EST 643: Integrated Curriculum Unit Plan: Flower and
Honey Bee Watercolor Painting in the style of Georgia
O’Keeffe
Mary Larsen
2010
Photograph by Mary Larsen
Mary Larsen
1
Table of Contents
Rational…………………………………………………………………….……..3
Lesson 1: Introduction to Unit Plan of Study ………………………..……4
Unit Pre-Test………………………………………………………………...……6
Lesson 2: The Artist and Works of Georgia O’Keefe………...………...12
Lesson 3: The Process of Pollination………………………..…………...14
Flower Power Worksheet (From: The Honey Files: A Bees Life).…………………………….…16
Oral Presentation Rubric: Pollination of Flowers…………………………....17
Lesson 4: Role of the Honey Bee during Pollination………………..….19
Honey Bee Worksheet (From: The Honey Files: A Bees Life) …………………………….……..20
Lesson 5: Demonstration of Watercolor Techniques……………….….23
Watercolor Painting Techniques Rubric……………………………………...25
Lesson 6: Concentrated Work on Watercolor Painting in the Style
of Georgia O’Keeffe………………………………………………………..….27
Reflection Prompts……………………………………………………………...29
Oral Presentation Rubric: Watercolor Painting………………………………30
Watercolor Painting Rubric………………………………………………….....31
Lesson 7: The Environment of the Bee during Pollination……….……33
Bibliography……………………………………………………………………35
Mary Larsen
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Rationale
I believe creative expression is the soul of art. As an artist, one should build on past
experiences, while exploring new ideas and techniques of creative expression. As an art
teacher, the desire to explore one’s life and world should be echoed in the classroom.
As the students begin this unit of the Flower and Bee Watercolor Painting in the style of Georgia
O’Keeffe, the art making process and final product should have meaning for them. During this
learning process the students should be making art for meaning, so as to gain a better
understanding of a subject, topic, person or art technique (Anderson & Milbrandt, 2005). After
completing this unit, the students should become familiar with a few of the works of Georgia
O’Keeffe; her respect of nature and her desire to show others how she sees a flower, as she
states,
“Nobody sees a flower, really, it is so small. We haven't time - and to see takes time like to
have a friend takes time.
If I could paint the flower exactly as I see it no one would see what I see because I would
paint it small like the flower is small. So I said to myself - I'll paint what I see - what the
flower is to me but I'll paint it big and they will be surprised into taking time to look at it - I
will make even busy New Yorkers take time to see what I see of flowers.”
- Georgia O'Keeffe
(Artcyclopedia, 2010)
The flower is a focal point as the subject of our paintings and many of the paintings of Georgia
O’Keeffe, but I would also like the students to grasp how important the role is of honey bees, in
the process of pollination. Learning about bees and flowers in one unit of study, should be an
exciting and engaging experience for the students. Learning how these two things have
developed over time, to go so well with each other (Caron, 1999). A deeper purpose and
meaning in their work may be achieved rather than just a painting of a flower; for without the
bee, there would not be as many flowers to paint.
As the class, we will explore the environment of honey bees; we will try to focus on the flowers
in our local area. A starting point will be the Wildflowers of Michigan Field Guide, which details a
variety of different ways to identify flowers. The students will investigate various characteristics
of flowers in Michigan such as their different shapes, colors and blooming seasons (Tekiela,
2000). The students will also work to identify the different parts of the flower and bee so that
they may be painted accurately in their paintings. As they begin to learn the parts of the flower
and bee, they should also discover how these different parts work together in order to pollinate
the flowers and enable the honey bees to gather resources for the hive. (Sammataro, &
Avitabile, 1998)
Integrating the disciplines of art and science allows the students to grow in each area of study.
As the students explore this unit of study they should begin to make connections across the
areas of study (Drake&Burns 2004). As they make connections the students should be able to
gain a better understanding and meaning in their art work.
Mary Larsen
3
Unit Plan: Flower and Honey Bee Watercolor Painting
in the style of Georgia O’Keeffe
Lesson Plan adopted from: Georgia O’Keeffe watercolor lesson by Ken Schwab, formerly of
Leigh High School, San Jose CA
GOAL: Students will be knowledgeable of the role of the honey bee in the pollination process
and the painting style and composition in Georgia O’Keeffe’s work.
GRADE LEVEL: 5th grade
1st Lesson of Unit Plan: Introduction to Unit Plan of Study
INTRODUCTION: The students will be given a brief overview of the unity and a pre-test to
determine the level of knowledge the students have of the honey bee, flowers and the artist
Georgia O’Keeffe.
OBJECTIVES: Students will


gain an insight to the overall unit of study
complete a pre-test focusing on the honey bee, pollination and the artist Georgia
O’Keeffe
ESSENTIAL QUESTIONS:

What level of knowledge does the class exhibit concerning the unit of study?
DIRECT INSTRUCTION:

The teacher will give a pre-test to measure the knowledge of the students before the
beginning of the unit of study.

