I feel that this lesson plan is age appropriate for the given grade level. I chose a 4th grade lesson plan. The lesson focuses on ocean plant and animal life and the different levels of the ocean floor. The students are creating chalk drawings of the ocean floor using texture and value. The students are learning about "Implied texture" which is one of their requirements in 4th grade. The students are also learning about creating depth by using "value" and a variety of visual textures that diminish in the background to show the illusion of depth, which is also a requirement in 4th grade. In chapter 17 of our text it talks about the curriculum for 3rd and 4th grade. One thing it talks about is how 3rd and 4th grade children "are interested in the life processes of plants and animals. It suggests having students draw from life. The text also talks about suggesting new directions in design such as: "achieving distance through diminishing sizes and placement of objects higher on the page and "creating pattern and tectural effects contrasted with quiet or plain areas." The information in the text also makes me feel that the lesson plan is age appropriate for the 4th grade.
Ocean Scenes & Coral Reefs
Grade: 4th
Making ocean scenes using colored chalk and textured items
(Science, Math or Art)
Materials needed:
(1) piece of construction paper per student.
Colored Art Chalk
Glue
Textured items
Seashells (optional)
Teacher Resources:
(30) pieces of construction paper
Colored art chalk
Glue
Textured items
Seashells
Ocean Photographs
Objectives
• Students will learn about life at various levels of the ocean, from beach to deep sea (including beaches and coral reefs)
• Students will learn to identify variations in plant and animal life.
• Students will learn about the different contrasts, colors and textures at various levels of the ocean by examining photographs.
• Students will compare fresh-water and salt-water habitats.
• Students will learn what different types of life are found in each habitat and how the water quality differs.
• Students will learn where these bodies of water are found on earth.
• Students will demonstrate their understanding of ocean layers and life with chalk drawings.
Standards Addressed
• “Implied texture: visual texture (not touchable or real) made with lines, dots, value and shapes.”
• Students will create an underwater scene using chalk and produce a variety of visual textures that diminish in the background to show the illusion of depth.
• Students will be able to create “Implied texture” on their underwater chalk drawings.
• Students will be able to make shadows and use misty, blended layers, to create a sense of depth.
• Students will demonstrate their understanding of ocean layers and life with chalk drawings.
Vocabulary
Coral Reef - A reef in relatively shallow, tropical seas composed chiefly of the skeletons of coral.
Contrast – The effect of a striking difference, as in color or tone, of adjacent parts of a painting, photograph, video-screen image, etc.
Texture – The tactile surface quality of a work or art, resulting from the artist’s technique.
Habitat – The region where a plant or animal naturally grows or lives; native environment.
Value – Art (a) relative lightness or darkness of a color b) proportioned effect, as of light and shade in an artistic work.
Pedagogy
1. Explain to the students that there are different levels of the ocean, from beach to deep sea.
2. Explain to the students that there are different plants and animal life at each level.
3. Show the students photographs of life at various levels of the ocean and have them pay close attention to the contrasts in colors and textures.
4. Pass out construction paper and colored chalk to students and let them begin their drawings. Encourage students to use value and texture to create a sense of depth.
5. Explain to the students that they can use items to create texture as well as lines. For example: coral reefs can be created by rubbing the chalk over a textured background such as the sidewalk.
6. Explain to the students that there are fresh-water habitats and salt-water habitats. Explain the different types of life found in each. Explain the difference in water quality. Explain where these bodies of water are found on earth.
7. Clean up our mess.
Assessment
Walk around as students are creating their drawings and comment on how creative their designs are and encourage them to create textures and sense of depth with different values.
Pick an example and have the students comment on what they like about the drawing and what textures and values they can recognize.
After the project is complete ask the students “what they liked about this project” and “what new words they learned.”
Adaptations/Integrations/Accomodations
I could integrate this lesson into a science lesson or a math lesson. I could use the different levels and have the students compute just how far below sea level each level actually is. Focusing on measurements in feet and could actually get into a little of geometry if wanted.
Teacher Resources
Clements, Robert D. “Emphasis Art” 2010. Ninth edition.
http://www.crayola.com/educators/lesson_plans/printer.cfm?id=43
http://www.uen.org/core/
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