Brooke Walters
Nikki Short
Lesson Plan
Lesson: US and Indiana Sun Catchers
Length: Two thirty minute sessions
Age or Grade: Fourth grade, age 9-10
Academic Standards:
Social Studies/Places and Regions:
4.3.3- Locate Indiana on a map as one of the fifty states. Identify and describe the location of
the state capitol, major cities, and rivers in Indiana, and place these on a blank map of
the state.
Social Studies/Human Systems:
4.3.9- Explain the importance of major transportation routes, including rivers, in the
exploration, settlements, and growth of Indiana and in the state’s location as a
crossroad of America.
Visual Arts/Creating Art/Production:
4.1.1- Identify the relationship between a work of art and the geography and characteristics of
the culture; and identify where, when, and by whom the work of art was made. (focus:
Indiana History)
4.8.1- Apply elements (line, shape, form, texture, color, and space) and principles (repetition,
variety, rhythm, proportion, movement, balance, emphasis) in work that effectively
communicates their ideas.
4.9.3- Demonstrate safe and proper use, care, and storage of media, materials, and equipment.
4.10.3- Demonstrate respect for their work and the work of others.
Performance Objectives:

Given a map of the United States, students will be able to locate Indiana.

Given a map of Indiana, students will be able to locate the capitol city, other major cities
and major rivers.

Using knowledge of art elements, students will explain the texture, shape, color and
form of the glue while creating the maps.

Students will demonstrate respect for their work and the work of others, in respect that
everyone’s map will be different.

Given pictures of paintings, markers, paper clips, and glue, students will demonstrate
safe and proper usage of the materials given.

Given pictures of Indiana paintings, students will be able to explain the difference
between the work of art and Indiana culture as well as identifying where, when, and by
whom the work of art was made.
Assessment:

Observational:
o Students will be assessed on how they demonstrate safe and proper usage of the
materials given.
o Students will be assessed on their attitudes toward their work and the work of
others.

Written:
o Students will be given a map test over the United States major rivers, cities, and
bodies of water as well as major rivers and cities of Indiana.

Verbal:
o Using the map they created from the glue, students will be able to point out and
verbally name the major cities, bodies of water, and rivers of the United States
as well as the major cities and rivers of Indiana.

Product:
o Students will be assessed on how well they placed the major bodies of water,
rivers, and major cities of the United States as well as the major cities and rivers
of Indiana on the two maps they created.
Discovery Box Materials:

Maps of the United States with major rivers and bodies of water

Maps of Indiana with major rivers and cities

An example of Indiana map made from the glue

An example of the United States map made from the glue

Photos of paintings by Thomas Cole (Rivers)
*http://whitemountainart.com/Biographies/bio_tc.htm

Photos of paintings by T.C. Steele
*http://www.98.ips.k12.in.us/T.C.+Steele+the+Artist/default.aspx
Materials Provided By Classroom Teacher:

Glue

Blue food coloring

Blue, red, brown, and black permanent markers

Yarn or string

Margarine tub lids.

Paperclips
General Summary of Lesson:
In the first thirty-minute section, students will learn about the states, major rivers and
bodies of water in and around the United States as well as major cities and rivers in Indiana.
Students will learn about an artist named Thomas Cole and see several different paintings done
by him such as paintings of the wilderness in the United States. Another artist they will learn
about is T.C. Steele who painted in Indiana for most of his life. After the lesson is over, the
students will then begin the activity by putting the glue in the margarine tub lids and leaving it
out to dry. Students will discuss the texture, shape, color, and form of the wet glue.
In the second thirty-minute section, students will discuss the texture, shape, color, and
form of the glue now that it is dry. They will then compare and discuss the differences and
similarities between the wet and dry glue. Next, the students will begin creating the maps from
the glue. Each student will create one map of the United States and one of Indiana. On the
United States map, students will draw or carve the states, major rivers, and major bodies of
water. On the Indiana map, students will draw or carve the major cities and major rivers.
When the students are finished with the maps, they will poke a hole in the map and use string
or yarn to hang it up.