Art Integration Lesson Plan Template 1

Kayla Clarkson

Art Integration Lesson Plan Template

LTC 4240: Art for Children
Lesson Title & Big Idea*: Change: An Introduction to the States of Matter
Lesson Overview/Summary*:
In this lesson, students will integrate visual arts, literacy, and science. Students will work individually as they discover the
states of matter through melting crayons. First, students will brainstorm something that has changed them (could be a
variety of things; siblings, moving, moods, idea, divorce, death, etc.). Students will be tasked to write and reflect on
something that has changed them and create a piece of artwork that demonstrates this change by exploring how crayons
transform from solid to liquid.
Key Concepts (3-4): What you want the students to know.*
1.Visual Art:
Students will learn how to work with limited materials to create a
piece that tells a story
Students will understand how to analyze other pieces of art
2. Literacy:
Students will understand how to write a reflective narrative piece on
a topic that has changed them
Students will learn how to accurately record observations
3. Science:
Students will study the different states of matter
Students will learn how a solid turns into a liquid

Grade Level*: 3rd

Class Periods Required:
(please circle)
1

Essential Questions (3-4)*:

How does a crayon change from being a solid to being liquid?
How does change impact a persons life?
What are the characteristics of the states of matter?

Lesson Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1): What you want the students to do. *
1.Visual Art: The students will be able to
Design a piece of art that reflects a change in their life
Create a meaningful melted crayon artwork
Explain the importance of art and how it reflects a change
2. Literacy: The students will be able to
Reflect on their own experiences to write narratives
Recall information from experiences and gather information from print/digital sources
3. Science: The students will be able to
Determine how a solid turns into a liquid
Identify the characteristics of a solid, liquid, and gas

Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)

1.Visual Art:
Anchor Standard 1: VA:CR1.2.3a : Apply knowledge of available
resources, tools, and technologies to investigate personal ideas
through the art-making process.
Anchor Standard 7: VA:Re7.2.3a : Determine messages
communicated by an image.
2. Literacy:
Writing, 3.W.2.C.b : Use narrative techniques, such as dialogue and
descriptions.
Writing, 3.W.3.A.f : Take simple notes in own words and sort
evidence into provided categories or organizer.
3. Science:
3.PS1.A.1 : Predict and investigate that water can change from a
liquid to a solid (freeze), and back again (melt), or from a liquid to gas
(evaporation), and back again (condensation) as the result of
temperature changes.
3.PS1.B.1 : Construct an argument with evidence that some changes
caused by heating or cooling can be reversed and some cannot.
Content Areas Integrated*:
1.Visual Art (Inspiration Artist: David Najar)
Painting: David Najars work, how change is shown through a
painting, what elements of the painting tell the story
2. Literacy
Narrative Writing: what is narrative writing, how to tell a story about
a life event
Research Process: recall information from experiences and gather
information from print/digital sources
3. Science
Matter and its interaction: a look at the different states of matter, the
investigation of changing from solid to liquid, and characteristics of
each state

Art Integration Lesson Plan Template 2

Kayla Clarkson
Identify & define common vocabulary that connect the art form with the
other identified content areas:
Narrative: the representation in art of an event or story
Matter: the substance of which a physical object is composed
Solid: of uniformly close and coherent texture; neither gaseous nor liquid
Liquid: smooth and unconstrained in movement; neither solid nor gaseous
Gas: a fluid (as air) that has neither independent shape nor volume but
tends to expand indefinitely
Melt: to become altered from a solid to a liquid state usually by heat
Change: to make different in some particular

http://www.merriam-webster.com/

Lesson Activities & Procedure(s) (please be very specific):

Day 1:
1. Students will arrive to class with a photo of David Najars, Seasons Change
projected on the board. Without any other information beside the photo,
students will brainstorm what they think the photo is portraying.
2. In an oral VTS session led by the teacher, students will share what they
think the photo is and why. Possible questions from the teacher include:
Why do you think that is? Why did the artist choose to show you this? What
is his message?
3. Present the name of the work and the artists name to the students.
4. Teacher led presentation of David Najar and his similar works with his
personal reflection of these.
5. Students will transition their thinking from David Najars representation of
change to how there has been change in their own lives and begin
prewriting by brainstorming.

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Kayla Clarkson
6. Once students have their lists of changes in their lives, they will be asked
to choose one to write a narrative piece about.
7. The teacher will review the characteristics of narrative writing and what is
to be included.
8. Students will begin writing the rough draft in class and finish at home for
peer editing the next day.
Day 2:
9. Students will turn in their narrative rough draft from the previous day.
The teacher will look at them for understanding of narrative writing and
then have each paper peer edited.
10. Students will be introduced to key terms of the changing states of
matter and be shown a video to get them thinking about solids, liquids, and
gases. https://www.youtube.com/watch?v=C33WdI64FiY
11. Students will predict how matter changes states through a large group
discussion.
12. The project of melting crayons will be introduced and teacher examples
will be shown. Students will use their change that they wrote about in their
narrative and create a visual representation of it by melting crayons. As
they work, they will need to document their observations of the crayons
melting; how does the crayon change its state of matter? Which color
crayon melted the fastest? The slowest? Why do you think this is? Once
the solid turns into liquid, does it turn back into solid?
13. Materials will be distributed (cardstock, crayons, hair dryer, tape,
newspaper).
14. Students will begin designing their piece and melting the crayons. As
students work, they will record their observations in a lab notebook.
15. For homework, students will finalize and publish their narrative writing
piece.
Day 3:
16. Students will begin by reviewing their lab notes from the previous day
and finding supportive sources using their iPads.
17. Students will write a short lab report documenting their findings from
the experiment and connecting it with what they found online.
18. During a whole-group discussion, students will present their findings
from their lab report to reinforce their knowledge of the changing states of
matter.

Anticipatory Set (Gaining Attention)*:

The opening activity to gain students attention will be a Visual Thinking
Strategy session on David Najars painting, Seasons Change. Students will be
asked to orally participate in a whole-group setting. Through this VTS,
students will uncover one artist and how they represent change in their art,
not only physical change, but also personal change.

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Kayla Clarkson
19. Students will present their narrative writing with their melted crayon art.
Closure (Reflecting Anticipatory Set):
Students will share the final draft of their narrative writing piece and display
their crayon art for the class to see. This is a chance for students to
demonstrate their knowledge on writing a narrative piece. Students will be
able to make meaning of their classmates pieces while also sharing what
they learned about the process of going from solid to liquid.

Formative Assessment strategy:

The formative assessment for this lesson will be continuous throughout the
days of completing the lesson. I will assess the rough drafts of the narrative
writing to make sure that students understand the key components they need
to have and what needs to be gone over more in depth. Research ability can
be assessed when students are asked to find supporting sources for their lab
report. If students are struggling, it may be necessary to review proper
research techniques before the final draft.

Summative Assessment strategy*:

The summative assessment for this lesson consists of two documents. The
first is the students final drafts of their narrative essay. I will assess their
ability to establish a situation, introduce characters, and their use of
dialogue and descriptions of actions, thoughts, and feelings. The second
part of the summative assessment is the final lab report; this should include
their observations from the crayon melting as well as supporting facts to
demonstrate their knowledge of the changing states of matter.

What student prior knowledge will this lesson require/draw upon?

Students will already need to have basic understanding of narrative writing. They should know the components of narrative writing such as using dialogue
and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. The students should
also be familiar with aspects of the research process pertaining to recalling information from their experiences and gathering information from sources.
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
To engage students in experimenting in this lesson, I would encourage them to try different brands and colors of crayons to see how that impacts the
melting. They can also experiment using different temperatures and speeds of the hair dryer and different methods of melting the crayons (chunks,
shavings, splatters, etc.). The students can explore aspects of their own lives to understand how change has an affect; they can also explore their classmates
lives through presentations, which will allow for an inclusive classroom.
How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will be given the freedom to express their change however they would like using the melted crayons. Depending on what they are expressing and
how they want to portray this message, the way they use the crayons may change. This assignment requires critical thinking as the students must decide
how to place the crayons on their board and how their heating tool will affect the melting.
How will you engage students in routinely reflecting on their learning?
Students will reflect on their own thinking, as well as their peers thinking throughout the lesson. The beginning of the lesson will allow students to reflect on
their own experiences and how they have undergone change. Students will think about how to represent their change through the process of melting

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crayons while recording their observations. After creating their piece, students will reflect on their observations and find supporting sources to understand
the states of matter.
How will you adapt the various aspects of the lesson to differently-abeled students?
To help meet the needs of all learners, students may be divided into small groups or partners during the art making aspect of the lesson. I will carefully
consider which students will work best together when deciding partnerships. Each student will create their own melted crayon art, but they will have a
partner to help record the findings and discuss the similarities/differences between their experiences to construct their research writing piece.
What opportunities/activities will students be given to revise and improve their understandings and their work?
Students will apply the writing process to develop their narrative piece. Throughout this assignment, students will prewrite, draft, revise/edit, and
produce/publish their work, which will allow the students to revise and improve their understanding of writing a narrative piece about the change in their
life. Students will also be able to revise their research writing, which will reinforce their knowledge about the changing states of matter.
What opportunities/activities will you provide for students to share their learning in this lesson?
Students will have the opportunity to share their learning at the end of the lesson with their presentations. They will share their narratives with the class as
they show their artwork. The students will discuss how their change is represented through the melting of the crayons and describe their observations from
the experiment.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
Vocabulary : http://www.merriam-webster.com/
David Najar, Seasons Change : https://www.parkwestgallery.com/david-najar-reflects-on-the-meaning-of-seasons-change/36005
Matter Song : https://www.youtube.com/watch?v=C33WdI64FiY

* Include this information during the Popplet presentation.

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Kayla Clarkson

References
David Najar reflects on the meaning of Seasons Change. (2016). Retrieved from https://www.parkwestgallery.com/david-najar-reflects-on-the-meaning-ofseasons-change/36005
English Language Arts Missouri Learning Standards. (2016). Retrieved from https://dese.mo.gov/sites/default/files/cur-mls-crosswalk-ela-K-5.pdf
Harry Kindergarten Music. (2014, June 12). Matter Chatter (song for kids about solids, liquids, and gases) [Video File]. Retrieved from
https://www.youtube.com/watch?v=C33WdI64FiY
Merriam-Webster. (2016). Retrieved from http://www.merriam-webster.com/
National Core Arts Standards. (2014). Retrieved from https://www.scribd.com/doc/245377815/Untitled#fullscreen&from_embed
Science Missouri Learning Standards: Grade-Level Expectations. (2016). Retrieved from https://dese.mo.gov/sites/default/files/curr-mls-standards-sci-k-5sboe-2016.pdf