Department of Arts Administration, Education, and Policy
UNIT PLAN OVERVIEW
(Revised 2016)
Teacher Candidate Jessica Bowlby
School Richard Avenue Elementary
Grade Level 3
UNIT TITLE Clay Turtles
Length of Class Period 50 mins.
Approximate Number of Students in Each class 25
Beginning Date for this Unit 1/24/19
Ending Date for this Unit
ENDURING UNDERSTANDINGS
Critical and Creative Thinking: Students combine and apply artistic and reasoning skills
to imagine, create, realize and refine artworks in conventional and innovative ways.
PROGRESS POINTS
D. Produce artworks that express and represent their experiences, imagination, and ideas using
a range of media including new technologies.
CRITICAL ISSUE / BIG IDEA
Anticipatory Set (what do the students already know, why is this lesson relevant?)
By third grade, students have had a decent amount of experience working with clay. They have
worked with creating slabs and carving details into the slab. They have also made small pinch
pots in which they take a palm sized amount of clay and pinch it to create a small pot. They
have worked with clay tools such as a wooden tool to carve into the clay and create details and
designs. They also have experience painting their clay projects with water color paint. This unit
is relevant because it builds on the students’ prior knowledge. It allows them to work more in
depth with clay by creating an animal out of a pinch pot. They are creating a pinch pot and
giving it a different purpose other than it being utilitarian. They are also going to be using glaze
to add color to their turtles once fired.
Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
Students will be creating a turtle from a pinch pot. They will be creating a pinch pot and flipping
it over in order to make the turtles shell. They will then by pinching out the head, tail, and legs of
the turtle. They will be using a wooden clay tool to carve a design into the turtle’s shell. Once
fired, students will be adding a coat of glaze to their turtles to add color and shine.
Essential Questions (provocative, engaging, critical)
Does a pinch pot have to be useful/utilitarian?
How can we use clay to create a three-dimensional form?
Possible Integration
This unit could be integrated into a science class where students learn about turtles and the
different species and habitats they live in.
DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT
Lesson One
Title Pinch Pot Turtles
Lesson Description Students will be creating a turtle from a pinch pot. They will be creating a
pinch pot and flipping it over in order to make the turtles shell. They will
then by pinching out the head, tail, and legs of the turtle. They will be using
a wooden clay tool to carve a design into the turtle’s shell.
Lesson Two
Title Glazing
Lesson Description Once fired, students will be adding a coat of glaze to their turtles to add
color and shine. They will also be completing an exit ticket about their
turtle describing the process in which he/she was created.
Explain how technology has been used in this unit
LESSON PLAN
Teacher Candidate Jessica Bowlby
School Richard Avenue Elementary
Grade Level 3
LESSON NUMBER 1
Lesson Title Pinch Pot Turtles
Length of Class Period 50 minutes
Approximate Number of Students in Each class 25
Beginning Date for this Lesson
Ending Date for this Lesson
CONTENT STATEMENT – PERCEIVING/KNOWING
CONTENT STATEMENT – PRODUCING/PERFORMING
4PR Create artworks that demonstrate awareness of two- and three- dimensional space.
CONTENT STATEMENT – RESPONDING/REFLECTING
Performance-based Assessment Objectives
1. Students will be able to use clay to create a pinch pot resembling a turtle.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
1. Students will create one turtle from a pinch pot form. They will use a pinch pot for the body
and will pinch out the head, tail, and legs. They will use their wooden clay tool to carve a design
into the turtle’s shell. I will give formative feedback during class by coming around to each
student and checking to see if they have met all of the requirements. They will need to meet all
requirements before turning their project in to me.
Academic Language
Vocabulary
Pinch pot
Hollow
Carve
Pinch
Additional Language Demands (specific speaking or writing activity)
Accommodations for Special Populations
For a student with behavioral problems, I will allow them to sit alone at a different table if
necessary to stay on task and not be distracted by other students.
For a cross categorical student, I will stay close by and give extra instruction and assistance. I
will also stay close by so that I can keep students on task. I will also help students pinch out
their pinch pot or add details if they get confused or frustrated.
Art/Visual Culture Examples
Preparations
Materials/Resources for Teacher
Clay
Wooden clay tools
Cups of water
Boxes for finished projects
Kiln
Materials for Students
Clay ball
Wooden clay tool
Cup of water
Safety Procedures
I will tell the students to use walking feet while in the art room and to never run while carrying art
tools. I will also tell them to keep their hands to themselves and to not touch each other with
their tools. They will be allowed to go to the sink one person at a time to avoid spills and slips.
When carrying any liquid materials, they must use two hands and walk slowly so that they do
not spill anything or slip and fall. I will also tell the students that they clay is not to be put in their
mouths and they must wash the clay off of their hands before leaving the classroom.
LEARNING ACTIVITY
Getting the Classroom Environment Ready
For this lesson, I will prepare the classroom by having the clay divided into palm sized clay balls
for each student. I will have a cup of water at each table for the students to use along with
wooden clay tools. Each table will be covered with a large piece of paper to act as a table cloth
so that the clay doesn’t get on the tables.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Day Duration Application Resources
To begin class, students will enter the room and find
a spot on the rug. I will begin by asking them
questions such as:
● Where does clay come from?
● How can we use clay to make a
three-dimensional object?
● Does anyone remember how to make a pinch
pot?
● Does a pinch pot need to be
functional/useful?
I will then tell the students that we will be creating
pinch pots. I will show the students how to roll their
clay into a ball (it will already be in a fairly round ball ● Clay
1 15 mins. when they receive it) and how to stick their thumb ● Wooden tool
into it to create a hole. I will then show them how to ● Cup of water
hold their fingers to create their “pinchers” in order to
pinch the clay to create a pinch pot. I will show them
how they need to pinch, turn, and repeat. I will then
show them how they can use just a little bit of water
to smooth over the cracks on their pinch pot if it
begins to dry out as they are working on it. After I
have created my pinch pot, I will show the students
how to pinch out the head, tail, and feet for their
turtle. I will then show the students how to use the
wooden tool to carve into their turtles shell. They can
carve whatever design they would like into their
turtles shell.
Work time – I will have the bag of clay on the
teacher’s desk and I will pass out one ball of clay to
each student that looks like they are sitting quietly
and listening to directions. Once the students have
received their clay, they can go back to their seats ● Clay ball
1 28 mins. and get to work. They will begin by creating a pinch ● Cup of water
pot, flipping it over, and pinching out the head, tail, ● Wooden tool
and feet of their turtle. After this they will use their
wooden clay tool to carve a design into their turtle’s
shell. Once finished, students will put their name on
the bottom of their turtle and place it in the box to
dry. If students finish early, they can use this time to
either write a story pertaining to their turtle or draw a
picture of their turtle and create a visual story. I will
come around and help student create their pinch pot
if their hands are not strong enough to do it by
themselves.
Clean up – Students will place their turtles in the
boxes on the counter to dry. They will then wash
their hands in the sink and return to their seat. If they
1 7 mins ● Boxes
have made an additional artwork, they will be able to
take these home with them. I will call students by
table to line up by the door.
●
●
Clean-up Procedures (Room, Materials & Work Storage)
Clean up – Students will place their turtles in the boxes on the counter to dry. They will then
wash their hands in the sink and return to their seat. If they have made an additional artwork,
they will be able to take these home with them. I will call students by table to line up by the door.
Closure, Review & Anticipation (what’s next?)
I will tell students that once their turtles come out of the kiln, we will be glazing them so that they
are colorful and shiny.
Supplemental Activity
If students finish early, they can use this time to either write a story pertaining to their turtle or
draw a picture of their turtle and create a visual story.
Teacher reflection focused on the lesson after it has been taught
● Students enjoyed this clay lesson
● Most students were strong enough to hollow out the clay to create a pinch pot
● Most students like making a turtle but some wanted to make different types of animals
● Students enjoyed the supplemental activity and a lot of them drew houses for their turtles
to live in
LESSON PLAN
Teacher Candidate Jessica Bowlby
School Richard Avenue Elementary
Grade Level 3
LESSON NUMBER 2
Lesson Title Glazing
Length of Class Period 50 minutes
Approximate Number of Students in Each class 25
Beginning Date for this Lesson
Ending Date for this Lesson
CONTENT STATEMENT – PERCEIVING/KNOWING
CONTENT STATEMENT – PRODUCING/PERFORMING
1PR Demonstrate skill and expression in the use of art techniques and processes.
CONTENT STATEMENT – RESPONDING/REFLECTING
Performance-based Assessment Objectives
1. Students will be able to glaze their fired clay project.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
1. Students will apply an even layer of glaze onto their turtle while making sure not to glaze the
bottom of their piece. I will come around during class and give oral feedback as a form of
formative assessment to make sure everyone is properly glazing their turtles by applying an
even layer of glaze and not glazing the bottom of their project.
Academic Language
Vocabulary
Pinch pot
Hollow
Carve
Pinch
Additional Language Demands (specific speaking or writing activity)
Students will complete an exit ticket in which they describe their artwork and the process in
which they made it.
Accommodations for Special Populations
For a student with behavioral problems, I will allow them to sit alone at a different table if
necessary to stay on task and not be distracted by other students.
For a cross categorical student, I will stay close by and give extra instruction and assistance. I
will also stay close by so that I can keep students on task.
Art/Visual Culture Examples
Preparations
Materials/Resources for Teacher
Fired turtles from last class
Glaze
Paintbrushes
boxes
exit tickets
Materials for Students
Fired turtle from last class
Glaze
Paintbrush
exit tickets
Safety Procedures
I will tell the students to use walking feet while in the art room and to never run while carrying art
tools. I will also tell them to keep their hands to themselves and to not touch each other with
their tools. They will be allowed to go to the sink one person at a time to avoid spills and slips.
When carrying any liquid materials, they must use two hands and walk slowly so that they do
not spill anything or slip and fall.
LEARNING ACTIVITY
Getting the Classroom Environment Ready
I will prepare the classroom by removing the students turtles from the kiln and placing them
back into their boxes for storage. I will place the boxes on the teachers desk so they are ready
to pass out to students. I will have glaze sitting at each table as well as paint brushes to apply
the glaze with. I will have a stack of exit tickets on the teacher’s desk for the students to take
when they are done painting their turtle. I will have my example turtle as well as glaze and a
paintbrush ready to go for my demonstration. The students will enter the room and find a spot
on the carpet and I will begin with my demonstration.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Day Duration Application Resources
Students will enter the classroom and find a spot on
the carpet and I will begin with the demonstration. I
● Turtle from
will explain to the students that we will be using
last class
glaze to paint our turtles. I will show them how we
● Glaze
1 15 mins. need to apply an even layer of glaze to our turtle. I
● Paintbrush
will also stress to not apply glaze to the bottom of
● Exit ticket
their turtle. I will then show them how to fill out the
● Pencil
exit ticket by doing an example exit ticket based off
of my own pinch pot.
Work time – I will pass back the students turtles
and they can head to their seat and get to work. I
will have their projects in a box that I have put their
projects in after unloading them from the kiln. I will
pass them back to students while they are sitting on
the rug. I will call their name and they will come
forward and get their project and head back to their ● Turtle from
seat to get to work. They will begin by glazing their last class
pinch pots and will then complete an exit ticket. ● Glaze
1 28 mins.
They will get the exit ticket off of the teacher’s desk. ● Paintbrush
Once they have completed the exit ticket, they will ● Exit ticket
give it to me and place their turtles back in the box ● pencil
to dry. If students finish early, they can use this time
to either write a story pertaining to their turtle or
draw a picture of their turtle and create a visual
story. I will come around and make sure students
are staying on task and check to see if anyone
needs help filling out their exit ticket.
Clean up – Students will place their turtles in the
boxes on the counter to dry. They will place their
paintbrushes in the sink. They will then wash their
1 7 mins. hands in the sink and return to their seat. If they ● Boxes
have made an additional artwork, they will be able
to take these home with them. I will call students by
table to line up by the door.
●
●
Clean-up Procedures (Room, Materials & Work Storage)
Clean up – Students will place their turtles in the boxes on the counter to dry. They will place
their paintbrushes in the sink. They will then wash their hands in the sink and return to their
seat. If they have made an additional artwork, they will be able to take these home with them. I
will call students by table to line up by the door.
Closure, Review & Anticipation (what’s next?)
Supplemental Activity
If students finish early, they can use this time to either write a story pertaining to their turtle or
draw a picture of their turtle and create a visual story.
Teacher reflection focused on the lesson after it has been taught
● Students LOVED glazing
● None of the students had ever glazed before
● There was a little confusion from the students as to why the clay had to go back into the
kiln and how the glaze would turn from matte to shiny
● Some students didn’t understand why they couldn’t take their turtles home
● Since the tables were messy from the glazing, most students went to the carpet once
they were done glazing
Be sure to attach to the full instructional unit
Name: ________________________________________________________________
Clay Turtles
1. Your turtle was made by: 2. You added color to it with:
a. Slab a. Paint
b. Coil b. Glaze
c. Pinch pot c. Markers
3. What is your favorite part of your turtle? ____________________________________
______________________________________________________________________
Name: ________________________________________________________________
Clay Turtles
1. Your turtle was made by: 2. You added color to it with:
a. Slab a. Paint
b. Coil b. Glaze
c. Pinch pot c. Markers
3. What is your favorite part of your turtle? ____________________________________
______________________________________________________________________
Teacher Example
Student Examples
