Students make a book that illustrates the three main stages of a butterfly s life cycle: caterpillar, chrysalis, and butterfly.

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1 Lesson 1 Life Cycle of a Butterfly DESCRIPTION OF LESSON Students make a book that illustrates the three main stages of a butterfly s life cycle: caterpillar, chrysalis, and butterfly. Standards Addressed VAPA, Visual Art: 1.3 Identify the elements of art in the environment and in works of art. Life Science 2a: Students know how to observe and describe similarities and differences in the appearance and behavior of plants and animals. 2c. Students know how to identify major structures of common plants and animals. Language Arts: Listening and Speaking 1.2 Share information and ideas, speaking audibly in complete, coherent sentences. Vocabulary Development, life cycle, chrysalis, caterpillar, butterfly, symmetry Objectives Students will: Verbally describe the changes that occur during a butterfly s life cycle. Verbally identify lines, shapes, colors, and patterns in butterflies. Make a book that illustrates the three main stages of a butterfly s life cycle. Materials White construction paper Overhead transparency: Life Cycle of a Butterfly Crayons, pencils, markers, colored pencils, or oil colors From left: Caterpillar, Chrysalis, Butterfly. page 1 Courtesy of Kidspace Children s Museum : Discovering Art in My Community, Pasadena Unified School District & Kidspace Children s Museum.

2 Procedure FOCUS: Ask students how humans change as they get older. How are their bodies different now than they were when they were babies? How will they change as they grow up? TEACH: Show Transparency #1: Life Cycle of a Butterfly. Describe the butterfly s life cycle as illustrated in the transparency. Ask students to describe the changes they see happening during each stage of the butterfly s development. Ask students to describe the lines, shapes, and colors they see at each stage. Pass out three sheets of white construction paper. Demonstrate how to stagger them, fold over the top, and staple them and have students follow along. Write the word caterpillar on the board and have students write the word on the first page. Write the word chrysalis on the board and have students write the word on the second page. Write the word butterfly on the board and have students write it on the third page. Distribute crayons. Then, have students illustrate each page. Remind students to use lines, shapes, and colors. REFLECT/ASSESS: Have students bring their books to the carpet and set them down in front of themselves. Using the think-pair-share model give students time to work with a partner. Students should describe which stage of the life cycle is illustrated and identify the lines, colors, or shapes that they used to depict the stage. Have at least three students share at the end. Differentiation In addition to strategies that you already utilize to meet the needs of individual learners in your classroom, here are some suggestions: Keep the overhead up while students are working. Pre-make the books. Print out the words caterpillar, chrysalis, and butterfly and photocopy. Students can cut out words and paste them to the paper. page 2 From left: Intro to K student at Madison Elementary, Madison student Gwendy and her finished artwork.

3 Lesson 2 A Walk Through Nature Description of Lesson This lesson will help students understand and differentiate plants found in nature. Students participate in a nature walk, and then create collages that show plants. Standards Addressed VAPA, Visual Art: 1.3 Identify the elements of art in the environment and in works of art, emphasizing line, color, and shape/form, 2.3 Make a collage with cut or torn paper shapes/form. Life Science 2a. Students know how to observe and describe similarities and differences in the appearance and behavior of plants and animals. Language Arts: Listening and Speaking 1.2 Share information and ideas, speaking audibly in complete, coherent sentences. Vocabulary Plant, stem, leaf, petal, grass, flower, tree, nature Objectives Students will: Verbally describe various plants during a class nature walk. Identify images of plants in magazines or catalogues and cut them out. Create a plant collage. Describe the lines, colors, and shapes in the collage. Materials Construction paper Age-appropriate magazines or catalogues (1 per student; or have two students share a magazine) Glue sticks Scissors page 1 Madison Elementary Intro to K student, Bianca.

4 Procedure FOCUS: Take students on a brief walk on the school campus grounds. Have them identify and describe different plants that they see as they walk throughout the school s campus. Ask students to compare and contrast plants. Encourage students to use the vocabulary of the visual arts to describe the plants (e.g. describe the shape of a leaf; the colors in a flower; or the lines of a stem). Tell them that during the nature walk they will get ideas for their plant collage. TEACH: Introduce vocabulary words to students and make connections to what they saw on the walk. Pass out magazines and scissors. Hold a magazine up for the class to see. Flip through the pages until you find an image of a plant. Tear the page out of the magazine and then cut the image out of the page. Have students do the same. Instruct the students to find more pages that show plants found in nature and tear them out of the magazine, then cut the pictures out of the pages. Have the students carefully cut 2 4 pictures out of the magazine. Then pass out the construction paper and glue sticks. Remind students to try out different arrangements before gluing. Students could add other elements to the collage as well, such as plant matter collected on the nature walk, crayon drawings, or torn construction paper. REFLECT/ASSESS: Have students bring their collages to the carpet and set them down in front of themselves. Or, hang the collages around the room and have the students walk around to explore them. Have students share their collages with the class and identify three plants that they chose to put in their collage. Students should also identify the places where they used line, color and shape to construct their collages. Differentiation In addition to strategies that you already utilize to meet the needs of individual learners in your classroom, here are some suggestions: Pair two or three students together to make a group collage. Pre-cut the pictures from the magazines. Have students select one image from a magazine and draw other plants with crayons or markers. page 2 Collage made by Madison Elementary Kindergarten student Kelly.

5 Lesson 3 The Way Trees Grow Description of Lesson Students learn and perform a song about the life cycle of the tree, and then make a poster with relief elements to show how a tree grows. Standards Addressed VAPA, Visual Art: 1.2 Name art materials introduced in lessons, 2.7 Create a threedimensional form, 4.3 Discuss how and why they made a specific work of art. VAPA, Music: 2.2 Sing age-appropriate songs from memory, 3.4 Use developmentally appropriate movements in responding to music from various genres and styles. Life Science: 2c Students know how to identify major structures of common plants and animals. Language Arts: Speaking Applications 2.2 Recite short poems, rhymes, and songs, Language Arts: Listening and Speaking Strategies 1.2 Share information and ideas, speaking audibly in complete, coherent sentences. Vocabulary Seed, trunk, leaves, stem, life cycle, growing, changing, clay, paint, cardboard Objectives Students will: Sing a song about seeds growing into trees. Create a poster depicting the life cycle of a tree. Use clay to create relief areas on the poster. Describe their artworks and the materials used to produce them. Materials Air Dry/Oven Bake Clay White glue Crayons Green washable tempera Yellow washable tempera Red washable tempera Paintbrushes One sheet of Fadeless art board per student Blackline Master: The Growing Song page 1.

6 Procedure FOCUS: Familiarize students with the life cycle of a tree, using the lyrics on Blackline Master: The Growing Song. Have students sing the song to the tune of Twinkle, Twinkle, Little Star and then add movement as described in the Blackline Master. A CD with an instrumental version of Twinkle, Twinkle, Little Star is available. Please call the Arts Education Office at (626) x88121 if you would like a copy. TEACH: Tell students that they are going to make posters that show the life cycle of a tree: from seed, to stem, to tree. Pass out Fadeless art board. Draw a horizontal line with a brown crayon across the board. Shade in the soil beneath the line. Have students follow along with each step. Have students draw a seed in the left side of the board, a stem and leaf in the center of the paper, and a full-grown tree in the right side of the board. Distribute a ball of clay the size of a plum to each student. Demonstrate how to pinch of pieces of clay, roll clay into balls, apply pressure to make snakes, and squish the clay to make pancakes. Have students add clay to their drawing. For example, they could place a clay seed in the ground, flatten the clay to make a leaf and then paint it green, or roll a log of clay to make a tree trunk. Clay pieces can be glued to the Fadeless art board. Distribute a paper plate with green paint for each 3-4 students, another plate for red, and another for yellow. Distribute paintbrushes for each plate. Have students add paint to the artworks. REFLECT/ASSESS: Leave completed art projects on students desks to dry. Take students on a walk around the classroom to look at the different completed projects and have the students who created the projects share one thing they liked best about their art piece and one thing they would change to make it better. Students should describe where they chose to use a certain art material and why. Differentiation In addition to strategies that you already utilize to meet the needs of individual learners in your classroom, here are some suggestions: Pair students together to work on the project together. Eliminate the paint and have students use crayons or markers to add color. If clay is something that is unable to be managed, you can use torn brown construction paper. If students cannot memorize the lyrics of The Growing Song, break students into three groups and have each one learn a verse. page 2

7 Lesson 3 The Way Trees Grow Blackline Master The Growing Song Sing to the tune of Twinkle, Twinkle, Little Star First Verse [movement: kneeling] We are little seeds in the ground, Stuck in the earth with dirt all around. Waiting for the sun to shine, Water sprinkles from the sky. We are little seeds in the ground, Stuck in the earth with dirt all around. Teacher Prompt: Oh my gosh, I think you re beginning to sprout! Are you growing stems and leaves? Second Verse [movement: arms up, hands dangling like leaves on a stem] We are sprouting stems and leaves, Soon we will be great big trees. Sun and rain have helped us grow, Up into the sky we go. We are sprouting stems and leaves, Soon we will be great big trees. Teacher Prompt: Whoa, now you re really growing! Third Verse [movement: stand up, arms up, sway in the breeze] We started out as little seeds, Now we ve grown up into trees. Thank you rain and thank you sun, Growing tall is lots of fun. We started out as little seeds, Now we ve grown up into trees.

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