CODE/MOE/UOIT Makerspaces Project
Lesson Plan: Grades 4-6 Religion, French, Language and Visual Arts:
Overall Expectations :
Specific Expectations :
Visual Arts :
“We are learning to…”
Explain 3 religious Christian values with the help of artistic expression (my choice)
“We will be successful when…”
- We use at least 3 religious Christian values
- We use the materials that are at our disposal
- We show creativity
- What we create clearly explains 3 religious values
- I can explain what I created in my own words
- I explain my creation clearly and precisely
The teacher displays a list of Christian values on the white board. Students are to choose at least 3 values and create a work of art using recyclable objects (containers, cans, construction paper, etc.)
Once finished, students have to explain their creation (not just the 3 values chosen, but also materials used, the way in which they created their work of art, and why/how their work of art represents the chosen religious value)
Students will be exposed to Stop-Motion technology here (for the first time, and in anticipation for the Science-fiction narrative lesson plan).
Materials and Technology :
MINDS ON: Getting Started
Describe how you will introduce the learning activity to your students. What key questions will you ask? How will you gather diagnostic or formative data about the students’ current levels of understanding? How will students be grouped? How will materials be distributed?
The app Google Keep will be used to record student learning observations (photos, videos, anecdotal notes).
The ‘’Before’’ mini-lesson described above will facilitate assessment of and as learning.
Probing questions to ask students:
This task can be done individually or in pairs.
The available materials will be laid out on tables. Students are expected to make a plan of action prior to starting their work of art (the plan must include which materials they require).
ACTION: Working on it
Describe the task(s) in which your students will be engaged. What misconceptions or difficulties do you think they might experience? How will they demonstrate their understanding of the concept? How will you gather your assessment data (e.g., checklist, anecdotal records)? What extension activities will you provide?
The teacher will explain the learning goal, success criteria, and clarify any questions the students may have. The students will make their plan, along with their required materials.
Students may have difficulties finding their own personal way of symbolizing some of the religious values, due to having the pre-conceived notions in their head from years of exposure (which will provide a good starting point)
It may be challenging for students to explain their thinking as to why they chose the materials and why they created their work of art.
CONSOLIDATION: Reflecting and Connecting
How will you select the individual students or groups of students who are to share their work with the class (i.e., to demonstrate a variety of strategies, to show different types of representations, to illustrate a key concept)? What key questions will you ask during the debriefing?
Those students who wish to share their work of art with the class may do so. The spectating students can give comments in the form of descriptive feedback.
The teacher will ask questions such as :
École Sainte-Catherine—Conseil Scolaire Catholique Providence
Adapted from eworkshop.on.ca