The teacher will give a very brief introduction of the following planned areas of study
adopted by the lesson plan of Ken Schwab,
www.princetonol.com/groups/iad/lessons/high/ken-water.htm :
o
The artist and artworks of Georgia O’Keeffe
o
The flower-a source of inspiration for her
o
The process of pollination, without it there would be no flowers
o
The role of the bee in pollination for the flowers
o
The creative process of the watercolor painting
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GUIDED INSTRUCTION:

The students will complete a multiple choice pre-test of the unit of study.

The students will “Turn and Talk” share one interesting part of the test with another
student and then each table will share one newly learned fact with the class.
Michigan Department of Education Arts Content Standards and Benchmarks For Visual Arts
Content Standard 5: All students will recognize, analyze, and describe
connections among the arts; between the arts and other disciplines;
between the arts and everyday life.
ART.V.VA.EL.4
curriculum.
Identify connections between the visual arts and other disciplines in the
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Pre-test Unit Lesson: Flower and Bee Watercolor Painting in the Style of
Georgia O’Keeffe
From the “The Honey Files: A Bee’s Life” Videotape Worksheet with additions.
Name_____________________________________________
Score____________________________
1. How much honey can a honey factory make without the help of bees?
A) There is no such thing as a honey factory. Only honey bees make honey.
B) About 10 pounds per year.
C) About 200 pounds per year.
D) About 35,000 pounds.
2. Why do people care about bees?
A) Bees make honey.
B) Honey is the only food consumed by humans made by an insect.
C) Bees help pollinate fruits, vegetables and other crops.
D) All of the above.
3. How much honey does one worker bee make in her lifetime?
A) 1/12 of a teaspoon of honey.
B) 1 cup of honey.
C) 1 gallon of honey.
D) 5,000 pounds of honey.
4. What types of honey bees are found in a hive?
A) Queen.
B) Drones.
C) Workers.
D) All of the above.
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5. What jobs do worker bees perform to help the hive?
A) Build wax cells.
B) Gather nectar and pollen.
C) Protect hive from intruders.
D) All of the above.
6. What is the average life span of a worker bee?
A) About 2 days.
B) About 45 days.
C) 5 years.
D) 85 years.
7. What does a “smoker” do?
A) A smoker sends signals that the bees should return to the hive.
B) A smoker is a tool used by a beekeeper to calm the bees.
C) A smoker helps chase the bees from the hive.
D) A smoker is used to burn the pieces to make a wooden hive.
8. How is the flavor and color of honey determined?
A) It depends on the food coloring and flavorings added by the beekeeper.
B) It is determined by the type of bees.
C) It is determined by the flowers visited by the bees.
D) All of the above.
9. What year was the first man-made beehive used?
A) 2500 B.C.
B) 25 A.D.
C) 1850.
D) 2000.
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10. What is the combination of nectar and pollen that is fed to larvae called?
A) Larvae jam.
B) Honey.
C) Beebread.
D) Nectarines.
11. What’s the first thing a worker bee does when she emerges from her cell as a new
adult?
A) Cleans the cell.
B) Builds a new wax cell.
C) Flies out in search of nectar.
D) Thanks the queen.
12. What part of her body does a bee use to suck nectar from flowers?
A) Antennae.
B) Wings.
C) Proboscis.
D) Thorax.
13. How many flowers must bees visit to make just 1 pound of honey?
A) 2 flowers.
B) 12 flowers.
C) 2,000 flowers.
D) 2 million flowers
14. How do bees communicate where to find flowers?
A) Point their antennae to the flowers.
B) Perform bee dances.
C) Buzz loudly.
D) Create a flower map.
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15. What fraction of the human diet is benefited by insect pollination?
A) 1/100.
B) 1/10.
C) 1/3.
D) All.
16. What does a “migratory beekeeper” do?
A) Moves bees to pollinate crops for farmers.
B) Migrates from Europe.
C) Migrates from Asia.
17. How many times per minute does a honey bee flap her wings?
A) 10 times
B) 100 times.
C) 1000 times.
D) More than 11,000 times.
18. Why was Georgia O’Keeffe a famous person in history?
A) She was a dancer.
B) She was a writer.
C) She was an artist.
D) She was a teacher.
19. What place did Georgia O’Keeffe enjoy going to visit?
A) The Desert
B) The Beach
C) The City
D) The Forest
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20. What style of art did Georgia O’Keeffe work in?
A) Realism
B) Pointillism
C) Abstract
D) Fauvism
21. What medium did Georgia O’Keeffe most often use?
A) Metal
B) Acrylic paint
C) Clay
D) Oil Paint
22. What subject is Georgia O’Keeffe most famous for using in her art?
A) Animals
B) People
C) Flowers
D) Bees
23. Which Elements of Art are used by Georgia O’Keeffe in her artwork?
A) Color
B) Value
C) Shape
D) All of the Above
24. What medium did you use in this art project?
A) Tempera Paint
B) Charcoal Sticks
C) Clay
D) Watercolor Paint
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25. Would you ever like to build and care for a bee hive?
A) Yes
B) No
C) Maybe
D) Just watch other work a bee hive.
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2nd Lesson of Unit Plan: The artist and works of Georgia O’Keefe
INTRODUCTION: The elements of art will be reviewed with the students. As the artist and
artworks of Georgia O’Keeffe are introduced, the students will be asked to look for various
elements of art and share their discoveries.
OBJECTIVES: Students will


