thermometer
Grade Level:__4-5th grade _
Length:__2 class periods_
Topic: Emotional Health
I. Objective:
Students will learn how to properly identify their emotions on the day
to day basis. Students will be introduced to color and how they can
portray certain emotions. The affiliation of warm colors to portray
excitement and the affiliation cool colors have with being calming.
Students will use warm and or cool colors to represent their emotions.
II. Preparation
Purpose:
Day one of assignment students will be shown different art pieces
thats color usage specifically uses color to express an emotion.
Student will then be asked how each piece initially made them feel.
Students will then be given a lecture on color temperature and what
affect colors have on the brain.
Materials:
Paper, pencils, scissors, glue, markers, materials students may bring
from home
III. Procedure
A. Anticipatory Set:
https://www.youtube.com/watch?v=pFkRbUKy19g
This youtube clip will be shown to students as visual aid when being
lectured about the importance of being able to identify their emotions
and how they may be able to control them.
B. Body of the Lesson/Input:
This lesson aims to help students to learn how to access their emotions
properly. Many of the students may never be introduced to the topic of
mental health, and this assignment will introduce the topic to them in a
non-threatening way. The visual aid the students will be provided is an

Angry Birds short that shows how you can control your emotions by
stopping and reevaluating situations.
1. Outline and label steps in the lesson
Day 1
Step 1: Show and discuss visual aid.
Step 2: Further elaborate on visual aid and answer any questions
students might have about topic
Step 3: Show example pieces to introduce assignment and pass out
materials
Step 4: Students should begin working on assignment
Day 2
Step 1: Students should be finishing up assignments and be ready to
turn in before the end of class.
Step 2: As assignments are being completed, students will discuss in
class what they learned/took away from assignment.
2. Content and Key Questions
Key questions
What is emotional health?
Do you know how to assess emotions properly?
What can you do with colors to express that emotion?
Students will walk away from this assignment with understanding of
their mental health in regards to their day to day emotional state and
how to identify/express those emoti0ons through the use of color.
C. Closure:
The main idea of this assignment is to inform students about mental
health consciousness and the correlation that colors have with their
emotions.
D. Follow-up activity: Independent Practice, Enrichment or
Reinforcement:
once assignment is completed, students may do seat activities at their
desk. Crossword puzzles, and other worksheets will be provided.
Student may draw in sketch book as well.
E. Evaluation of the lesson and the teaching process:
Criteria

Excellent

Satisfactory

Poor

Understandi
ng

Work habits

Creativity

Student is able to
properly identify warm
and cool colors student
was able to use those
colors in correct context
when making their
emotional
thermometer. Student
used creativity by
adding notes, and
different hues of colors
on thermometer.
Student stayed on task
throughout assignment
and was able to
participate in group
discussion at end of
assignment with correct
usage of vocabulary
words and references to
visual aid.

Student
successfully
identified warm
and cool colors
and correctly
named the
emotion affiliated
with each color.
Completed
assignment in
timely manner.

Student stayed on
task throughout
most of
assignment.
Student has
finished
assignment on
time and partially
engages in
discussion.
Student was able to
Student completed
show creativity by using assignment and
different intenisties of
fulfilled
the same color
requirements but
throughout
did not go beyond
thermometer. Student
what was required.
added notes to show
their current emotion.

Student did not

show
understanding of
concept. Was
unable to identify
warm and cool
colors and did not
have correct
affiliations with
each color.
Student was
unable to stay on
task throughout
assignment. Did
not have complete
assignment at
time of due date

Student did not

meet assignment
requirements and
did not express
any creativity in
assignment.

XI. Interdisciplinary Connections:

115.6. Health Education, Grade 4. (b) (8) Students will draw from
personal experiences in order to complete assignment. Using their
current emotional state, they will use that to complete their art piece.
Student will be expected to
a. Correctly identify the emotions that they are feeling. They will be
expected to make the connection of their emotions to the health
of their mental state.

XII. References & Resources:

http://www.education.com/worksheets/fifth-grade/physicalscience+crossword/
https://www.youtube.com/watch?v=pFkRbUKy19g
XIII. Art TEKS
117.114. Art, Grade 4,
(a) Statements that contain the word "including" reference content
that must be mastered, while those containing the phrase "such as"
are intended as possible illustrative examples.
(b) Knowledge and skills.
(1) Foundations: observation and perception. The student develops and expands visual
literacy skills using critical thinking, imagination, and the senses to observe and explore
the world by learning about, understanding, and applying the elements of art, principles
of design, and expressive qualities. The student uses what the student sees, knows, and
has experienced as sources for examining, understanding, and creating artworks. The
student is expected to:
(A) explore and communicate ideas drawn from life experiences about self, peers,
family, school, or community and from the imagination as sources for original works of
art;
XIV. National Art Standards
4th VA:Cr1.1.4a Brainstorm multiple approaches to a creative art or
design problem.
4th VA:Re7.2.4a Analyze components in visual imagery that convey
messages.
5th VA:Cr3.1.5a Create artist statements using art vocabulary to
describe personal choices in art-making