UNIT LESSON E.

II DEVELOPING AN ACTIVITY PLAN

Learning Outcomes
Introduction

At the end of the lesson, students are expected to:

1. explain the significance of each component in facilitating student learning;

2. create a lesson plan based on the DepEd curriculum; and
3. discuss the realities of implementing a lesson plan in an actual class.

Effective teaching in art and science classes requires innovative approaches that foster creativity, critical
thinking, and problem-solving skills. This educational content explores hands-on activities, inquiry-based
learning, and student-centered approaches to engage students and promote meaningful learning. By
incorporating strategies like the 5E model and POE-E, educators can create a supportive and interactive learning
environment. This content provides insights into designing engaging lessons and assessing student learning,
ultimately enhancing the educational experience for students.

Engage

Activity 1. PICTURE PUZZLE

Learners will be given a puzzle and present the interpretation of what they have decoded.

Explore
Activity 2.“4 PICS 1 WORD”
Learners will identify the different characteristics in the shown picture.

Explain

Components of an Activity Plan

A lesson plan is a detailed guide of how the teacher will conduct the flow of his or her lesson that
provides structure for teaching, learning, assessment, and even classroom management. The term ACTIVITY
PLAN is commonly used since art classes focus more on hands-on activity than lecture or discussions.

Depending on the school, teacher, or program, an activity plan can be as simple as a written outline or a
complex scripted instruction. The basic components of an activity plan are the following:

Components of an Activity Plan for Visual Art

I. OBJECTIVES This is a clear statement that includes the learning goals of the activity and
what the teacher is trying to achieve. The assessment will be based on the
objectives set by the teacher. See K to 12 Curriculum Guide Appendix.

Content Standard This statement includes how students will demonstrate understanding of
concepts in the cognitive domain, the elements of art and principles. of
design. (Knowledge)

Performance Standard This statement includes how the students will demonstrate a skill by creating
an artwork. It describes the technical skills required to produce the artwork.
(Skill)

Learning Competencies This statement includes the specific tasks and activities that the students are
expected to accomplish in class. The LC code is indicated in the K to 12
Curriculum Guide (see next image).

II. CONTENT This includes key concepts, theories, and principles that are taught and
 learned in specific academic courses. It may also indicate themes or subject
content areas integrated in the art class.

Learning Resources Teacher's guide pages, learner's materials pages, textbook pages, additional
learning resources

III. PREPARATION Preparing the requirements needed by the teacher before conducting the class

This is a list of materials that will be used. Indicate if there are preparations
needed before bringing the works (e.g., Where to put to avoid spillage).

Students bring the materials:

 Individually
Students Materials  By pair
 By group
If the school will provide, indicate the distribution plan

 Per group (assign a team leader)

 Materials station (materials are organized on a table)
 System for distributing and returning materials
This describes the classroom setup. Teachers with their own art rooms can
skip this part as the setup is fixed. However, art teachers who use homeroom
classroom that other teachers also use will need more planning, especially
for complex activities, such as painting and printmaking. Take note that
some activities are not suited for armchairs which are commonly used in
Logistics regular classrooms.

 Workspace (armchair, long tables, on the floor)

 Groupings for sharing materials
 Classroom layout (rows, U-shape, work stations)
 Wash area (placement of buckets, trash disposal)
 Assigned drying area (for wet and messy works like paint and clay)

This describes the Art management system to be implemented in the

classroom. The teacher should decide and prepare these before conducting
the class:

 Safety precautions, preventive measures, warnings, dangers,

reminders in using tools and materials (very important for little kids):
 System to monitor materials (usage and returning of tools);
Class Management  Class Management
 Time breakdown (preparation, activity proper, discussion, cleanup);
 Placement of finished works or drying area;
 Water supply (if there is no sink);
 Cleanup system;
 Roles (name manager, table captain, water helper, materials monitor,
 work collector, posting team, etc.); and
 Adaptations and modifications for children with special needs.

IV. PROCEDURE The detailed process of teaching and learning in the class.

Review

The teacher helps students recall previous concepts, techniques, or past

experiences and insights. Works from the previous activity can also be
Pre-activity showcased. This is important if the current lesson requires prerequisite skills
learned from the previous lesson, especially if it involves technical skills.

 Ask questions about previous lesson.

 Showcase previous artworks.
 Student demonstrating the technique from previous lesson
 Student realization and insights
Engagement

The teacher engages the students' senses by making them curious about the
activity through asking questions, telling stories, or showing the inspirational
work for the day.

 Doodles and fun games

 Songs and video clips
 Poems and storytelling
 Content area discussion (Math, Science, History, etc.)
 Pose a problem (cliff-hanger experiments, what if questions, showing
an interesting video clip, presenting materials, etc.
 Site exploration (Going outdoors, leaf-picking, hide-and-seek games)
 Understand the arts community

Introduction

The teacher discusses the prerequisite knowledge, skills, and expectations

before proceeding with the lesson proper. Some students tend to get excited
during demonstrations, or proceed with the activity without recognizing the
proper usage and discipline needed before creating art.

 Present the materials, usage, origins, and purpose.

 Discuss safety precautions: What to do and what not, consequences.
 Discuss expected behaviors (Act and behave like an artist)
 Demonstrate how to clean up and discuss standards for cleanliness. It
Lesson Proper
is important to specify the guidelines in cleaning up before the start
of the lesson.
 Observe the teacher and the processes involved.
 Instruction

The teacher gives students the opportunity to learn a new concept and skill
via direct instruction or a choice-based independent exploration.

