Service Learning Lesson Plan

Title: Lesson 4: A Chest Full of Treasure

Lesson Idea and
Relevance: What are
you going to teach
and why is this lesson
of importance to your
students? How is it
relevant to students of
this age and
background?

Group/Date: 3D Artistic Abilities 4/12/16

This lesson consists of two projects: found object vessels and treasure
chest pieces. The clay object/vessels are a multi session lesson that will be
decorated next week after firing. This lesson is important because it
investigates the inner space of 3-Dimensional art. Its relevant to students
because of the incorporation of students personal interests into their art
though choices like treasure objects, materials, and subject matter.

Essential Understanding (s): What are the big

ideas? What specific understandings about them
are desired?

1. Artists ideas can be influenced by the materials

and processes they explore

Essential Question (s): What provocative

questions will foster inquiry, understanding, and
transfer of learning?

Why would artists use inspiration from real

world objects?
Where does 3D art exist in the real world?

Outcomes - Students will be able to...What key knowledge and skills will students acquire as a
result of this unit? ...Art history and culture; expressive features and characteristics of art; art
materials, tools, and techniques? What should they eventually be able to do as a result of such
knowledge and skill? ...Compare and contrast art work; analyze sketches?
Students will be able to
Students will be able to
Create a clay vessel from a pinch pot, that holds a found object (create)
Understand qualities of their found object that influences materials in their vessel (comprehend)
Document and explain the source for their inspiration and how it is related to their work (transfer,
reflect)
Evaluate their interests and decisions during the process of making (reflect)

Student Reflective Activity: Through what

authentic performance task(s) will students
demonstrate the desired understandings? How
will students reflect upon and self-assess their
learning?

Assessment Instrument (s): By what criteria

will performances of understanding be judged?

Gallery Walk: At the end of class we will do

another gallery walk. This time is important for

Design a vessel
Successfully create a pinch pot with little to no

1.
2.
3.
4.
5.

the students to reflect on their work, by

verbalizing their interests, decisions, and
discoveries from the day
Prompts for the gallery walk:
Why is your object a treasure?
Why did you choose your object to build a vessel
for?
How did vessel materials/form relate to your
found object?
Did you use any new materials or techniques?
Did you continue any from a previous class?
Ask them about specific choices they made while
doing the making.

air bubbles and an appropriate thickness

Identify characteristics of their found object that
are reflected in the object they made for it
Students created objects expressing personal
value and added them to the treasure chest
Support their or their peers piece in class gallery
walk

Pre-assessment: How will you help the students know where the unit is going and what is
expected? Help the teacher know where the students are coming from (prior knowledge, interests)?

1. Ask if students have made pinch pots before and give demonstration for those who havent or who
want a refresher
2. Highlighting defining qualities of an object a student has chosen (time-lapse documentation)
3. Introduce vessel concept through physical objects (vessel examples)
4. Partake in gallery walk by evaluating their interests and decisions during the process of making

Motivation: How will you hook all students and

hold their interest?

Idea bubble: giving students an entry point

through context of concept based subject matter
(treasure).
Making personal connections to 3d objects
Vessel Examples :
In the case of Joles Gages, Lets see whats
inside! Does the container give us hints to whats
inside? What might it be? Show whats inside
and move to Julies example:
The necklace inside given to me by my grandma
influenced what I decorated the outside of my box
with, using things that are specific to my
grandma.
Tea container - The shape and size of the
container is made specifically to keep tea fresh.
Different stations and dual project gives students
options which keeps them interested in all the
different forms of materials to explore
Found objects will allow students to develop a

Ideation: How will you equip students, help

them experience the key ideas, and explore the
issues to generate ideas for their artwork?

The idea bubble is great for

drawing inspiration and sharing
ideas/learning
Vessel Examples :
In the case of Joles Gages,
Lets see whats inside! Does the
container give us hints to whats inside?
What might it be? Show whats inside
and move to Julies example:
The necklace inside
given to me by my grandma influenced
what I decorated the outside of my box
with, using things that are specific to my
grandma.
Tea container How
does the container reflect whats inside?
Does the container allude to whats
inside or does it hide it? Does the
container serve any purpose specific to

connection between themselves and the object

which will inspire them to create art
Giving students freedom with the availability of
old and new materials

the object inside? (The shape and size

of the container is made specifically to
keep tea fresh. )
We will have our class mascot
so that students can come look at the
different forms for inspiration
We will bring examples of
vessels to help them generate and
explore ideas
The installation from our
previous class will still be up and we will
show them documentation of the
previous classes installation through a
time-lapse video, in the introduction to
remind them of their interests and
learned techniques. We will then make
connections of their interests to the
vessel project

