1. Content: Teacher knows subject they are teaching. 3. Diversity: Teachers understand that children learn differently.

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1 Lesson Title: The Science & Art of Leaves Art Instructors: UW Platteville Art Education Age/Grade Level: 9/11 yrs. old, 4 th / 5 th grade STANDARDS: Wisconsin Academic Standards for Art & Design Standard 3. Visual Design & Production Standard 8. Visual Thinking Standard 12. Visual Imagination & Creativity Standard 11. Making Connections C.4.5 Look at nature and works of art as visual resources. H.4.1. Study the patterns and colors in nature. L.4.2. Develop a base of knowledge and skills from which to create new ideas. K.4.1. Connect their knowledge and skills in art to other areas, such as the humanities, sciences, social studies, and technology. K.4.3. Use what they are learning about; life, nature, the physical world, and people to create art. WI Teacher Standard P Content: Teacher knows subject they are teaching. 3. Diversity: Teachers understand that children learn differently. 7. Instructional planning: Teachers are able to plan different lessons. 10. Collaboration: Teachers are connected with other teachers and community. UW Platteville School of Education Standards (KSDS) Domain 1. Planning & Preparation: 1

2 KSD1.d. Demonstrates knowledge of resources available outside the school district. KSD1.e. Designs coherent instruction. Domain 4. Professional Responsibilities: KSD4.e. Grows and develops professionally. Takes an active role in assisting other educators. 1. Learner Characteristics: Twenty 4/5th grade students, nine boys and eleven girls, from a socio economic mix of low, middle and upper middle class families from a urban community in Wisconsin. Ethnicities include approximately 45% European-American, 25% Latino, 3% Hmong-American, 2 Cambodian-American, and 25% African-American. Languages spoken: 20% are English as a Second Language (ESL) learners with Spanish as their primary language spoken, 80%speak English as their first language. Six students have ADHD, two students have sensory integration issues and all eight have Individual Educational Plans (IEP s). 2. Lesson Overview: The lesson is designed to provide instruction to approx. 100 students attending the 2012 Wisconsin Science Festival as a way to learn about the art of casting and plant biology. Students will have opportunities to explore the micro and macro imagery of leaves using high powered microscopes at the Wisconsin Institute of Discovery. Students will also look at images of works of art by artists who cast using plaster and artists who use leaves as subject matter. Design elements of form, shape, and line will be explored in art activities. A musical playlist will be played that features songs containing lyrics about leaves, plants, trees and ecosystems. An assessment tool will be used to measure level of success. 2

3 3. Lesson Rationale: Through a study of leaves from plants and trees, students can apply what they know about their local habitat to the art and design of casting. While exploring the varied forms and intricacies of leaves through the use of microscopes, students will be able to differentiate between the various properties of leaves from a micro to macro levels. Multidisciplinary lessons that bridge art and science connect content to understanding with hands-on methods. Students casting their individual leaf develop personal self-expression skills which fosters innovation and creativity. Being able to understand casting is an essential tool for the 21 st century, with many real world applications including art and design, engineering, architecture and manufacturing. 4. Key Concepts: Casting George Segal Painting Sculpting Magdalena /Abakanowicz Sgrafitto Relief Properties of leaves Postmodern Art Form Color Color Wheel Science & Art Integration Shape Michael Michaud Imaginative Drawing Positive/Negative shape Mixed media Drawing from direct observation 5. Objectives: 1. Students will be able to demonstrate knowledge of meanings in artwork through discussions after viewing images of leaves as subject matter in art. 2. Students will be able to exhibit understanding of the various parts of leaf biology by casting various shapes and forms of their own leaf. 3. Students will be able to explore the differences between micro and macro worlds through looking at leaves through microscopes. 3

4 4. Students will be able to apply what they learned about art and science of plaster leaf casting by completing an assessment handout. 6. Motivational Activity: 1. Instructor will demonstrate and teach a Life of a Leaf dance and students will be invited to participate in the movement that teaches the biology and growth of a leaf as it circulates through a growing season. 2. Instructor will create a large scale poster of a leaf and invite students participation in an interactive game, where they will learn and label the four main components of a leaf: stem, vein, midrib, and blade. 7. Materials & Visual Aids: Materials for Activity: 10 microscopes. Dry erase board, markers. 6 each 10yd. rolls Panacea Burlap Garland (Michael s Arts and Crafts) 3ft. wide x 40 ft long butcher paper (four 10 ft sections drying leaf casts on floor) Plastic tablecloths to cover all 6 tables Soap and enough paper towels for cleanup 4 rolls of paper towels (on tables for spills) (150) Self-adhesive white address labels (for labeling art) 125 Self-adhesive name labels for students and teachers to wear 30 black markers, for writing names on labels 8 cups/baskets to hold pens on tables 25 small Styrofoam or plastic bowls for holding water for brush washing 30 paint brushes student grade/quality, bristle filbert tip, size # 4 Acrylic 2 each. 1 quart Gold ( B) 2 each. 1 quart Cobalt blue ( V) 2 each. 1 quart Brite Red ( M) 2 each. 1 quart Chrome yellow ( K) 150 small paper plates 50 large paper plates 75 pounds Plaster of Paris 8 each 1 gallon jugs for holding water for mixing plaster 8 each 1 cup measuring cups for scooping plaster 15 wooden paint stir sticks 30 plastic spoons 4

