SUBJECT:
GRADE LEVEL:
COURSE TITLE:
COURSE CODE:
SUBMISSION TITLE:
BID ID:
PUBLISHER:
PUBLISHER ID:
BENCHMARK CODE
MAFS.K12.MP.5.1:
Visual Art
2
Art – Grade 2
5001030
Explorations in Art Grade 2
3015
Davis Publications, Inc.
04-2230444
LESSONS WHERE BENCHMARK IS DIRECTLY ADDRESSED IN-DEPTH IN MAJOR
TOOL
BENCHMARK
(Include the student edition and teacher edition with the page numbers of lesson, a link
to lesson, or other identifier for easy lookup by reviewers.)
In addition to the listed benchmarks and standards, the following mathematical practices are required content:
Use appropriate tools strategically. Student Edition
8-11, 24-27, 54-57, 76-79, 84-87, 103, 114-117, 144-147, 158-161, 174-177
Teacher Edition
8-11, 24-27, 54-57, 76-79, 84-87, 103, 114-117, 144-147, 158-161, 174-177
MAFS.K12.MP.6.1:
Attend to precision.
Student Edition
8-11, 16-19, 38-41, 54-57, 73, 76-79, 114-117, 135, 158-161, 173
Teacher Edition
8-11, 16-19, 38-41, 54-57, 73, 76-79, 114-117, 135, 158-161, 173
MAFS.K12.MP.7.1:
Look for and make use of
structure.
Student Edition
51, 76-79, 84-87, 98-101, 103, 141, 144-147, 157, 158-161, 174-177
Teacher Edition
51, 76-79, 84-87, 98-101, 103, 141, 144-147, 157, 158-161, 174-177
LAFS.2.SL.1.1:
MAFS.2.G.1.1:
In addition to the listed benchmarks and standards, the following clusters and Speaking and Listening standards are
required content:
Student Edition
Participate in collaborative
conversations with diverse
18, 26, 40, 49, 56, 108, 118-119, 130, 138, 168
partners about grade 2 topics and
texts with peers and adults in small Teacher Edition
and larger groups.
18, 26, 40, 49, 56, 108, 118-119, 130, 138, 168
Recognize and draw shapes
having specified attributes, such
as a given number of angles or a
given number of equal faces.
Identify triangles, quadrilaterals,
pentagons, hexagons, and cubes.
Student Edition
7, 54-57, 157, 158-161
Teacher Edition
7, 54-57, 94, 143, 157, 158-161
MAFS.2.G.1.3:
HE.2.C.2.4:
VA.2.C.1.1:
Partition circles and rectangles into
two, three, or four equal shares,
describe the shares using the
words halves, thirds, half of, a third
of, etc., and describe the whole as
two halves, three thirds, four
fourths. Recognize that equal
shares of identical wholes need
not have the same shape.
Explain the ways that rules make
the classroom, school, and
community safer.
Remarks/Examples: Walking not
running, waiting your turn, and
following traffic laws.
Use the art-making process to
communicate personal interests
and self-expression.
The opportunity to address this objective is available. See the following:
Student Edition
7, 54-57, 157, 158-161
Teacher Edition
7, 54-57, 94, 143, 157, 158-161
*Page citations refer to the use of geometric shapes.
The opportunity to address this objective is available. See the following:
Teacher Edition
19, 41, 57, 69, 77, 117, 131, 139, 147, 175
*Page citations refer to Art Safety Tips.
Student Edition
5, 38-41, 51, 54-57, 95, 98-101, 111, 165, 174-177
Teacher Edition
5, 38-41, 51, 54-57, 95, 98-101, 111, 165, 174-177
VA.2.C.1.2:
Reflect on and discuss various
possible meanings in works of art.
Student Edition
11, 19, 27, 41, 61, 69, 77, 109, 139, 169
Teacher Edition
11, 19, 27, 41, 61, 69, 77, 109, 139, 169
VA.2.C.2.1:
Use appropriate decision-making
skills to meet intended artistic
objectives.
Student Edition
24-27, 35, 38-41, 67, 76-79, 97, 106-109, 114-117, 133, 136-139
Teacher Edition
24-27, 35, 38-41, 67, 76-79, 97, 106-109, 114-117, 133, 136-139
VA.2.C.2.2:
Identify skillful techniques used in
works by peers and others.
Remarks/Examples: e.g.,
painting, drawing, clay, collage,
printmaking techniques
Student Edition
11, 19, 41, 48, 56, 69, 78, 101, 109, 139
Teacher Edition
11, 19, 41, 48, 56, 69, 78, 101, 109, 139
VA.2.C.2.3:
Use suggestions from others to
modify the structural elements of
art.
The opportunity to address this objective is available. See the following:
Student Edition
48, 78
Teacher Edition
48, 78
*Page citations refer to comparing artwork with classmates.
VA.2.C.3.1:
VA.2.C.3.2:
VA.2.S.1.1:
VA.2.S.1.2:
VA.2.S.1.3:
Use accurate art vocabulary to
identify connections among visual
art and other contexts.
