THEMATIC UNITS
GRADE 2
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Creating A Caring Community
Judith Kuehn
Jill La Grange
TEACH
ART á LITERATUREá WRITINGá MATHEMATICSá MUSICá
PHYSICAL EDUCATIONá RELIGIONá SCIENCEá SOCIAL STUDIESá TECHNOLOGY
EXPLORE
ARCHITECTUREá ART HISTORYá CITY PLANNINGá CLIMATEá COSTUMEá ETHNIC HERITAGEá FOLKLOREá GEOGRAPHYá HISTORYá LANDSCAPE ARCHITECTá THEATERá TRADITIONS
CREATE
A SUNSHINE OR SNOWFLAKE CARING COMMUNITY
Index
Create a Caring Community
The Guiding Stars for Your Community
The Earth
- Lesson - The Earth’s Treasures and Textures
- Sample - Painting of the Earth’s Treasures
Water
- Lesson - Sensational Splash
- Sample - Water Surface Formation Painting
Community
- Lesson - Creating a Caring Sunshine or Snowflake Community
- Sample - Designing Your Own Special Community
- Sample - Extra Credit
- Sample - Extra Credit
Vegetation
- Lesson - Create a Seed Packet Extraordinary
- Sample - Seed Packet
- Sample - Three Dimensional Plant
- Lesson - "High" - "Low" - Watch Us Grow
- Sample - Tissue Paper Plant
Insects
- Lesson - The Magic of the Monarch
- Sample - Caterpillar Cross Section
Birds
- Lesson - Tree of Cranes - Celebrate Caring and Sharing
- Sample - Origami Crane Directions
- Sample - Origami Crane Tree
Apparel
- Lesson - Viva! La Vest!
- Sample - Vest
- Lesson - Rain or Snow... "Raja" Rugs
- Sample - Rug
Celebration
- Lesson - Papel Picado with PanacheSample - Papel Picado Tissue Banner
- Lesson - Hats Off to Caring, Sharing and Imagining
- Sample - Three Dimensional Hats
- Lesson - Rainsticks or Snow Wands
- Sample - Drawing of Rainstick
- Sample - Drawing of Snow Wand
Bibliography
The Guiding Stars for Your Community
Art
Aesthetics
- Discuss patterns and colors seen in nature
- Recognize and analyze line, color, shape
Color
- Name and use primary colors to express feelings, etc.
- Name and use secondary colors to express feelings, etc.
- Name and use tertiary colors to express feelings, etc.
Line
- Name and recognize horizontal lines
- Name and recognize vertical lines
- Name and recognize diagonal lines
- Name and recognize broken and continuous lines
- Name and recognize curved, straight lines
Shape
- Recognize, draw, use basic shapes: square, circle
- Recognize, draw, use basic shape: rectangle
- Recognize, draw, use basic shape: triangle
- Recognize, draw, use basic shape: oval
- Recognize, draw, use basic shape: polygons
- Recognize, draw, use basic shape: geometric solid
Composition
- Create a one-dimensional drawing, painting
Design
- Design a composition emphasizing texture
- Design a composition emphasizing balance
- Design a composition emphasizing repetition
- Design a composition emphasizing positive, negative
Drawing
- Draw a picture of yourself
- Draw a picture of others, family, friends
- Draw a picture of pets
- Draw a picture of seasons
- Draw overlapping figures
- Emphasize, analyze: size and relationships
- Emphasize, analyze: overlapping, foreground
- Create a scribble drawing
- Create a chalk drawing
- Create a chalk-wet paper drawing
- Create a crayon resist: once color drawing
- Create a crayon on colored paper drawing
Painting
- Create a painting that includes people
- Create a painting that includes animals
- Create a painting that includes seasons
- Name and paint with primary colors
- Name and paint with secondary colors
- Name and paint with mixed colors
- Finger paint with one color
- Paint using an easel
- Paint with large brush and tempera
- Finger paint with two colors
Printing
- Compose design prints emphasizing: lines
- Compose design prints emphasizing: textures
- Experience, produce: finger, hand prints
- Experience, produce: box, leaf, vegetable prints
- Experience, produce: sponge, gadget prints
- Experience, produce: cardboard, textile prints
- Experience, produce: stencils: using one color
- Experience, produce: stencils: using two colors
Sculpture
- Sculpture with clay
- Sculpture with sand casting
- Sculpture with paper mache
Construct
- Construct with paper by cutting, bending, tearing
- Construct with paper by rolling
- Construct with paper by cutting basic shapes
- Construct with clay by squeeze, pinch, coil, ball
- Construct with paper mache
- Construct a collage made of paper
Computer Technology
Knowledge
- Name parts of a computer system
- Contrast what a computer can, cannot do
Use of Hardware
- Demonstrate proper care of hardware
Software Programs
- Use a drill and practice program
- Use a tutorial program
- Demonstrate proper care of software
Languages
Language Arts
Listening Purpose
- Enjoy stories read to a group
- Distinguish various sounds
- Follow 4-step directions
- Write dictation sentences
Norms
- Be silent when another speaks
- Sit up straight
- Look directly at the speaker
- Concentrate on what is said
- Question what is not clear
- Applaud politely when appropriate
- Give requested feedback
Speaking
- Norms
- Speak in complete sentences
- Speak with correct pronunciation
- Speak with clear enunciation
- Speak with good phrasing
- Speak with appropriate pacing
- Speak with appropriate tone
- Speak with appropriate pitch
Experience
- Recite rhymes with group
- Share riddles with group
- Share ideas with the group
- Retell stories heard
Writing Sentences
- Print complete sentences
- Add printed descriptive words
- Copy sentences from board
- Write sentences from dictation
Reading Fiction
- Define and name various fiction types
- Read, retell, remember 3 fairy tales
- Read, retell, remember 3 fables
- Read, retell, remember 3 folk tales
Math
Geometry - Elements
- Define, draw, name and recognize a point
- Define, draw, name and recognize a line
- Define, draw, name a line segment
- Define, draw, name, recognize a curve
- Define, draw, name, recognize a circle
Geometry - Figures
- Draw, recognize a circle, an oval
- Draw, recognize a square, rectangle
- Draw, recognize a triangle
Measurement - Units
- Use nonstandard units to measure
Music
Rhythm
- Recognize, repeat the beat
- Recognize, repeat the rhythm pattern
- Recognize, the change in rhythm
Tempo
- Recognize the speed of the beat: fast or slow
Melody
- Recognize when melody moves up, down, remains same
- Recognize melodies of familiar songs
- Recognize pitch as high or low
- Recognize skips, steps, intervals in melody
- Memorize melodies by rote
Dynamics
- Recognize louder or softer
- Harmony
- Sing rounds
Tone
- Identify instruments for rhythm band
Movement
- Experience rhythmic movement of whole body
- Interpret mood of music into movement
- Express oneself in gesture and pantomime
Physical Education
Apparatus - Jungle Gym
- Climb vertically up and over
- Climb vertically one foot after other
- Climb up two bars under third
- Climb as directed: up, down, under
- Climb as directed: over, across
- Climb as directed: through, on top
- Climb as directed: left, right
- Climb as directed: underneath
- Balance in frog head stand
Ball Skills
- Throw ball without bouncing
- Bounce and catch ball
- Bounce ball in front of self
- Bounce ball while walking
- Roll ball to another
- Throw underhand 6 feet
- Kick ball rolled to self
- Volley ball in air to another
- Body Skills - Coordination
- Bend, sway, twist
- Run around the circle
- Hop in place
- Skip with alternating feet
- Skip rope
- Leap
- Dodge the ball
- Gallop
- Slide
- Rope climb with cross leg climb
- Rope climb with foot and leg kick
- Tumble with a forward roll
- Tumble with a backward roll
Sport Skills - Ball Skill
- Pitch and catch underhand throw
Activities - Rhythmics
- Play Farmer in the Dell
- Exercise using parachute fun
- Do simplified lummi stick fun
- Play Mulberry Bush
- Play Looby Loo
- Play London Bridge
- Play Pop Goes the Weasel
- Play Shoo Fly
- Play Chimes of Dunkirk
Dancing
- Dance American folk dances
Agility - Games
- Play cat and mice
- Play Simon says
Drills - Marching
- Walk in rhythm
- Walk and halt
- Mark time
Religion
Science
Life Creatures
- Compare living and nonliving creatures
- Classify creatures as to living or nonliving
- Classify living things as animal, plant or protein
- Name five abilities of living creatures
- Define protoplasm. Tell what it looks and feels like
Needs
- Describe the needs of all living creatures
- Compare the needs of plants and animals
- Growth
- Describe life cycles as birth, growth, death
Plants Needs
- Describe needs of plants, air, water, light, nutrients
- List 4 things a green plant needs to make food
Abilities
- Describe the functions and abilities of plants
- Tell how plants reproduce: pollinate, fertilization
- Tell how plants reproduce: seed dispersal, germinate
- Explain the process of photosynthesis
- Name and describe special behaviors of plants
- Define and give cause and effect of oxidation
- Chart plant growth under controlled conditions
Types
- Name the classification of plants, give examples
- Compare seed plants: gymnosperm with angiosperms
- Contrast monocotyledons, dicotyledon
Parts
- Name, diagram, tell functions of parts of a plant
Growth
- Explain the life cycle of a plant
Scientists
- Name the group of scientists who study plants
Animals Needs
- Describe needs of animals: food, air, water, space
Use
- Explain how animals are used and misused
Abilities
- Compare, contrast animal eating habits and habitats
- Compare, contrast ways animals protect themselves
- Compare, contrast ways animals reproduce their own
Growth
- Describe life cycles: fish, bird, reptile, amphibians
- Compare, contrast life cycles of frog and chicken
- Compare, contrast life cycles of salmon and dog
Humans Parts
- Draw the human body structure name parts
- Name, draw picture of the head: face, eyes, nose
- Name, draw picture of the head: mouth, tongue
- Name, draw picture of the head: teeth, chin
- Name, draw picture of the head: ears, and hair
- Name, draw picture of the neck and trunk
- Name, draw picture of arms, hands, fingers
- Name, draw picture of legs, feet, toes
Senses
- Associate sight with eye and proper eye care
- Exercise skill in visual perception
- Exercise skill in visual discrimination
- Exercise skill in visual memory
- Associate hearing with ear and proper ear care
- Exercise skill in auditory perception
- Exercise skill in auditory discrimination
- Exercise skill in auditory memory
- Associate touching with hands, feet, skin
- Describe care needed for skin, nails, hair
- Recognize compare the feel of different textures
- Associate tasting with the tongue, taste buds
- Recognize, categorize tastes as sweet, sour, etc.
- Associate smelling with the nose
- Contrast common odors of food, flowers, fire, etc.
Needs- Explain food as a body need
- Compare ways to obtain food: hunt, gather, buy
- Compare ways to obtain food: plant, raise crops
- Compare ways to obtain food: raise animals
- Name, describe food group: milk, dairy products
- Name, describe food group: meat, fish poultry
- Name, describe food group: bread, cereal, potato
- Name, describe food group: fruit, vegetable
- Plan balanced menus for a week
- Do something for hungry people of the earth
- Describe proper clothing for various climates
- Describe proper clothing for various occupations
- Explain how clothing, shelter differ by customs
- Explain how clothing, shelter differ by price
- Associate types of shelter with climate, country
- Compare ways people rest by need, age, weather
- Compare ways people exercise by age, cost, place
- Name types of work that produce goods
- Name types of work that provide services
- Name types of work that express oneself in art
- Name types of work that share talent
- Name types of work that must volunteer time
- Describe the importance of your "work" now
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Social Studies
People Unique
- Tell how any why each person is unique and special
- Tell why each person has equal right and worth
- Name the God given rights of each person
- Name ways you are same and different than others
- Graph different ways you have grown
Needs
- List the similar basic needs of each person
Emotions
- Pantomime what different feelings say to you
- Find pictures showing people angry, sad, fearful
Ability
- Compare what people, animals, plants can do
- Tell what people do to make life better for all
- Explain how people learn
- Think of a problem and tell how to solve it
- Compare different way people enjoy life
- List the ways people help each other
- Name people who provide recreation
- Name people who help people worship God
- Name people who aid communication
- Name people who move things and people around
- Name people who help others buy and sell and work
- Name people who produce food and clothing
- Name people who take care of less abled
- Tell how persons vary in abilities and limitations
Family
- Tell how families group to meet needs and desires
- Compare roles and tasks done by whom, when, how
- Compare different types, sizes of families
- Compare families as to number of parents, children
- Describe members of an extended family
- Tell how families give nourishment, security, love
- Contrast family lifestyles around the world
- Tell how families enjoy the feeling of belonging
- Tell why authority is so important in families
- Tell how families share, care, forgive, love, protect
- Tell why, how families make rules, solve problems
- Draw a family tree for at least two generations
- Tell why trust is so important in families
- Friends
- Name things you have that you can share
- Describe the kind of person you want for a friend
- Tell how friends talk, share, do things together
- Tell how classmates help each other learn together
Groups
- Name groups who gather for special reasons
- Name small groups which have changing memberships
- Tell how neighborhood groups play together
- Tell how members of a special team work as a group
- Tell how, why, when group members help in need
- Tell why groups need rules, give some examples
- Tell why members communicate emotions honestly
- Tell how, when, why groups celebrate special events
- Tell how friends make up when they have conflicts
- Name all the groups to which you belong
- Describe laws used in a family, group, children
Groups Community
- Tell why groups bind together n larger groupings
- Write the name of the local community, city, county
- Tell how cities, communities meet needs of people
- Tell how cities, communities provide goods services
- Tell how, why cities, communities share resources
- Tell how cities protect peoples rights
- Tell how communities teach, transmit the culture
- Tell how communities choose leaders
- Tell how communities manage programs, problems
- Tell how communities change membership in time
- Contrast and list needs of a family and community
- Name your local community leaders
- Name ways people earn a living in your community
- Compare your community with other settings
- Research your community's history, important events
- Explain how your community is governed
- Describe the activities your community sponsors
- Imagine what you would do if you were community leader
- Name your community's problems, suggest a solution
- Tell how you would like to help your community
Setting Home
- Draw different rooms and furnishings in homes
- Compare types of homes: house, apartment
- Compare types of homes: mobile home, igloo tent
- Compare types of homes: hut, kibbutz, condominium
- Compare homes by number, use, size, furniture of rooms
- Draw the needed aspects of a home on a floor plan
- List various kinds of home construction material
- Observe a house being built, interview workers
- Describe step by step process in building a home
- Construct a model home
- Locate source of water and electricity in own home
- Memorize emergency phone numbers and strategies
School
- Locate and name objects and areas in school
- Tell ways to improve order, beauty, joy in schools
- Tell how school is a place for learning, working
- Draw a map of classroom, show areas of interest
- Draw a map of school and playground, label rooms
- Name places other than school where people learn
- Name the specific physical features of a region
- Define and locate deserts, mountains
- Define and locate tundra, grasslands
- Define and locate tropical savanna
- Define and locate forests, oceans
- Name and define the various land forms
- Name and define the various bodies of water
- Describe and locate various climates
- Name the types and locations of natural resources
- Differentiate between urban, rural or suburban areas
Earth
- Describe the earth as the home of all people
- Retell draw the story of how the earth began
- Describe how people can take care of the earth
- Describe the shape of the earth observing a globe
- Locate your city, state, country, continent
- Draw, name different types of land forms
- Locate these land forms on globe and a map
- Draw, name different bodies of water
- Locate these bodies of water on a globe and map
- Make thermometers showing temperatures on earth
- Explain why there are different seasons
- Explain why temperatures vary by location
- Explain why temperatures vary by height
- Explain how where you live effects how you live
- Name ways people change the land
- Name ways people destroy the land
- Name the resources the earth provides for us
- Contrast resources that always are there or scarce
- Name all the uses of earth's resources
- Project consequences of greedy use of resources
- Name forms of life that no longer live on planet
- Give reasons for forms of life to become extinct
- Name ways our earth is being polluted
Community
- Draw map of a neighborhood. Use symbols for places
- Locate your community on map. Globe
- Describe the climate of your community
- Compare your community with others by population
- Compare your community with others by size
- Compare your community with others by climate
- Compare your community with others by resources
- Build a terrarium model of regions topography
Farm
- Describe parts of a farm
- Distinguish different types of farms
- Name buildings associated with farms
City
- Create an imaginary ideal city. Name it
- For the imaginary city select a climate zone
- For the imaginary city select the topography
- For the imaginary city select the resources
- For the imaginary city select the source of water
- For the imaginary city select the source of electricity
- For the imaginary city plan the residential areas
- For the imaginary city plan the industrial areas
- For the imaginary city plan the business areas
- For the imaginary city plan the cultural areas
- For the imaginary city plan location of buildings
- For the imaginary city map transportation routes
- Draw map of this model city. Find location on globe
- Find Washington, D.C. on map and globe, tell importance
- Locate 10 major cities of world on globe and map
- Describe a suburb, tell its relationship to city
History People
- Tell how, why each person grows, changes day by day
- Write the story of your life up to this time
Reference Maps
- Tell relative direction as to right or left
- Tell relative direction as to up or down
- Map out location using 3-D models
- Tell relative distance as to long or short
- Tell relative distance as to closer, farther
- Locate points on picture grid
- Locate points on simple grid
- Describe location in pictures
- Draw location using symbols
LESSONS
Title: Create Seed Packet Extraordinary
Overview: Students will design a seed packet that reflects the climatic differences between hot and cold geographical areas focusing specifically on length of daylight and growing season. If desired, students will create a 3-D plant based upon their seed packet design.
Connecting to Curriculum: PSocial Studies, PArt, and PScience. (See "Reach for the Stars" for additional connections.)
Objective: Learning how plants develop helps students draw them more accurately. Creating a construction with found materials will allow them to utilize simple processes such as building, gluing, and adhering as they create their art object.
Time Needed: Design a seed packet - one hour | Create a seed packet plant - three hours
Materials Needed:
Seed Packet:
- 1. 12" x 18" white, sulphite paper
- 2. Pencils
- 3. Markers
- 4. Glue
- 5. Dried beans or pebbles
- 6. Scissors
Seed Packet Plant:
- 1. 8 ¸" x 11" newsprint
- 2. Pencils
- 3. Black and white newspaper, colored comics, brown paper towels
- 4. Masking tape
- 5. Berry baskets, paper towel tubes, gift wrap tubes, plastic silk flowers, black yarns
- 6. Ross© Art Paste or wall paper paste
- 7. Ice cream bucket or Kentucky Fried Chicken¨ Bucket
- 8. Tempera paint
- 9. Brushes
Procedures:
1. Teacher Preview
- _Show examples of found object art
- Alexander, Calder, The Only, Only Bird, 1952.
- Hudson, Robert, Charm, 1964.
- _Compare and contrast plants and growing seasons in hot and cold climates.
- _Encourage students to imagine and visualize different plants.
- _See Bibliography for plant literature resources.
2. Student Projects
- _Seed Packet
- Fold paper into four sections
- Sketch four possible plant ideas
- "Name" their imaginary plant
- Create "exciting" lettering for their seed packet (for high ability students - teachers may wish to have students add growing instructions to the back of their packet.)
- Fold sulphite paper to a 6" x 9" rectangle
- Transfer desired design and lettering to a 6" x 9" rectangle
- Color with markers
- Glue along bottom and open side edge to create a seed packet envelope
- Partially fill with dried beans and glue top edge down
- Class presentation of packets
- Display as desired
- _Three Dimensional Plant
- Fold newsprint into four sections
- Sketch four plant ideas - hot or cold climate
- Using a variety of found objects assemble plants with masking tape
- Place in ice cream bucket, surround plant with newspaper and adhere plant to container
- Demonstrate proper tearing of newspaper and gluing (tear strips vertically with the grain of the newspaper and submerge newspaper in glue removing excess with fingers)
- Cover with three-layers alternating black and white newspaper with comic strips
- Paint plant as desired
- Students will present their plant to class
- Create an indoor environment for plants
Evaluation: After completion of their Seed Packet and/or three-dimensional plant, the objective has been achieved. Students will be able to see the connection between their own construction and building trades such as carpentry, engineering, architecture and other vocations such as stage design, window design and package design.
Title: The Earth - Treasures and Textures
Overview: Students will create a painting of the layers of the earth’s crust. Students will learn that the illusion of texture can be created with line, dots and shapes.
Connecting to Curriculum: PSocial Studies,PScience and PLiterature PArt
Specifically students will focus on the physical characteristics of geographic regions, land forms, various climates, natural resources and water sources within the second grade curriculum. (See "Reach for the Stars" for additional curricular connections.)
Objective: To have students utilize a variety of lines to create an illusion of texture
Time Needed: Two hours
Materials:
- 1. 18" x 24" white sulphite paper
- 2. White crayons
- 3. Water color brushes
- 4. Watercolor paints
- 5. Aluminum foil
- 6. Assorted metallic papers or metallic gift wrap scraps
- 7. Calligraphy pens
- 8. Shells/ Crushed shells
- 9. Glue
Procedures
1. Teacher preview
- _Show examples of an artist using line to create texture
- Monet, Claude, Meadow at Giverny, 1882.
- Van Gogh, Vincent, Starry Night, 1889.
- _Look at examples of textures in the above art works. _Discuss whether texture is real or imaginary.
- _Discuss how the artist created the textures within each painting.
- _Ask student to draw textures of the following on the chalkboard
- porcupine quills
- grass
- iguana hide
- pine tree needles
- bark
- teeth
- _See bibliography for water literature resources
2. Student Project
- _Wax Resist Painting of the Earth Texture in either a warm or cold climate.
- _Create rock stratification on sulphite papers using white crayon.
- _Paint different values of warm or cool colors.
- _Glue small scraps of metallic pieces to show mineral deposits between stratification of igneous or metamorphic rock.
- _Add crushed shells to indicate fossil between the layers of sand stone.
3. Extra Activity
- _Teachers may wish to have high ability students add calligraphy designs within the rock layers to further embellish their textures.
Evaluation: Students will be able to see the connection between their textural creations and the following vocational areas: stage set designers, book or magazine illustrators, industrial designers, building designers, cartoonist, printmakers, and textile designers. Upon completion of the project, students will be asked to investigate, using computer referencing a related topic such as geology, the earth’s crust, fossils, mining or the impact of water or rock formation.
Title: "High" "Low" - Watch Us Grow
Overview: Plants need air, water, light and nutrients to live and grow. They will create a tissue picture of a plant with roots, stems, and leaves.
Connecting to Curriculum:PScience, P Literature, PArt and PSocial Studies .
Specifically students will focus on color theory to see the connection between cool and warm colors in their environment. (See "Reach for the Stars" for additional connections.)
Materials:
- 1. 8 1/2" x 11" white sulphite
- 2. Assorted colored tissue paper
- 3. Sta-Floï Starch
- 4. Scissors
Objectives: Students will be able to predict what colors will result when two given colors are mixed. In addition, students should be able to distinguish colors which create a feeling of warmth or coolness.
Time Needed: Two hours
Procedures:
1. Teacher Preview
- _Show examples of an artist using a variety of colors and shapes to represent nature
- Matisse, Henri, Large Compositions with Masks, 1953.
- Calder, Alexander, Autumn Leaves, 1971.
- _Discuss how roots gather nutrients from soil.
- _Compare and contrast differences between hot and cool weather plants.
- _Discuss plant needs such as a light, water, air, and nutrients.
- _Have students visualize their plant composition based upon the above needs of a plant (i.e. if their plant needs water - raindrops should be placed in the sky).
- _Illustrate to students the use of overlapping tissue to create a new color.
2. Student Project
- _Students should design a plant on 8 1/2" x 11" white paper
- _Lay tissue paper on top of white paper and trace plant parts on to tissue
- _ Cut tissue paper parts out
- _ Paint each plant part with starch
- _ Place tissue paper onto starched area
- _ Starch over tissue paper
- _Allow to dry
3. Extra Activity
- _ Have students grow marigold or zinnia seeds in a tissue mod-podged glass container to take home for Mother’s Day.
Evaluation: The teacher will observe and discuss with students during the activity his/her color mixing techniques using tissue and note their ability to explain the needs of plants to live and grow. Upon completion, students should share their project to further reinforce their understanding of the curriculum concepts.
Students will be able to see the connection between their plant project and the following vocational areas: architects, illustrators, collage artists, batik artist, art historian, interior designers, cartoonists, technical and industrial illustrators.
Title: The Magic of a Monarch
Overview: Students will develop an understanding of the world around them by using geometric shapes to create three dimensional monarchs, chrysalis and caterpillar.
Connecting to Curriculum: PLiterature,PArt,PScience and PMath.
Students will use geometric concepts and forms to create a caterpillar, monarch, and chrysalis to demonstrate their knowledge of how shapes and figures can be utilized to create art. (See "Reach for the Stars" for additional connections.)
Objectives:Students will create the illusion of natural textures, such as the tactile surface decoration of a caterpillar, chrysalis, and butterfly, utilizing a variety of geometric shapes and line variations. Students will focus on the pattern of life of the insect and its complete metamorphous.
Time Needed:Three Hours
Materials:
- Assorted foil paper
- Feathers
- Gift wrap
- Toothbrushes
- Grocery bags
- Popsicle sticks
- Construction paper
- Other small found objects
- Finger painting paper
- Cardboard
- Glue 18.
- 12" pizza circles
- Scissors
- Pipe cleaners
- Tempera
- Beads
- Finger paint
- Assorted colored felt
- Water color paint
- Gigantic branch
- Small sponges
- Brown twine
- Combs
- Brass fasteners
- Yellow tag board
Procedures:
1. Teacher preview
- _Discuss life cycle of butterfly
- _Show examples of and discuss Eric Carle’s illustration techniques and how he utilizes a variety of hand painted papers.
- _Describe and contrast different geometric shapes.
- _Show examples of an artist using shapes and line to create compositions:
- Bearden, Romare, Blue Interior Morning, 1968.
- Hofmann, Hans, Pompeii, 1959.
- VanderLeck, Bart, Composition, 1918-1920.
2. Student projects
- _Group students into three groups: Caterpillar, Butterfly, and Chrysalis
Chrysalis Group
- _Have students select paper of their choice in shades of brown, tan, gray and black.
- _Paint paper with tints and shades of brown, tan, gray and black.
- _Manipulate wet surface with combs, feathers, toothbrushes, and popsicle sticks to create different textual surface qualities. Select tools according to specific media. (i.e. tempera with comb, watercolor with toothbrush)
- _Allow papers to dry overnight
- _Attach two large ovals of paper using stapler, leave a small space open, stuff with scraps of paper, close with additional staples.
- _Glue on torn sections of manipulated paper - cover completely.
- _Attach to gigantic stick using brown twine.
Caterpillar Group
- _Inform students that their caterpillar must be completed in shades of green to show how caterpillars change their skin color to camouflage into their surroundings.
- _Select several shades and tints of green paper to paint. Tear and cut papers into desired shapes.
- _Paint on the variety of papers using tempera or watercolor paints in various hues of cool colors. (blue, green, violet)
- _Allow paint to dry
- _Paint pizza circles with solid cool colors.
- _Allow pizza circles to dry
- _Attach assorted painted papers to pizza circles using glue.
- _Construct caterpillar by overlapping pizza circles about two inches and placing a brass fastener through both circles.
- _Continue overlapping circles until the caterpillar is the desired length.
- _Have students make antennas and feet from the colored felt.
- _Attach feet and antennas with glue.
- _Apply beads to head of caterpillar for eyes- glue in place.
Butterfly Group
- _Have students select several types of warm color paper
- _Paint papers using warm colors (i.e. red, orange, yellow) and manipulate with various tools.
- _Allow paper to dry
- _Cut four triangles for wings: two triangles with two 18" congruent sides and two triangles with two 12" congruent sides.
- _Cut two 24" long ovals.
- _Attach ovals with staples leaving a six inch space to stuff body.
- _Stuff oval.
- _Attach painted papers to wings with glue.
- _Create antennas and eyes using felt
- _Attach antennas and eyes with glue.
- _Fasten body and wings using brass fasteners.
- _Display with the Chrysalis and caterpillar
Extra Activity: Eric Carle’s, The Hungry Caterpillar has been translated into French. If there is a parent or teacher who speaks French, students could be taught simple words in French.
Evaluation:Students should be able to describe how their project utilizes geometric shapes to create a natural form. Ultimately students should be able to visualize their insect in the eco system and explain the interactions among all living things. Students will be able to identify vocational connections between city planners, architects, engineers, mathematicians, and mosaic artists.
Title: Hats Off to Caring, Sharing, and Imagining
Overview: Students will create hat constructions with papier mache, tissue paper, construction paper and found and recyclable materials.
Connecting to Curriculum: PReligion, PArt, PMusic, PScience and PMath.
Students will use geometric concepts and color theory and exercise their skills in discriminating between hot and cold weather plants. Students will also explore preservation of their community by implementing a food drive at their school. The donation of a food item will permit students to make a hat and participate in an all school parade. The parade will proceed to the gym and an all school assembly where representatives from Catholic Social Services and the local food pantry will explain how food pantries assist the needy in their community.
Objectives: Students will create a three dimensional hat using either paper plant sculptures or geometric shapes. Students will learn that paper can be folded, cut, bent, creased, and manipulated in a variety of ways to create sculpture.
Time Needed:Three hours
Materials:
- 1. Plastic bowl to fit child’s head
- 2. Aluminum foil
- 3. Ross© Art Paste
- 4. Regular and comic strip newspapers and institutional brown paper towels
- 5. Brushes
- 6. Assorted colors/tempra paint
-
- "HOT" "COOL"
- yellow green
- red blue
- orange purple
- 7. Tissue, construction paper, or crepe paper for leaves and flowers
- "HOT" "COOL"
- yellow green
- red blue
- orange purple
- "HOT" "COOL"
- pipe cleaner bugs white paper snow flakes
- pine cones
- yellow paper moss
- "suns" lichen
- silk or plastic silk or plastic
- "HOT" color "COOL" color
- flowers flowers
- masking tape
Procedures:
1. Teacher preview
2. Students projects
- _Cover outside of bowl with aluminum foil - tape in place.
- _Tear newspapers and brown toweling into strips with the grain.
- _Dip strips into papier mache glue, remove excess and place on "hat" - over lap strips.
- _Cover "hat" with one layer of regular newspaper, one layer of "comic" paper and one layer of brown paper toweling.
- _Allow hats to dry between layers. After all three layers are finished, remove hat from bowl and peel away the foil.
- _Paint hats in patches of "warm" or "cool" colored tempera.
- _Create a variety of cool colored plant forms or warm "geometric" tropical flowers.
- _Glue on "vegetation" and "trims"
Evaluation: The teacher will observe students individually during the activity and note his/her ability to manipulate paper, tissue, and found materials and their ability to communicate effectively about providing support services to the needy.
Students will be able to see the connection between their hat project and the following vocational areas: fashion designer, costume designer, set designer, illustrators, commercial artist, and social worker.
Title: Tree of Cranes - Celebrate Caring and Sharing
Overview: To create a tree of paper cranes and discover how sharing and caring are alike and different in Japan and the United States. The differences and similarities of climate, housing, plants, attire, and food may also be discussed.
Connecting to Curriculum: PLanguage Arts, P Math, P Science, PSocial Studies, and PArt.
Students will become aware of how symmetry and simple geometric shapes (square, triangle, rectangle) are utilized in origami. The physical characteristics of climate and plant life between the United States and Japan may be compared and contrasted. In addition, the ethnic, and social differences regarding attire, food and customs can be compared and contrasted. Teachers may also present examples of Japanese art that illustrates the shogun warrior. Illustrations of Japanese gardens and bonsai trees could also be shown. Teachers are encouraged to contact any parents or teachers of Japanese descent - they would be a rich cultural resource. (See "Reach for the Stars" for additional connections.)
Objective: Students will be able to follow the visual symbols of the origami directions to create a three-dimensional object.
Time Needed: One hour - as a class project (the teacher will create a large tree). | Two hours - each student will create a tree.
Materials Needed:
- 1. Tiny individual branches of red dogwood or one large branch.
- 2. One six inch clay pot, or two inch individual pots.
- 3. Plaster of Paris, as needed.
- 4. Six inch squares of origami paper - two sheets per student.
- 5. Glue
- 6. Ice cream pail of small stones or gravel.
- 7. Large white birthday candles - if desired.
- 8. Large size - white birthday candle holders - if desired.
- 9. A "How to Fold a Crane" diagram for each student.
Procedures:
1. Teacher Preview
- _Read aloud "The Christmas Crane".
- _Discuss the similarities and difference between Japanese and American food, attire, customs, and housing.
- _Compare and contrast the similarities and differences between Japanese and American climate, plant and animal life, and geographical features.
- _Show examples of Japanese art:
- Hokushy, Shunkosai, The Kabuki Actor Nadamura Utaemon III in
- the Role of a Samurai, 1825.
- Hiroshige, Utagawa, Eagle Over Fukagawa, 1857.
- Hokusai, Katsushika, Evening Scene on the Occasion of the Festival of Lanterns, 1834.
- Hiroshige, Ando, The Suido Bridge and Suruga Plane From One Hundred Famous Views From Edo, 1857.
- Hokusai, Katushika, A High Wind at Yeigiri, 1830-35.
- Kuniyoshi, Utagawa, Mount Fuji As Seen Through a Fishing Net on a Clear Day, 1843.
- _Show pictures of Japanese gardens and bonsai.
- _Invite a Japanese American community member to share their knowledge and traditions with the class.
- _For a class project, center a large red dogwood branch in a six inch clay pot and fill three quarters full with gravel. Mix plaster of Paris and fill the clay pot to within one quarter inch of the top edge.
- _Glue candle holders randomly to the branches and insert white candles.
2. Student Project
Tree
- _Center small red dogwood branch in two inch clay pot
- _Fill with one and one half inch of gravel.
- _Mix plaster of Paris and pour over stones to within one quarter inch of top edge.
-
Origami Crane
- _Students will make two cranes - one for the tree and one for practice.
- _Teacher will fold one crane to demonstrate the procedure to the students and then go through the process again in slow steps - point out both the symmetry and geometric shapes that appear as the crane takes shape.
- _Parents or older students can assist with this project and work with students in small groups.
3. Extra Activity
- Cranes may be made from squares of Japanese newspaper.
- Students can create their own origami paper by wetting and flattening coffee filters and then cutting the circles into squares. The squares can be painted with water color paint, markers, stamps, or marbleized.
- Students could read Sadako and the Thousand Paper Cranes and create
- 1,000 paper cranes for the library.
Evaluation: Students will be able to see the connection between their ability to follow a diagram to create a crane and the following vocational areas: city planner, architects, engineers, and mathematicians.
Title: Papel Picado with Panache
Overview: Students will utilize their knowledge and skills in math, social studies and art to create a Mexican papel picado.
Connecting to Curriculum: PMath, PArt, and PSocial Studies
Students will see the connections between the and the geometric symmetrical divisions of paper and geometric shapes and Art and Math. (See "Reach for the Stars" for additional connections.)
Objective: Students utilize their knowledge of symmetry and shapes to create a two- dimensional tissue paper cut-out banner.
Time Needed: One hour
Materials Needed:
- 1. Tissue Paper - 12" x 18" - assorted colors.
- 2. Scissors
- 3. String
- 4. Glue
-
Procedures:
1. Teacher Preview
- _Examine art pieces which illustrate an understanding of Mexican culture and their use of natural forms and geometric forms.:
- Rivera, Diego, Girl with Sunflowers, 1941.
- Rojas, Maurilio, Papercut, Festival of the Dead, Twentieth Century.
- Velasco, Aaron, Painted Tin, Twentieth Century.
- Chigmecatitlan, Maria, Votive Offerings, Twentieth Century.
- _Discuss the economic depression of Mexico which hinders their ability to afford art materials. Many artists use inexpensive foil, tin cans, local clay, coins, bark paper, and tissue to create their art forms. Though economically poor, Mexico is rich in Aztec and Mayan art history that dates back thousand of years. Invite a community member of Hispanic decent to share the art of his/her culture with the class.
2. Student Project
- _Place tissue paper with 18 inch side horizontally in front of student.
- _Fold top edge one inch under to create a top flat to provide space to hold the string for the papel picado.
- _Fold tissue paper in half (like the shape of a book).
- _Fold tissue paper diagonally alternating fold forward and back until paper touches top fold (like a pie shaped accordion).
- _Using scissors cut designs along folds.
- _Unfold tissue paper and place string inside top fold and glue together.
- _Display paper cut-outs across the room.
- _Celebrate the Mexican culture with a classroom ethnic festival.
Evaluation: Mastery of symmetry, shapes, and paper folding, should be noted during the project. Students should be able to communicate the differences between symmetrical and asymmetrical design.
Students will be able to see the connection between their papel picado project with the following vocational areas: set design, graphic artist, mathematician, and anthropologists.
Title: Sensational Splash
Overview: Students will discover the natural symmetric and concentric patterns in nature and translate these natural patterns into a painting of water patterns created by "skipping" stones.
Connecting to Curriculum: PLanguage Arts, PArt, P Math, P Science, P Foreign Language, and PSocial Studies.
Students will explore various water surface patterns and the patterning created from the impact of an foreign object on water. (See "Reach for the Stars" for additional connections.)
Objective: Students will apply their knowledge of natural forms to create an assemblage of "Splash" art pieces into a pond.
Time Needed: Two hours
Materials Needed:
- 1. Watercolors 2. 18" x 24" white sulphite paper
- 3. White crayon or craypas 4. Small pebbles
- 5. Glue 6. Scissors
- 7. Jelly Roll Pan 8. Duct Tape
- 9. Aluminum Foil 10. Brushes
Procedures:
1. Teacher Preview
- _Have students observe small rocks being tossed into jelly roll pan which is filled to the top with water.
- _Discuss effects pebbles have on the surface tension of the water.
- _Examine art pieces which are inspired from natural water forms:
- Monet, Claude, "The Japanese Footbridge," 1899.
- Monet, Claude, "Water Lilies," 1919-1926.
- Monet, Claude, "Water Lily Decorations," 1919.
- Monet, Claude, "Venice the Grand Canal," 1908.
- _Have French students from local high schools or French speaking parents teach students simple French words which highlight the projects focus, such as paint brush, palette, water, splash, pebbles, pond, the colors of the rainbow.
- _Read aloud, Monet, Venezia, Monet, Children’s Press, Inc.
- and Linnea in Monet’s Garden.
2. Student Project
- _Students should glue pebbles onto 18" x 24" white sulphite paper where the pebbles enter surface of water no more than five pebbles.
- _With pencil draw surface patterns around pebbles showing waters reaction to the impact of the pebble.
- _Trace pencil lines with white craypas or crayon.
- _Using water color wash paint over white craypas or crayon.
- _Observe how white crayon or craypas resists paint and show surface textures.
- _Display entire class project together on floor as a pond.
Evaluation: The "Sensational Splash" project should imaginatively demonstrate a student’s understanding of natural water qualities. Throughout project development student should have ample opportunity to discuss what they know about the causes of water, surface patterns and the natural patterns found in nature.
Students will be able to see the connection between their plant project and the following vocational areas: biologist, zoologist, botanist, natural scientist, mathematician, artist, illustrator, photographer, environmentalist and geologist.
Title: Viva! La Vest!
Overview:Students will investigate the paisley pattern as a surface decoration touching on its use in ancient India, in William Morris designs and in present day America. They will create their own costume utilizing historical paisley patterns.
Connecting to Curriculum:PReligion, PSocial Studies, PArt, and PTechnology.
Students will become aware of commonalties of classic designs throughout different countries.
Objective: Students will achieve a pleasing design on their vest by using a regulated flow of colors, lines, textures, or other art elements.
Time Needed:Two hours
Materials:
- 1. Mylar or brown paper bag - 36" x 20"
- 2. Scissors
- 3. Permanent markers - assorted colors
- 4. Pencils
- 5. 8 1/2" x 11" white paper
- 6. Glitter or sequins
- 7. Aluminum foil
- 8. Glue
-
Procedures:
1. Teacher Preview
- _Show wallpaper which incorporates paisley designs.
- _Show examples of paisley fabric designs from silk tie or scarf.
- _Show examples of William Morris Arts and Crafts movement designs: textiles, wallpaper, floor coverings, window coverings.
- _Share hand-printed fabric designs from India that utilize a paisley pattern.
2. Student Project
- _Practice drawing paisley patterns on 8 1/2" x 11" white paper.
- _Using a 36" x 20" piece of mylar or brown paper bag, cut a 6" diameter hole in center and ease edges with scissors.
- _Fold rectangle in half to create vest shape
- _Cut 4" slit in the front edge of neck cut-out. This will allow vest to be slipped over head.
- _Transfer paisley designs from 8 1/2" x 11" white paper to vest.
- _Color paisleys with marker.
- _Embellish vest as desired with scraps of aluminum foil, sequins and glitter.
- _Using computer logo program have each student write a letter to the American Ambassador to Great Britain and India and ask them for names and addresses of schools they could write to in those respective countries.
- _When addresses are obtained compose letters to the schools inquiring about their school life and enclose information about their utilization of paisley patterns and pictures of themselves in their vests.
Evaluation: The vest should be ample evidence that the student mastered the project objectives. If there is some questions about the legitimacy of the students use of the concept the teacher may wish to further investigate with questions.
Students will be able to see the connection between their vest project with the following vocational areas: writers, craft designers, textile designers, foreign service careers and fashion illustrators.
Title: Rain or Snow... "Raja" Rugs
Overview: Students will create "Raja" rugs focusing on a warm or cold climate.
Connecting to Curriculum:PScience, PSocial Studies, and PArt.
Students will create a fiber protective covering for a tropical (rainy) climate or a cold weather covering made from wool felt.
Objective:Students will incorporate a fabric construction techniques to create a protective textile covering.
Time Needed:Three hours
Materials:
- 5 lb. potato sacks (two students may create individual rugs or they may work together to create one.
- 8" x 1/4" strips of felt (cold climate)
- 8" x 1/4" strips of raffia (warm climate)
- Masking tape
- Large crochet hooks, if desired.
Procedures:
1. Teacher Preview
- _Discuss tropical seasons and the average amount of rainfall.
- _Discuss arctic seasons and the average snowfall and chill factor.
- _Lead a student discussion on why a heavy protective covering would be necessary in both arctic and tropical regions.
2. Student Project
- _Remove the paper label from the potato sack
- _Cut a rectangle from the sack (about 10" x 14") and fold tape over the cut edge so the fibers will not fray.
- _Fold strip of felt (cold weather) or raffia (tropical) in half, and push the loop under the first string in a row.
- _Pull loop up about 1/2 inch above the surface
- _Insert the cut ends through the loop and pull upward.
- _Continue in the same manner across each row until the rectangle is filled.
- _Remove tape with care.
- _Display in a tropical or arctic setting.
Evaluation: The teacher will observe how the students are able to manipulate the felt or raffia and knot the individual loops. Students should be able to discuss why the wool felt would be a better protective covering for the arctic and the heavy "grass" or raffia would offer more protection in a tropical rainstorm.
Students will be able to see the connection between their rug project and the following vocational areas: interior designer, textile designer, weaver, and stage set designer.
Title: Rain Sticks and Snow Wands
Overview: Students will create a rainstick or snow wand that reflects a warm or cold climate. They will experiment with a variety of products to try to duplicate the sound of rain or snow, and they will use colors and designs for their surface decorations that reflect warm or cold climates.
Connecting to the Curriculum:PArt, PMath, PReligion, PSocial Studies, PMusic, P Physical Education, and PLanguage Arts.
Students will utilize ethnic designs from various cultures in conjunction with warm or cool colors to create their rainsticks or snow wands. The rainstick or snow wand will reflect the artistic heritage of selected countries.
Objective:Forms created by artists can have elements of art - color, line, shape, space, and texture have been used by artists, throughout history, to express moods, thoughts, ideas, and feelings.
Time Needed:Three to four hours
Materials:
- Gift wrap tubes
- Straight pins
- Brown paper toweling
- Ross¨ Art Paste
- Paint
- Brushes
- Aluminum foil pans
- Cardboard
- Dull pencils
- Elmer’s Glue
- Colored yarn or embroidery floss
- Hole punch
- Scissors
- Measuring cup
- Assorted fillers - gravel, small shells, rice, dried peas, dried beans, a variety of dried pasta, pennies, bird seed, and sunflower seeds.
- Masking tape
Procedures:
1. Teacher Preview
- _Discuss examples of symbols used by business, industry, math, music, traffic engineers, and teachers.
- _Discuss the symbolism found in early and modern Christian art -
- Signs and Symbols in Christian Art, George Ferguson, Oxford University Press, New York, is a good reference.
- _Show examples of Christian symbolism in famous paintings:
- The Marriage of Arnolfini by Van Eyck.
- The Virgin with Saint Ines by El Greco.
- The Flemish Proverbs by Brueghel.
- _Show examples of symbols found in the art of both warm and cold climates:
- Aztec Alaska Northeast Native America
- Inca Hawaii Southwest Native America
- Africa Oceania Scandinavia
- _Discuss colors that would reflect warm and cold climates.
- _Make sample wand and experiment with a variety of fillers to see which should like rain and which sound like snow.
- _Experiment with the sample wand to see if different amounts of fillers (1/4 c., 1/3 c., 1/2 c) impacts the sound quality.
- _Experiment with the length of the tube (16", 24", 30") to see if the tube length impacts the sound quality.
2. Student Project
- _Cut a circle of cardboard to fit the tube bottom - tape in place.
- _Draw spiral lines around the tube, one inch apart, following the spiral line in the cardboard tube.
- _Push pins through the tube, one inch apart, following each spiral line from top to bottom.
- _Fill the tube with the desired amount of the filler chosen-measure with care to achieve the desired sound.
- _Cut a circle of cardboard to fit the top of the tube - tape in place.
- _Tear brown paper towels into 1"x3" strips
- _Dip strips into glue, remove excess glue and crisscross the strips over the entire surface.
- _Allow the tube to dry for 24 hours.
- _Paint the tube with the desired warm or cool color.
- _Draw designs on the tube in pencil.
- _Paint designs with warm or cool colors.
- _Cut a 2" circle of cardboard.
- _Cut two circles, 2" and 2 1/2", from the foil pans.
- _Design a personal lucky charm design in a 2" circle.
- _Emboss the design into the center of the 2 1/2" designed circle around the 2" cardboard circle - clip the edges of the foil circle at 1/2" intervals.
- _Glue the 2" foil circle over the clipped edges.
- _Punch a hole into the edge of the "lucky charm."
- _Braid a 24" long rope of warm or cool colored yarn or floss.
- _Tie charm to yarn rope and wrap the remaining yarn rope around one end of the tube - glue in place.
3. Extra Activities
- Have the students investigate folk stories or folk tales from the geographic areas represented by the symbols on their wands.
- Have students investigate ethnic dances from warm and cold climate that could be performed with their wands.
- Take photographs of the students with their wands. Have the students write to the United States Ambassador in a country that is reflected in the symbolism of the student’s wand.
- Have students create a world mural and mark the countries with an appropriate symbol when an ambassador responds.
- Have an "international fair" for parents with music, dance, and ethnic foods from the various countries or geographic areas represented by the students’ wands.
Evaluation:The teacher will observe the students individually during the activity and note their ability to select appropriate ethnic symbols, filler, and colors to reflect the desired warm or cold climate. Upon completion, students should share their project to further reinforce their understanding of the curriculum concepts.
Students will be able to see the connection between their rainstick or snow wand and the following vocational areas: museum docent, teacher, artist, illustrator, art historian, or commercial artist.
Title: Designing Your Own Special Community
Overview: Students will create a three-dimensional city for either a sunshine or snowflake climate.
Connecting to the Curriculum:PTechnology, PMath, PSocial Studies, PScience, PArt, P Language Arts, PReligion. Specifically students will connect their knowledge and skills in technology, science, social studies and math to create a city. (See "Reach for the Stars" for additional curricular connections.)
Objective:To have students create a model of a city addressing the following areas: farmland, health and safety, transportation, recreation , green areas, wild preserves, wetlands, industrial areas, schooling, housing, churches, rural areas, and municipal buildings.
Time Needed:Five hours minimum (time length may be extended if teacher desires).
Materials:
- Papier MachŽ
- Scissors
- Tempera Paint
- Brushes
- Paper
- Popsicle Sticks
- Toothpicks
- Plasticine
- Newspaper
- Yarn
- Sponges
- Cotton
- Styrofoam
- Pencils
- Drywall or Cardboard
- Plastic Cups
- Film (Enough exposures for entire class)
- Felt
- Assorted scrap fabric
- Light weight cardboard
- Glue
- Sponges
- Sand
Procedures:
1. Teacher Preview
- _Brainstorm with students about the wide variety of community areas that will be created.
- _Look at examples of communities in different geographic areas and discuss different cultural norms, climatic considerations, and how geography impacts the availability of food and water.
- _Demonstrate the use of the computer scanner to create images of students for the community. (Each child in the class will have a place in the community.)
- _See bibliography for community resource books.
- _Invite a person from the local historical society, mayor or city administrator, Chamber of Commerce, zoning commission, architect, landscape architect, police and fire department to discuss the decision making process involved in the placement of different municipal buildings. (i.e. communities need to scatter fire and police departments throughout the city and water towers need to be away from land filled areas.)
2. Student Project
- _Group students into five groups: accessory group, people group, building group, city planner group, and painting group.
Accessory Group
- á Create traffic signals, billboards, bridges, overpasses.
- á Create beaches, piers, sailboats, row boats, barges, tug boats, bouyees, and ocean liners.
- á Create playground equipment, signage, campground tents, campground fire scars, baseball diamonds, soccer fields, football fields, and ice rinks.
- á Create small animals, birds, and appropriate trees and fanna for climate.
- á Create flag poles, signage, police cars, garbage trucks, fire trucks, snow plows, pets, recycling bins, water towers, fire hydrants, and telephone poles.
- á Create flag poles, play ground equipment, signage, dumpster, school bus, and school bell.
- á Create signage, telephone poles, street signs, fire hydrants, street lights, cars, bicycles, skate boards, flowers, shrubs, trucks, mail boxes, postal trucks and sidewalks.
- á Create water towers, waste treatment ponds, signage, and refinery tanks.
- á Create wind socks, gates, crossing signs, runway lights, air planes, trains.
- á Create farm fences, haystacks, live stock, and farm equipment.
- á Create covered bridges, archeological monuments, from past civilizations, and ancient ruins.
- á Create tombstones, crosses, and religious statues.
- á Create signage and ambulances.
- á Create mall signs, individual shop signs, parking meters, delivery trucks, cars, dumpsters, and shopping carts.
People Group
- á Instruct students how to properly use a simple camera.
- á Have people group take a photograph of each student in the class (head to toe).
- á Develop film.
- á Demonstrate how to scan photograph image on computer.
- á After scanning each student have students cut-out each body from the paper. Save photographs for future use. If season changes another image can be scanned so students can add different clothing.
- á Select clothing materials based on the climate of their community (sunshine or snowflake community).
- á Teachers may choose to have the next steps done by the entire class or have the People Group complete the project.
- á Place cut-out bodies on selected fabric and trace shape of body.
- á Cut out fabric.
- á Glue fabric onto computer scanned image.
- á Cut a 2" square of light weight cardboard for each student for the base.
- á Glue student image onto cardboard base.
- á Place in community.
Building and Construction Group
- á Construct each building using cardboard to shape the walls, roof, and any other architectural detail (i.e. chimney, dormer, column, steps, entrances, window box, etc.)
- á Tape pieces of cardboard together along edges.
- á Tear newspapers and brown toweling into strips with the grain.
- á Dip strips into papier mache glue, remove excess, and place on building overlapping strips.
- á Allow buildings to dry between layers.
- á Divide building into basic color areas (i.e. wall, roof, window and door).
- á Add finishing detail, such as, mortar for bricks, addresses, mullions, cornices, signage for shops, and any desired architectural environments.
City Planning Group
- á Have students review notes from class discussion regarding city municipal needs.
- á Students will identify the desired location for roads, rivers, lakes, parks, recreation areas, wildlife preserves, wet lands, municipal buildings, schools, single and multi-family housing, industrial areas, rail and air transportation, farmlands, rural areas, religious sites, health care sites, shops and other land formations.
- á Teachers may want to have students make a blue-print of the city on paper before drawing the city plan onto the drywall or cardboard. If a parent is available who is an architect or city planner, they might be able to assist the children with their community plan.
Land Development Group
- á Paint roads, rivers, lakes, parks and recreation areas, wildlife preserves, wet lands, municipal buildings, schools, single and multi-family housing, industrial areas, rail and air transportation, farm lands, rural areas, religious sites, health care sites, shops, and other land formations. The city planning group mapped out on the drywall or cardboard using medium sized brushes.
- á Allow paint to dry.
- á Using a small round tipped brush add textural details throughout community. Road shoulders, center lines, parking lines, handicapped parking areas, water surface formations, parkland grass, a variety of fauna, tamarack areas, towers, roadbeds, railroad stations, land formations, depicted parking for multi-family, cul-de-sacs for subdivisions, industrial park building, parking areas, crops for appropriate climate, religious sites including cemeteries, and health care emergency, and parking areas.
- á Throughout the development continue to discuss climatic concerns - impact of seasonal changes, arctic or tropical temperatures, availability of natural resources and water.
Extra Activity for High Ability Students
Allow students to embellish, municipal buildings, libraries, and financial institutions with column designs that reflect various ethnic patterns or traditional Greek or Roman capitals. In addition, teachers may wish to have a "Design a Capital for the Next Century" contest for the entire class. The winning design could then be created six feet high using a carpet roll from a local carpet center.
Evaluation: The teacher will observe students individually during the activity and note his/her understanding of community planning. Students will be able to see the connection between their community project with the following vocational areas: architect, preservationist, artist, engineer, city planner, industrial designer, and draftsman.