5 6 cardboard printer box tops (at least 11x17 ) for storing leaves 125 pair latex free gloves (x-small or small) 6 each Plastic 3 qt mixing bowls with pour spout and handle 10 each plastic 20 oz measuring cup with pour spout and handle 200 tree and plant leaves Visual and Instructional Aids: Books: This is a Leaf by: Ross E. Hutchins, Leaves by: Parker, How Leaves Change by: Sylvia A. Johnson, and Leaf Jumpers by: Carole Gerber Music: Echos of Nature by: Peter Roberts media 7. Lesson Sequence: Two Months before. Rough draft lesson plan. (4 hours) Contact Wisconsin Institute for Discovery and coordinate. One Month before. Continue writing lesson plan. (30 min) Two weeks before. 9/11/12 and 9/13/12 Make teacher art samples, discuss outcomes and determine method. (1 hour) Formulate materials, tools, supplies list. (1 hour) materials, tools, supplies list to WID by Friday, 9/14/12. (5 min) One week before. 9/18/12 and 9/20/12 Search U-tube for songs about leaves, develop music playlist, and determine best way to play. (30 min) Develop assessment handout (leaf biology, featured artist, terms) (30 min) Develop motivational activity. Develop the objectives for the microscope activity. 5

6 Develop wrap-up closure discussion before dismissal. Decide about artists who would be featured. Review accommodations for students with ESL, ADHD, and Sensory Integration. Three days before. 9/25/12 Type assessment handout and make 120 copies. (30 min) Pick up books from the library. (15 min) Develop featured artists handout and photocopy. (15 min) One day before lesson. 9/27/12 Load music on Ipod. (5 min) Rehearse motivational activity. Load supplies to vehicle. Sort through art supplies at WID. BARBARA Harvest leaves for casting. (15 min) The day of the lesson. Friday, September 28, :15 am. Depart UW Platteville 8:15 am. Meet Barbara on exit ramp P-PD. Park. Walk to WID 9:00 a.m. Arrive at Wisconsin Institute for Discovery, Madison, WI 9:00-10:00 am SET UP Check in with WID staff upon arrival. Prepare the 4 tables art materials and set up activity. (Including paint tables and microscope tables) Organize the demonstration area. Butcher paper on floor for drying area. (markers for names) Queue up playlist on I-Tunes or other media tool. 6

7 Set up Leaf Life poster on bulletin board. Set up and test microscopes. Name labels for teachers. Set up teacher station at plaster table. Rehearsed introduction/motivational activity. STUDENT ARRIVAL: Group #1 10:00-11:00 am 10:00 Motivational activity, introduce project. (10 min) 10:10 Leaf casting activity, song playlist (20 min) 10:25 Microscope exploration and worksheet. (15 min) 10:45 Clean up. (5 min) 10:50 Group reflection. (5 min) 10:55 Dismissal. Group #2 11:00-12:00 REPEAT LUNCH 12:00-1:00 Group #3 1:00-2:00 REPEAT END 2:00-3:00 Clean up 3:15 pm Depart Madison 5:00 pm Arrive Platteville One week after the lesson. 10/2/12 & 10/4/12 FINAL ASSIGNMENT DUE UWP write a letter of thanks to WID. Troy Dassler. Complete teacher self-assessments. Print photographs and set up hallway display in Art Building. 7

8 Submit Group Lesson Plan to instructor and1 pg. typed reflection. Art Ed #4530 students final Lesson Plan. 8. Assessment: Student Self-Assessment: 1. Students will be asked to share what they learned in a wrap-up group discussion, reviewing key concepts and terms with instructor at the end of the lesson. 2. Students will complete a leaf handout that will inform them on the profession of artists/scientists and how they are alike as well as making a scientific prediction, drawing objectives, and labeling. Teacher Self-Assessment: 1. Instructor will reflect how the lesson went by asking students what they liked about the lesson at the wrap-up group discussion and make written notes. 2. Instructor will write a one to two page reflection on the lesson after it has been taught. 3. Instructor will reflect with other instructors who co-taught to provide an opportunity for reflection and feedback. 9. Accommodations/Differentiation: Students with Sensory Integration Issues a. Students will have the opportunities to choose between either casting or drawing their leaf, and provide gloves to wear while working with plaster. b. Students can work with a partner to cast a leaf. 8

9 c. Students will have option to photograph the casting process and write about it, rather than completing the actual casting. Students with ADHD a. Instructor will differentiate by providing opportunities for students to help with the plaster casting demo and passing out materials. b. Teacher will accommodate by allowing student to sit or stand during work time c. Instructor will provide audio listening devices for listening to music while working. d. Instructor will enlist the help of student with display of artwork. Students with ESL a. Instructor will provide written assessment in English and Spanish. b. Instructor will speak and write the Spanish terms when using key concepts. c. Spanish resource teacher will be available to help with translations. 9