Tami Sharp, MODEL MAGIC TACO/PIZZA FORMS

General Information: Title, Subject, Student Age, Time of Lesson, and Description
Title: Model Magic Taco/Pizza Forms

Subject: Form (3D Shapes), Mathematics (Geometry)

Student Age: 3rd & 5th (can be adapted for 4th)

Time for Lesson: 45 mins, 1 week

Description of Lesson:
Using model magic, we are building off last week’s lesson about shape. Prior, students learned
about 2-D Organic and Geometric shapes. Using this knowledge, we will be making food forms
to explore shapes in 3-D, the element of art, Form. We will first make 3 geometric forms with
the white model magic. Following our met objectives, students will have the opportunity to
make a taco or pizza using white model magic and markers. The purpose of making a taco or
pizza is to get the students to explore making organic 3-D forms without the pressure of
coming up with organic forms on their own.

National Art Core Standards

3rd: Creating.
1. Anchor Standard 2: Organize and develop artistic ideas and work.
2. Anchor Standard 3: Refine and complete artistic work.

5th: Creating, Connecting

1. Anchor Standard 1: Generate and conceptualize artistic ideas and work.
2. Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art

Learning Objectives
Objectives:
1. SWBAT… use model magic to make three 3-dimentional forms; a sphere, cube and pyramid.
2. SWBAT… explore organic shapes by making at least 3 parts of a pizza or taco with model magic.

Goals:
1. I can make a sphere/ cube and pyramid 3D form.
2. I can make 3 organic 3D forms.

Lesson Preparation
Class Demographics & Special Equipment & Materials Environmental
Considerations Needed Considerations

About 25-30 students Promethean Board Materials are set up at each

15 packages of model magic table between transition times
Variety of Crayola markers for easy supply access when it
is time to work. We are limited
Some students are ESL (cut each package in half to to 45mins, so efficiency is
learners, so Spanish make 30 pieces) important.
vocabulary is important to 30 scissors
have incorporated throughout 30 pencils Follow along verbal and visual
instructions/demo are set up
30 5X5 construction paper
on promethean board.
placeholders
Lesson Procedure
Essential Questions, Problems, Parameters, and Supporting Info Student Considerations
Essential Questions:
1. What things do we know of at school or at home that EBS: Nurture Metacognition
are made of 3D Forms?
2. Can we put Forms together to make new Forms?

Problems and Parameters:

Time! We are so short with time; we will have to keep the class EBS Plenty of Practice
moving with structured steps and time frames.
Some students may struggle to create some 3D forms or even
color the model magic. That okay, we will have a set amount of
time to practice this!
Students are given only half of package of white model magic to
work with, so they have to figure out the best way to divide it
for toppings. Students will only be working with white model
magic which means they are in control of the amount of
pigment their pieces can get from adding the ink.

Supporting Information:
Book: Dragons Love Tacos & Dragon love Tacos 2 by Adam
Rubin EBS Showing new
information in graphical
ways.

Vocabulary
Form (la forma)
Geometric
(geometrica)
Organic (organica)
Sphere (esfera)
Cube (cubo)
Pyramid (pirámide)
Cone (cono)
Cylinder (cilindro)

Movement: Pop ART

Artists:
 - Claes Oldenburg, American sculpture artist known for
his public sculpture installations.
- PowerPoint slides for artist.

Instruction, Guided/Independent Practice, and Closure 45 mins Student Considerations

INTRO (5-7 mins)
“The last 2 weeks we worked with 2-D shapes. This week we will
be focusing on 3-D shapes also known as the element of art, EBS: Nurture Metacognition
form.”
Q: Does anyone know the names of some 3D Shapes? EBS: Questions to Check For
R: Sphere, Cube, pyramid, cone. Understanding
Q: Who can remember what the characteristics of shapes are
called when found in math or found in nature?”
“geometric and organic” vocab
Remind student that these characteristics still apply to 3D
Forms.
Q: What things do we know of at school or at home that are
made of 3D Forms? (maybe give an example) EBS: Summarize New
Show students the visible “steps” board of the Forms we will be Learning in a graphical way
creating together.

GOALS: State “I can statements’ together”

Show students quick slide about a connecting artist.

