Name: Kelsey Best
Grade Level: Elementary (Kindergarten)
Big Idea: Nature
Key Concept: Survival
Subject Matter: Endangered Animals (1 Day project)
Areas of Integration: Science
Lesson Title: Rainbow Animals
Essential Questions: What do animals need to survive? How do people relate to
this?
I.
Standards:
- VA:Re7.2.Ka : Describe what an image represents
- VA:Re8.1.Ka : Interpret art by identifying subject matter and describing
relevant details.
- VA:Cn11.1.Ka : Identify a purpose of an artwork.
II.
Behavioral/Objectives:
- Students will explore the concept of survival through a pop art style of
drawing, reflecting their knowledge of endangered animals.
- Students will create a drawing on black paper with a variety of construction
paper crayons in order to gain experience using new materials.
- Students will identify several different species of endangered animal and be
able to discuss what it means to be endangered, as well as the role
people play in it.
- Students will explore the basics of advocacy, and how raising awareness for
a cause can influence the outcome.
- Students will examine several colorful paintings by Andy Warhol depicting
endangered animals and be able to recognize that they are a rainbow
of colors instead of just realistic colors.
- Students’ learning will be measured based on their ability to describe the
animal they have chosen to represent and why they think it’s
endangered.
III.
Anticipatory Set
Presentation: Students will learn about endangered animals and Andy
Warhol images through a power point presentation. I will assess their
comprehension of these subjects by asking individual questions while
each student works. Students will access prior knowledge they may
have about the animals listed. Students will also explore the concept
of survival by discussing things that animals need to survive and how
people relate to it. Students will recognize that making art for a cause
can help raise awareness and therefore, influence the outcome.
Demonstration: Students will observe a demonstration in which I chose an
animal from a photographic list in the powerpoint (as
Kindergarteners will have difficulty reading the names) I will use a
variety of different colored crayons to draw one animal, noting that
we are making “rainbow animals” and that they are not meant to have
only realistic colors.
Studio Time: Students will use their studio time to draw their animal using a
variety of colors and shapes. I will also use this time to ask each
student to describe their chosen animal and to explain why they think
it is endangered.
IV.
Objective
Students will explore the concept of survival using the topic of
endangered animals and the art of Andy Warhol to create a
drawing using a variety of colors.
V.
Input
Art Making Activity: Rainbow Animals (Endangered Species drawings)
Choice of Media: Black paper, construction paper crayons
Subject Matter: Endangered Animals
Personal Connections: Explaining choice of endangered animal and
connecting prior knowledge they have of that animal to their work.
Teacher Example: (To be attached)
Concept Map:
Day 1
- Students will be introduced to the concepts of
survival and endangerment through powerpoint
presentation.
- Students will examine examples of work by Andy Warhol
depicting species of endangered animals.
- Students will observe a demonstration in which I start my
own “rainbow animal” drawing, receiving instruction to
use as many different colors as possible.
- Students will create their drawings during their studio time
and be assessed individually about their choice of
animal.
- Students will close their studio time by answering an “exit
slip question”. Their question will ask them to turn to
their neighbor and explain their chosen animal and why
they chose it.
Materials/Supply List
Black paper, construction paper crayons, powerpoint presentation with reference
photos
Vocabulary
Survival: the ability to continue living despite difficult circumstances.
Endangered: a state of decreasing population in a specific species of animal,
often due to the effects of people.
Raising Awareness: the act of educating others about a social problem, often
through artistic means.
VI.
Modeling:
VII.
Check for Understanding
- I will check for understanding by assessing each project and
asking each student to explain their animal and why
they think it’s endangered.
VIII.
Guided Practice
- Students will receive instruction through demonstration and
one-on-one attention.
- Students will also connect any prior knowledge they have
about their chosen animals to their drawings.
- Students will participate in powerpoint presentation by
answering questions about the content.
- Students will view teacher demonstration of methods and
participate by answering questions.
Assessment Rubric
Student Name:
Brief description of the
Assessment/Key Traits
Responding
1. Identify an
endangered
species of
animal
VA:Re7.2.Ka :  Practice fine
Describe what
motor skills
an image
 Practice color
represents
identification
 Recognize
respect for
materials
Creating
2. Use colorful
contour line
details
VA:Re8.1.Ka :  Identify
Interpret art
shapes being
by identifying
used to make
subject matter
animal
and describing  Create details
relevant
using different
details.
colors
 Identify
specific animal
species
Connecting
3. Identify the
purpose of
raising
awareness in
art
VA:Cn11.1.Ka  Identify how
: Identify a
outcomes can
purpose of an
be influenced
artwork.
by the making
of advocacy
art.
Date:
Strong
evidence
No
evidence
Limited
evidence
Sufficient
evidence
Student did not
attempt a
drawing.
Student
attempted to
create a
drawing but it
is not of an
endangered
animal.
Student
effectively
created a
drawing of an
endangered
animal but is
lacking effort
and/or
craftsmanship.
Student did not
attempt to add
details to their
drawing.
Student used
Student chose
only one color two different
for their details. colors to use
for their details.
Student used a
variety of
colors while
adding details
to their
drawings.
Student did not
attempt to
reference work
or explain why
survival is
related to
endangerment.
Student cannot
reference work
but can explain
why survival is
related to
endangerment
separately from
their work.
Student can
reference their
work while
explaining how
their
endangered
animal is
represented.
Student can
reference their
work but has
trouble
connecting it to
survival and
endangerment.
Student used
crayons to
draw the image
of an
endangered
animal.
IX.
Closure
- Students will close this lesson by talking about their endangered animals to
their neighbors as an exit slip.
- Teacher will grade projects based on rubric to see how many students
achieved each of the required standards. This information will shape
the next lesson and determine if students need further instruction on
the concepts we discussed.
X.
Reflection
- Students were able to identify endangered animals and represent one in
their drawings.
- Students were able to explain how the concept of survival relates to their
work and why they think their chosen animal is endangered.