1. Lesson Plan Format
MTE/534 Version 4
1
University of Phoenix Material Rachel Premer
Lesson Plan Format
Create an authentic, standards-based production lesson plan for visual or performing arts. The lesson
plan must result in the creation of an art work or a performance. Attach any handouts or other original
materials for the lesson
Component Details
Lesson title Life Cycle of a Pumpkin
Grade level 1st grade
Time or days for completion 2 days 30 minutes each day
State standards and arts
components
Art State Standard
1.0 ARTISTIC PERCEPTION
Develop Perceptual Skills and Visual Arts Vocabulary
1.1 Describe and replicate repeated patterns in nature, in the
environment, and in works of art.
Science State Standards:
Investigation and Experimentation
4. a. Draw pictures that portray some features of the thing
being described.
Objectives Students will be able to recognize the life cycle of a pumpkin
while painting a replica of a pumpkin and its stages.
Areas of curriculum
integration
Science will be integrated in this visual arts lesson.
Previous knowledge required
from students to participate
Students must know the safety rules about paint.
Required materials, including
equipment and technology
Note. Permission must be
obtained for copyrighted
materials; websites must be
cited for any downloaded
materials.
· One and a half paper plates
· Orange paint
· Paint brushes
· Water
· Newspaper
· One green yarn about 2” long
· Life cycle printout
· Brown construction paper (small rectangle)
· Staples
· Crayons
· Scissors
Sequence of lesson, such as
hook, input, modeling, guided
practice, and closure guided
practice, where applicable
Day 1
· Have the students clear off their desks
· Explain to the students that they will be learning about
the life cycle of a pumpkin
· Ask the students if they know how many stages there
are. (5 stages)
· Discuss the 5 stages and why they are in that order

2. Lesson Plan Format
MTE/534 Version 4
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· Explain to the students that they will be painting a
replica of a pumpkin and its stages for display
· Have the student place a large piece of newspaper on
their desk
· Pass out one and a half paper plates
· Have the students write their names on the back on
the plates
· Arrange paint and paintbrushes for students
(this step could either be done outside or have
students wear aprons)
· Remind the students that pumpkins have texture and
that they don’t all look the same.
· Have the students paint the plates orange
· Set the plates to the side to dry
· Clean up paint and materials
Day 2
· Pass out life cycle printout and crayons
· Discuss the life cycle of a pumpkin again
· Have the students color in the printout
· Have the student cut out the different stages
· Group up the students
· Pass out their dried painted pumpkins
· Pass out one string of yarn for each student
· Pass out small rectangle of brown construction paper
· In their group have the students staple the pieces all
together
· Give the students an example of what it should look
like:
Small rectangle on top
One end of yarn stapled to pumpkin
Half plate stapled to bottom of full plate opened
Stages stapled to yarn in correct order
· Clean up
· Display pumpkin life cycle for everyone to see
Assessments that align to
objectives
· Indicate if the
assessment is formative
or summative
· Include all necessary
rubrics, tests, and
checklists, as
appropriate.
This lesson will be assessed in a formative way. Students will
be graded for participation and listening skills. Final project will
be graded on accuracy. Students will also be graded on
working together.
Plan for diverse learners
Include the following:
· Accommodations for
students with learning or
physical disabilities
· Accommodation for
Physical disabilities:
· Depending on the disability the student could be
paired up with another student while they are painting.
· Student could use markers instead of paint
· Student could use their hands instead of a paintbrush
· Teacher could schedule an adult assistant for this
lesson

3. Lesson Plan Format
MTE/534 Version 4
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English Language
Learner students
· Accommodation for gifted
students
· An explanation of how
this lesson will appeal to
different learning styles
ELL:
· There is not writing during this lesson so
accommodations are not needed
Gifted students:
· The teacher could give these students more than just
one color to paint pumpkins to create textures and
shades for a more realistic look
This lesson appeals to all learning styles because there is
individual and group work. This lesson is hands on and also
has discussions as a class. The lesson is also divided into two
days in order to keep the students attention.
Classroom management and
safety plan If at all possible the teacher could benefit from an extra set of
adult hands during the painting process. If not then the teacher
could do this lesson in stages at stations. By splitting the
students into groups the teacher can manage each group
instead of individual. Students will be reminded of the
importance of staying safe and clean during this lesson. When
passing out scissors and putting them back the teacher should
have one student in charge in order to deplete any dangers.
Opportunities for display or
public performance This project can be displayed on the walls of the classroom.
This would be a great project to display during open house or
even in the office of the school.

4. Lesson Plan Format
MTE/534 Version 4
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