- Claes Oldenburg

DEMO using promethean board. (10-15 mins)

Demo is a guided practice.
Step 1: Have students’ open model magic package. (Each
Student will be using half a packet.)
(Techer will have a Ziplock bag for any extra model magic.)
Step 2: Have the students use scissors to cut their model magic
into 3 pieces.
Step 3: Have the students make a sphere, cube and pyramid. EBS: Plenty of Practice
Q: Are there any questions? What steps do we need to EBS: Questioning to Check
understand better? for understanding as needed
Step 4: Show students how to use markers to color 1 section of
the model magic to make the taco shell/pizza crust.
 Give students 5 mins for this step. Show them how to
roll the crust/shell in a sphere and then pushing down to
flatten into a circle. EBS: Plenty of Practice
After this step, students will have the option of continuing to
make the taco or can finish the organic forms as a pizza.
Step 5: have students divide the remaining half into segments
for toppings before they add ink to each part.

GUIDED/ INDEPENDANT PRACTICE 15 mins EBS: Provide our students

Have students independently finish this process on their own. with feedback
Walk around and help students one on one for individual
guidance. EBS Check for Understanding
Q: Did you use any geometric forms to make organic ones for
your pizza/taco?

ACTIVITY (optional while students work)

Read a book using promethean. Literary Integration
Book: Dragons Love Tacos

CLEAN UP (5 mins)
Have students store any remainder model magic in Ziploc bag.
Have student put away markers.
Students will take home their 3-D forms today on a 5x5in
square placeholder.
EBS Nurture Metacognition
CLOSURE (3-5 mins)
Q: What element of art did we learn about today?
R: Form, 3-D Shapes
Q: What were the names of some the geometric 3D Forms we
made? (before the taco/pizzas)
R: Cube, Pyramid, Sphere, Cone, Cylinder, etc.

*(R) responses are the answers I’m typically looking for, but not
necessarily what the student will say.

“I hope when your outside of art today, you can look around
and notice the 3D Forms around you! Maybe it’s a tasty burrito
shaped like a cylinder or an orange in the shape of a sphere.
Thanks for creating forms with me today!”

Table by table, have students line up to go.

Formative and Summative Assessment
Summative:
- Rubric that is in tune with class goals and objectives
1. Elements of Art development
 Students create 3 geometric forms
 Students create 3 organic forms
2. Craftsmanship/ Materials
3. Effort
Formative:
- Observation that students are working, making progress and grasping the concept.
- Students are on Task
1. Students are trying to really create a form with nice craftsmanship.

Differentiation /Modifications/ Accommodations

Accommodation:
Directions-written steps/ examples posted on board
Language- Directions in English, Spanish words integrated.

Differentiation:
Demonstration for visual learners
Directions on board for visual learners.
One on one coaching as the process begins for students who need individual instruction and
guided learning.

Modification:
Time: students that need more time to finish artwork will be allowed more time.

Post-Teaching Reflection
Did the students do well with the half package of model magic? Limited model magic colors?
Was their time to read the book?
Were the students able to recall the difference between geometric and organic?
How did the student react to creating 3 geometric forms before they could create the organic
food forms?
 Rubric for Model Magic Taco/Pizza Forms Score: ___/12pts
Objectives:
1. SWBAT… use model magic to make three 3-dimentional forms; a sphere, cube and pyramid.
2. SWBAT… explore organic shapes by making at least 3 parts of a pizza or taco with model magic.

2 3 4
1
(kind of grasped (understands (Goes Above and Beyond
(Needs Guidance)
concepts) concepts) in concepts)
Student did not show Student created less Student created 3 Student excels in their
Elements of evidence of making than 3 geometric different types of understanding of form and
Art geometric or organic forms and less than 3 geometric forms and created more than 3
Development 3-D forms. organic forms. at least 3 organic geometric and 3 organic
forms. forms.
Student did not use Student investigated Students Student has really elevated
any materials, and and used few demonstrated in material investigation
there is no evidence materials. Project is appropriate use of and has found creative and
Craftsmanship
of a project. incomplete. materials and project appropriate ways to use
Materials
is complete. materials, creating an
overall individualized and
completed project.
Student shows very Student was Student made the Student was zealous in
little of evidence of reluctant to make effort to plan and effort and worked diligently
Effort
work and did not the effort to participate in all throughout the activities,
(refer to
make the effort to participate in activities. Their effort planning and engaging
Effort Rubric)
participate in activities. has paid off. themselves fully.
activities.

Students Name: Teacher Class:

Teacher Feedback/Comments:
Teacher Exemplar:

Student Exemplars:
(pizzas were very popular!)