Compare artworks with utilitarian
objects and use accurate art
vocabulary to describe how they
are the same and how they are
different.
Teacher Edition
7, 11, 21, 25, 53, 58, 83, 119, 157, 173
Experiment with tools and
techniques as part of art-making
processes. Remarks/Examples:
e.g., brush for details, fiber, series
of prints, mixed media, clay
Student Edition
8-11, 24-27, 52, 54-57, 68-71, 76-79, 84-87, 135, 158-161, 174-177
Use diverse resources to inspire
expression of personal ideas and
experiences in works of art.
Remarks/Examples: e.g., media,
new technology
Student Edition
46-49, 53, 68-71, 76-79, 98-101, 103, 106-109, 144-147, 163, 174-177
Explore art from different time
periods and cultures as sources
for inspiration.
This objective is addressed throughout. See, for example:
Student Edition
14, 28-29, 51, 54-57, 58-59, 98-99, 118-119, 148-149, 158-161, 178-179
The opportunity to address this objective is available. See the following:
Student Edition
173, 174-177
Teacher Edition
173, 174-177
*Page citations refer to creating utilitarian items.
Teacher Edition
8-11, 24-27, 52, 54-57, 68-71, 76-79, 84-87, 135, 158-161, 174-177
Teacher Edition
46-49, 53, 68-71, 76-79, 98-101, 103, 106-109, 144-147, 163, 174-177
Teacher Edition
14, 28-29, 51, 54-57, 58-59, 98-99, 118-119, 148-149, 158-161, 178-179
VA.2.S.1.4:
Use accurate art vocabulary to
discuss art.
Student Edition
28-29, 31, 58-59, 61, 88-89, 91, 118-119, 121, 148-149, 181
Teacher Edition
28-29, 31, 58-59, 61, 88-89, 91, 118-119, 121, 148-149, 181
VA.2.S.2.1:
Develop artistic skills through
repeated experiences with art
media, techniques, processes, and
tools.
This objective is addressed throughout. See, for example:
Student Edition
16-19, 24-27, 38-41, 54-57, 83, 98-101, 114-117, 144-147, 158-161, 174-177
Teacher Edition
16-19, 24-27, 38-41, 54-57, 83, 98-101, 114-117, 144-147, 158-161, 174-177
VA.2.S.2.2:
Follow sequential procedures
focused on art production.
Student Edition
8-11, 24-27, 38-41, 54-57, 83, 98-101, 114-117, 144-147, 158-161, 174-177
Teacher Edition
8-11, 24-27, 38-41, 54-57, 83, 98-101, 114-117, 144-147, 158-161, 174-177
VA.2.S.3.1:
VA.2.S.3.2:
Manipulate art materials and refine
techniques to create two- and/or
three-dimensional personal works.
Remarks/Examples: e.g., eyehand coordination, fine-motor skills
Student Edition
8-11, 16-19, 35, 54-57, 68-71, 76-79, 103, 114-117, 141, 174-177
Demonstrate growth in
craftsmanship through purposeful
practice.
Student Edition
13, 16-19, 24-27, 37, 46-49, 51, 76-79, 84-87, 108-109, 143
Teacher Edition
8-11, 16-19, 35, 54-57, 68-71, 76-79, 103, 114-117, 141, 174-177
Teacher Edition
13, 16-19, 24-27, 37, 46-49, 51, 76-79, 84-87, 108-109, 143
VA.2.S.3.3:
VA.2.S.3.4:
VA.2.O.1.1:
Follow directions for safety
procedures and explain their
importance in the art room.
Describe the differences between
using one’s own ideas, using
someone else’s ideas as one’s
own, and drawing inspiration from
the works of others.
Remarks/Examples: e.g.,
plagiarism, appropriation from the
Internet and other sources
Employ structural elements of art
and organizational principles of
design in personal work to develop
awareness of the creative process.
Teacher Edition
19, 41, 57, 69, 77, 117, 131, 139, 147, 169
The opportunity to address this objective is available. See the following:
Student Edition
9, 25, 39, 55, 69, 77, 107, 115, 137, 145
Teacher Edition
9, 25, 39, 55, 69, 77, 107, 115, 137, 145
*Page citations refer to the Inspiration from Art feature.
Student Edition
8-11, 24-27, 43, 54-57, 65, 83, 103, 157, 158-159
Teacher Edition
8-11, 24-27, 43, 54-57, 65, 83, 103, 157, 158-159
VA.2.O.2.1:
Use personal experience to
convey meaning or purpose in
creating artworks.
Student Edition
38-41, 46-49, 53, 67, 135
Teacher Edition
38-41, 46-49, 53, 67, 135
SC.2.N.1.5:
VA.2.O.3.1:
VA.2.H.1.1:
Distinguish between empirical
observation (what you see, hear,
feel, smell, or taste) and ideas or
inferences (what you think).
Remarks/Examples: Florida
Standards Connections:
MAFS.K12.MP.5: Use appropriate
tools strategically.
Create personally meaningful
works of art to document and
explain ideas about local and
global communities.
The opportunity to address this objective is available. See the following:
Student Edition
8-11
Identify examples in which artists
have created works based on
cultural and life experiences.
Student Edition
17, 28-29, 39, 58-59, 69, 88-89, 118-119, 122-123, 148-149, 178-179
Teacher Edition
8-11, 97
Page citations refer to observation.
Student Edition
8-11, 16-19, 35, 54-57, 68-71, 76-79, 103, 114-117, 141, 174-177
Teacher Edition
8-11, 16-19, 35, 54-57, 68-71, 76-79, 103, 114-117, 141, 174-177
Teacher Edition
17, 28-29, 39, 58-59, 69, 88-89, 118-119, 122-123, 148-149, 178-179
VA.2.H.1.2:
VA.2.H.2.1:
Distinguish between appropriate
and inappropriate audience
behavior.
Identify differences or similarities
in artworks across time and
culture.
This objective falls outside the scope of this program.
Student Edition
28-29, 36-37, 42-43, 58-59, 118-119, 124-125, 126-127, 142-143, 148-149, 178-179
Teacher Edition
28-29, 36-37, 42-43, 58-59, 118-119, 124-125, 126-127, 142-143, 148-149, 178-179
VA.2.H.2.2:
Identify objects from everyday life
that have been designed and
created using artistic skills.
Remarks/Examples: e.g.,
birthday cards, perfume bottles,
personal electronic devices, cars,
cereal box designs, buildings
Student Edition
OUT
Teacher Edition
29, 49, 51, 81, 95, 103
VA.2.H.2.3:
Identify the physical features or
characteristics of artworks
displayed in the community.
The opportunity to address this objective is available. See the following:
Student Edition
154-155, 156-157, 166-169, 178-179
Teacher Edition
154-155, 156-157, 166-169, 178-179
Page citations refer to architectural activities.
VA.2.H.3.1:
VA.2.F.1.1:
Describe connections made
between creating with art ideas
and creating with information from
other content areas.
Remarks/Examples: e.g., shapes
and math, color mixing and
science
Use imagination to create unique
artwork incorporating personal
ideas and selected media.
Student Edition
OUT
Teacher Edition
5, 9, 25, 35, 41, 53, 71, 83, 95, 135
Student Edition
16-19, 37, 46-49, 53, 67, 76-79, 95, 106-109, 114-117, 136-139
Teacher Edition
16-19, 37, 46-49, 53, 67, 76-79, 95, 106-109, 114-117, 136-139
VA.2.F.1.2:
Explore the advantages of having
multiple solutions to solve an
artistic problem.
The opportunity to address this objective is available. See the following:
Student Edition
26, 116, 130, 146, 160
Teacher Edition
26, 116, 130, 146, 160
Page citations refer to pages where students reflect on what they would do differently if
they repeated the activity.
VA.2.F.2.1:
VA.2.F.3.1:
Identify work created by artists and
designers. Remarks/Examples:
e.g., identified via description,
sketching, painting, taking a
picture; works: photographs,
portraiture, landscaping, cartoon
characters
Describe the use of art to promote
events within the school or
community.
Student Edition
25, 39, 69, 107, 137, 175
Teacher Edition
2, 25, 32, 39, 62, 69, 92, 107, 122, 137, 152, 175
Student Edition
OUT
Teacher Edition
43, 81, 111, 113
VA.2.F.3.2:
Work with peers to complete a
task in art.
Student Edition
83, 125, 127, 166-169
Teacher Edition
83, 125, 127, 166-169
VA.2.F.3.3:
Use time effectively while focused
on art production to show early
development of 21st-century skills.
Student Edition
16-19, 37, 46-49, 53, 67, 76-79, 95, 106-109, 114-117, 136-139
Teacher Edition
16-19, 37, 46-49, 53, 67, 76-79, 95, 106-109, 114-117, 136-139
LAFS.2.SL.1.2:
LAFS.2.SL.1.3:
MAFS.2.MD.1.1:
Recount or describe key ideas or
details from a text read aloud or
information presented orally or
through other media.
Student Edition
30, 60, 90, 120, 150, 180
Ask and answer questions about
what a speaker says in order to
clarify comprehension, gather
additional information, or deepen
understanding of a topic or issue.
Student Edition
OUT
Measure the length of an object to
the nearest inch, foot, centimeter,
or meter by selecting and using
appropriate tools such as rulers,
yardsticks, meter sticks, and
measuring tapes.
The opportunity to address this objective is available. See the following:
Student Edition
OUT
Teacher Edition
3, 30, 33, 60, 63, 90, 93, 120, 123, 150, 153, 180
Teacher Edition
2, 29, 2, 62, 63, 83, 92, 122, 133, 152
Teacher Edition
143, 173
Page citations refer to the teacher measuring.