Lesson Plan Format (an adaptation of the MoPTA lesson plan format for KCAI students)

Name of Lesson :
Model Magic Animals
Name of Teacher Candidate :
Christina Reavis

Class : Art
Grade : 1
School Placement :
Brookside Charter School

Rationale : (2-3 sentences why this topic is important and relevant to this age group) KCAI addition
In collaboration with a science unit, students will further explore information about a chosen animal by creating
the animal with clay. Students will build relevant motor skills with clay while learning about how their animal looks
and moves by creating a 3-dimensional form.
MO - VA Art Standards
VA.1.1B.1: Apply paint with a dragging, not pushing motion
VA.1.2A.1: modeling with clay or a similar material: pinch, pull, and roll material
VA.1.3C.1: Create original artwork that communicates ideas about the following themes: animals
National Core Visual Art Standards
VA:Cr1.2.1a: Use observation and investigation in preparation for making a work of art.
VA:Cr2.2.1a: Demonstrate safe and proper procedures for using materials, tools, and equipment while making art
VA:Pr5.1.1a: Ask and answer questions such as where, when, why, and how artwork should be prepared for
presentation or preservation
Learning Objectives (the lessons objectives and learning outcomes for meeting curricular and student needs)
The students will:
-Students will collect visual information about a chosen animal in preparation for creating a 3-D version of the
animal with clay.
-Students will demonstrate safe and correct use/clean-up of clay tools and paint tools
-Students will sculpt and paint their own 3-D animal out of model magic and watercolor
-Students will incorporate their sculpted animal into a shadow box environment created in their general classroom
science lesson
Studying Artists / Understanding Art (Learning Outcomes) Include Historical context (can also include books
for elementary):
-Students will view several images of John James Audobons drawings and discuss how artists can be scientists.
Creating (Instructional Strategies):

Expressing (Learning Activities):

List sequentially the strategies used in Lesson Structure and Procedure including direct instruction, oral or written
directions, modeling, guided practice, independent practice, and reflection)(reference Lesson Structure and
Procedures
-Questioning (view images of John James Audobon and
-Guided practice The whole class will create a
ask students questions)
general body shape, head shape, and limbs for their
-Direct Instruction/Modeling (model several techniques animal together
for using model magic to create animal shapes)
-Independent practice students will modify their
-Direct Instruction/Verbal Directions (students will be animal shape and add specific details to make their
given verbal instruction for going to their seats and getting sculpture look like the animal they have chosen
supplies)
Evaluating Artworks :
-Students will use a rubric (with teacher guidance) to self-assess their finished piece of artwork.
Exhibiting Artworks (be thoughtful) :
-Students will incorporate their model magic animal into a habitat created in their general classroom. These will
be displayed in the school lobby and hallway in the last month of school once the projects are
completed.
Assessment Procedures : (assessments used before, during, and after the lesson)
Before : After clean-up of the previous project, students will be able to experiment with model magic and will be
observed in their abilities.T
During: The instructor will walk around the classroom and observe students at work.
After : (please attach assessment tool to end of this lesson plan)
Lesson Structure and Procedures: The sequence of events of the lesson elements. Please list each sequence
by day or class period.
Consider: * Four Studio Structures * Eight Studio Habits of Mind * Procedures should be linked to objectives *
Materials Management
Day / Class #1
Preparation Before Class: Printed Images of animal drawings of John James Audobon. Printed images of
students chosen animals for project. Model Magic for demonstration and student use. Small paper plates for
storage. Sharpened pencils in pencil baskets. Pipe cleaners cut in 2 pieces.

Engagement / Opening : Students will view images of drawings by John James Audobon and discuss what they
see/how artists can be like scientists.
Connection to Prior Learning: Students will expand upon a science unit taught in their general classroom.
Procedures :
-Students will sit on carpet
-Instructor will show images of John James Audobons drawings and prompt questions: What do you see? What can
we learn from this picture about the animal? How are artists like scientists?
-Students are released and few at a time to sit at their seats. Paper plates are passed out and students are asked
to write their names on them. Model magic is passed out, one small ball per student.
Modeling:
-Instructor will demonstrate several techniques for creating animals out of model magic (rolling a ball, pipe cleaner
legs and neck, pinching and poking details)
Guided Practice:
-Students will follow along with the instructor to construct a general body shape, limbs, and head for their animal.
Independent Practice:
-Students will continue on their own to refine the shape and details of their animal to make look like the animal
they have chosen.
Clean-up:
-Students will place their animal on the plate with their name. They will be called up one table at a time to put
their plate on the drying shelf. Students will line up and get hand sanitizer.
Conclusion:
Day / Class #2
Preparation Before Class: Watercolor trays, paintbrushes, images of student animals
Engagement / Opening : Instructor will demo how to apply watercolor paint to model magic animals
Connection to Prior Learning: Students will build upon past experiences using paintbrushes and paints
Procedures :
-Students will sit on carpet
-Instructor will model paint use
-Students will be released to table seats
-Instructor will call one table group at a time to put on paint smocks/fill up water while sculptures and images are
passed out
-Students will begin painting their animals independently
-Students will place animals back on plate with their name on drying rack to dry, then wash hands, wipe off spot,
pour out water, put away brush, and work on free draw if time.
-Students line up
Modeling:
-Instructor will demonstrate using watercolors to paint model magic. Instructor will use questioning to review

proper use of paints, watercups, and paintbrushes.