 Direct instruction through teacher's live demonstration

 Modeling the process by a student volunteer
 Observation of the art process
Exploration

This is the initial phase of art creation. Students are allowed to explore and
make mistakes. The teacher can observe, roam around, and give
individualized feedback and encouragement.

 Envision a plan by sketching on a sheet of paper.

Guided Practice  Experiment with the materials.
 Make mistakes and learn from it.
 Explore possibilities.
 Find inspiration by narrating their own stories to a friend or
classmate.
 Choose a theme, color, concept, or idea.
 Troubleshoot problems.
 Envision a concept or message to convey visually for the final
artwork.

Creation

This is the part where students will apply what they have learned by creating
an artwork based on the learning competencies. Students work independently
Independent Practice as this will be the basis for assessment.

Apply the concept and skills.

 Create the artwork.

 Demonstrate authentic skill and creativity.
 Develop craft by using techniques.
 Engage and persist.
Assignment

Follow up tasks or preparation for the next activity.

Post-Activity  Provide a title or artist statement (short description of the artwork).

 Take home work for unfinished tasks
 Assignments
 Materials to prepare for next session
 Reminders for next class
V. ART APPRECIATION Opportunity for students to express themselves, reflect, discuss, and
 appreciate each other's work

Expression and Reflection

This is a crucial part of an art class that is often skipped in the Philippine Art
Education system because it is not the priority. In teaching in the early
grades, it is important that students demonstrate art appreciation by talking
about their artwork in class. This gives them a sense of achievement and
respect for other people's work. Talking about their work teaches them how
Self-Expression to think like an artist, be open-minded, and learn how to properly
communicate one's opinion. For little kids, it is more relevant for them to
talk about their own work than talking about works of people who they do
not personally know with themes that they are not familiar with. This is the
part where students realize the SIGNIFICANCE OF ART in their life.

 Express oneself through show-and-tell. It can be done by a group so

all students will have the chance to share. For big classes, taking
turns can also be done by calling two to three students at a time per
class.

This is the part where young children will understand that art is not about
having perfect and clean lines, but about how they are able to communicate
their thoughts, feelings, experiences, and wishes visually. This is done so
that once they reach upper elementary grades, they will have more
appreciation of the historical masterpieces which they know are also the
artists' meaningful expression.

 Select some works and ask the students questions about them while
letting their peers answer. Since students are young, some might not
be able to effectively draw what's on their minds so it is important to
ask them explicitly.
 Why did you choose these colors?
 What is this? Who is this? Where is this?
 What is your favorite part?
 What part is the most difficult part for you?
 What is the title of your work?
 Who made an amazing discovery today?
 Reflect on their own work and plan for the next activity.
Appreciation Showcase ALL works in the wall or in the school hallway to be appreciated
by all. This can be done per session or per quarter. Make sure ALL students
have at least one work displayed.

Synthesize the lesson by reviewing the concepts learned.

 What have you learned?

 Conclusion
 Can you point to the primary colors?
 Conclusion  Can you tell which is the foreground, middle ground, and
background?
 Please describe how you are able to achieve this technique. Review
the process.
VI. ASSESSMENT This part describes the methods and tools the teacher will use to measure
student learning.

 Documentation, portfolio building, art exhibition

 Rubrics for evaluating student performance and output
 Written tests to measure knowledge and concepts
Elaborate

Activity 3. Collaborative Art Activity Challenge!

The learners will play a role that will discuss the different characteristic of activity plan

Evaluate

Direction: Read the following questions carefully and choose the best possible answer. Encircle the letter of the
correct answer.
1. You're designing an art lesson for elementary students. What is the primary purpose of the "Engage" step in
the 5E instructional model?
a) To provide explanations
b) To evaluate student learning
c) To engage students and motivate them
d) To elaborate on the concepts

2. You're planning a science activity that involves hands-on experimentation. What is the purpose of the
"Exploration" step in the POE-E strategy?
a) To predict the outcome
b) To observe a demonstration
c) To explore and find solutions
d) To explain the results

3. You're teaching a science lesson and want to assess student learning. What is the purpose of the
"Assessment" step in the 4A strategy?
a) To activate prior learning
b) To acquire new knowledge
c) To apply new knowledge
d) To determine if learning has occurred

4. You're designing an activity plan for an art class. What is the purpose of the "Self-Expression" component?
a) To teach new art techniques
b) To assess student learning
c) To allow students to express themselves and reflect on their artwork
 d) To showcase finished artworks

5. You're planning a science lesson and want to ensure that students understand the concepts. What is the
purpose of the "Abstraction" step in the 5A strategy?
a) To introduce the lesson
b) To analyze the results
c) To apply the concepts to a new situation
d) To make generalizations and form concepts

Wrap-up or Summary

This educational content focuses on effective teaching strategies for art and science classes, emphasizing hands-
on activities, inquiry-based learning, and student-centered approaches. The activities include picture puzzles, "4 Pics 1
Word," and collaborative art challenges, designed to engage students and promote creative thinking. The components of
an activity plan are outlined, including objectives, content, preparation, procedure, art appreciation, and assessment.
Various teaching strategies are discussed, such as the 5E model, POE-E, 4As, and 5As, which promote critical thinking,
creativity, and problem-solving skills. By incorporating these approaches, educators can create a supportive and
interactive learning environment that encourages students to explore, discover, and learn. environment that encourages
students to explore, discover, and learn.

Reference

Gamboa P. J., A Course Module for Teaching Visual Arts in the Elementary Grades (A course Module) REX Education

Answer Key:

1. C
2. C
3. D
4. C
5. D