Unit Lesson Plan

I. UNIT RATIONALE

The activities in this unit involved children’s visual culture to make the experience relevant and engaging for students. By exploring themes such as collaboration, scale, transformation, and habitat, students gained respect for fellow inhabitants of the earth, both bugs and classmates. Through the discovery of the world of bugs students also investigated the art world, including contemporary artists and mixed media such as performance, installation, and 3D sculptures. In this unit, students were able to take on perspectives other than their own. By exploring the world of bugs, students not only learned about bugs but also bigger issues that they are sorting through in their own lives as they grow and develop.

Lesson 1: Imagine you were a Bug

A ED 489: ADVANCED PRACTICUM

Saturday School

Your Names Laura McGowan, Alice Bach, Amanda Metzler

Unit Title

Grade Level

Lesson Title

Number of Students

The Wonderful World of Bugs

Pre School

Imagine you were a Bug

24

Unit Sequence

Room

Date

Lesson 1 of 8 projected lessons

310 Patterson

October 1, 2011

I. LESSON RATIONALE

Students will be introduced to the unit theme of bugs. Students will also imagine themselves as bugs through sketches and sculptures, which will help them explore identity.

Imagining themselves as bugs will help provide relevance for the lesson and subsequent lessons.

The introduction activities will also build community in the classroom.

II. LEARNER OUTCOMES

• Students will each bring to the table what they already know about bugs, while getting to know each other and their teachers. After listening to t heir classmates’ thoughts about bugs, they will be able to creatively incorporate their prior knowledge with their new outlook on bugs to create their own bug.

• Students will also explore self through art by creating an imaginative bug drawing and sculpture that reflects self. Students will also gain experience in 2-d and 3-d art forms.

• Students will learn about themselves and each other.

III. MATERIALS NEEDED FOR LESSON

Teacher Materials

• Cleaning supplies ( Paper towels, trash bag, Windex)

• Bug movie clip (circus clip from A Bug’s Life )

• Books on types of bugs

• Scissors

• drawing paper

• big paper for class sketch

• brown paper for decorating

• green plastic tablecloths

• cotton balls

• spider webs

• foam board for hanging insects

• green paper

• camera

• bug displays

Student Materials

• Sketchbooks

• Pencils, Crayons

• Recyclables- Plastic water bottles, cans, cardboard boxes

• styrofoam

• wire

• pipecleaner

• model magic

• assorted sculpture material

• magnifying glasses

• Materials for Student(s) with Special Needs:

• Safety supplies (ex: blunt objects such as scissors)

• Guided sheets with specific examples

IV. TEACHING —LEARNING PROCESSES:

Starting the Lesson

After free sketch, children are asked to take a seat on a piece of tape on the floor for circle time.. Once everyone has settled, we will ask them to pick a bug from a box and one at a time, introduce themselves and say what they think their bug is. During this process students will answer questions about the bug they picked to the best of their ability.

Organizer:

Students will be introduced to the Theme, “The Wonderful World of Bugs” through classroom decoration, and a movie clip of a relevant movie (such as Bug’s Life) during sketch time. Students will also be informed of the goals and major activities during the introduction to the lesson.

Lesson Sequence o free sketch (10 minutes) o introduction circle - bugs (15minutes) o list of guidelines for an artist friendly environment developed by the class/ snack time (10minutes) o imagine you were a bug activity (draw yourself as a bug/ bug identity sketches and then bug sculptures)

 introduction (5 minutes)

 explore bug displays/ pictures (9 minutes)

 class sketch (9 minutes)

 individual sketch (9 minutess)

 model sculpting and bug sculpting (38 minutes) o Discussion/ Critique (talk about others sculptures and own sculpture) (12 minutes)

Classroom: Decoration and classroom arrangement that makes up a bug environment

V. ENDING THE LESSON

Closure of Lesson

The discussion will help sum up the lesson. Sculptures will be displayed and students will have a chance to discuss the sculptures.

Transition to Next Lesson   Next week we will be looking at scale so we will ask students to think about how big and small the world would be if they were bugs. This will enhance the next lesson and provide a strong basis for the lesson of Scale as well as all following lessons.

VI. DOCUMENTATION & ASSESSMENT photographs, notes, meeting after class and reflecting as a team

Expected Learner Actions

What are the students doing here?

Teacher Actions

What are you doing here? Include Questions to Ask

Students:

Welcome students to class, play movie clip during free sketch

Ask students to sit on the carpet circle time

Ask students to introduce themselves once they choose their bug from a box. Ask students if they know:

What is the name of the bug? What can you tell us about this bug? What does it look like? What does it do? What do you like/dislike about them?

Make a list of ‘rules’ for a good art making environment, while passing out snacks to students.

Suggested rules: quietly listen when your teachers are talking, respect yourself and others (be nice, share art supplies), raise your hand to speak, be safe, ask first for permission to touch bugs)

Intr oduce ‘ Imagine you were a bug project’ and have students look at bug displays and observe bug parts.

While students look at bugs, mention bug parts for students including, head, legs, wings, three body parts, etc.

Have students gather at the circle time carpet. Ask students: If you were a bug, any kind of bug, what would you look like? How big would you be? What colors would you choose for yourself? Would you have wings? How many legs would you have?

Make a class sketch, call on students to draw parts of the bug at the front of the class

Tell students to sketch themselves as a bug. Have students return to tables.

Model bug sculpting from class sketch and have students sculpt their sketched bug.

Demonstrate:

Putting together Styrofoam

Molding model magic around stryofoam

Attaching pipecleaners and tooth picks

Bug sculpture critique / discussion. Have students put their sculpture on display.

Find a seat and participate in free sketch

Sit on carpet for circle time

Sitting quietly and listening until one of us call on them.

They have the opportunity to speak up and tell us about what they already know.

