(Sample for the lesson is copyrighted 2011)
Title: Scratch A Supreme Fly Catcher!
Topic: scratch art, amphibians, survival skills
Goals & Objectives:
- Students will demonstrate basic knowledge of those survival skills belonging to frogs through illustration.
- Students will be able to demonstrate through a two-dimensional media a coloring technique.
Show-Me Standards for Visual Art in Grade One
Strand IV: Interdisciplinary Connections, Explain the connections between Visual Art and Communication Arts, Math, Science or Social Studies
Strand I: Product/Performance – Select and apply two dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems
• Apply paint with a dragging, not pushing motion
Strand I: Product/Performance – Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems
• Fill an area with solid color/value using crayon, pencil, or marker
Show-Me Standards for Biology
Biology Assessment: Missouri Department of Elementary and Secondary Education, k-12
Strand 3: Characteristic and Interactions of Living Organisms – There is a fundamental unity underlying the diversity of all living organisms
• Organisms have basic needs for survival
Grade: k-3rd Grade
Length of Class Period: 55 min.
Frequency of Class Period: once a week
Time Needed: two class periods
Facility & Equipment Requirements:
- One computer lap top
- Room with good lighting
- Large tables, approximately ten, each seating four students
- Two sinks
- Dry erase board
- Drying racks
- Cabinets for storage
- Projector for viewing computer video, CDs and DVDs
- Worksheet about animal survival skill sets
- Power point about amphibians
- A selection of bright colorful oil pastels at each table
- Scissors for each student
- Each student should have a brightly colored piece of construction paper and one sheet of typing paper
- Elmer’s glue
- Frog stencils
- Plastic bugs
- Black tempera paints
- Paint brushes
- Survival - The state or fact of continuing to live or exist, typically in spite of an accident, ordeal, or difficult circumstances.
- Organism – a living thing that has (or can develop) the ability to act or function independently
- Amphibians - A cold-blooded vertebrate animal of a class that comprises the frogs, toads, newts, and salamanders, distinguished by having an aquatic gill-breathing larval stage followed (typically) by a terrestrial lung-breathing adult stage.
• Review and worksheet about animal survival skill sets
Step-by-Step Studio Activity Specifics:
Phase 1: Clarify goals and establish set
- Students will learn to manipulate stencils, scissors, and oil pastels to the satisfaction of the teacher.
- Students will identify the characteristics of the frog that help it to survive in the wild.
- Fill the 81/2 x 11 inch white drawing paper entirely with crayon color. Drawing with heavy strokes and leaving no drawing paper uncolored.
- Paint over the entire surface of paper with thick, black tempra paint and set it aside to dry.
- Outline the frog stencils provided with a toothpick, then scratch away the insides of your frog shape.
- Scratch insects like flys and butterflies around the frog.
- Cut a narrow slit for the frog’s mouth.
- Cut out a long narrow tongue from the pink or red constructions paper at your table.
- Curl the paper tongue around a pencil or tooth-pick
- Insert one end of the tongue through the slit at the frog’s mouth and tape it secure on the opposite side of the picture.
- Glue plastic bug on the tip of your frog’s mouth
- The teacher will write out on the chalk board simple directions for completing the giraffe art project.
- The instructions will also be read aloud in class.
- The teacher will provide for each work table a collection of oil pastels, scissors and frog stencils to use.
- The teacher will explain to the students why the frog’s sticky tongue and quick reflexes and cone-shaped teeth are important for his survival
- The teacher will demonstrate in front of the class how to trace the stencil, color the frog, cut a place for his tongue and glue the drawing on top of a white sheet of printing paper in order to secure the art work
Special Needs Adaptations:
Modifications for the hard-of-hearing or deaf student:
- Student will be seated closer to instructor so they will be better equipped to hear instructions or read lips
- Student will be provided with written instructions so that they read about the discussions and demonstrations
- The instructor may use a amplification devise provided by the school or student’s parents
- Modifications for the student with limited vision or blindness:
- Students will be allowed to observe samples of art projects with their hands and for extended periods of time
- Students will be provided with safe tools and one-on-one guidance during a demonstration of the project
- The project may be slightly adjusted to accommodate the student’s limitations or for safety reasons
- Student will be given ample time to exist classroom before large crowds gather outside of the classroom.
- Students will be provided with duplicate instructions for home and school. Student will not need to remember to carry home materials to review.
- Students will be given ample time to exist classroom with a pre-determined aid or peer before the official end of a class.
- Instructor will provide for parent e-mail communication concerning the progress and needs of their student.
- Student may be given special seat assignment in order to enable his participation in class appropriately. Specific peers may be better equipped to articulate projects visually for this student.
Assessment: A standardized rubric will be used to analyze and critique each individual student’s artwork.
Provide extended practice and transfer: Students will be encouraged to create even more projects at home. Materials used during class may be duplicated in their own home.
All lessons and jpgs. are copyrighted 2011 by Grimm