Learning Science through Sketching

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San Francisco Unified School District

Teachers' Names: Laura Garcia Castro, Lenin Castro, Angela Sheredy, Helen Wong-Lew, and Yvon Wu

School: Spring Valley Science School

Grade Levels of Lesson: 1-3

Subject: Science/Art Date: July 21, 2010

Lesson Title: Learning Science Through Sketching

Expected Student Learning Outcomes: What will students know and be able to do as a result of this lesson? (Be Specific)

Students will be able to llustrate various fruit using basic sketching skills and then show the changes in the fruit as it is eaten.

Contents 1 CA Academic Standards Addressed: 2 Lesson Outline 2.1 Teacher Actions 2.2 Student Actions 2.3 Main Activity: 2.4 Instruction 2.5 Closure / Assessment 2.6 Extension

CA Academic Standards Addressed:

Science Standards

Grade 1 Investigation and Experimentation

4.A-4B Draw pictures that portray some features of the things being described:

Grade 2 Life Sciences

2.0 Plant and animals have predictable life cycles.

Grade 3 Investigation and Experimentation

5.0 Scientific progress is made by asking meaningful questions and conducting careful investigations.

Visual Arts Standards

Grade 1

1.0 Artistic Perception

1.3 Identify the elements of art in objects in nature, in the environment, and in works of art, emphasizing line, color, shape/form, and texture.

2.0 Creative Expression

2.8 Create artwork based on observations of actual objects and everyday scenes.

Grade 2

1.0 Artistic Perception

1.1 Perceive and describe repetition and balance in nature, in the environment, and in works of art.

1.2 Identify the elements of art and objects in nature, the environment, and works of art, emphasizing line, color, shape/form, texture, and space.

2.0 Creative Expression

2.3 Depict the illusion of depth (space) in a work of art, using overlapping shapes, relative size, and placement within the picture.

Grade 3

2.0 Creative Expression

2.4 Create a work of art based on the observation of objects and scenes in daily life, emphasizing value changes.

3.0 Historical and Cultural Context

3.1 Compare and describe various works of art that have a similar theme and were created at different time periods.

4.0 Aesthetic Valuing

4.2 Identify successful and less successful compositional and expressive qualities of their own works of art and describe what might be done to improve them.

5.0 Connections, Relationships, Applications

5.2 Write a poem or a story inspired by their own works of art.

5.3 Look at images in figurative works of art and predict what might happen next, telling what clues in the work support their ideas.

Writing Standards

Grade 1

1.0 Writing Applications

1.2 Use descriptive words when writing.

2.2 Write brief expository descriptions of a real object, person, place, or event, using sensory details.

Grade 2

2.0 Writing Applications

2.1 Write brief narratives based on their experiences:

a. move through a logical sequence of events.

b. describe the setting, characters, objects, events in detail.

Grade 3

2.0 Writing Applications

2.1 Write narratives:

b. include well-chosen details to develop the plot.

2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.

Physical Education

Grade 2

5.0 Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

5.7 Group Dynamics-Students Participate positively in physical activities that rely on cooperation.

Lesson Outline

Materials: Different kinds of fruit, like strawberries, plums, nectarines, cherries, etc.; strips of paper (large enough for accordian-folding, and pencils.

Objectives: Students will choose a fresh fruit to sketch, focusing on the outline and the shape.s Students will continue drawing the changes of the fruit as they take bites until the fruit is finished in an accordion book. Students will write to using descriptive languages depicting the changes after each bite of the fruit. Activate Prior Knowledge: -using a KWL chart in their science journal, students write down what they know and want to know

Time: 3 sessions, 30-45 minutes per session

Teacher Actions

1. Collect and prepare materials: fresh fruits, napkins, hand lenses, pre-make accordion books (for students in First Grade), pre-cut papers, pencils, glue sticks and erasers 2. Prepare a large KWL class chart 3. Prepare literature related to the fruits such as The Little Mouse, The Big Hungry Bear, and The Red Ripe Strawberry or Fruit Salad

Student Actions

Students have Science Journals ready.

Main Activity:

Instruction

1. Teacher reads a story relates to fruits. 2. Teacher accesses students prior knowledge by model KWL class chart 3. Students do their own KWL in their science journal 4. Teacher models how to make the accordion books 5. Teacher models sketching focusing on the outline of the fruit as it goes through the changes between bites 6. Students choose their fruits. 7. Students sketch the whole fruit, then take a bite, and sketch the next drawing. Students keep making sketches as the they finish eating the fruit. 8. Students will use descriptive words or short sentences to describe each sketch either on the accordion books or in their Science Journals. 9. Students complete the "L" part in writing what they've learned in their own KWL charts.

Closure / Assessment

Students will share their drawings and discuss the similarities and differences between their sketches in a small group. Students will be given an opportunity to share with the whole class. Students are encouraged to evaluate their own sketches to see if they have illustrated changes from the beginning to the end. Students will write about their experience using complete sentences and descriptive language. Teacher will do ongoing assessment and collect completed accordion books for science night display, and then save book for their portfolio. Teachers will encourage students to create own accordion books and choose a fruit to illustrate the changes made from each bite at home.

Extension

Activity: Grades 1-3 Physical Education Skit

In groups of 4 or 5, students must perform a skit of the sequence of the fruit that they drew from the activity. Students must work together to develop a strategy and plan on how they want to display using their body as a form of art on how the fruit must and will look like after every bite of the fruit in sequence. High, medium and low level movement patterns will be emphasized and the concept of body awareness will be displayed in order for students to complete the task and perform the activity correctly. Students will go one at a time and perform the movement pattern using varies sizes and shapes with their body in order to transfer what they drew on paper to real life. Teacher will demonstrate with the class in order for students to understand what they are expected to plan and perform as a group.