discover and discuss the elements of art used in the of Georgia O’Keeffe’s artwork.
gain an understanding of the life and artwork of Georgia O’Keeffe.
ESSENTIAL QUESTIONS:



What forms of nature are featured in the artwork of Georgia O’Keeffe?
How does she use color, value and space in her artwork?
What style of painting does Georgia O’Keeffe exhibit?
Materials
Pencils and Erasers
Watercolor paper
Photos of Flowers
o
o
o
Books
Magazines
Internet
DIRECT INSTRUCTION:

The teacher will review the Elements of Art with the students.

The teacher will show web link introducing the life and works of Georgia O’Keeffe,
www.okeeffemuseum.org/

o
Focus her appreciation of nature- desire for the view to see as she sees it.
o
Her use of the elements of art
The teacher will introduce vocabulary and refer to it during topic discussions
GUIDED INSTRUCTION:

The students will discuss commonalities they discover in the artwork.

The students will “Turn and Talk” sharing the elements of art they discover in the art
work.
o
Share how they feel the use of the elements and her style influence the visual
experience of her work
Mary Larsen
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o
Share how they fell about her work in comparison to other painters they may be
familiar with
Michigan Department of Education Arts Content Standards and Benchmarks For Visual Arts
Content Standard 4: All students will understand, analyze and describe the arts in their
historical, social and cultural contexts.
ART.IV.VA.EL.2
and places.
Identify specific works of art as belonging to particular cultures, times,
Mary Larsen
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3rd Lesson of Unit Plan: Introduction to the Process of Pollination
INTRODUCTION: The students will learn about the different parts of flowers and how the parts
are important to the flowers. Through the ages honey bees and flowers have evolved to
complement each in nature, as a class we will investigate and discover how they help each
other to survive. Then as a class, they will research the flowers in Michigan and begin drawing
the flower of their choosing.
OBJECTIVES: Students will



gain an understanding of the pollination process
learn the importance of pollination
learn the parts of the flower enabling the students to accurately represent it in their
paintings
ESSENTIAL QUESTIONS:



What is pollination?
Why is pollination important?
How are the parts of the flower used in pollination?
DIRECT INSTRUCTION:

The teacher will ask students to play a role in demonstration of a pollination model
o
The teacher will choose students of like colors to be flowers
o
The teacher will create two fields of flowers
o
The teacher will build a flower assigning a student to each part of the flower
o
One student will be given the role of the bee to demonstrate the pollination as the
teacher narrates the process to the class

The teacher will introduce vocabulary to be used during unit.

The teacher will show the web link Story of Pollination PDF
http://www.honey.com/nhb/downloads/educational/

The teacher will show the short clip Search for Nectar (10sec.)
http://www.pbs.org/wgbh/nova/bees/dancessear.html

The teacher will explore the book Wildflowers of Michigan Field Guide by Stan Tekiela
with the students.
Mary Larsen
14
GUIDED INSTRUCTION:

The students will complete a worksheet identifying the parts of the flower ((From: The
Honey Files: A Bees Life)

The students will research native flowers in Michigan and choose one to use in their
watercolor painting

The students will begin contour line drawing of their chosen flower

The student model representing pollination will be recreated at the beginning of the next
two class periods; reinforcing and reviewing the process of pollination with their peers.
ASSESSMENT

