3rd Grade
Insect Collage
Lesson
Estimated Class Time
3, 40 minute sessions
Objectives
Students will…
 Understand that artists use
observation. Observe and discuss
the shapes of insects and patterns
found on them.
 Discuss Balance (Symmetrical and
asymmetrical).
 Explore visual texture.
 Create a collage of an insect from
objects found in nature.
The collage is part of art and the
observation is part of science.
Studio Time
Day 1
 Start with a piece of cardstock or cardboard.
 Select insect.
 If you have already collected materials,
students can begin immediately.
 Lightly sketch insect, lay down materials to
make sure everything fits well before you start
gluing or lay down materials and then glue.
 If needed, give each student a baggie to store
materials in.
Day 2 & 3
 Continue gluing until finished
 Let dry and display
 You may want to take a schoolyard Optional: Students could create a border.
fieldtrip to collect items from
nature and observe insects. They
could take a sketch book and draw
their observations. This activity
will help the students learn about
what insects need in order to
survive through observation. They
will then, in turn, take this
observation into the art studio and
explore on it by making the
collage.
Vocabulary
Materials
Collage, texture, shape, pattern,
Balance (symmetrical)
 Cardboard, Masonite board, or other hard
board that can be glued to (12 x 12 or larger)
 Sandwich Baggies for storage
 Pencils
 Found items from nature (leaves, grasses,
etc.) Select things that can be easily glued
unless you plan on helping by using a hot
glue gun.
 Glue (Elmer’s) or other
Note: You could send home a newsletter to the
parents asking them to collect materials to send to
school and/or you could take a nature walk to let
students collect at least one item to contribute to
their project. I would recommend having materials
before you start the lesson.
Art session 1:
 Pass out cardboard and pencils.
 Make sure students have a picture or a
model of an insect they want to use. I have
a plastic tub with insects that students can
select from, along with several books and
the insects on my power point.
 You will need containers to store your found
objects in such as shoe boxes, box tops or
plastic tubs. Give students a baggie to put
their individual selections in.
Art session 2 & 3:
 Provide glue to start collage.
 Attach parts.
 Keep found objects available.
Day 1-Beginning new art lesson: To engage
students, show the Let’s Get Buggy (1) and (2)
power point presentations and examples. Let
students select their insect.
During Construction Time: As they make the
collage you can discuss with them why bees are
Habitat, Insect
Setup
Teaching Procedures
Safety Tips:



Observe the environment
before taking the students.
Watch out for dangerous areas,
ex. Poison ivy.
Treat the outdoors activity as a
field trip and have parents, and
volunteers help.
Have rules for the students in
order to provide extra safety.
Summary and Closure
Assessments
Resources
Extension Ideas
found around flowers, or why you find
grasshoppers in open fields, any information that
will help them understand insect survival more.
Books about insects will provide vast amount of
information and you can have them available for
student to look at. Come up with as many
questions as you can about your subject as the
students look at the presentation and during art
time.
Closure: In bringing the lesson to a close, look at
the collages as a whole and have a short discussion
on what they see. Have them fill out a ‘display
form’ to describe their insect. Then, as a class go
and hang them up for the school to observe and
learn as well.
1. Did students demonstrate an understanding of
the vocabulary during oral discussion?
2. Did students follow the steps in creating art?
3. Did students finish artwork?
4. Did students critique artworks by applying
concepts presented?
See attachment
Seeing Elements and Principals Did students
identify different patterns and textures in their
insect collage? What kind of balance does it
reflect?
 Children’s Trade Books
 Music CD (Sounds of nature) or other
 Watercolor Insect Steps (see USB for PPP)
 Let’s Get Buggy Power Point Presentations on
USB Drive—
Insect Lesson, Resources, and Extensions (1)
Insects (3)
Insect Collage Steps (3)
 This lesson could be extended by creating
National Art Standards
Arkansas Art Standards
3-D insect sculptures from nature.
 Watercolor Insects—see PowerPoint
Presentation
 Students could create an insect journal.
They could sketch different insects providing
descriptions of habitats or where they are
found.
 A Bug’s Life—Artwork from a bugs point of
view.
 Creative & Descriptive Writing Activities
 Gifted Education—Dissection, Models, etc.
 Read aloud the story book “Ant, Ant, Ant!”
or “Bugs are Insects” and have students
identify the features of all insects.
 Have students create and write a story about
their insect
1a-Students know the difference between
materials, techniques, and processes
1c-Students use different media, techniques, and
processes to communicate ideas, experiences, and
stories
2c-Students use visual structures and functions of
art to communicate ideas
3a-Students explore and understand prospective
content of works of art
3b-Studnets select and use subject matter,
symbols, and ideas to communicate meaning
6b-Students identify connections between the
visual arts and other disciplines in the curriculum
VA.5.3.1—Lines
VA.5.3.2—Shapes
VA.5.3.6—Textures
VA.5.3.10—Patterns
VA.5.3.14—Symmetrical
VA.5.3.15—Center of Interest
VA.6.3.2—2D
VA.6.3.5—Problem Solving
VA.6.3.7—Variety of Stimuli
VA.6.3.9—Cross Curriculum
VA.7.3.1—Art History
VA.7.3.5— Explain art work
VA.7.3.6—Exhibit Art
Science Standards
LS1.A: By the end of grade 2… all organisms have
external parts. Different animals use their body
Within GT Curriculum on Entomology parts in different ways to see, hear, grasp objects,
(1)Scientific Inquiry: Classroom and
protect themselves, move from place to place, and
Field
seek, find, and take in food, water and air. Plants
a. ask questions
also have different parts (roots, stems, leaves,
b. plan and conduct simple descriptive flowers, fruits) that help them survive, grow, and
investigations
produce more plants.
e. communicate findings
(2) Critical Thinking and Decision
LS1.A: by the end of grade 5, plants and animals
Making
have both internal and external structures that
a. make decisions using information
serve various functions in growth, survival,
(3) Tools
behavior, and reproduction. Note: focus at this
a. use senses as tools of observation
grade is on the macroscale systems
(4) Living Organisms-Basic Needs
a. identify basic needs of organisms
LS1.D: By the end of grade 2…
b. identify ways Earth provides
Animals have body parts that capture and convey
resources for life
different kinds of information needed for growth
and survival—for example, eyes for light, ears for
sounds, and skin for temperature or touch.
Animals respond to these inputs with behaviors
that help them survive (e.g., find food, run from a
predator). Plants also respond to some external
inputs (e.g., turn leaves toward the sun).
CCSS
Literacy
SL.2.2: Recount or describe key ideas or details
from a text read aloud or information presented
orally or through other media.
SL3.2: Determine the main ideas and supporting
details of a text read aloud or information
presented in diverse media and formats, including
visually, quantitatively, and orally.
Appendix A: Assessment—I use the smiley face assessment or
(USB Drive)
you can make up one of your own.
Appendix B: PowerPoint with Insects
Appendix C: (USB Drive) Handout with Insects
(USB Drive)