Independent Practice:
-Students use watercolor paints to add details and color to their sculpture, using the reference image of their
animal they have as guidance.
Clean-up:
-Students will place animals back on plate with their name on drying rack to dry, then wash hands, wipe off spot,
pour out water, put away brush, and work on free draw if time.
Conclusion:
-Students line up
Resources and Supplies : (include all supplies per student, and items necessary for preparation and storage)
-Images of John James Audobons animal drawings
-model magic (one small ball per student)
-small paper plates
-pencils
-pipe cleaners cut in 2 pieces (5 per student)
-watercolor trays
-watercolor brushes
-water cups
Technology : (instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning)
-If color prints are not available for students to view their animals, color images of student animals may be
projected on the screen via a laptop.
Differentiation / Accommodations / Modifications / Increase in Rigor : (to help meet the needs of all
learners, learning differences, cultural and language differences, etc.)
Differentiation: Students will be able to hear instruction as well as see it done visually before they do it
themselves. Students will have choice in what kind of animal they create.
Accommodations: Students may be given one-on-one assistance if they have need. Students may be paired up
with a partner to help them if they have need. Students may also have the animal started for them (body rolled,
head rolled) if they are frustrated or they have need.
Modifications: Students may be asked to make a flat animal that does not need to stand up if they are not able
to make a 3D animal. Students may also draw a picture of their animal if they are not able to work with the clay.
Increase in Rigor: Students will be asked to add more details or make their animal look more realistic if they
need more of a challenge. Students who are advanced will also be asked to build an animal that can stand on its
own or has movement.
Classroom Management: (strategies consistent with the learning needs of the lesson that also meet student

behavior needs to help keep students actively engaged) Includes: behavior management plan, time
management, transitions, and lesson/class wrap-up
Attention grabber:
- Chime
- Clap rhythms
- Count down (5 seconds until I see all students looking at me4 seconds until all students have a
bubble in their
mouth3 seconds to have hands in your lapand 2and 1)
Class Rules:
- Listen and follow directions the first time
- Raise your hand before speaking or leaving your seat
- Respect your classmates and your teacher
- Keep your hands, your feet, and other objects to yourself
Consequences:
- 1. Verbal Redirection
- 2. Safe Seat (time out in a spot away from the class about 15 minutes or until student can calm
down)
- 3. Buddy Room (time out in a neighboring classroom) + call parents or note home
Time Management:
- 5 - 10 minutes = entering, rules, intro, modeling
- 5 10 minutes = guided practice
- 25 - 30 minutes = independent work
- 5 10 minutes = clean up and line up
Extensions : (activities for early finishers that extend students understanding of and thinking about the learning
objectives by applying their new knowledge in a different way)
-Students who finish early may clean up their area and work on drawing a habitat for their animal or a free draw.
Follow-Up to Todays Lesson : (quick activity for review or building on todays learning that will deepen student
understanding and interconnect concepts; may be incorporated in next session as connection to prior learning or
throughout the unit)
-Students could sculpt another animal with model magic as an early finishing activity after clean up.
Reflection : If you had the chance to re-teach this lesson, what would you do differently ?)(complete this section
in final draft after lesson has been taught.)
If I taught this lesson again, I would be sure to model the entire process before having students begin on their

animals. I thought that if I modeled a little bit at a time, students would be more engaged and would be able to
focus on one step without getting overwhelmed with all of them. However, I think that the students could have
been more successful if I had modeled how to create one animal and demonstrated through that process skills
that they could have all used for their particular animal. For example, how to roll a ball, pinch out details, smoosh
clay together, roll a coil, and use pipe cleaners for limbs are all skills that could be applied to a multitude of
animals. I think that rather than making the project easier, chunking out the steps just made it more confusing for
the first graders. Stopping was difficult that often and talking became an issue and a focus. This could have been
eliminated if more instruction was given up front and students were more enabled to work independently.
Learning Statement: (Summary of what has been taught in this lesson and its purpose to be displayed with the
artwork; to inform the school community of the learning involved in the lesson.) (Bold or italicize key concepts
or vocabulary.) KCAI Addition
First grade students created 3-dimensional sculptures in art class as an extension of their study of animals. By
learning facts about their animals and viewing images of how their animals look, students were able to act like
scientists in the art room as they use observation to create a sculpture that looks like the real version of the
animal. Students will use clay techniques such as pinch and coil to create the animal forms. Students
incorporated their sculpted animals into a habitat environment they created in their classroom.

Images of Student Work: (5 Examples) (Complete this section in final draft after lesson has been taught.) KCAI
Addition

Grading Rubric:

Name: ____________________________
Model Magic Animals
I finished my animal.
I followed all the
directions.

Excellent:

Good:

I was neat and took

my time to sculpt and
paint.

Excellent:

My animal has lots of

details and looks like
the real animal I am
studying.

Excellent:

3
Good:

4
4

OK:

Needs Work:

2
OK:

3
Good:

Needs Work:

2
OK:

1
1
Needs Work:

I took good care of my

supplies

Excellent:

Good:

OK:

Needs Work: