LESSON PLAN FORMAT

University of North Texas

Art Education

Lesson 2
Unit Title and Rationale:
Wildfires: The Damage to Our Atmosphere
This lesson will be focusing on how forest fires contribute to greenhouse gas effects within
Earths atmosphere. By students learning in their prior lesson the overall understanding of how forests
are destroyed, they can build upon these ideas. Forest fires teach students how the burning of trees
releases large amount of carbon monoxide into the atmosphere, as well as destruction to the other three
elements within the ecosystem.
Unit Key Concepts:
Global Warming: How each of our elements contribute to global warming
Destruction of Forests: How/ why deforestation occurs
Air/water pollution: how the destruction of ecosystems contributes to the pollution of Earths
atmosphere and water systems.
Power of Artist: how artist spread awareness of environmental issues
Carbon Cycle: This series of naturally occurring processes where carbon is exchanged between
organisms and the environment becomes unbalanced when environmental issues displace or disturb the
natural process.
Lesson Key Concepts:
Global Warming: forest fires contribute to global warming through release of carbon monoxide
gas, causing greenhouse effects.
Destruction of Forests: environmental factors from global warming are contributing to more forest
fires. Wildfire take out large amounts of forestry in a single event
Power of Artist: how artist Hiroko Yoshimoto uses her artwork to spread awareness about wildfire
destruction.
Carbon Cycle: Forest fires disturb the natural process of the carbon cycle
Essential Question:
What are forest fires and why are they important?
What is the carbon cycle and greenhouse gases?
How do they disturb the carbon cycles balance?
How can artist make a difference to our environment?
Lesson Objectives:
The student will be able to explain what forest fires are
The student will be able to explain what the carbon cycle is
The student will be able to explain what greenhouse gas effects are
The student will be able to explain how our artist, Hiroko Yoshimoto, uses her art to make a
response to environmental issues
The student will be able to explain how action painting, mixed media, and symbolism can be
used to communicate emotional, personal responses to real world issues
The student will be able to explain their visual response to wildfires through their end project
Specific Art Content:
Mimicking styles: how students can learn about new mediums, techniques, and develop skills
through the mimicking of artist.
Watercolor techniques: wet-into-wet
Students will learn how to use the wet-into-wet technique with watercolor to create visuals similar to
Hiroko Yoshimotos art pieces

Action Painting: how artist use action painting to capture emotions

Mixed media: combining watercolor with charcoal for their visual project
Balance: how our artist uses balance in both visual shapes and materials to create a successful piece
Instruction and Its Sequencing:
Day 1:
Introduction/Motivation:
(2 minutes) We will begin class by watching an exciting video of a forest fire that was captured in great
video quality. As well, the video contains educational content about the destruction of forest fires
Filming a Raging Forest Fire- Discovery Channel
(3 minutes) Class Discussion: we will have a short discussion on students initial responses to the video
and forest fires.
Purpose:
Introduce students to our main topic
Students will be introduced to vocabulary needed to understand ideas of environmental effects
Have exercise sketches to start developing ideas for main project
Instruction:
(10 minutes) Read article on forest fire effects on climate change. Discuss main topics of article
with class.
Main topics:
Wildfire contributing to global warming
How wildfires disturb the carbon cycle
How wildfires cause greenhouse gas effects due to carbon cycle damage
(3 minutes) Watch Youtube video on carbon cycle. This will ensure students fully understand how the
carbon cycle works in general, and be able to connect the contribution of wildfires
The Carbon Cycle by Mike Weintraub
https://www.youtube.com/watch?v=nzImo8kSXiU
(15 minutes) Students will be given time in class to make three exercise sketches. These sketches must
be a visual response of wildfire destruction on the ecosystems and atmosphere.
Resources & Materials for Teacher:
Filming a Raging Forest Fire
https://www.youtube.com/watch?v=R9tQXY2GNxI
Wildfire Article
https://www.washingtonpost.com/news/energy-environment/wp/2015/05/14/how-massive-wildfirescan-actually-warm-the-planet/?tid=ss_pin
The Carbon Cycle
https://www.youtube.com/watch?v=nzImo8kSXiU
Resources & Materials for Students:
Wildfire Article
https://www.washingtonpost.com/news/energy-environment/wp/2015/05/14/how-massive-wildfirescan-actually-warm-the-planet/?tid=ss_pin
Sketchbooks
Drawing materials
Guided Practice:
The YouTube videos and article will be our visual guides to introducing the topic and issues to
us, and our discussions will help flesh out those ideas.
Through our discussions I will have guided questions to help stay on task and answer important ideas:
Wildfire contributing to global warming
How wildfires disturb the carbon cycle