Procedures: How is the lesson organized to maximize initial and sustained engagement as well as
effective learning? Provide opportunities to rethink and revise their understandings and work? Allow
students to evaluate their work and its implications? Include literacy and numeracy?
Why is it sometimes necessary to break up projects into multiple classes?
Why would collaborating artists use a shared concept?
Why would collaborating artists communicate with each other about their process?
1. Introduction: (8 minutes)
a. Documentation: The installation from our previous class will still be up and we will show a timelapse video to remind them of their interests and learned techniques from previous lessons.
We are so excited to see how well you worked on a collaborative installation. Today we get to be
pirates and create treasure for a collaborative treasure chest!
b. Idea Bubble: Concept specific to this weeks project (things that are valuable/treasure).
Asks students for 3 words to get our idea bubble started?
Some prompting questions we could ask to stimulate ideation for this could be: What is a favorite
object from your childhood? What is a precious possession of yours? What would you put in a
treasure chest?
c. Vessel Examples: Show class a variety of vessels brought into the classroom. What goes into your
vessel influences how you make your vessel.
Jewelry box example - The necklace inside given to me by my grandma influenced what I decorated
the outside of my box with, using things that are specific to my grandma.
Tea container - The shape and size of the container is made specifically to keep tea fresh.
Introduce found object station for vessels
2. Introduction to Materials: Any students who want to use clay for their vessel lets gather for a
demonstration, if you are committing to stations with the other materials we have been
working with go get started!
a. Clay Demonstration: Troubleshoot specific material issues, to facilitate success in kiln firing
Show pinch pot technique

Explain how to avoid air bubbles

Show scratch and scoring - explain importance for connecting
Wall thickness

3. Making:
a. Students have choice of where they want to start today. We have separate stations with different
materials. Students will make found object vessels and/or build separate treasure themed pieces
to add to our class treasure chest.
Found object vessel station will have a variety of natural and manmade objects for students to
choose from for their vessels
b. Allows for students who need more movement to move around the room to different stations, as well
as students who like to focus for longer periods of time to settle into a station.
c. During making time teachers will be narrating students theme specific artistic choices and interests
they see happening and sharing this with the whole class when adding an idea to the idea bubble.
d. When a student finished a valuable object we will have them add it into our treasure chest,
continuing collaborative art our students have been focusing on, this can be exciting especially
seeing how it grows as each piece is added.
e. During making the teachers will take the time to document student work through photos. This will
allow for students and the teachers to assess and review the process of the students art from start
to finish. This is a form of pre and final assessment that we can use to evaluate our students and if
they have met outcomes.
4. Gallery Walk (15 minutes):
a. At the end of class we will put everybodys vessels in one place along with the treasure chest and do
a gallery walk / critique of the student work
Students reflect on their work by verbalizing their interests, decisions, and discoveries from the day
Prompts for the gallery walk:
Why is your object a treasure?
Why did you choose your object to build a vessel for?
How did vessel materials/form relate to your found object?
Did you use any new materials or techniques? Did you continue any from a previous class?
Ask them about specific choices they made while doing the making

Materials and Resources: What is needed to complete the learning plan? List materials and
resources in a bulleted format.

clay (2 stations)
styrofoam
string/yarn
markers
paint
trash bag table covers for paint/clay stations
glitter
feathers
pipe cleaners
puffballs
aluminum foil
wire

fabric
tape
glue
scissors
wire cutters
cardboard
magazines
plates for gallery walk
station with found objects

Preparation and Safety: What do you need to prepare for this experience? What safety issues
need to be addressed? List steps of preparation and safety in a bulleted format.

Place trash bag covers over tables for our painting statio, clay tables
Prepare time-lapse video to show in class
Glue, scissors, and wire are being supervised for safety
Have aprons and gloves available for paint/clay stations
Create treasure chest for student treasure objects
Have pre-selected found objects on one station
Be prepared with objects for vessel examples

Accommodations: How is the lesson tailored (personalized) to the different needs, interests, and
abilities of learners? ...Access (Resources and/or Process) and Expression (Products and/or
Performance)?

Stations allows for students who need more movement to move around the room to different
stations, as well as students who like to focus for longer periods of time to settle into a station.
Provide gloves if students dont want to get messy when using clay, or dont like the tactile qualities
Provide aprons for clay and paint
Availability of all the materials we have used from the beginning for students personalized interests
and/or comfort levels with materials

Understanding the plan...

Stage 1 Desired Results

Relevance - What are you going to teach and why is this lesson of importance to your students? How
is it relevant to students of this age and background?

Essential Understanding(s) - What are the big ideas? What specific understandings about them are
desired? What misunderstandings are predictable? (Reflect and Transfer)

Essential Question(s) - What provocative questions will foster inquiry, understanding, and transfer of
learning? (Reflect and Transfer)

Outcomes (objectives): What will students know and be able to do? What key knowledge and skills
will students acquire as a result of this unit? ...Art history and culture; expressive features and

characteristics of art; art materials, tools, and techniques? What should they eventually be able to do as a
result of such knowledge and skill? ...Compare and contrast art work; analyze sketches? (Comprehend
and Create)
Stage 2 Assessment Evidence

Student Reflective Activity: Through what authentic performance task(s) will students demonstrate
the desired understandings? How will students reflect upon and self-assess their learning? (Comprehend,
Reflect, Create, Transfer)

Teacher-centered Assessment (instrument): By what criteria will performances of understanding be

judged? What evidence (e.g. quizzes, tests, academic prompts, observations, products/artwork,
sketchbooks, journals, etc.) will students demonstrate achievement of the desired results?

Stage 3 Learning Plan

W = help the students know where the unit is going and what is expected? Help the
teacher know where the students are coming from (prior knowledge, interests)?
(Comprehend)
H = hook all students and hold their interest? (Reflect and Create)
E = equip students, help them experience the key ideas, and explore the issues to
generate ideas for their artwork? (Create)
R = provide opportunities to rethink and revise their understandings and work? (Reflect
and Transfer)
E = allow students to evaluate their work and its implications? (Reflect)
T = be tailored (personalized) to the different needs, interests, abilities of learners
O = be organized to maximize initial and sustained engagement as well as effective
learning?