a mosaic mobile home lesson plan

 (Teacher sample by Grimm, 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:

1. Burrow – A hole or tunnel dug by a small animal, esp. a rabbit, as a dwelling.
2. Nest – A structure or place made or chosen by a bird for laying eggs and sheltering its young.
3. Hollow – A cavity, natural or artificial; an unfilled space within anything; a hole
4. Den – A wild animal's lair or habitation.
5. Shell – The hard protective outer case of a mollusk or crustacean
6. 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:

1. 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.
2. 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.
3. Cover the paper shell with either wood glue and lentils or with paste/grout and beans. Choose a pattern that is pleasing to you.
4. Trace and cut patterns for the turtle body out of fabric provided to the class by the teacher.
5. Sew around the turtle body using a straight stitch and dental floss.
6. Leave a two inch hole on the edge of the pattern in order to turn the turtle body inside out and stuff with beans.
7. Stuff the turtle body with beans and glue it to the under-side of the paper turtle shell with wood glue.
8. Leave your turtle belly side up to dry over night.
9. Measure a circle to fit the underside of the turtle shell out of cardboard.
10. 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

More Lesson Plans About Mosaics:

• Ostrich Eggshell Mosaic
•  Magnificent Mosaics from Crayola
•  Art History Lesson About Roman Mosaics by Ginny Dixon
  

"a supreme fly catcher!" lesson plan

(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.

GLEs:
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

Resources Needed:

• Worksheet about animal survival skill sets
• Power point about amphibians

Materials Per Student:

• 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

Vocabulary/Terminology:

1. Survival - The state or fact of continuing to live or exist, typically in spite of an accident, ordeal, or difficult circumstances.
2. Organism – a living thing that has (or can develop) the ability to act or function independently
3. 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.

Motivation- Looking and Talking Activity:
•    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.

Phase 2: Demonstrate knowledge or skill
Task Analysis:

1. Fill the 81/2 x 11 inch white drawing paper entirely with crayon color. Drawing with heavy strokes and leaving no drawing paper uncolored.
2. Paint over the entire surface of paper with thick, black tempra paint and set it aside to dry.
3. Outline the frog stencils provided with a toothpick, then scratch away the insides of your frog shape.
4. Scratch insects like flys and butterflies around the frog.
5. Cut a narrow slit for the frog’s mouth.
6. Cut out a long narrow tongue from the pink or red constructions paper at your table.
7. Curl the paper tongue around a pencil or tooth-pick
8. 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.
9. Glue plastic bug on the tip of your frog’s mouth

Phase 3: Provide Guided Practice

• 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

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.

All lessons and jpgs. are copyrighted 2011 by Grimm

"wicked deadly red" lesson plan

(Sample salamander in oil pastel)

Title: Wicked Deadly Red
Topic: zoology, art, working with oil pastels
Goals & Objectives:

• Students will illustrate an accurate depiction of a newt with oil pastels.
• Students will be able to identify characteristics and structures necessary for the survival of a living organism.

GLEs:
Show-Me Standards for Visual Art in The State of Missouri Grade Three
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.

• Layer two or more colors using crayon, colored pencil, or oil pastel

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: 3rd -5th
Length of Class Period: 55 min.
Frequency of Class Period: once a week
Time Needed: one class period
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:

• A selection of warm colored oil pastels, red in particular
• Black construction paper
• Power Point presentation about the eastern newt (salamander)
• “The Salamander Room” By Anne Mazer

"Together, parent and child from ELFamily Academy read "The Salamander Room"--the story of a child who turns his room into the perfect habitat for a salamander and other creatures of the forest."

Materials Per Student:

• Each student needs a single piece of black construction paper
• Oil pastels at each table, variety of reds
• Salamander stencils to trace around

Vocabulary/Terminology:

1. Newt - a common salamander of eastern North America.
2. Aquatic Environment - consisting of, relating to, or being in water
3. Poisonous - something destructive or fatal

Motivation- Looking and Talking Activity: The teacher will read aloud to the children “The Salamander Room” By Anne Mazer
Step-by-Step Studio Activity Specifics:
Phase 1: Clarify goals and establish set

• Students learn about the importance of color in nature.
• Students will learn the methods of application associated with oil pastels.