The students work as a group to demonstrate knowledge of pollination.
Mary Larsen
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Pollination
Worksheet #8: Flower Power
Flowers are beautiful and often fragrant to us, but for the plant, flowers serve a
critical function. Flowers are how plants produce seeds to reproduce. In many
cases, the flower contains both male and female parts. In order to reproduce,
pollen, the male contribution, must somehow be transferred to the female part of
the flower called the stigma.
Using the
"Glossary of
Flower Parts,"
label the
following parts of
a fiower:
Anther
Filament
Ovary
Petals
Pollen grains
Sepal
Stigma
Style
Worksheet #8 Flower Power
Mary Larsen
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Oral Presentation Rubric : Pollination of Flowers
Teacher Name: Mrs. Larsen
Student Name:
CATEGORY
________________________________________
4
3
2
1
Speaks clearly
and distinctly all
(100-95%) the
time, and
mispronounces
no words.
Speaks clearly
and distinctly all
(100-95%) the
time, but
mispronounces
one word.
Speaks clearly
and distinctly
most ( 94-85%)
of the time.
Mispronounces
no more than one
word.
Often mumbles
or can not be
understood OR
mispronounces
more than one
word.
Posture and Eye Stands up
Contact
straight, looks
relaxed and
confident.
Establishes eye
contact with
everyone in the
room during the
presentation.
Stands up
straight and
establishes eye
contact with
everyone in the
room during the
presentation.
Sometimes stands
up straight and
establishes eye
contact.
Slouches and/or
does not look at
people during the
presentation.
Speaks Clearly
Content
Shows a full
Shows a good
Shows a good
Does not seem to
understanding of understanding of understanding of understand the
the topic.
the topic.
parts of the topic. topic very well.
Volume
Volume is loud
enough to be
heard by all
audience
members
throughout the
presentation.
Volume is loud
enough to be
heard by all
audience
members at least
90% of the time.
Volume is loud
enough to be
heard by all
audience
members at least
80% of the time.
Volume often too
soft to be heard
by all audience
members.
Collaboration
with Peers
Almost always
listens to, shares
with, and
supports the
efforts of others
in the group.
Tries to keep
people working
well together.
Usually listens
to, shares with,
and supports the
efforts of others
in the group.
Does not cause
"waves" in the
group.
Often listens to,
shares with, and
supports the
efforts of others
in the group but
sometimes is not
a good team
member.
Rarely listens to,
shares with, and
supports the
efforts of others
in the group.
Often is not a
good team
member.
Mary Larsen
17
Vocabulary
Nature: The living things that we find outside in our environment. Things that are not
manmade, such as the earth, sky, animals, and plants.
Anther — the bright sac that produces and contains the pollen grains.
Filament — the stalk that supports the anther.
Nectar — a sweet liquid reward for pollinators that is produced by flower glands called
nectaries.
Ovary — the base of the female portion of the flower containing the ovules which become
seeds.
Petals — the colorful, thin structures that surround the sexual parts of the flower and not only
attract pollinators but also protect the pistil and stamen.
Pistil — the female elements of the flower including the stigma, style and ovary.
Pollen grains — the powdery particles that contain the male sex cell (gametes); also a
nutritious, protein-rich food for bees.
Sepals — commonly green, leaflike structures that protect the bud prior to opening.
Stamen — the male part of the flower consisting of anther and filament.
Stigma — sticky surface where the pollen lands and germinates.
Style — the narrow region of the pistil between the stigma and the ovary.
Michigan Department of Education Arts Content Standards and Benchmarks For Visual Arts
Content Standard 1: All students will apply skills and knowledge to perform in the arts.
ART.I.VA.EL.2
Use art materials and tools safely and responsibly.
ART.I.VA.EL.4
Be involved in the process and presentation of a final product or exhibit.
Content Standard 2: All students will apply skills and knowledge to create in the arts.
ART.II.VA.EL.1
artwork.
Apply knowledge of materials, techniques, and processes to creative
LIFE SCIENCE Organization of Living Things
L.OL.M.4 Animal Systems- Multicellular organisms may have specialized systems that
perform functions which serve the needs of the organism.
L.OL.05.41 Identify the general purpose of selected animal systems (digestive, circulatory,
respiratory, skeletal, muscular, nervous, excretory, and reproductive).
L.OL.05.42 Explain how animal systems (digestive, circulatory, respiratory, skeletal, muscular,
nervous, excretory, and reproductive) work together to perform selected activities.
Mary Larsen
18
4TH Lesson of Unit Plan: The Role of the Honey Bee during Pollination
INTRODUCTION: The students will learn about the different parts of honey bees and how the
parts are important to the honey bees. Through the ages honey bees and flowers have evolved
to complement each in nature, as a class we will investigate and discover how they help each
other to survive. Then as a class, they should discover the role of the bee during the process of
pollination and the important partnership between the flowers and honey bees. As they begin to
add honeybees to their compositions, they should begin to reflect on ways to help honey bees
better survive in their environment.
OBJECTIVES: Students will


gain an understanding of the important role of the bee during pollination
learn the anatomy of the honey bee enabling the students to accurately represent it in
their paintings.
ESSENTIAL QUESTIONS:


What is pollination?
Why is the role of the honey bee important?
DIRECT INSTRUCTION:

The teacher will show the first ten minutes of the video Silence of the Bees
http://video.pbs.org/video/995224587/ and continue to show video as time allows during
art making time in future class periods.
GUIDED INSTRUCTION:

The students will discuss video with their peers at each table and then each table will
share an important fact from the movie or an opinion of the honey bee which may have
changed after viewing the movie

The students will complete a worksheet identifying the anatomy of the honey bee (From:
The Honey Files: A Bees Life)

The students will research and choose a pose of a honey bee to be drawn onto the
contour line drawing of their flower
Mary Larsen
19
Worksheet # 1: The Honey Bee Body
Label the following:
Abdomen
Fore wing
Head
Hind wing
Honey sac
Legs
Midgut or ventriculus
Pollen basket
Stinger
Thorax
Wax gland
Label the following:
Antenna
Compound eye
Mandible
Ocellus
Proboscis or tongue
Worksheet #1 The Honey Bee Body
Mary Larsen
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Materials
Pencils and Erasers
Colored Pencils
Watercolor paper
Photos of Honey Bees
o
o
o
Books
Magazines
Internet
VOCABULARY
Abdomen — the rear body region of a honey bee.
Antenna(e) — the moveable, sensitive feelers on an insect’s head which detect odor and
movement. Compound eye — an eye made up of thousands of tiny lenses that allow a honey
bee to see ultraviolet light, which is invisible to the human eye, as well as visible light (except
red).
Exoskeleton — the hard outer covering which forms a bee’s body.
Head — the forward body region of the honey bee.
Honey sac — the stomach-like organ. The nectar stored here will be unloaded into empty hive
cells or passed on to house bees for food.
Legs — a honey bee has three pairs of segmented legs.
Mandible — located on either side of the honey bee’s head, these jaw-like structures are used
to chew honey and pollen, and to knead wax.
Midgut — the stomach section in the abdomen which digests food.
Ocellus — simple eye with a thick lens that can sense changes in the brightness of daylight.
Proboscis or tongue — a straw-like structure used for sucking nectar or honey.
Pollen basket — a smooth, somewhat concave surface of the outer hind leg that is fringed with
long, curved hairs that hold the pollen in place.
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Stinger — found in a chamber at the end of the abdomen (in female honey bees only) and is
used to defend against intruders.
Thorax — the middle section of the honey bee’s three sections that contains the flight muscles,
the wings and six legs.
Wax gland(s) — four pairs of glands that are specialized parts of the body wall. The wax is
discharged as a liquid and hardens to small flakes or scales.
Wing(s) — the honey bee has two sets of flat, thin, membranous wings, strengthened by various
veins.
Michigan Department of Education Arts Content Standards and Benchmarks For Visual Arts
Content Standard 1: All students will apply skills and knowledge to perform in the arts.
ART.I.VA.EL.2
Use art materials and tools safely and responsibly.
ART.I.VA.EL.4
Be involved in the process and presentation of a final product or exhibit.
Content Standard 2: All students will apply skills and knowledge to create in the arts.
ART.II.VA.EL.1
artwork.
Apply knowledge of materials, techniques, and processes to creative
LIFE SCIENCE Organization of Living Things
L.OL.M.4 Animal Systems- Multicellular organisms may have specialized systems that
perform functions which serve the needs of the organism.
L.OL.05.41 Identify the general purpose of selected animal systems (digestive, circulatory,
respiratory, skeletal, muscular, nervous, excretory, and reproductive).
L.OL.05.42 Explain how animal systems (digestive, circulatory, respiratory, skeletal, muscular,
nervous, excretory, and reproductive) work together to perform selected activities.
Mary Larsen
22
5TH Lesson of Unit Plan: Demonstration of Water Color Techniques
INTRODUCTION: The teacher will demonstrate six different watercolor painting techniques for
the students. As the students watch the demonstration, they will discuss the art work of Georgia
O’Keeffe and how she used the elements of art in her work. As the student work on each of the
painting techniques they should be thinking about the ones to include in their paintings.
OBJECTIVES: Students will



practice feathering the watercolor paint
explore ways to use color and value
explore and experiment with different water color techniques
ESSENTIAL QUESTIONS:



What forms of nature are featured in the artwork of Georgia O’Keeffe?
How does she use color and space in her artwork?
What style of painting does Georgia O’Keeffe exhibit?
MATERIALS






Watercolor paper
Watercolor paint
Brushes
Plastic wrap
Salt
Colored Pencils
DIRECT INSTRUCTION:


The teacher will demonstrate various watercolor painting techniques.
o
Wet on wet
o
Watercolor wash and salt
o
Watercolor wash and plastic wrap
o
Colored pencil and watercolor wash resist
o
Wet on dry
o
Rubber cement and water color wash resist
The teacher will assess watercolor samples completed by students
GUIDED INSTRUCTION:

The students will use a template to trace a grid composed of six hexagons on watercolor
paper.
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23

The students will label each hexagon with the specific watercolor technique used in the
hexagon.

be used to matte the watercolor sample.