Students contribute ideas for guidelines when called on, while eating snack.

Walk around classroom looking at bug displays. Sit quietly and listen until one of us call on them.

Students sit on the circle time carpet and answer questions when one of us calls on them.

When called on go up to bug sketch and add a bug part

Students will return to their tables and sketch themselves as a bug

Meet as group and watch demonstration and then sculpt own bugs

Students put their sculptures on the display. Students say something about their bugs and how their bugs relate to them. Why did you decide to make your bug look like this?

Tentative Rubric:

Participation

Completion of project

Demonstrated knowledge of themselves during closure discussion

Demonstrate Knowledge of bugs during closure discussion

Created a community

4 3 2 1

VII. REFERENCES TO MATERIALS CONSULTED

◦

◦

A Bug’s Life movie clip (part 2 play at 4:30)

A Bug's Life 2/7 . Youtube . DisneyMoviesHQ, 25 June 2011. Web. 30 Sept. 2011. <%u25E6 http://www.youtube.com/watch?v=7G_c2y8rqE8&feature=related>.

A Bug's Life 3/7 . Youtube . DisneyMoviesHQ, 25 June 2011. Web. 30 Sept. 2011. < http://www.youtube.com/watch?NR=1&v=Z-3uRZzF_Yk >.

Lesson 2: Imagine You Were A Bug: Scale


Saturday School


Unit Title

Grade Level

Lesson Title

Number of Students

Unit Sequence


Pre-School

Imagine You Were A Bug: Scale

24


Room

Date

310 Patterson

October 8, 2011


In this lesson, we will introduce the theme of scale and students will get to experience what the world would be like if they were the size of a bug through drawings and a performance piece. Students will also learn about two contemporary artists, Jeff Koons and Claes Oldenburg, and how they have applied the theme of scale to the real world.




Students will learn about contemporary artists, Jeff Koons and Claes Oldenburg.



Students will first learn how scale is explored in contemporary art and will then get to explore scale themselves.



Students will learn about performance art.



Exploring scale will also allow students to experience a different perspective.





Balloons



Tissue paper



Markers: paint/sharpie





Ants song

Aprons



White paper for big bug drawings: 18x24



Picnic basket



Oil pastels



PowerPoint: Oldenburg and Koons



Make Rules sign!



Camera to take pictures of kids!



28 films cameras to pass out to kids for habitat project



After free sketch, we will have a brief discussion about their bug sculptures from the last lesson. Then, children will be asked to watch a PowerPoint from their seats. We will introduce 2

Teacher Actions

Ask Students:

What are you doing here? Include Questions to


What are the students doing here? artists (Jeff Koons and Claes Oldenburg) and how they explore scale to get students thinking.

Organizer: Show a clip of A Bug’s Life to show them the scale of a bug’s world.

Lesson Sequence

 9:00am, Free Sketch/A Bug’s Life clip (25 minutes)



9:25am, Stay at tables/Have discussion about last week’s bug sculptures (ask two 212 students to help with this so one teacher is at each table) (15 minutes)



9:40am, Powerpoint and intro discussion (10 minutes)



9:50am, Picnic performance piece (20 minutes)



10:00am, Snack time/Scale (large/small) collaboration drawings- projector (20 minutes)



10:20am, Individual scale drawings (25 minutes)



10:45am, Discussion about special assignment (last 15 minutes)

Lesson Sequence, cont’d.

(9:00am) Welcome students back to class, take photo in the hallway, play movie clip during free sketch

(9:25am) Students stay in table groups and have discussion about last week’s bug sculptures



Ask students to talk about their sculptures

(9:40am) Introduce powerpoint and ask if anyone knows what scale means

(9:50am) Introduce performance piece: Now we’re going to experience what it’s like to be an ant and invade a picnic!

Go to foundation room across the hall (or have picnic set up in hallway) and have each student bring an enlarged object back to the classroom.

(10:00am) Set up projectors with bugs on them and have students come up one by one to trace the small-scale bugs

Have picture taken, find a seat, and participate in free sketch

Students will answer discussion questions about the bug sculptures they made the week before

In groups, watch powerpoint from table

Students will pay attention to how big things are from a bug’s perspective.

Students will pick an object to bring back to the room so that they see how ants get their food.

Students will draw small scale bugs- a few at a time while the rest of the class has snack.

(~10:10am) Pull projectors back from the wall and have students come up one by one to trace the large-scale bugs.

(10:20am) Introduce individual scale drawings



Have students think about one object and how big it would be if they were bugs.

Possible prompt if they are stuck: something outside, around the house, etc.



Pick something small than you!

(10:45am) End the lesson with a class discussion relating scale to contemporary art and the real world.



Who remembers what scale means? How does it relate to your drawings?



What was it like to carry your food like an ant?

Students will draw large scale bugs- a few at a time while the rest of the class has snack.

Students will draw individual scale drawings

Students will discuss what it was like to imagine themselves as bugs and will show us that they understand what scale means.

Classroom: Decoration and classroom arrangement that makes up a bug environment. Tall grass on walls, clouds in the sky, everything based on scale and what the world would look like from a bug’s point of view.





Who remembers what scale means? How does it relate to our drawings?



What was it like to carry your food like an ant?

Transition to Next Lesson  

Students will already be in the frame of mind of being the size of a bug, so we will ask them to start thinking about how they work together with others. This will help next week when we explore the theme of collaboration.

VI. DOCUMENTATION & ASSESSMENT

Photographs, notes, meeting after class and reflecting as a team.


Participation

4 3

Completion of project and use of scale

Demonstrated knowledge of how scale

      applies to the bug world

Created a community


2 1



A Bug's Life 2/7 . Youtube . DisneyMoviesHQ, 25 June 2011. Web. 30 Sept. 2011. <%u25E6 http://www.youtube.com/watch?v=7G_c2y8rqE8&feature=related>.



A Bug's Life 3/7 . Youtube . DisneyMoviesHQ, 25 June 2011. Web. 30 Sept. 2011. < http://www.youtube.com/watch?NR=1&v=Z-3uRZzF_Yk >.



Ants Go Marching clip: http://www.youtube.com/watch?v=1b3prAmX9WU



Sources for powerpoint

Lesson 3: Imagine You Were a Bug: Collaboration


Saturday School

Your Names

Unit Title

Grade Level

Lesson Title

Number of Students

Unit Sequence

Room

Date


Laura McGowan, Alice Bach, Amanda Metzler


Pre-School

Imagine You Were a Bug: Collaboration

24


310 Patterson

October 15, 2011

In this lesson, we will introduce the concept of collaboration and students will get to experience how bugs communicate and collaborate in their daily routines. Students will also learn about contemporary artists of the Royal Art Lodge and how they have applied collaboration in their artwork.

The Aids quilt project will also be introduced to students to further explore the merging of collaboration and art.


• Students will learn about contemporary artists and how collaboration can be incorporated into art. (Collaboration: the act of working together on a joint project, to work with another, cooperate)

• Students will learn about how insects collaborate and will create a piece of artwork that will fit into a larger collaborative artwork at the end of class.

• Students will learn about insect communication; more specifically the bee dance and how bees use a designated dance to communicate where food is to other bees.


•

•

•

•

•


• PowerPoint

Video cameras

A Bug’s Life or The Bee Movie clip

Flowers

Pushpins or magnets to hang drawings

Provide previously-cut hexagon shapes

•

•

•

•


• Large hexagon shapes for each student

• Oil pastels and/or markers

Paper- poster or regular

Aprons and ink/paint stamps

Clothesline/clothespins to hang aprons

Teacher Actions Expected Learner Actions



After free sketch, students will have the chance to talk about their scale drawings from last week. We will ask them to talk about the object they chose to draw and what it was like to think of the object in a larger context. Then, they will come to the carpet for circle time and we will introduce the Royal Art Lodge and The Aids Quilt project to discuss how collaboration is incorporated in the artwork.

Organizer: Show a clip of A Bug’s Life or The Bee Movie to show them an example of how insects, particularly ants and bees, collaborate as a daily routine.

Lesson Sequence

• 9:00am, Free Sketch/Apron making/movie clip (30 minutes)

• 9:30am, Scale drawing discussion (10 minutes)

• 9:40am, PowerPoint / snack time (10 minutes)

• 9:50am, Introduce bee dance activity and pick a student leader (20 minutes)

• 10:10am, Circle time/brainstorming for project (10 minutes)

• 10:20am, Start hexagon project (25 minutes)

• 10:45am, Have discussion about drawings (last 15 minutes)


Students:

(9:00am) Welcome students back to class, play movie clip during free sketch, and collect disposable cameras



Call students over by table to paint aprons



Hang aprons on clothesline to dry during class



(9:30am) Students stay in table groups and discuss last week’s scale drawings



Talk about the object you drew



What was it like thinking about the object in largescale?



Ask if they have a story to tell about what they drew.



Ask if you were an ant or other insect how big would this object look to you?



What do you think about this object being a different size than it usually is?

(9:40am) Call students to carpet and introduce

PowerPoint. Talk about how artists and communities use collaboration in art-making.

Students will also have snack time during the

PowerPoint.

(9:50am) Introduce bee dance activity



One student is the designated student leader (take turns), who communicates where the “food” is (a flower that the teachers place around the room, but somewhere close to the carpet so students aren’t wandering around)



The student will perform the waggle dance along the figure 8 shape that will be placed on the floor with tape



Student leader cannot say anything but will hold up a picture of the flower that is nearby and the worker bees will have to locate it and bring it back to the “hive” (the carpet).



We will do this a few times through

(10:10am) Have students gather on carpet and introduce main project.

Prompt: “Think about a time when you helped someone or worked together with another person”

Show students our teacher samples and also ask a few students to share their ideas for possible drawings. This will show us that the students understand the point of the project and will also help any students that might not understand. The more examples the better! Also explain the odd shape of paper for this project, and how it relates to collaboration of bees.

(10:20am) Pass out hexagon-shaped paper and start main project once students have brainstormed their


Sit at table and participate in free sketch



Decorate aprons when called over by table.



Use stamps (shape and insects) and paint to decorate.

Students will talk about their scale drawings, particularly about the drawing process and why they picked the object they drew.

Watch PowerPoint from carpet and have snack.

Participate in bee dance activity and learn about how bees communicate with each other.

Students will brainstorm and think about a time when they helped someone or worked together on something.

Students will complete main project by drawing on hexagon shaped paper.

ideas.

As students finish their drawings, hang them on the bulletin boards so students can see how their individually completed artworks create a collaborative artwork.

(10:45am) Have a discussion about collaborative artwork and ask students to talk about their drawings.



Tell us about your drawing.



How are you working with others in the image?



How does it make you feel when you do this in real life?

Students will discuss their drawings.

Classroom: Decoration and classroom arrangement that makes up a bug environment. Tall grass on walls, clouds in the sky, everything based on scale and what the world would look like from a bug’s point of view.



The discussion about art work will offer time for reflection on what was learned during class and their understanding of collaboration and art.

Transition to Next Lesson     We want students to continue to think about what it would be like to be bugs, and how to share the environment with bugs. This lesson will help them understand how bugs communicate in their daily routines and next week, we will move on to bug habitats. We will also collect the students’ disposable cameras in order to prepare for the habitat lesson in the next class.


Photographs, notes, meeting after class and reflecting as a team.

We will also make a point of recording videos of the children as they draw during free sketch, which will help us understand how they approach their drawings and the creative process.


Participation

4 3 2 1


Demonstrated knowledge of collaboration in his/her drawing

Created a community


quilt images http://thirdcoastdigest.com/wp-content/uploads/2010/06/09_aids-memorial-quilt.jpg

http://www.loyola.edu/bin/b/z/quilt.jpg

http://nashvillearts.com/wp-content/uploads/2010/11/AIDS-DC-590x456.jpg

http://www.aidsquilt.org/

Bee dance video http://www.youtube.com/watch?v=4NtegAOQpSs&feature=player_embedded http://www.benefits-of-honey.com/honey-bee.html

http://www.youtube.com/watch?v=60eGudx8DNE&feature=related http://www.youtube.com/watch?v=XTplJCAbpQI&feature=related

Bee Dance activity http://ag.arizona.edu/pubs/insects/ahb/lsn14.html

Royal art lodge http://whitehotmagazine.com/articles/2008-royal-art-lodge-interview/1524 http://www.royalartlodge.com hexagon images http://www.benefits-of-honey.com/images/beewax_small.jpg

http://etc.usf.edu/clipart/40600/40681/pb_hex_40681_md.gif

http://www.sciencekids.co.nz/images/pictures/math/hexagonpattern.jpg

http://gordondouglas.files.wordpress.com/2011/05/dsc_0029.jpg

http://eschermathfall2010.umwblogs.org/files/2010/11/group-2-a.jpg

image of children individually drawing and then pieced together on wall http://www.google.com/imgres?q=children+drawing&hl=en&tbm=isch&tbnid=FINJCHcIjDmnuM:&i mgrefurl=http://www.zastavki.com/eng/People/Children/wallpaper-12780-

1.htm&docid=XMC5hh4hqIJS5M&w=960&h=768&ei=Fr6VTsvVEILBtgfZhbX7Bg&zoom=1&iact=h c&vpx=745&vpy=195&dur=2205&hovh=201&hovw=251&tx=104&ty=109&page=1&tbnh=89&tbn w=111&start=0&ndsp=22&ved=1t:429,r:12,s:0&biw=1171&bih=546 http://portal.unesco.org/ci/en/files/6809/10401428621drawing.jpg/drawing.jpg

Your Names

Lesson 4: Imagine You Were a Bug: Habitat and Sharing our Space


Saturday School


Unit Title The Wonderful World of Bugs

Grade Level

Lesson Title

Number of Students

Unit Sequence

Room

Date

Pre-School

24

Imagine You Were a Bug: Habitat, sharing our space


310 Patterson

October 22, 2011


For many years, artists have been exploring the issue of environment and our connection to it, as seen in eco-art and land art. According to Graham (2007), contemporary art has largely been ignored in the art education curriculum. The lesson will allow students will explore contemporary art and issues of ecology through art. The awareness, discussion, and learning facilitated through the lesson will offer exploration in a positive effect on the environment through art. Using their own ‘habitat’s as a starting point for the lesson will also help allow students to engage in self discovery and provide personal relevance leading to more meaningful artwork. Students will also learn how art can be used as a method of communication and go beyond the limits of the classroom walls.


Students will learn about contemporary artwork: Dynamite Museum art traffic signs.

Students will learn how art can be used as a form of communication and make their own art that communicates with the public.

Students will explore issues of ecology, particularly habitat, and our impact on the environment.

Students will gain experience in photography and mixed media art.



Powerpoint

1. Student Materials

Photographs Printed Out

Drawing Materials, such as oil pastels

Glue

Cardboard (pre cut) a. Materials for Student(s) with Special Needs:


1. Starting the Lesson: Description of Transition/Motivation

Video clip/ images of insect habitat and the students’ own habitat photographs will be displayed to get students curious and engaged in the lesson.

2. Organizer -

Video Clips will be shown that depict insect habitat. Students will be asked to observe and comment on different habitats.

3. Lesson Sequence:

Take home special assignment

Free Sketch (10)

Vocab Review (10 minutes)

Photograph Scavenger Hunt (20 minutes)

Dynamic Museum Signs Powerpoint (10 minutes)

Introduce Project (10 minutes)

Have students make signs. (55 minutes)

Classroom:

Tables will be organized so students can work in small groups and discuss while they are making their projects. Tables will also be arranged around a carpet used for discussions. Photographs of insect habitats in Pennsylvania will be hung up around the room, as well as the students’ photographs .

Teacher Actions

Take home special assignment


In the previous class, students discussed habitats of insects and their homes or habitats. The students are given disposable cameras and will take outdoor photographs of their ‘habitats’. Students were encouraged to take photographs of the natural environment that demonstrates sharing our environment with other species’ habitats or our impact on the environment around our ‘habitats’.

Sit at table and participate in free sketch (9:00 am) Free Sketch

(9:10 am) Split into Three Groups. Review vocabulary (habitat, impact, natural environment), and ask for examples. Also have students recall their special assignment.

Discuss insect habitats (bees and butterflies)

Who remembers what a habitat is?

Does any one know what the natural environment is? Things that we don’t make, trees, plants, sky, rocks.

Impact When we do things sometimes we make a change. When we build things we impact the environment, we change it.

Who remembers what they did for their special assignment? What did you think about it? Have students pick a picture of a habitat to tell us what they know about it.

Students will listen quietly, and share ideas when called on.

(9:25 am) In groups of three, lay out some of the students pictures. Ask them to do another scavenger hunts\ for examples of how we share space with other species habitats, or how things we make impact habitats. Ask students to offer examples of what they find.

Now class we are going to do a scavenger hunt.

Who knows what a scavenger hunt is? So we will do that with our pictures. We will find examples in our pictures of how we share our space and habitat with other creatures like insects. (Do one as group) Can anyone find an example of where insects may be living in this photo? Now is there anything in this photo that may get in the way of how insects live, that stop them from making their homes or make them in different ways? Now we are going to do that with the other pictures. Does anyone have questions? Can someone tell me what we are doing?

Grass, sidewalk, trees, dirt, house, etc.

Look at the photographs taken by the class.

Find examples of how their environment is shared or how they impact the environment and habitat, especially in their own photographs.

Have students share what they found.

(9:45 am) Meet at carpet for Dynamite Museum

Signs Powerpoint

Ask students what they see. Discuss how art can be used as a way of communication. (10 minutes)

Why do people make art?

One reason is to tell other people things without talking to them.

Dynamite Museum are signs that take a normal object and are changed to really catch people’s attention.

Sit on carpet for the slideshow of the

Dynamite Museum Signs. Contribute to the discussion when called on.

(9:55 am) Introduce Project

Use photographs (printed out on paper) to make signs that inform the public about sharing our space with other living beings, and how we might impact other species’ habitat (have students use examples discussed when looking at photographs). Offer examples such as overlaying drawings of our relationship to insects and other species habitats. Draw symbols (circle, square, other invented shapes/ marks) over instances of impact or sharing their environment in their photograph, as a way to map our relationship to other species and their environment.

Now we are going to make our own signs! We will make signs out of our own photographs.

(Take a photo and glue it to the cardboard to show students) Then we are going to draw on top of the photographs. Remember the things we found in our photos during the scavenger hunt? We are going to draw circles squares or shapes on these things to make other people see them easier too. You can also draw a picture of how you share your space with insects or how things we make might get in their way. So lets try one together. Here is a photograph, does anyone see where in this picture we are or might be sharing the space with insects. Does anyone see something we make that might get in the way or change the way insects make homes? Great will you come up and draw around this space? Now we will do this with our own photos.

Listen to the introduction of the assignment.

(10:05 am) Have students choose one of their photographs and make signs. Go around and put glue on the back of the photographs and let

Make a sign using a photograph they took.

Draw on signs to explore our relationship to the environment and habitats.

students attach it to the cardboard. Attach photographs to cardboard cut in sign shapes.

Then have students draw on the photographs.

As students finish up their project ask if they would like to say anything about their signs that they would like others to know, what they found in there photographs, what they are drawing.

Record or take notes.

Discuss their signs with teachers.



Students will discuss their work and what they learned with the teacher as they are asked to talk about their signs.

Transition to Next Lesson

Students will explore their current relationship with their environment and insect habitats. The

Next Lesson will explore a more positive relationship with the environment through art.

Next Week’s Activities:

Hort Woods Nature Walk: 40 minutes

Introduce MiniField Trip: Have students think about how Hort Woods differs from their ‘habitat’ or other areas of campus. Discuss on the way back to class.

Also collect sticks during the field trip for materials for sculpture

When back at the class meet at carpet for powerpoint

Introduce Contemporary Artist Lynn Hull.

Have students recall last weeks project. Discuss a different relationship that could be achieved with the idea of Lynn Hull’s work. (15 minutes)

Introduce project- habitat installation sculpture, what types of insects live in a stick pile (butterfly, bees) (5 minutes)

Decide on a shape for the sculpture (5 minutes)

Go outside and build habitat sculpture (40 minutes)

When finished have students discuss there experience and how they feel about building habitats for insects. Discuss bring home projects, such as a small stick pile around their own home, planting native plants that attract bees and butterflies with parents, etc. (10 minutes)

Discuss with students that their sculpture will be displayed on a blog, ask if they want anything to be incorporated on the blog, anything they want others to know, thoughts on the project etc.

VI.

DOCUMENTATION & ASSESSMENT :

Photographs, Video Recording, Notes


4 3 2 1

Participation


Demonstrated knowledge of relationship to the environment and habitats

Demonostrated knowledge of how art can be used to communicate

VII. REFERENCES TO MATERIALS CONSULTED http://pubs.cas.psu.edu/FreePubs/pdfs/uf023.pdf

Kalman, B., Crossingham, J. 2006. Insect Homes.

Your Names

Unit Title

Grade Level

Lesson Title

Number of Students

Unit Sequence

Room

Date


Saturday School

Lesson Plan Format



Pre-School

Imagine You Were a Bug: Habitat, sharing our space

24


310 Patterson

October 29, 2011


For many years, artists have been exploring the issue of environment and our connection to it, as seen eco-art and land art. According to Graham (2007), contemporary art has largely been ignored in the art education curriculum. The lesson will allow students will explore contemporary art and issues of ecology through art. The awareness, discussion, and learning facilitated through the lesson will offer exploration in a positive effect on the environment through art. Using the knowledge gained the previous lesson of how we share space with insects and our relationship with them, students will explore how we can be better neighbors to insects. Students will also learn how art can be used as a method of communication and go beyond the limits of the classroom.


Students will learn about contemporary artwork:Lynn Hull

Students will learn how art can be used to better our relationship with the environment and make their own installation sculptures art that communicates with the public.

Students will explore issues of ecology, particularly habitat, and our impact on the environment.

Students will gain experience in installation sculpture.


1. Teacher Materials

plywood for signs

Powerpoint- Lynn Hull

1. Student Materials sticks, twine a. Materials for Student(s) with Special Needs


1. Starting the Lesson: Description of Transition/Motivation

Video clip/ images of insect habitat and their habitat photograph signs will be displayed to get students curious and engaged in the next lesson. Ask students to think how the insects in Bugs life would feel if their homes were changed or destroyed?

2. Organizer -

Video Clips and pictures will be shown that depict insect habitat.


Free Sketch (15 min)

Power Teaching Exercise (5 min)

Lynn Hull Powerpoint and Intro to project (15 min)

Nature walk- Hort woods (40 minutes)

Group Habitat Sculptures (45 minutes)

Classroom:

This week the class will mostly be held outdoors. Rope will be used to designate the space children are only allowed to be in.

Teacher Actions

Review rules using power teaching (5minutes) http://www.youtube.com/watch?v=W1kxpBPtqyI

Expected Learner

Actions

Participate during the introduction of power teaching.

Meet at carpet for powerpoint

Introduce Contemporary Artist Lynn Hull.

Have students recall last weeks project. Discuss a different relationship that could be achieved with the idea of Lynn Hull’s work.

(15 minutes)

“Remember last week when we found examples in our pictures where insects might be sharing our space or things that may get in the way of their habitats? Well this artist helps animals whose homes get destroyed. She makes new homes in beautiful ways for animals.”

Sit in a designated spot on a circle and look at images of Lynn Hull’s work. Raise hands to answer questions and listen to others when they are speaking.

Introduce project- habitat installation sculpture, what types of insects live in a stick pile (butterfly, bees) (5 minutes)

Like Lynn Hull did for other animals, we are going to create sculptures that provide a home for insects!

But first we need to collect some natural materials for our sculptures and we are going to go on a little field trip!

Everyone find a partner make sure you have your partner at all times.

Ground Rules: if you wander of misuse our sculpture materials you will have to go inside.

Listen to project introduction, ask questions, listen to others while they are speaking

Decide on a shape for the sculpture (5 minutes)

Brainstorm a shape for the sculpture.

Hort Woods Nature Walk: 40 minutes

Introduce Mini-Field Trip: Have students think about how Hort Woods differs from their ‘habitat’ or other areas of campus. Discuss on the way back to class.

Also collect sticks during the field trip for materials for sculpture.

Ask students how it made them feel to be in a place like hort woods.

Is it similar or different to where are homes/ habitats are? Emphasize as inhabitants of the earth we have an affect that may change the way it is. We need to think about how we interefer. Our project will help us

Go on nature walk.

Consider questions when they are on the walk. Collect materials if they found any.

be better neighbors to insects and other species that we share our space with.

In groups build habitat sculptures (40)

Show students different ways they can pile sticks

Crisscross, stack, etc.

Build habitat sculptures

When finished have students discuss there experience and how they feel about building habitats for insects. Discuss bring home projects, such as a small stick pile around their own home, planting native plants that attract bees and butterflies with parents, etc. (10 minutes)

Discuss with students that their sculpture will be displayed on a blog, ask if they want anything to be incorporated on the blog, anything they want others to know, thoughts on the project etc.

Share thoughts as a group. Raise hand to speak, and listen while others are speaking.

Share thoughts as a group. Raise hand to speak, and listen while others are speaking.

After class place signs around the sculptures with a link to a blog with more information

V. ENDING THE LESSON

1. Closure of Lesson

Discussion on their thoughts on the project.

1. Transition to Next Lesson

Next week we will look at transformation and how insects transform. Does anyone know what transformation means? Great, think about that this week!

VI. DOCUMENTATION & ASSESSMENT:


Tentative Rubric:

Participation


Demonstrated knowledge of relationship to the environment and habitats, and how we can have a more positive impact on the environment

Demonostrated knowledge of how art can be used to communicate in the form of an installation sculpture

4 3 2 1

VII. REFERENCES TO MATERIALS CONSULTED http://eco-art.org/?page_id=17 http://pubs.cas.psu.edu/FreePubs/pdfs/uf023.pdf

signs: http://eco-art.org/?page_id=17 power teaching http://www.youtube.com/watch?v=W1kxpBPtqyI

Rain Plan:

Transformation Lesson

Free Sketch (20 min)

Read hungry hungry caterpillar with puppet, discuss how the caterpillar transforms as well as other bugs. Also discuss how people can transform. Show cindy Sherman images (15 min)

Breaking out of the Cacoon Performance activity (35 min) in groups have students wrap each other up in toilet paper and then break free.

Snack (10 min)

Transformative Drawings (30 min) Have students recall how they transformed in the performance activity and the discussion on transformation. Hand out folded pieces of paper. On the outside drawing an insect, person, etc. and then on the inside draw a transformed version of the image on the outside.

Class discussion about drawings and performance piece (10 min)

Quiet time/ focused activities: sculpting seemed interested, drawing not so much

Learning centers:

Photographs of things to make and build.

Learning centers: planting and still life ant station butterfly cacoons picture book center

movie clips - project during class magic school bus http://insected.arizona.edu/lessons.htm

http://insected.arizona.edu/lesson_11/setup.htmhttp://1.bp.blogspot.com/-

GdihZTpE0Z4/TpRXPqTEjsI/AAAAAAAAApQ/L9-ls9l8H-k/s400/PAHM+%2528379%2529.JPG

http://www.orkin.com/learningcenter/kids_and_teachers_lessonplans.aspx

http://www.ehow.com/how_5321204_make-insect-house-kids.html

wax carving sculpture - materials used for lesson 1 scavenger hunt growing bugs bug glasses picture planting and still life ant station butterfly cacoons picture book center movie clips - project during class magic school bus http://insected.arizona.edu/lessons.htm

http://insected.arizona.edu/lesson_11/setup.htm

http://www.orkin.com/learningcenter/kids_and_teachers_lessonplans.aspx

http://www.ehow.com/how_532http://1.bp.blogspot.com/-

GdihZTpE0Z4/TpRXPqTEjsI/AAAAAAAAApQ/L9-ls9l8Hk/s400/PAHM+%2528379%2529.JPG1204_make-insect-house-kids.html

\\ find it silly putty - insects?

http://www.princetonol.com/groups/iad/lessons/early/MaryAnn-Bubble.htm

q-tip painting what is sam interested in?

Lesson 6: Imagine You Were A Bug: Transformation


Saturday School


Unit Title

Grade Level

Lesson Title

Number of Students

Unit Sequence

Room

Date


Pre-School

Imagine You Were A Bug: Transformation

24


310 Patterson

November 5, 2011


In this lesson, we will introduce two contemporary artists, Cindy Sherman and William

Wegman, who explore transformation in their artwork. We want students to understand that transformation is the process of going through a change, and these concepts can be applied not only to art, but to their own lives as they are growing and changing each day. Bugs also experience transformation in their lives, going from one stage to the next. Students will get to see these concepts at work with each of our learning centers designed to specifically focus on transformation.




Students will learn about contemporary artists, Cindy Sherman and William Wegman.



Students will learn about what transformation means and how it applies to art, bugs, and their own lives as well.



Students will transform themselves into bugs, caterpillars into butterflies, nature scenes into bug habitats, and individual bug sketches into a collaborative bug project.



Cindy Sherman/William Wegman PowerPoint

The Hungry Caterpillar book

Cardboard sign for tree branches


Drawing paper

Pipe cleaners

Pom poms

Glue

Paint brushes

Watercolors

Empty toilet paper rolls

Clothespins

Coffee filters

B+W photos of kids (cut and printed)

Insect body parts

Oil pastels

Model magic

Scissors

Kids habitat pictures from last week

Acetate

Sharpie



To start the lesson, we will have free sketch and then the students will gather on the carpet and we will all read The Hungry Caterpillar.

Organizer: We will show examples of contemporary artists who explore transformation, such as

Cindy Sherman and William Wegman.

Students will not only see how transformation can be incorporated into their artwork, but they will explore the transformation of themselves and also bugs.

Lesson Sequence

9:00- Free Sketch (20 minutes)

9:20- Read Hungry Caterpillar and show contemporary artist examples (20 minutes)

9:40- Students disperse to learning centers with 5-6 students at each table (70 minutes)

10:50- Have discussion about transformation exercises (10 minutes)

Classroom: Decoration and classroom arrangement that makes up a bug environment. Tables will be arranged into four different learning center areas for students to participate in.

Caterpillar/Butterfly table, Self-Transformation Bug table, Collaborative bug table, and Bug

Habitat Creation table.

9:00am: Welcome students to class again and tell them to gather on the circle for free sketch. Students should not sit at the tables because the learning center supplies will be set up.

9:20am: Gather on the carpet and read The Hungry

Caterpillar. Then, introduce PowerPoint with Cindy

Sherman and William Wegman.

9:40am: Instruct students to go to learning centers.

Students are allowed to decide which center they want to start with, but each table should have 5-6 students.

All students will get a chance to go to each learning center.

Each learning center will have one teacher that will monitor activity and make sure students understand the exercise.

Students will have snack time during the learning center activity while they are working.

Learning Center 1: Caterpillar to Butterfly

Students will create a caterpillar using a clothespin, glue, and pom poms and when they are done they will place their caterpillars into cocoons that will hang on the tree and wait until next week when they will transform into butterflies! After putting the caterpillars into cocoons, they will paint coffee filters which will be used for the butterfly wings next week.

Learning Center 2: Bug Parts / Make Yourself a Bug!

Each student will have a head shot printed in black and white and will be provided with a variety of bug parts to glue onto their bug bodies. They can color their bug self-portraits if they would like to.

Learning Center 3: Collaborative / Collage Bug

Drawings

Students will draw a bug and we will assist them in cutting the bug drawing into parts. Then, they will reassemble the parts to make one bug using each s tudent’s bug parts.

Learning Center 4: Habitat Photo Transformation

Students will use their habitat photos from the previous lesson and using sharpies and a piece of acetate over top, they will transform their artwork into a place where bugs could live.

10:50am: Carpet time/free sketch time.

Participate in free sketch at circle.

Students listen to/watch PowerPoint presentation.

Students will disperse to learning center tables and begin activities at each table.

Participate in free sketch.


Closure of Lesson Students will gather at the carpet and discuss how transformation applies not only to art, but also to themselves as individuals. We all transform in our lives, whether it’s from childhood to adulthood, and this also applies to insects, who transform from one stage to another in their lives.

Transition to Next Lesson   After we have discussed part 1 of transformation with the students we will introduce another performance piece, where students get to experience how to caterpillars emerge from their cocoons and turn into butterflies.

VII. DOCUMENTATION & ASSESSMENT

Videos, photos, meeting as a group afterwards to reflect


4 3 2 1

Participation


Demonstrated knowledge of what transformation means

Created a community

VIII. REFERENCES TO MATERIALS CONSULTED

Your Names

Unit Title

Grade Level

Lesson Title

Number of Students

Unit Sequence

Room

Date


Lesson 7: Imagine you were a bug: Transformation


Saturday School



Pre-School

Imagine You were a Bug: Transformation

24


310 Patterson

November 12, 2011

This lesson will continue the concept of transformation through a butterfly transformation performance project. We want students to understand that transformation is the process of going through a change, and these concepts can be applied not only to art, but to their own lives as they are growing and changing each day. Bugs also experience transformation in their lives, going from one stage to the next. Students will get to see these concepts at work during a performance in which they transform from caterpilller to butterfly and continue with learning centers designed to specifically focus on transformation.

II. LEARNER OUTCOMES

· Students will learn about what transformation means and how it applies to art, bugs, and their own lives as well.

· Students will transform themselves as caterpillars into butterflies.

III. MATERIALS NEEDED FOR LESSON

• Teacher Materials

YouTube Clip of a Butterfly transforming from its ca coon

Video Cameras

(any other documentation material)

Hungry Hungry Caterpillar Book

Transformation Puppet- from a caterpillar to a Butterfly

• Student Materials markers colored pencils sketchbooks

Toilet Paper, clothes pins, pipe-cleaners

Materials for Student(s) with Special Needs


• Starting the Lesson: Description of Transition/Motivation

Who remembers what Transformation means?

2. Organizer

Play Movie Clip of Caterpillar transforming in Bugs Life


20 m sketch

20 m read Hungry Caterpillar and review transformation

10 m introduce performance activity

15m make wings

30m performances

25m sketch/ centers

Classroom:

Teacher Actions Expected Learner Actions

9:00am Approach and welcome arriving students

• lead them to the floor in the front of the room for free sit at table and participate in free sketch sketch.

• when all arrive, turn their attention to the Bugs Life movie clip when the Caterpillar finally transforms into a beautiful butterfly butterfly.

9:20 introduce and read the book

• review what it was about

• asks for students their thoughts

9:30 Talk about their chance to experience the transformation for themselves.

1. call them to their tables to prepare for the process.

• Sit quietly and listen to the story

• talk about their opinions/thoughts about the book.

• raise their hands for a response to any questions we ask the class.

• Listen quietly to planed activity

• sit at their own table when asked

9:45 hand out clothes pins and pipe-cleaners for butterfly wings.

• demonstrate how the wings will work and attach to the back of their shirt.

• go around to each table with pie cleaners.

10:05 introduce performance activity with toilet paper

• assign groups of two and a space within the classroom where they will preform.

• model performance

• pass out toilet paper to each group

10:35 ask students to clean up any toilet paper they find on the floor and it throw away

• pick out pip-cleaner colors and create/shape their own butterfly wings.

• attach wings to their own clothes pin.

• leave finished wings at the table and listen for instructions on the ca coon performance for the first half of the transformation. students wrap each other up one at a time within their group of two.

• the first student gets wrapped up by the other and then break free from their “ca coon”.

• afterwards, they will switch roles so the other partner may have a chance to experience the transformation.

• students help clean up their mess

• finish up at the learning center and/or sketch 10:40 ask all students if they didn't finish at a learning center to do so.

• if finished before the end of class allow them to work in their sketchbook.

V

DOCUMENTATION & ASSESSMENT :

Your Names

Unit Title

Grade Level



Pre-School



Participation


VI. REFERENCES TO MATERIALS CONSULTED http://eco-art.org/?page_id=17

Lesson 8


Saturday School

4 3 2 1

Lesson Title

Number of Students

Unit Sequence

Imagine You Were A Bug: Mural/Closure

24


Room

Date

310 Patterson

November 19, 2011


In this final lesson of our unit, we will tie together all of the themes we have learned about this semester, including transformation, scale, collaboration, and habitat. In the final project, we will introduce students to mural art. Students will collaboratively create a mural of different bug habitats that will form a community or a new “bug world”. Before starting the mural, we will review major concepts and vocabulary words with students and they will be encouraged to use the concepts in their drawings. Overall, this is a chance for the students to demonstrate their knowledge of what they have learned and it is our opportunity to see, as teachers, if the information has stuck with them!




Students will use the mural to demonstrate an understanding of all of the themes we have learned about; transformation, scale, collaboration, habitat.



Students will review and reflect on major concepts and vocabulary words.



Brown paper

Video cameras/other documentation materials


Colored pencils

Oil pastels

Ballpoint pens / sharpies

Centers:

Pompoms

Glue

Coffee Filters

Clothespins

Markers

Pipe cleaners

18x24 sheets of white paper

Photos of kids’ heads



Teacher Actions


Students:



After sketch time, students will gather and have a discussion about the performances last week.

Organizer: Students will participate in sketch time and will watch clips from A Bug’s Life.

Lesson Sequence

9:00- Sketch time (20 minutes)

9:20- Discussion about performances (15 minutes)

If you could transform, how would you do it and what would you be?

Ask for examples of how people transform

9:35- Snack (10 minutes)

9:45- Review major concepts and vocab words

Introduce mural project (15 minutes) collaboration piece, have to do with something we’ve learned scale, transformation, collaboration, habitat

10:00- Students who have not finished learning centers will complete those first

Students who have completed learning centers will start mural.

Classroom: Decoration and classroom arrangement that makes up a bug environment

9:00am - Welcome students back to class and invite them to the carpet for sketch time

9:20am - Show video of last week’s performances and have discussion about them:



If you could transform, how would you do it and what would you be? Why?



Ask students for examples of how people transform

(example: start walking, growing hair, losing first tooth, etc.)

9:35am - Have snack time, take a short break before introducing mural project

9:45am - Review major concepts and vocab words to be sure students understand what we have learned in class this semester.



Collaboration, transformation, habitat, scale, artist, performance, sculpture (3D), mural

Introduce mural project:



Participation




4 3 home look like?

 We will be using all of the ideas that we’ve learned about in class for the mural



Collaboration: examples of how bugs collaborate



Transformation: how bugs transform



Habitat: Where do bugs live?



Scale: draw it if you were the size of a bug or if you’re looking at a bug’s home

10:00am - Split students into groups- either to learning centers or to work on the mural.

The mural will be laid out on the floor in the front of the room for students to draw on for the remainder of the class. Put paper right up against front wall so students don’t draw upside down.

Play A Bug’s Life movie during this time so students can look for ideas if they are stuck.


Participate in free sketch on the carpet

Participate in discussion and contribute ideas about what they would be if they could transform into anything.

Have snack time

Students raise their hands and demonstrate an understanding of major concepts and vocab words.

2 1

Students who have not completed a project at the learning centers will finish that first. Students who have completed all learning center projects will start the mural using the prompt we gave.


N/A

Demonstrated knowledge of

Cl osur major concepts and vocab words e of

Less on

Ask

Created a community stude nts what their favorite project was and/or what they had the most fun learning about the most this semester. Make sure to film their responses for documentation/final exhibition.

Transition to Next Lesson   N/A


Video cameras and discussing as a group after class.


Unit Lesson Plan

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