Art Integration Lesson Plan Template 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title & Big Idea: The Fish Print- Communities Grade Level: 1
Lesson Purpose:
The purpose of this lesson is to expand students awareness of different types of communities of life by
exploring the concept fish.
Class Periods Required:
Two, 60 Minute classes
Key Concepts (2-3):
1. What is a COMMUNITY?

2. What are some different types of COMMUNITIES?

3. How have artists represented COMMUNITIES in their art?


Essential Questions (2-3):
1. A community is a group of people living in the same place or
having a particular characteristic in common.
2. Communities can be found all over the world. Communities
can be broken down into something as small as a family or as
large as a
3. Artwork such as Gyotaku Japanese Fish Printing could help us
to think of communities in new ways.


Lesson Objectives:
1. Students will enter the learning through an art experience, constructing & reconstruct understandings of COMMUNITY through
participation in VTS art discussions about selected works of art relating to fish.
2. Students will continue to consider the concept of COMMUNITY and demonstrate understanding of everyday COMMUNITIES by
participating in purposeful and personally expressive art making.
3. Students will expand their own concepts of COMMUNITY as they brainstorm, collaborate, and participate in activities discussing
COMMUNITIES.
4. Students will be able to recognize and name the external parts of fish.
5. Gain an understanding of the relationship between Japanese culture/COMMUINTY and the visual arts.
6. Simulate an art form established by Japanese fishermen centuries ago.

Grade Level Expectations (GLEs)
Art
Strand I: Product and Performance
3. Communicate ideas about subject matter and themes in artworks
created for various purposes
Create original artwork that communicates ideas about the
following themes:
Common Core State Standards

CCSS.ELA-Literacy.W.1.3
Write narratives in which they recount two or more appropriately
sequenced events, include some details regarding what happened, use
temporal words to signal event order, and provide some sense of
closure.
Art Integration Lesson Plan Template 2

o People (e.g., self, family, friends)
o Animals (e.g., pets, farm, zoo, wild)
o Things (e.g., toys, tools, food)
Grade Level Expectations (GLEs)
Science
Strand 3: Characteristics and Interactions of Living Organisms
1. There is a fundamental unity underlying the diversity of all living
organisms
Scope and Sequence: Characteristics of Plants and Animals
Identify and compare the physical structures of a variety of
animals (e.g., sensory organs, beaks, appendages, body covering)
(Do NOT assess terms: sensory organs, appendages)
Integrated Content Areas:
1. Visual Art
2. Science
3. Literacy/Writing
Identify & define common vocabulary/concepts that connect visual
art with the non-art content area.
Pastels: a paste made of powdered pigment ranging from pale to deep
colors and used for making crayons; also: a crayon made of such paste.
Gyo= fish
taku= rubbing
Printmaking: A process of creating artwork by printing an object on
paper.

Anticipatory Set (Gaining Attention):

VTS discussion of schools of fish
Students will respond to the questions in a Think Pair Share
activity and then come back and discuss as a whole class:
o What do you think schools of fish are?
o How do you think this represents a community?
Closure (Reflecting Anticipatory Set):

Through literacy/writing students will create a narrative piece in the
perspective of their fish in their classroom school community of fish.
Students will be given a checklist in which to include in their
writing:
o What are my body parts and how do I survive?
o What do I eat?
o Do I live in a school of fish?
o How does my community help me survive?
Lesson Activities & Procedure(s):
Day 1: Gyotaku Japanese Fish Printing
This hands on activity will allow students to get their brains thinking
about fish and their environments.
Lesson Texts & Materials:
Paint rollers (to be considered ink)
Paint
Cardboard/plastic plates
Art Integration Lesson Plan Template 3

Students will start this lesson with fish painting.
Steps:
Prior Knowledge
o Illicit the following discussion questions:
Do they breathe? And how?
Why do they have such a variety of colors?
How do they move?
Why don't they flip or roll like we do in the
water?
Do they have a protective covering?
Discuss Background Knowledge about fish
o Students can fill out a KWL (What do you know? What
would you like to know? What did you learn?) chart
about fish
o Discuss where fish are
o Ask how students might think fish survive. On their own
or in a community
Discuss schools of fish and how it represents a
community
o Invertebrates
Teach Anatomy of Fish
o Because this is a first grade lesson, students will be
introduced to the most basic parts of a fish
Mouth
Eyes
Tail Fin
Dorsal Fin
Lateral Line
Scales
Teeth
Show Examples
Discuss Where Print Making Came From
o Class discussion on what fish printing was created for.
o 100 years ago
o Japanese sport fisherman
Paper
Writing paper for perspective writing