The students will work together to build a frame of pollen filled cone using samples to be
displayed on the wall. Once the wall is completed students may refer to the wall in order
to:
o
be able to compare color choices
o
compare and contrast results of watercolor techniques
o
discuss which techniques may work best in their art works.
ASSESSMENT

The students will complete a watercolor wash sample sheet demonstrating knowledge in
various water color techniques.
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Watercolor Painting Techniques Rubric
NAME_______________________________
GRADE____TEACHER_______________
5
4
3
2
I produce
I produce no
work of
work or very
inconsistent
poor quality
quality
Creative
Development
I produce
I produce
high quality,
quality work
creative work
I produce
acceptable
work
Understanding
of and
application of
six watercolor
techniques in
sample.
I make an
I apply all 6 effort to apply
skills, for the six skills, for
techniques
the
sample
techniques
sample
I apply 4 or
I apply 2 or
less skills
less skills for
expected for
the project
the project
Participation
Use of
Materials
Behavior
1
I sometimes
I always
I usually
I participate
participate in
participate in
participate in
in class and
class and
class and
class and
use time well
use time
use time well
use time well
well
I used
I used
I needed
I needed a
materials
materials
some
lot of
appropriately appropriately reminding on reminding
with no
with little
proper
on proper
reminders
reminding
material use material use
I usually
I usually
I very rarely
I always
follow all
follow some follow
follow all
classroom
classroom
classroom
classroom
rules and
rules and
rules, and
rules and
very rarely
occasionally sometimes
never cause
cause a
cause a
cause a
a classroom
classroom
classroom
classroom
disturbance
disturbance disturbance disturbance
I do not apply
the expected
skills for the
project
I do not
participate in
class and use
time well
I used
materials and
tools
inappropriately
and foolishly
I usually do
not follow
classroom
rules and
frequently
cause
classroom
disturbance
Total Points _______
Mary Larsen
25
Michigan Department of Education Arts Content Standards and Benchmarks For Visual Arts
Content Standard 1: All students will apply skills and knowledge to perform in the arts.
ART.I.VA.EL.2
Use art materials and tools safely and responsibly.
ART.I.VA.EL.4
Be involved in the process and presentation of a final product or exhibit.
Content Standard 2: All students will apply skills and knowledge to create in the arts.
ART.II.VA.EL.1
artwork.
Apply knowledge of materials, techniques, and processes to creative
Mary Larsen
26
6TH Lesson of Unit Plan: Concentrated Work on Watercolor Painting in
the Style of Georgia O’Keeffe
INTRODUCTION: The students will continue to work on their compositions and watercolor
paintings in the style of Georgia O’Keeffe. After being introduced to the honey bees and their
role in the pollination of flowers, the students should have gained a deeper understanding of
both, which should be evident in their presentations and reflections of their artwork.
OBJECTIVES: Students will



complete a watercolor painting of a bee pollinating a flower in the style of Georgia
O’Keeffe
use at least three different water color techniques in the painting
find the beauty in nature
ESSENTIAL QUESTIONS:



What forms of nature are featured in the artwork of Georgia O’Keeffe?
How does she use color and space in her artwork?
What style of painting does Georgia O’Keeffe exhibit?
MATERIALS






Watercolor paper
Watercolor paint
Brushes
Plastic wrap
Salt
Colored Pencils
DIRECT INSTRUCTION:

The teacher will review various parts of the previous lessons as need by the students

The teacher will assess presentations and art work completed by students
GUIDED INSTRUCTION:

The students will complete a watercolor wash sample sheet demonstrating knowledge in
various water color techniques.

The students will view the DVD: A BUGS LIFE (From: The Honey Files: A Bees Life) as
they work on their watercolor paintings.
ASSESSMENT

The students create, present and share reflection of watercolor paintings in the style of
Georgia O’Keeffe to the class.
Mary Larsen
27

The subject of the painting should be a local flower of their choice and a bee in the
process of pollination.

