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| Teacher sample 2011. |
Title: A Mosaic Mobile Home
Topic: animal homes, mosaics
Goals & Objectives:
- Students will demonstrate basic sewing and mosaic skills while constructing a three-dimensional artwork.
- Students will be able to identify a variety of structures necessary for the survival of living organisms.
GLEs:
Show-Me Standard: Visual Art Standards for 5-7 Grade Missouri Schools
Strand I: Product/Performance - Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems
• Manipulate fibers (e.g., threading needles, typing simple knots, sewing, wrapping, weaving, beading)
Strand I: Product/Performance – Select and apply three-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems
• Create a relief artwork by joining two or more surfaces (e.g., natural or manufactured clays, paper pulp, cardboard, found materials)
• Create an in-the-round artwork by joining two or more surfaces using a layering material (e.g., papier mache, platercraft, cardboard, fibers)
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
• Plants and animals have different structures that serve similar functions necessary for the survival of the organism
Grade: 5th – 7th
Length of Class Period: 55 min.
Frequency of Class Period: once a week
Time Needed: Four 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
Resources Needed:
- “Animal Homes” by Diane James & Sara Lynn
Materials Per Student:
- A wide variety of seeds, beans and lentils
- Elmer’s wood glue
- Newspaper
- Masking tape
- Bowl forms to mold from or paper bowls
- Dental floss and needles
- Fabric for turtle bodies
- Stencils for turtle bodies
- Four or Five Tubs of Adhesive & Grout
- Modge-Podge
Vocabulary/Terminology:
- Burrow – A hole or tunnel dug by a small animal, esp. a rabbit, as a dwelling.
- Nest – A structure or place made or chosen by a bird for laying eggs and sheltering its young.
- Hollow – A cavity, natural or artificial; an unfilled space within anything; a hole
- Den – A wild animal's lair or habitation.
- Shell – The hard protective outer case of a mollusk or crustacean
- Lodge - created from severed branches and mud.
Motivation- Looking and Talking Activity: The teacher will read aloud “Animal Homes” by Diane James & Sara Lynn and conduct a large group discussion after viewing a short video by the Missouri Department of Conservation.
Step-by-Step Studio Activity Specifics:
Phase 1: Clarify goals and establish set
- Students will learn that Mosaics are made of tiny colored pieces of stone, pottery, glass or other materials, arranged together and set in plaster or cement to make patterns and images. They can be used to decorate a floor, a wall or in some cases a ceiling.
- Students will craft their own turtle mosaic form beans and seed.
- Students will also learn simple stitching techniques with needle and thread.
- Students will learn about the necessities of turtle shells for the survival of that species.
Phase 2: Demonstrate knowledge or skill
Task Analysis:
- Imagine, making a mosaic using over one million pieces of glass - all hand cut, and placed into wet plaster to create a large pattern for their entry hall! It is a project that would take months and in some cases even many years to complete.
- Each student will be given a paper bowl form and be taught how to shape it into a turtle shell with newsprint and masking tape.
- Cover the paper shell with either wood glue and lentils or with paste/grout and beans. Choose a pattern that is pleasing to you.
- Trace and cut patterns for the turtle body out of fabric provided to the class by the teacher.
- Sew around the turtle body using a straight stitch and dental floss.
- Leave a two inch hole on the edge of the pattern in order to turn the turtle body inside out and stuff with beans.
- Stuff the turtle body with beans and glue it to the under-side of the paper turtle shell with wood glue.
- Leave your turtle belly side up to dry over night.
- Measure a circle to fit the underside of the turtle shell out of cardboard.
- Cover the cardboard with beans or lentils by the same method used for the shell and glue it directly to the under-side of the turtle’s body.
Phase 3: Provide Guided Practice
- The instructor will share with her students information about the long history of mosaics. Mosaics were created in Ancient times in Babylon, Egypt, Greece and Rome. When the cities of Pompeii and Herculaneum (which were buried under lava when Mount Vesuvius erupted in A.D. 79) were rediscovered, many wonderful mosaics were found.
- The teacher will provide for free patterns necessary to complete the project.
- The teacher will show samples of turtle mosaics and demonstrate all of the stages of development for the turtle mosaics during several class periods.
- Research about the necessities of survival for turtles will be taught to every student in the class.
Health & Safety Concerns: There are no health and safety concerns for this project.
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.
Modifications for students with mild brain injury:
- 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.
Cleanup Time & Strategy: Students will be instructed to put away art materials neatly in their containers, clean off their tables, and recycle their trash two minutes prior to dismissal.
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. The instructor will also supply to the students an article that describes the turtle’s carapace (shell) to take home and read.
All lesson plans and photos are copyrighted 2011 by Grimm
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