Lindsey Goodman

AEAH 3753
Sample Lesson Plan

Lesson Title: Tree Trunk Stacking

Grade Level: 2nd and 3rd grades
Time Frame: 4, 50 minute class periods
Enduring Idea: Humans and Nature
Key Concept: We help nature to grow
Essential Question: How can we help nature grow?
Instructional Sequence/ Teaching Procedure
DAY ONE
Purpose:

Discuss definitions of nature and humans and nature

View images of different types of nature and human interaction
Brief field trip outside to view nature and discuss

Resources and Materials for Teacher/ Students

Cultural Exemplar/ Visual: Power point slideshow, computer images-global images of nature human codependence/ images of types of nature
Supplies and Equipment: white erase board/ dry erase marker/ computer projector
Introduction (10 mins)
Have a slideshow of animal wildlife in urban settings playing when students enter room
Start with general discussion of images shown/ view slide show of global nature images (weather, animals,
universe, and plant-life) How are each of these related to humans and nature?
Quick group discussion and answer session
Instructional Strategies/Activities (25mins)
Lead into questions: How do you personally interact with nature?
When has there been a time when you could help save the Earth?
Why do you think conservation efforts are important?
Class lines up to go outside for mini field trip to view nature growing around the school
Students attention will be called to look for wildlife, plants, trees, weather,
Mini discussion outside on the schools nature and any visible ecosystems
Closure (10 mins)
Ask students to collect outside natural object and bring inside classroom to discuss its relation to the
environment (urban and natural), talk about objects unique aesthetics
Management/ Cleanup Procedures (5 mins)
Line up for class dismissal
Students deposit nature items in box before exiting the classroom

DAY TWO
Purpose:

Plan Tree Trunk Stacking Activity

Review Artist: Ursula von Rydingsvard, sculpture processes and images of work

Resources and Materials for Teachers/ Students

Cultural exemplar/ Visual:

Contemporary Artist: Ursula von Rydingsvard

Images:

River Bowl," 2001-02

Wall Pocket, 2003-04

Supplies and Equipment:

Classroom Set:

computer projector
scissors, construction paper, markers, pencils, Elmers glue, cardboard

Introduction (10 mins)

Have River Bowl and Wall Pocket projected on white board and ready for discussion when students
enter
Brief lecture on Ursula von Rydingsvard and her sculptures
Discuss images as a group and how the artist relates her work to humans and nature
Look at style, mark making, material, spatial elements, size, and shape
Instructional Strategies/ Activities (25 mins)
Prepare students to practice making varied shapes with demo
Show students to cut out a shape of varied sizes from construction paper
Explain how to glue them together to create a series of shape sizes collaged in a stacking style
Brief pause to review with class how this process is similar to Ursula von Rydingsvards sculpture process
Lay out cardboard samples for students to begin practicing cutting this material to prepare for next class
Closure (10 mins)
Explain how we are going to be planting a tree on our paper mach foundations made from previous
lesson
Quick Discuss how planting trees is helping our environment
Ask students to practice sketching shapes for tree trunks and bring to next class session
Management/ Cleanup Procedures (5 mins)
Have each table place all left over scraps (cardboard and construction paper) in bucket placed nearby
Have each table group (when called) return glue/ scissors/ markers/ and pencils to assigned location in the
classroom
Make sure no scraps are on the floor and students are seated
Students line up quietly to be dismissed

DAY THREE
Purpose:

Cut out and glue cardboard shapes to create our tree trunks

Resources and Materials for Teacher/ Students

Supplies and Equipment:
environmental reference books
pencils

scissors

glue

markers

cardboard

Introduction (8 mins)
On every table there is a book open to different tree types
Review how we are helping the ecosystems by planting trees; we are making a better world
How else can we help the earth everyday?
Students will have a quick review with teacher over shapes homework
Students will be called by table to pick up supplies and return to seats to await instructions
Instructional Strategies/ Activities (27 mins)
Brief overview on how to cut shapes out of cardboard
Students must cut out several shapes before beginning the glue process to stack pieces
Class pauses to make sure we are making different size shapes and marks within our cardboard
Begin glue process by stacking shapes off center to create depth
Closure (5 mins)
Class walks around to view different student work
Return to seats
Each table is called to set tree trunk in designated space to dry
Management/ Cleanup Procedures (10 mins)
Return to seats and wait to be called to return classroom materials
Place scraps in bins, wipe up glue
Pick up scraps on the floor
Line up quietly for dismissal

DAY FOUR
Purpose:

Paint our tree trunks to add texture

Attach to paper mach foundation from lesson one.

Resources and Materials for Teachers/Students

Cultural exemplar/ Visual:
Artist: Ursula von Rydingsvard
Images: Plate with dots 2006
Exploding Bowl 2005-06
Large Ring 2005-06
Supplies and Equipment: projector
paper towels

paint palettes

glue

sponges

hangers for smocks

apron
newspaper,

heavy bodied paint

water

water cups

Introduction (10 mins)

Review images on projector when students enter class
Discuss about how texture occurs in nature, how can we simulate texture like our artist?
Can texture define aspects or effects of humans and nature? How? Get students thinking about
cause and effect relationships
Assign each student an apron
Discuss paint rules (hands to yourself, wash hands before touching classroom objects, do not
throw paints ect.
Instructional Strategies/Activities (25 mins)
Students will use paintbrushes to layer paint on their tree trunks to create texture
Students will take a mid break to pause and walk around classroom to look at other students
texture.
While students are painting, review key terms such as texture, mark-making, (paper mach)
processes, shapes, urban wildlife, ecosystems, cause and effect
Each group will be called to place tree trunks on drying racks
Closure (5 mins)
Overview of what we have learned from our artists techniques
What have we learned about humans and nature from this?
Management/Cleanup Procedures (10 mins)
Each table will be called to rinse brushes and return aprons
Students will wait while each table cleans up
Students will wipe down tables with wet paper towels/ dispose
Return to seats and wait quietly for dismissal
Line up to leave classroom
Lesson References and Resources:
http://www.pbs.org/art21/artists/ursula-von-rydingsvard
Mini field trip outside
Google images of global nature photos
Ursula von Rydingsvard images from Art 21
Library reference books on tree types

TEKS- 2015

117.108. Art, Grade 2, Adopted 2013.

a. Introduction.
1. The fine arts incorporate the study of dance, music, theatre, and the visual
arts to offer unique experiences and empower students to explore realities,
relationships, and ideas. These disciplines engage and motivate all
students through active learning, critical thinking, and innovative problem
solving. The fine arts develop cognitive functioning and increase student
academic achievement, higher-order thinking, communication, and
collaboration skills, making the fine arts applicable to college readiness,
career opportunities, workplace environments, social skills, and everyday
life. Students develop aesthetic and cultural awareness through
exploration, leading to creative expression. Creativity, encouraged through
the study of the fine arts, is essential to nurture and develop the whole
child.
2. Four basic strandsfoundations: observation and perception; creative
expression; historical and cultural relevance; and critical evaluation and
responseprovide broad, unifying structures for organizing the knowledge
and skills students are expected to acquire. Each strand is of equal value
and may be presented in any order throughout the year. Students rely on
personal observations and perceptions, which are developed through
increasing visual literacy and sensitivity to surroundings, communities,
memories, imaginings, and life experiences, as sources for thinking about,
planning, and creating original artworks. Students communicate their
thoughts and ideas with innovation and creativity. Through art, students
challenge their imaginations, foster critical thinking, collaborate with
others, and build reflective skills. While exercising meaningful problemsolving skills, students develop the lifelong ability to make informed
judgments.
3. Statements that contain the word including reference content that must
be mastered, while those containing the phrase such as are intended as
possible illustrative examples.
b. Knowledge and skills.
Foundations: observation and perception. The student is expected to:
The student develops and expands visual
A. compare and contrast variations in
literacy skills using critical thinking,
objects and subjects from the
imagination, and the senses to observe and
environment using the senses; and
explore the world by learning about,
understanding, and applying the elements of
B. identify the elements of art,

art, principles of design, and expressive

qualities. The student uses what the student
sees, knows, and has experienced as sources
for examining, understanding, and creating
artworks.

Creative expression. The student

communicates ideas through original
artworks using a variety of media with
appropriate skills. The student expresses
thoughts and ideas creatively while
challenging the imagination, fostering
reflective thinking, and developing
disciplined effort and progressive problemsolving skills.

including line, shape, color, texture,

form, and space, and the principles
of design, including emphasis,
repetition/pattern,
movement/rhythm, and balance.
The student is expected to:
C. express ideas and feelings in
personal artworks using a variety of
lines, shapes, colors, textures, forms,
and space;
D. create compositions using the
elements of art and principles of
design; and
E. identify and practice skills necessary
for producing drawings, paintings,
prints, constructions, and sculpture,
including modeled forms, using a
variety of materials.

The student is expected to:

F. interpret stories, content, and
meanings in a variety of artworks;
G. examine historical and contemporary
Historical and cultural relevance. The
artworks created by men and women,
student demonstrates an understanding of art
making connections to various
history and culture by analyzing artistic
cultures;
styles, historical periods, and a variety of
H. analyze how art affects everyday life
cultures. The student develops global
and is connected to jobs in art and
awareness and respect for the traditions and
design; and
contributions of diverse cultures.
I. relate visual art concepts to other
disciplines.
Critical evaluation and response. The
student responds to and analyzes artworks
of self and others, contributing to the
development of lifelong skills of making
informed judgments and reasoned
evaluations.