Within the finished paintings the students should demonstrate a working knowledge of
the following :
o
Three different watercolor techniques
o
The elements of art: color, value and shape
o
Cooperative working spirit
o
Proper use of materials
Mary Larsen
28
Name______________________________________________________
Reflection Prompts: Students are to complete the sentence and finish the
reflection with a person comment or opinion about the unit.
1. My artwork relates to O’Keefe’s flower paintings, Canna Red and Orange or Calla Lily Turned
Away, in the following way _______________________________________________________
____________________________________________________________________________
____________________________________________________________________________.
2. Share which elements of art you used in this project and what affect you achieved by using
them. The elements of art, I used in my painting
were________________________________________________________________________
____________________________________________________________________________.
3. One thing I learned about myself while making this artwork
was_________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________.
4. Has your opinion of the honey bee and its role in pollination changed or broadened? I feel the
of the honey bee
is__________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
5. One thing I could do to help the honey bees survive in their environment is_______________
____________________________________________________________________________
____________________________________________________________________________.
Mary Larsen
29
Oral Presentation Rubric : Watercolor Painting
Teacher Name: Mrs. Larsen
Student Name:
________________________________________
CATEGORY
4
3
2
1
Posture and Eye Stands up
Contact
straight, looks
relaxed and
confident.
Establishes eye
contact with
everyone in the
room during the
presentation.
Stands up straight
and establishes
eye contact with
everyone in the
room during the
presentation.
Sometimes
stands up straight
and establishes
eye contact.
Slouches and/or
does not look at
people during the
presentation.
Preparedness
Student is
completely
prepared and has
obviously
rehearsed.
Student seems
pretty prepared
but might have
needed a couple
more rehearsals.
The student is
somewhat
prepared, but it is
clear that
rehearsal was
lacking.
Student does not
seem at all
prepared to
present.
Enthusiasm
Facial
expressions and
body language
generate a strong
interest and
enthusiasm about
the topic in
others.
Facial
expressions and
body language
sometimes
generate a strong
interest and
enthusiasm about
the topic in
others.
Facial
expressions and
body language
are used to try to
generate
enthusiasm, but
seem somewhat
faked.
Very little use of
facial
expressions or
body language.
Did not generate
much interest in
topic being
presented.
Content
Shows a full
Shows a good
Shows a good
Does not seem to
understanding of understanding of understanding of understand the
the topic.
the topic.
parts of the topic. topic very well.
Listens to Other
Presentations
Listens intently.
Does not make
distracting noises
or movements.
Listens intently
but has one
distracting noise
or movement.
Mary Larsen
Sometimes does
not appear to be
listening but is
not distracting.
Sometimes does
not appear to be
listening and has
distracting noises
or movements.
30
Watercolor Painting
NAME_______________________________
Rubric
GRADE____TEACHER__________________
LESSON_____________________________
5
4
Creative
Development
I produce
I produce
high quality,
quality work
creative work
Understanding
and
application of
3 water
painting
techniques
skills
I apply all
skills,
especially
those
stressed for
the project
Participation
Use of
Materials
Behavior
I make an
effort to apply
3 skills,
especially
those
stressed for
the project
3
2
1
I produce
acceptable
work
I produce
I produce no
work of
work or very
inconsistent
poor quality
quality
I apply 2 of
the skills
expected for
the project
I apply 1 of
the expected
skills for the
project
I sometimes
I always
I usually
I participate
participate in
participate in
participate in
in class and
class and
class and
class and
use time well
use time
use time well
use time well
well
I used
I used
I needed
I needed a
materials
materials
some
lot of
appropriately appropriately reminding on reminding
with no
with little
proper
on proper
reminders
reminding
material use material use
I usually
I usually
I very rarely
I always
follow all
follow some follow
follow all
classroom
classroom
classroom
classroom
rules and
rules and
rules, and
rules and
very rarely
occasionally sometimes
never cause
cause a
cause a
cause a
a classroom
classroom
classroom
classroom
disturbance
disturbance disturbance disturbance
I do not apply
the expected
skills for the
project
I do not
participate in
class and use
time well
I used
materials and
tools
inappropriately
and foolishly
I usually do
not follow
classroom
rules and
frequently
cause
classroom
disturbance
Total Points _______
Mary Larsen
31
Michigan Department of Education Arts Content Standards and Benchmarks For Visual Arts
Content Standard 1: All students will apply skills and knowledge to perform in the arts.
ART.I.VA.EL.2
Use art materials and tools safely and responsibly.
ART.I.VA.EL.4
Be involved in the process and presentation of a final product or exhibit.
Content Standard 2: All students will apply skills and knowledge to create in the arts.
ART.II.VA.EL.1
artwork.
Apply knowledge of materials, techniques, and processes to creative
Content Standard 3: All students will analyze, describe and evaluate works
of art.
ART.III.VA.EL.4
Describe and compare the characteristics of personal artwork.
Content Standard 5: All students will recognize, analyze, and describe
connections among the arts; between the arts and other disciplines;
between the arts and everyday life.
ART.V.VA.EL.4
curriculum.
Identify connections between the visual arts and other disciplines in the
LIFE SCIENCE Organization of Living Things
L.OL.M.4 Animal Systems- Multicellular organisms may have specialized systems that
perform functions which serve the needs of the organism.
L.OL.05.41 Identify the general purpose of selected animal systems (digestive, circulatory,
respiratory, skeletal, muscular, nervous, excretory, and reproductive).
L.OL.05.42 Explain how animal systems (digestive, circulatory, respiratory, skeletal, muscular,
nervous, excretory, and reproductive) work together to perform selected activities
Mary Larsen
32
7TH Lesson of Unit Plan The Environment of the Bee During Pollination
INTRODUCTION: The students will view the DVD 3-D diorama in the DVD Amazing Dioramas:
Insects, Spiders and more…. At various points in the DVD, the teacher will pause the DVD in
order to better discuss how foreground, middle ground and background are being portrayed in
the diorama. This will be a class project with each student contributing to the diorama; creating
the environment of the bee and flower.
OBJECTIVES: Students will


complete a 3-D diorama of the environment of the bee during pollination
gain understanding of foreground, middle ground and background
ESSENTIAL QUESTIONS:


What is necessary in the environment of the bee?
How does depth create an interesting composition?
MATERIALS




Colored Paper
Pencils
Scissors
Colored Pencils
DIRECT INSTRUCTION:

The teacher will show examples of foreground, middle ground and background in
various paintings.

Teacher will show the segment focusing on building a 3-D diorama in the DVD Amazing
Dioramas: Insects, Spiders and more…

The teacher will demonstrate how to begin work on one of the grounds of a frame.
GUIDED INSTRUCTION:

The students will work together as a class to build a 3-D diorama of the bee’s
environment during pollination.
ASSESSMENT

The students will complete the post test to compare the knowledge of students before
and after the unit of study.
Mary Larsen
33

The students will present the diorama as a class, each should share their part in the
construction and their reasoning for the element of the environment in which they
contributed to the diorama.
Michigan Department of Education Arts Content Standards and Benchmarks For Visual Arts
Content Standard 1: All students will apply skills and knowledge to perform in the arts.
ART.I.VA.EL.2
Use art materials and tools safely and responsibly.
ART.I.VA.EL.4
Be involved in the process and presentation of a final product or exhibit.
Content Standard 2: All students will apply skills and knowledge to create in the arts.
ART.II.VA.EL.1
artwork.
Apply knowledge of materials, techniques, and processes to creative
Content Standard 3: All students will analyze, describe and evaluate works
of art.
ART.III.VA.EL.4
Describe and compare the characteristics of personal artwork.
Content Standard 5: All students will recognize, analyze, and describe connections
among the arts; between the arts and other disciplines; between the arts and everyday
life.
ART.V.VA.EL.4
curriculum.
Identify connections between the visual arts and other disciplines in the
LIFE SCIENCE Organization of Living Things
L.OL.M.4 Animal Systems- Multicellular organisms may have specialized systems that
perform functions which serve the needs of the organism.
L.OL.05.41 Identify the general purpose of selected animal systems (digestive, circulatory,
respiratory, skeletal, muscular, nervous, excretory, and reproductive).
L.OL.05.42 Explain how animal systems (digestive, circulatory, respiratory, skeletal, muscular,
nervous, excretory, and reproductive) work together to perform selected activities.
Mary Larsen
34
Bibliography
Anderson, T. & Milbrant, M. (2005). Art for life: Authentic instruction in art. New York: McGrawHill.
Artcyclopedia. (n.d.). Georgia O’Keeffe. Retrieved August 2, 2010, from
http://www.artcyclopedia.com/artists/okeeffe_georgia.html
Art Lady Production. (2005). Amazing Dioramas: Insects, Spiders and more. Glenview, Illinois:
Crystal Productions
Boettcher, Alyssa. The Honey Files: A Bee’s Life. (2001). Retrieved August 2, 2010 from
www.honey.com/downloads/HoneyFilesWeb.pdf
Caron, D. M. (1999). Honey Bee Biology and Beekeeping. Cheshire, Connecticut: Wicwas
Press.
Drake, S. M., & Burns, R. C. (2004). Meeting standards through integrated curriculum.
Alexandria, VA: Association for Supervision and Curriculum Development.
Georgia O’Keeffe Museum. (n. d.). Georgia O’Keeffe. Retrieved August 2, 2010, from
www.okeeffemuseum.org/
Incredible Art Lessons. (n.d.). Art Lesson Plan: Georgia O’Keeffe Watercolor ( Retrieved July 2,
2010, from www.princetonol.com/groups/iad/lessons/high/ken-water.htm
PBS Videos. (2006). Nature: Silence of the Bees. Retrieved August 2, 2010 from
http://video.pbs.org/video/995224587/
Rubistar,(n.d.). Retrieved August 2, 2010 from http://rubistar.4teachers.org/index.php
Sammataro, D., & Avitabile, A. (1998). The beekeeper's handbook. Ithaca, New York: Cornell
University Press.
Tekiela, S. (2000). Wildflowers of Michigan Field Guide. Cambridge, Minnesota: Adventure
Publications,Inc.
Mary Larsen
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