Phase 2: Demonstrate knowledge or skill
Task Analysis:

1. Trace around the stencils with a red crayon provided at your table and share patiently with other classmates while the teacher reviews the material about red newts.
2. Color your newt with bright red oil pastels and rememer to leave some black spots on his back as well.
3. Draw leaves around your salamander and color them in with bright greens or oranges.

Phase 3: Provide Guided Practice

1. The teacher will supply all of the necessary art supplies to complete the project at each table.
2. The teacher will talk to the children about red efts and their biological attributes for defense against predators.
3. The teacher will demonstrate to the students how to trace around the salamander stencil and color in the shapes of the leafs and salamander with oil pastel.

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. A handout for children to take home and color will be provided.

All lesson plans and jpgs. are copyrighted 2011 by Grimm

life in a jar, an insectarium art lesson plan

 Above, student artwork of bugs in jars

Title: Life In A Jar
Topic: insects, botany, drawing
Goals & Objectives:
•    Students will create a still life from observation using drawing tools to illustrate living organisms and the organism’s environment.
•    Students will use crayons and magic markers to demonstrate line.
GLEs:
Show-Me Standards for Visual Art in k-2nd Grade
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, techniques, and processes to communicate ideas and solve challenging visual art problems
•    Produce a line using crayon, pencil, or marker for kindergarteners
•    Fill an area with solid color/value using crayon, pencil, or marker for 1rst Graders.
Strand I: Product/Performance – Communicate ideas about subject matter and themes in artworks created for various purposes
•    Still Life: Create an original still life from observation for 2nd Graders.
Show-Me Standards for Science Course Level Expectations - Grade level expectations for grades K-8 are clustered into suggested units and arranged to support development of conceptual understanding. The standards listed below are for grades levels 4-7.
Strand 3: Living Organisms
•    Characteristics of Living Organisms
Strand 4: Ecology
•    Interactions among Organisms and their Environments
Grade: k-2nd Grade
Length of Class Period: 55 min.
Frequency of Class Period: once a week
Time Needed: one class period
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:

• Four or five glass jars with a variety of plants displayed in each.
• Photographs of insects or living/realistic looking plastic insects in each jar.
• Power Point showing pictures of insectariums
• “Just Kiddin’ Around” video by the Missouri Department of Conservation (JKA #02 Insects)

Materials Per Student:

• White drawing paper
• Crayons, pencils, pens, watercolors
• Stencils of jars if the students wish to use these
• Photographs of bugs
• Living bugs in jars too!

Vocabulary/Terminology:

1. Insectarium - An insectarium is a kind of live insect zoo, or a museum or display of live insects.
2. Display - a visual representation of something
3. Natural History - the scientific study of plants or animals

Motivation- Looking and Talking Activity: Large group discussion about “Just Kiddin’ Around” video by the Missouri Department of Conservation (JKA #02 Insects)
Step-by-Step Studio Activity Specifics:
Phase 1: Clarify goals and establish set

• Students will watch brief video selection from Missouri Department of Conservation about insects.
• Students will discuss the video in a large, classroom discussion
• Students will draw from life or photographs a minimum of three insects in their jar.
• Plants should also be included in the children’s drawings.
• Draw also the plants or insects that your insects would need to eat in order to survive in the jar if they were real.
• Color in the drawing completely using the natural colors found in the insects and their environments.

Phase 2: Demonstrate knowledge or skill
Task Analysis:

1. Students will either trace a jar from a stencil on a white piece of paper or draw a jar free-hand.
2. Student may then take time to observe insects in the jars or to sift through pictures of insects supplied in the art classroom
3. After selecting three insects to draw in their jars, students should organize their drawing materials at their table and proceed to draw their favorite insects.
4. Each child should also include plants and appropriate foods in their artworks that the insects would need to survive comfortably in their miniature insectariums.

Phase 3: Provide Guided Practice

• The teacher will supply a wide variety of drawing tools for students to use in this project.
• The instructor will also set at each table a real jar containing insects for students to observe and draw from.
• Photographs and picture books of insects will be available in the classroom.
• Samples of insectariums will be shown to the children and discussed during class as they work.
• The teacher will circle the room and work one on one with each student as they need it.
• The instructer will continue to describe the life cycles and eating habits of the insects selected with the class during the hour.

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. A handout for children to take home and color will be provided from education.com

all articles and lesson plans are copyrighted 2011 by Grimm