The student is expected to:

J. support reasons for preferences in
personal artworks;
K. compare and contrast ideas found in
collections such as real or virtual art
museums, galleries, portfolios, or
exhibitions using original artworks
created by artists or peers; and
L. compile collections of artwork such
as physical artwork, electronic
images, sketchbooks, or portfolios

for the purposes of self evaluations

or exhibitions.
Source: The provisions of this 117.108 adopted to be effective July 28, 2013, 38 TexReg 4575.

117.111. Art, Grade 3, Adopted 2013.

a. Introduction.
1. The fine arts incorporate the study of dance, music, theatre, and the visual
arts to offer unique experiences and empower students to explore realities,
relationships, and ideas. These disciplines engage and motivate all
students through active learning, critical thinking, and innovative problem
solving. The fine arts develop cognitive functioning and increase student
academic achievement, higher-order thinking, communication, and
collaboration skills, making the fine arts applicable to college readiness,
career opportunities, workplace environments, social skills, and everyday
life. Students develop aesthetic and cultural awareness through
exploration, leading to creative expression. Creativity, encouraged through
the study of the fine arts, is essential to nurture and develop the whole
child.
2. Four basic strandsfoundations: observation and perception; creative
expression; historical and cultural relevance; and critical evaluation and
responseprovide broad, unifying structures for organizing the knowledge
and skills students are expected to acquire. Each strand is of equal value
and may be presented in any order throughout the year. Students rely on
personal observations and perceptions, which are developed through
increasing visual literacy and sensitivity to surroundings, communities,
memories, imaginings, and life experiences, as sources for thinking about,
planning, and creating original artworks. Students communicate their
thoughts and ideas with innovation and creativity. Through art, students
challenge their imaginations, foster critical thinking, collaborate with
others, and build reflective skills. While exercising meaningful problemsolving skills, students develop the lifelong ability to make informed
judgments.
3. Statements that contain the word including reference content that must
be mastered, while those containing the phrase such as are intended as
possible illustrative examples.
b. Knowledge and skills.

Foundations: observation and perception.

The student develops and expands visual
literacy skills using critical thinking,
imagination, and the senses to observe and
explore the world by learning about,
understanding, and applying the elements of
art, principles of design, and expressive
qualities. The student uses what the student
sees, knows, and has experienced as sources
for examining, understanding, and creating
artworks.

The student is expected to:

A.
explore ideas from life experiences
about self, peers, family, school, or
community and from the imagination as
sources for original works of art;
B. use appropriate vocabulary when
discussing the elements of art,
including line, shape, color, texture,
form, space, and value, and the
principles of design, including
emphasis, repetition/pattern,
movement/rhythm, contrast/variety,
balance, proportion, and unity; and
C.
discuss the elements of art as
building blocks and the principles of design
as organizers of works of art.

Creative expression. The student

communicates ideas through original
artworks using a variety of media with
appropriate skills. The student expresses
thoughts and ideas creatively while
challenging the imagination, fostering
reflective thinking, and developing
disciplined effort and progressive problem
solving skills.

The student is expected to:

D.
integrate ideas drawn from life
experiences to create original works of art;
E. create compositions using the
elements of art and principles of
design; and
F.
produce drawings; paintings; prints;
sculpture, including modeled forms; and
other art forms such as ceramics, fiber art,
constructions, mixed media, installation art,
digital art and media, and photographic
imagery using a variety of materials.

Historical and cultural relevance. The

The student is expected to:
student demonstrates an understanding of art G.
identify simple main ideas expressed
history and culture by analyzing artistic
in artworks from various times and places;
styles, historical periods, and a variety of
H. compare and contrast artworks
cultures. The student develops global
created by historical and
awareness and respect for the traditions and
contemporary men and women,
contributions of diverse cultures.
making connections to various
cultures;
I. connect art to career opportunities
for positions such as architects,
animators, cartoonists, engineers,
fashion designers, film makers,
graphic artists, illustrators, interior
designers, photographers, and web

designers; and
J.
investigate the connections of visual
art concepts to other disciplines.

Critical evaluation and response. The

student responds to and analyzes artworks
of self and others, contributing to the
development of lifelong skills of making
informed judgments and reasoned
evaluations.

The student is expected to:

K.
evaluate the elements of art,
principles of design, or expressive qualities
in artworks of self, peers, and historical and
contemporary artists;
L. use methods such as oral response or
artist statements to identify main
ideas found in collections of
artworks created by self, peers, and
major historical or contemporary
artists in real or virtual portfolios,
galleries, or art museums; and
M.
compile collections of personal
artworks such as physical artworks,
electronic images, sketchbooks, or portfolios
for purposes of self assessment or
exhibition.

Source: The provisions of this 117.111 adopted to be effective July 28, 2013, 38 TexReg 4575.