Art Integration Lesson Plan Template 4

o Used ink to record their fish
o Needed a way to record the exact size and fish they
caught
o Still be able to eat the fish
Carry Out the Procedure
o Use roller to cover fish completely with chosen color
o Use paper and put it on top of the fish
o Press down on the fish to create an imprint of the fish on
the paper
Make sure to press down on every part of the fish
o Students can use more than one color for their fish if they
would like
Wrap Up
o Finish filling out the KWL chart
o Discuss the KWL chart as a whole class
o Ask students if they think this is a good way to record
fish and if they can understand how it developed into an
art form
o Place all fish together in classroom or on a bulletin board
to create a school of fish that represents their class
community
Questions to be asked:
How is our class a community?
How can we relate this to a school of fish?
Etc.
Day 2: Perspective Writing
Talk about expectations for the writing
o Sequenced events, include some details regarding what
happened, use temporal words to signal event order, and
provide some sense of closure.
Brainstorm about what the writing can be about.
o Students can pretend they are going to school with fellow
fish and describe their day and somehow incorporate the
answers to these questions:
What are my body parts and how do I survive?
Art Integration Lesson Plan Template 5

What do I eat?
Do I live in a school of fish?
How does my community help me survive?
Allow students to complete writing piece.
Be available to assist students in spelling and/or answer any
questions.
Present/Share their writing pieces.
Lesson adaptations for challenged learners:

Students may color a picture of their perspective writing in order
to help them further explain their ideas.
During the discussion of anatomy of fish, I could use pictures to
represent each part of the fish being discussed to help reinforce
visual and ELL learners.
Notecards can be given to ELL students with pictures of the
body part with the words associated with the particular part.
Lesson extensions/enrichments for gifted learners:

Freedom to create an open ended perspective piece.
Gifted students can help lower academically achieving
students; specifically during the think pair share activity.




Formative Assessment strategies:

A teacher can use the anticipatory set in order to assess the
students knowledge about the different concepts of fish.
Use the KWL chart as an assessment about what the students
might already know about fish.
Use statements from the discussion about fish to assess what
they may know and what they need to learn.
Summative Assessment strategy:

Students will receive a checklist in order to self-assess their
work.
The perspective/narrative writing will allow assessment of
students knowledge about fish.


What student prior knowledge will this lesson require/draw upon?
Students should know the environment where fish come from.
Students should know a little about the anatomy of a fish.
Students should know how to use paint rollers.
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
Imagining -Narrative writing
Exploring - VTS discussions, brainstorming, and independent creation of fish prints
Experimenting Creation of fish prints (students can have the option of creating other backgrounds and using multiple colors on the fist as
well as using multiple fish.)
Art Integration Lesson Plan Template 6




How will this lesson allow for/encourage students to solve problems in divergent ways?

Students will be able to solve problems in many ways through participating in VTS discussions, think pair share methods, whole class
discussions, completion of the KWL chart, and creating an independent writing piece.

How will you engage students in routinely reflecting on their learning?

Students will be able to reflect their learning using the KWL chart as well as reflecting their learning during their perspective writings.

How will this lesson engage students in assessing their own work and the work of peers?

Students will be able to assess the work of their peers during the sharing of their perspective writing pieces.
What opportunities/activities will students be given to revise and improve their understandings and their work?

Students will be able to revise and improve their understanding throughout the KWL, think pair share, and whole group discussions. Students will
be able to ask questions/ ask for guidance when working independently during the writing piece.
What opportunities/activities will you provide for students to share their learning in this lesson?

Students will be able to share and discuss their learning by sharing their perspective writing pieces at the end of the lesson as well as sharing their
ideas during the visual thinking strategies that are implemented in the lesson about communities and fish.
Lesson Resources/References:

YouTube link referencing the Gyotaku Japanese Fish Printing:
https://www.youtube.com/watch?v=8VBxIP6z8xU

Gyotaku Fish Printing:
http://artsedge.kennedy-center.org/educators/lessons/grade-5/Gyotaku_Japanese_Fish_printing#Instruction

References
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
Art Integration Lesson Plan Template 7

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf

Art Integration Lesson Plan Template 8

Examples of Fish Printing:

-With Background






Art Integration Lesson Plan Template 9

Examples of VTS about schools of fish: