Art Integration Lesson Plan Template 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children
Lesson Title & Big Idea*: Seeing the Wind
Lesson Overview/Summary*:
Students explore characteristics of wind through poetry and van Goghs painting. Additionally, they will use the
information to learn how to classify and measure wind by studying the Beaufort Scale and the anemometer.

Grade Level*: 1st

Class Periods Required:
(please circle)
1

Key Concepts (3-4): What you want the students to know.*

Essential Questions (3-4)*:
1. Visual Art
1. What ways do artists like van Gogh achieve wind in paintings?
2. How do authors show that wind in present?
Wind can be illustrated within artwork through color and technique
3. How is wind measured?
2. Literacy:
Wind can be represented in written works through descriptive words
3. Science
Wind can be measured using the Beaufort scale and the anemometer
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 discuss how wind is utilized in van Goghs painting
The students will be able to apply their knowledge of the Beaufort Scale and van Goghs paintings to create wind paintings
2. Literacy:
The students will be able to discuss how wind is described in selected poems
The student will be able to identify descriptive words that describe wind
3. Science:
The students will be able to use the Beaufort Scale and the anemometer to classify wind
Grade Level Expectations (GLEs) (3-4) (http://dese.mo.gov/divimprove/curriculum/GLE/)
1. Visual Art
Strand 2, (EP), Concept E- Grade 1: Identify and use color
Strand 2, (EP), Concept G- Grade 1: Identify and demonstrate the use
of space
2. Literacy (Common Core)
Reading Structure, Craft and Structure, 4. Identify words and phrases
in stories of poems that suggest feels or appeal to the senses

Identify & define common vocabulary that connect the art form with the
other identified content areas:
Wind- air in motion
Beaufort Scale- a scale of wind forces, described by name and range of
velocity, and classified as from force 0 to force 12, or, sometimes, to force
17.
Descriptive words- describing words, adjectives
Poetry- literary work in which special intensity is given to the expression of
feelings and ideas by the use of distinctive style and rhythm

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Reading Standards for Informational Text, Key Ideas and Details, 1.

Ask and answer questions about key details in text
3. Science:
Strand 5, Processes and Interactions of the Earths Systems, Concept
F- Grade1: Observe, measure, record weather data throughout the
year by using thermometers, rain gauges, wind socks
Content Areas Integrated*:
1. Visual Art (Inspiration Artist: Van Gogh)
2. Literacy
3. Science

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

Day One- Describing Wind
1. Begin by asking students to think of words of phrases that describe wind
2. Discuss wind and the types of wind using Weather Wiz Kids website
http://www.weatherwizkids.com/weather-wind.htm
3. Continue by comparing and contrasting the different types of wind
4. Ask students how to describe wind, discuss responses
5. Explain how it is hard because we cant actually see it so to describe it you
must look at its effect
6. Distribute copies and read both Who Has Seen the Wind by Christina
Rossetti and The Wind by Robert Louis Stevenson
7. Following both poems start class discussion using questions as prompts
How do the authors show that the wind is present?
How does the author feel about the wind?
Do we need to feel the wind or observe the effects being described
in the poems to know it is there?
8. View paintings by Van Gogh by displaying them either by computer or
printed versions
Fishing Boats on the Beach near Saites-Maries-de-la-Mer
Wheatfield with Crows
Wheat Field with Cypresses
9. For each painting ask the students the following questions:
How can they see the wind in the painting?
How did the painter achieve the feeling of wind in the painting?
What would it feel like to be inside the painting?

Day Two- Measuring Wind

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1. Introduce the Beaufort Scale by asking students how they think it
measures wind
2. Explain how scientists describe wind by measuring wind speed and
observing its effects
3. Hand out Beaufort scale and discuss each of the ratings
4. View sea images to illustrate ratings on the Beaufort scale
5. Introduce the anemometer by asking students how they think it measures
in comparison to the Beaufort scale (another way to measure wind)
6. Explain the anemometer and how it also measures wind speed and
direction
7. Play video on the anemometer and ask the students how they think the
anemometer would respond to different Beaufort scale ratings
http://www.arm.ac.uk/movies/anemometer/anemometer.html
8. Students use a Venn diagram to compare and contrast the Beaufort Scale
and the anemometer
Day Three- Create Wind Painting
1. Review how wind is described in two poems
2. Review how wind is portrayed through Van Goghs painting
3.Create wind painting using students own breath
1-3 students at a time (depending on teacher) will be given a paper,
straw, and the choice of two colors that they think represent wind
Students will blow through straw to move paint around the paper.
Varying breath and the direction of movement to create different
effects
Before the students begin, ask the students to think about the
Beaufort scale and pick a rating they want to portray in their
painting
After paintings are complete, choose a few painting (varying in
Beaufort scale ratings) and ask students if they can guess the
Beaufort Scale rating to wind in the painting
4. Reflect on the three days by having students write a paragraph using the
prompt
After three days, you are now an expert on wind. Write a journal
entry describing and measuring wind to someone to who doesnt
know anything about wind

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Anticipatory Set (Gaining Attention)*:
Visual Art: VTS of Van Gogh wind paintings
Literacy: Read and discuss wind poems
Social Studies: Compare and contrast the Beaufort Scale and anemometer

Closure (Reflecting Anticipatory Set):

Have students reflect on what they learned by writing a paragraph using the
prompt.
After three days, you are now an expert on wind. Write a journal
entry describing and measuring wind to someone to who doesnt
know anything about wind.

Formative Assessment strategy:

Visual Art: How is wind achieved in paintings?
Literacy: What types of words are used to describe wind?
Science: What types of instruments are used to measure wind?

Summative Assessment strategy*:

Visual Art: Student use breath strength and direction of motion to create
different effects to represent wind; referring to the Beaufort scale to create
a strength of wind in their paintings
Literacy: Students will be able to choose correct descriptive words and
phrases to describe wind
Science: Students will use the Beaufort Scale measure wind; used in painting
to choose breath strength to depict strength of wind in painting

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

The students will be familiar with different weather types and patterns
The students will have done VTS with pictures presented in class and in picture books
The students will have discussed the use of descriptive words in books
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
VTS will allow students to be expressive and explore how wind is portrayed in paintings
Students will experiment with different breath strengths and direction of movement when creating their wind painting
How will this lesson allow for/encourage students to solve problems in divergent ways?
Both VTS of Van Goghs paintings and discuss on the wind poems will encourage students to solve problems in divergent ways. Students will be able voice
their opinions on how wind is portrayed in the paintings and described in the poems. I will be open to all interpretations of the tasks, including their
depiction of wind in their wind paintings.
How will you engage students in routinely reflecting on their learning?
Through the three days, I will refer back to the VTS and poem discussion to assess the students growing knowledge and understanding of wind.

How will you adapt the various aspects of the lesson to differently-abeled students?

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Students who unable to participate in class discuss write their outlook on the VTS of Van Goghs painting and discussion of the wind poems
Students will be given a buddy (particularly a classroom assistant) to complete the wind painting one-on-one with

What opportunities/activities will students be given to revise and improve their understandings and their work?
Students will be able to take home the Venn diagram to complete and do more research on the Beaufort Scale and the anamometer
What opportunities/activities will you provide for students to share their learning in this lesson?
VTS of Van Goghs paintings and discuss of wind poems allow for students to share their own ideas in a safe space
The wind paintings will be displayed in the hallway along with their journal entry assessing their knowledge of wind
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
Weather Wiz Kids weather information for kids (Weather Wiz Kids weather information for kids)
http://www.weatherwizkids.com/weather-wind.htm
Cup Anemometer (Armagh Observatory)
http://www.arm.ac.uk/movies/anemometer/anemometer.htm
The Kennedy Center: ARTSEDGE - the National Arts and Education Network (ARTSEDGE: The Kennedy Center's Arts Education Network)
https://artsedge.kennedy-center.org/educators.aspx
Who Has Seen the Wind by Christina Rossetti
The Wind by Robert Louis Stevenson
Fishing Boats on the Beach near Saites-Maries-de-la-Mer by Van Gogh
Wheatfield with Crows by Van Gogh
Wheat Field with Cypresses by Van Gogh

Include this information during the Popplet presentation.

References

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

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

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