How wildfires cause greenhouse gas effects due to carbon cycle damage
Independent Practice: In their sketchbooks students will make three reponses to the material they have
seen in todays lesson. Students can show me their understanding and interpretation of wildfires
through these sketches.
Closure:
I will leave students with the questions of:
How do you think artist are able to use art to make a difference in the world?
How do artist tell a story and/or express emotions in artwork?
Classroom Management Procedures:
Have class discussions with guided questions to help students keep on track.
Students will not be required to leave room or use any dangerous materials for this lesson.
Adaptations for Students with Special Needs:
Students with visual/auditory impairments may need to move to front of room to see videos
Students with reading problems may need extra time to look over article.
_________________________________________________________________________
Day 2:
Introduction/Motivation:
(5 minutes) We will begin class by watching a Youtube video of our artist Hiroko Yohimoto and
her artwork related to wildfires
Purpose:
Students will be introduced to artist. This will be students example of how artist connect
environmental issues to fine arts
Students will discuss how our artist uses action painting, mixed media, and balance to make a
successful composition
Students will practice watercolor techniques
Introduce project to students
Instruction:
(10 minutes) Class discussion on what is action painting, mixed media, and the use of balance
in compositions by studying our artist work.
(10 minutes)
Intro of Project: Students will be using artist Hiroko Yoshimotos series Rising from the Ashes as
inspiration for their project to develop both conceptual and compositional skills. By combining
watercolor and charcoal, we will create our own versions of these art pieces.
Students will use charcoal to represent the build of greenhouse gases in the air.
Our artist
used a combination of charcoal and burned tree ashes for her series to represent the devastation of
forest fires.
(5 minutes) Watercolor Demo: I will demonstrate for students the wet-into-wet watercolor technique to
help recreate a similar style to Hiroko Yoshimotos work.
(10 minutes) Class activity: Students will be given painting supplies to practice the wet-into-wet
watercolor techniques.
Resources & Materials for Teacher:
Hiroko Yoshimoto Youtube video:
https://www.youtube.com/watch?v=81PTv1RlU3s
Article on Hiroko Yoshimotos series:
http://www.vcstar.com/entertainment/350652301.html?d=mobile
Watercolor paper, paints, brushes
Water cup
Resources & Materials for Students:

Watercolor paper, paints, brushes

Charcoal
Water cup
Drying Rack
Guided Practice:
Through our discussion we will connect environmental issues to art making. Will will introduce
art concepts/vocabulary, and how art is used as a social tool for awareness
I will demo the watercolor technique so students can clearly see how it is done and so I can answer any
questions along the way
Independent Practice:
Students will be able to develop better understanding of connection between environmental
issues and social artwork through class discussions
Students will exercise the watercolor technique to show understanding of technique.
Closure:
Students will be asked to clean up and have a final sketch done for next class period. They will
use the watercolor technique they learned and charcoal to create their final project.
Adaptations for Students with Special Needs:
Students with visual impairments may need to sit at front to watch video at beginning of class
Students with motor movement impairments may need hand grip tools to hold paintbrush. The
watercolor technique does not require fine motor skills to create desired look.
Day 3:
Introduction/Motivation:
(5 minutes) Slideshow: Students will be shown a short slideshow with inspirational images for
their projects, including our main artist.
Purpose:
Work day: Today is all about working on our projects.
Guidance: I will be walking around room and discussing with students their ideas. I will try to help any
students who are struggling to develop a good concept/composition for their project
Instruction:
(30 minutes) Students will be given class time to work on their projects. I will be walking
around room to help any students.
(5 minutes) Students will clean up supplies and desk. Place wet paintings on drying rack
Resources & Materials for Teacher:
Slideshow of inspirational photos
Resources & Materials for Students:
Watercolor paper, paints, brushes
Water cup
Charcoal
Drying Racks
Final sketches
Guided Practice:
I will be guiding students through their concept and composition ideas. They need to be
including balance, mixed media, and action painting into their work to exercise some of the lessons
objectives
Independent Practice:
Students will demonstrate correct use of watercolor techniques.
Students will explain how their project are making a social statement for environmental issues.
Closure:

Students will be asked to clean up and be prepared to finish and have critique last half of next class.
Adaptations for Students with Special Needs:
Students with visual impairments may need to move to front of room to see inspiration photos
on slideshow
Day 4:
Introduction/Motivation:
(2 minutes) Show my final examples of artworks I made based off of Yoshimotos work.
Purpose:
Work day: Today is all about working on our projects and finishing up.
Critique: Hold short critique to see everyones work and have a class discussion of how they explored
balance, mixed media, action painting in their paintings.
We will also be discussing how students found inspiration from Yoshimoto for their artwork.
How does their artwork communicate the environmental issues we have discussed and help bring
awareness to this?
Instruction:
(25 minutes) Finish up projects and begin to display them around room
(25 minutes) Have in-class critique
Resources & Materials for Students:
Finished art works
Supplies needed to finish in class
Guided Practice:
I will guide the conversation during discussion, reviewing all the information we have learned
during this lesson, how it has come through in the art piece, and how successful they did.
Independent Practice:
Students will be able to demonstrate how their artwork connects to our lessons objectives and
what they learned from this project
Closure:
Students will be able to take home their exercise paintings from Day 2 and have end projects
back by next class.
Adaptations for Students with Special Needs:
Students with visual/auditory impairments may need to move to front of room to artworks and
hear class discussion
Formative Evaluation:
Grade:

A-B

B-C

C-D

D-F

Included
connection to
wildfire
environmental
issues

Student demonstrates
clear connections to
environmental issues
related to wildfires.
Including: global
warming, greenhouse
gases, air/water
pollution

Student demonstrates
good connections to
environmental issues
related to wildfires.
Including: global
warming, greenhouse
gases, air/water
pollution

Student does not

demonstrate good
connections to
environmental issues
related to wildfires.
Including: global
warming, greenhouse
gases, air/water
pollution

Student demonstrates
no connections to
environmental issues
related to wildfires.
Including: global
warming, greenhouse
gases, air/water
pollution

Included formal Student demonstrates Student demonstrates Student does not

clear connections to
good connections to
demonstrates good
art elements
formal art qualities
formal art qualities
connections to formal
into art piece

Student does not

demonstrates
connections to formal

discussed in class. This

includes balance,
mixed media, action
painting, social art
statements,
environmental art

Included
inspiration
from artist
Hiroko
Yoshimoto

discussed in class. This

includes balance,
mixed media, action
painting, social art
statements,
environmental art

art qualities discussed

in class. This includes
balance, mixed media,
action painting, social
art statements,
environmental art

Students demonstrates Students demonstrates Students demonstrates

techniques used by
techniques used by techniques used by
Yoshimoto with
Yoshimoto fairly
Yoshimoto poorly
accuracy

art qualities discussed

in class. This includes
balance, mixed media,
action painting, social
art statements,
environmental art
Students does not
demonstrates
techniques used by
Yoshimoto

Classroom Management Procedures:

Have class discussions with guided questions to help students keep on track.
Students will not be required to leave room or use any dangerous materials for this lesson.
Sit students accordingly so that videos and slideshows will be viewable to everyone
Interdisciplinary Connections:
Environmental Science
XI. References & Resources:
Filming a Raging Forest Fire
https://www.youtube.com/watch?v=R9tQXY2GNxI
Wildfire Article
https://www.washingtonpost.com/news/energy-environment/wp/2015/05/14/how-massive-wildfirescan-actually-warm-the-planet/?tid=ss_pin
The Carbon Cycle
https://www.youtube.com/watch?v=nzImo8kSXiU
Wildfire Article
https://www.washingtonpost.com/news/energy-environment/wp/2015/05/14/how-massive-wildfirescan-actually-warm-the-planet/?tid=ss_pin
Hiroko Yoshimoto Youtube video:
https://www.youtube.com/watch?v=81PTv1RlU3s
Article on Hiroko Yoshimotos series:
http://www.vcstar.com/entertainment/350652301.html?d=mobile
Art TEKS:
Knowledge and skills
consider concepts and ideas from direct observation, original sources, experiences, and
imagination for original artwork;
make judgments about the expressive properties such as content, meaning, message, and
metaphor of artwork using art vocabulary accurately.
Creative expression
use an understanding of copyright and public domain to appropriate imagery constituting the
main focal point of original artwork when working from images rather than direct observation
or imagination
create original artwork to communicate thoughts, feelings, ideas, or impressions;
demonstrate effective use of art media and tools in drawing, painting, printmaking, sculpture,
ceramics, fiber art, design, and digital art and media.

Critical evaluation and response

interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists such
as that in museums, local galleries, art exhibits, and websites;
evaluate and analyze artwork using a verbal or written method of critique such as describing
the artwork, analyzing the way it is organized, interpreting the artist's intention, and evaluating
the success of the artwork;
XIII. National Art Standards
Creating:

Anchor Standard #1. Generate and conceptualize artistic ideas and work.
Anchor Standard #2. Organize and develop artistic ideas and work.
Anchor Standard #3. Refine and complete artistic work.
Responding:
Anchor Standard #7. Perceive and analyze artistic work.
Anchor Standard #8. Interpret intent and meaning in artistic work.
Anchor Standard #9. Apply criteria to evaluate artistic work.
Connecting:
Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical
context to deepen understanding.