Download Art Lesson Plan

Caroline Nepomuceno
December 9, 2014
TEDU 411
Final
Arts Infused Lesson Plan
SOL: Science 4.7: Earth patterns, cycles, and change
SOL Standards:
 Students will be able to:
o Name all eight planets
o Classify them as terrestrial planet or gas giant
o Order them based on their position from the sun
o Order them based on their relative size
o Construct a simple model of our solar system
Materials:
 Wax paper
 Colored construction paper (red, yellow, green, blue, purple, orange) – precut
into planets
 Tempra paint (blue, green and purple) — mixed with glue
 Sequins
 Paint brushes
 Scissors
 Glue
 Pencils
 Markers
Introduction:
 The teacher will begin by asking students what they already know about our solar
system. (Ex. What is the planet we live on? How many planets are in our solar
system?)
 Introduce the eight planets of the solar system: Mercury, Venus, Earth, Mars,
Jupiter, Saturn, Uranus, and Neptune.
 Discuss the difference between terrestrial planets and gas giants.
 Discuss the order of the planets from their distance to the sun and how their
distance affects their characteristics.
 Discuss the sizes of the planets relative to the size of Earth.
Procedure:
 Following the introduction lecture, the class will follow a step-by-step art
instruction, led by the teacher. Students will work as individuals on their projects.
 First, each student will receive their own piece of wax paper, two colors of paint
(mixed with glue), and a paintbrush.
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Students will paint their wax paper and then fold it in half to create a background
or “outer space”. Make sure students pat down paper together, so that it seals
together.
Clean up paint before starting next step.
Next, The teacher will hand out the cutouts of the eight planets, sequins, and glue.
Then, the teacher will go step-by-step, instructing and modeling to the students
what order to place their planets.
The teacher will start with the sun and move on to the eight planets. The sequins
will be used to create the asteroid belt that divides the solar system.
As the teacher places each planet, they will further discuss the characteristics of
each planet.
After all planets are glued on, students can use markers to decorate their planets
how they choose, based on the planets’ characteristics (Ex. Jupiter’s big red spot,
a person on Earth-showing its inhabitants etc.)
At the end, students will each have their own model of our solar system.
Behavior Management:
 Since this is a step-by-step art project, students will be required to follow along
with the specific instructions given by the teacher.
 The teacher will be modeling the steps of the art project, along with proper
behavior (Ex. Staying in seat, raising hand to ask questions, asking for more
supplies etc.)
 If student has special needs, they can work with a partner or follow along with the
teacher, while they look at a pre-made model.
Assessment:
 Students can be informally assessed by:
o Responses during the introduction lecture
o Participation and involvement during the art activity
o Outcome of their final model. Are all the planets in the right place? Are
the students’ drawings appropriate for the planet’s characteristic?
 Students can be formally assessed by:
o Homework worksheet on the solar system: planets positions, relative sizes
compared to Earth, and important characteristics.