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Domain I: The SSU teacher candidate is well grounded in general studies and the specific discipline area(s) INTASC Standard One: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. NAEYC Standard 4. Teaching and Learning · Sub-Standard 4d. Building meaningful curriculum: Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for all young children. Name of Artifact: Teaching Assignment - Symmetry Lesson Plan Date: Winter, 2005 Course: Art 201P Rationale: This artifact is a lesson plan created for a second or third grade classroom. Although, based on the artistic concept of symmetry, this lesson plan has extended the subject of symmetry to other subject areas, including but not limited to math, science, and language arts. A movement activity is also a part of this lesson. By integrating this concept across the curriculum and by introducing hands-on, discovery activities, students are able to gain a greater understanding of the subject and take an active part in their learning. This lesson could be modified for use in classrooms with younger students, as well. I have included this lesson plan in my e-portfolio because I feel it demonstrates an understanding of how to create learning experiences across the curriculum using methods and activities that will enable students to understand and apply the subject matter. This lesson involves using different types of activities and approaches that will benefit different types of learners whether they are visual, kinesthetic, or linguistic. This, in turn, will allow the subject matter to becoming meaningful for all students. |
Art 201P
Teaching Assignment
Jill Montgomery & Kris Roades
LESSON PLAN
CONCEPT:
Symmetry
FOCUS:
1. Have you ever played “follow the leader”?
2. Have you ever seen a butterfly?
3. Have you ever looked in a mirror?
4. What objects can you find with symmetry?
OBJECTIVES:
The student will be able to
1. understand the definition of perfect symmetry.
2. mirror the movements of partner or group leader.
3. be able to relate symmetry to math, science, art, movement & history.
4. identify items that have perfect symmetry.
5. create an object that contains perfect symmetry.
ART MATERIALS:
1. Tri-fold board
2. Art paper
3. Felt
4. Mirrors
5. Butterfly pattern
6. Finger paint
7. Tacky Glue
8. Index cards
9. Geo boards and bands
HISTORICAL
REFEERENCES:
1. Walt Disney
A. Mickey Mouse
2. Harvey R. Ball
A. Smiley face
PROCEDURE:
1. Ask class if they have ever played “follow the leader.”
2. Ask class to stand and copy teachers’ movements. Be sure to do a butterfly movement.
3. Have students pair off, with one leading. Have them mirror each other’s movements. Remind them to move slowly and change leaders.
4. When finished with game ask class if they can say what the purpose of this game is.
5. Ask class if they have ever seen a butterfly. Tell them there is something special about the butterfly and ask them to look for that while they are working on the project.
6. Give each student a paper butterfly pattern. Have them fold the butterfly in half. Ask them if they notice anything special about the folded butterfly.
7. Ask the students to open the butterfly and, using fingerpaint, place a few dabs of paint on one side only of the butterfly. Once they have painted the butterfly, they should fold it in half again and rub their hands over the folded paper.
8. Have the students unfold the paper and talk about what they see. Ask them if they have figured out what is special about the butterfly. Observe if they notice both sides are the same. Show picture of real butterfly.
9. Ask the students how this activity and follow the leader are alike.
10. Explain that symmetry is just a fancy word to say that things are the same on both sides.
11. Show examples of Mickey Mouse by Walt Disney and the smiley face by Harvey R. Ball.
12. Have students get in pairs again and give each pair a geoboard and rubber bands. Have one student in each pair create a design on half of the geoboard and ask the other student to duplicate it. Switch leaders.
13. Keeping students in pairs, give each student a mirror and set of index cards.
14. Explain that art and butterflies are not the only things that contain symmetry. Tell that students that some letters in the alphabet also have symmetry.
15. Tell students that their index cards contain the letters in a word. They must hold the letters up to the mirror to determine what letter it is. Once they determine the letters in the word they must unscramble the letters to decode the mystery word.
16. Describe tri-fold board and the activities that are on it. Show examples of symmetry and items that are not symmetrical.
17. Show example of handprint butterfly. Explain to students that this is an activity for tomorrow and they should be thinking about how they want their butterfly to look and ways to make it perfectly symmetrical. (This is an assessment tool. Students must be able to understand the concept of symmetry in order to tell you how to paint their hands so that their butterflies contain perfect symmetry. For example, if thumb is painted black, then the other must also be painted black. If the ring finger is blue then the other ring finger must be blue as well.)
EVALUATION:
The student is able to
1. demonstrate perfect symmetry through movement.
2. explain what makes an object perfectly symmetrical.
3. understand how symmetry is used throughout the curriculum.
4. give examples of objects that contain perfect symmetry.
5. create butterfly by painting the palms of his/her hands to make each side of butterfly symmetrical.