Underwater Sea Turtles Resist
Unit theme: Art-Science Integration of Oceans; Endangered species
Lesson: Sea Turtle Resist
Integrated subject: Science
Grade Level: 3
Projected Time: 30 minutes
Lesson: Sea Turtle Resist
Integrated subject: Science
Grade Level: 3
Projected Time: 30 minutes
Lesson Overview
The students will first learn about how
different organisms adapt to their environment in order to survive. They will
be able to share characteristics of turtles' habitat and explain how
environmental changes allow them to survive. In learning about turtles, they
will be able to describe the land form of oceans. We will focus on turtles and
how they are an endangered species in South Carolina. After learning about turtles
and their habitat the ocean, the students will create an oil pastel crayon turtle
showing texture, color, balance, and pattern. Last, they will work with the oil
pastel crayons to work as the resist to paint the ocean as the background using
water colors.
Visual Culture Relevance
Many students might have already learned a little about sea turtles and their habitat, the ocean, because of Disney’s Finding Nemo movie. Many students have also seen sea turtles in aquariums or at the local beach. This lesson will provide a chance for students to learn more about sea turtles and their environment. This lesson gives students a chance to create their own sea turtle and ocean habitat.
South Carolina Standards
Grade 3, Science:
Habitats and Adaptation Standard 3-2: The student will demonstrate an understanding of the structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats. (Life Science) 3-2.2 Explain how physical and behavioral adaptations allow organisms to survive (including hibernation, defense, locomotion, movement, food obtainment, and camouflage for animals and seed dispersal, color, and response to light for plants). 3-2.3 Recall the characteristics of an organism’s habitat that allow the organism to survive there. 3-2.4 Explain how changes in the habitats of plants and animals affect their survival. Earth’s Materials and Changes Standard 3-3: The student will demonstrate an understanding of Earth’s composition and the changes that occur to the features of Earth’s surface. (Earth Science) 3-3.6 Illustrate Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps. |
Grade 3: Creating Works of Visual Art Standard 1: The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art. VA3-1.3 Use and combine a variety of materials, techniques, and processes to create works of visual art. Standard 3: The student will examine the content of works of visual art and use elements from them in creating his or her own work. VA3-3.1 Recognize and describe the content in a work of visual art. Standard 6: The student will make connections between the visual arts and other arts disciplines, other content areas, and the world. VA3-6.1 Identify similarities and connections between the visual arts and other subjects in the school curriculum. |
Lesson Objectives:
· The student will be able to describe specific characteristics of sea turtles and their environment, that help them adapt and survive.
· The student will explain the effects of a turtle’s habitat changing to judge if the turtle will survive.
· The student will identify a connection between his or her visual art and science.
· The student will illustrate a picture of Earth’s ocean by painting.
· The student will create a work of visual art out of oil pastel crayons and water color to produce a sea turtle in its natural environment. They will experience working with a resist between two art materials.
· The student will explain the effects of a turtle’s habitat changing to judge if the turtle will survive.
· The student will identify a connection between his or her visual art and science.
· The student will illustrate a picture of Earth’s ocean by painting.
· The student will create a work of visual art out of oil pastel crayons and water color to produce a sea turtle in its natural environment. They will experience working with a resist between two art materials.
Vocabulary:
Texture- an element of art that describes the way something actually feels or the way something looks like it is supposed to feel like
Balance- elements of art make the work harmonious and feel equally weighed; nothing overpowers something else
Pattern- repetition of an element (or elements) in a work
Resist- the repel of watercolor to oil pastel crayons (will not paint on top of it)
Contour Lines- line that describe the shape of an object and the detail within the object
Watercolor Paint- a paint composed of a water-soluble pigment
Oil Pastel Crayon- drawing medium in stick form from a mixture of pigments, non-drying oil, and wax binder
Sea Turtle- any of various large marine turtles of the families Cheloniidae and Dermochelyidae, including the green turtle, loggerhead turtle, ridley, and leatherback, having the forelimbs modified into very large flippers and usually living in tropical and subtropical oceans
Ocean- the vast body of salt water that covers almost three fourths of the earth's surface (Atlantic, Pacific, Indian, Arctic, and Antarctic oceans)
Balance- elements of art make the work harmonious and feel equally weighed; nothing overpowers something else
Pattern- repetition of an element (or elements) in a work
Resist- the repel of watercolor to oil pastel crayons (will not paint on top of it)
Contour Lines- line that describe the shape of an object and the detail within the object
Watercolor Paint- a paint composed of a water-soluble pigment
Oil Pastel Crayon- drawing medium in stick form from a mixture of pigments, non-drying oil, and wax binder
Sea Turtle- any of various large marine turtles of the families Cheloniidae and Dermochelyidae, including the green turtle, loggerhead turtle, ridley, and leatherback, having the forelimbs modified into very large flippers and usually living in tropical and subtropical oceans
Ocean- the vast body of salt water that covers almost three fourths of the earth's surface (Atlantic, Pacific, Indian, Arctic, and Antarctic oceans)
Artist Connection:
Ron G Steven (Rogest)- Ron was born in Montreal Canada and grew up in England where we spent most of his time dreaming about oceans and its wonders. He is one of the most recognized painters in Marine Dot Art today. Ron’s style of painting involves a dotalistic style that reveals his passion for diving into the oceans to share its beauty and fragility with the world. He has been working on helping to educate people to help save the environment, especially the oceans. Ron even donates his images to help environmental causes.
Turtle
Jellyfish
|
Mother Ocean
Blue Dolphin
|
Questioning Strategies:
What elements of art do you see in the artist’s images?
What does the texture appear as? How can you tell?
What can you tell me about the balance?
Why do you think an artist would create images such as these to share with the public?
What else could the image be used for?
How do these images make you feel?
Do you think you would feel differently if you didn’t live by the beach?
What other images or artwork do you know that make you feel the same way?
Have you seen images like these anywhere else?
What does the texture appear as? How can you tell?
What can you tell me about the balance?
Why do you think an artist would create images such as these to share with the public?
What else could the image be used for?
How do these images make you feel?
Do you think you would feel differently if you didn’t live by the beach?
What other images or artwork do you know that make you feel the same way?
Have you seen images like these anywhere else?
Teacher Exemplar
Materials:
· Turtle, Ocean, and Artist PowerPoint
· 9”x12” watercolor paper (20)
· Oil pastel crayons (1 bowl for each table)
· Watercolor paint tablet (blues, greens) (20)
· Drawing pencils (20)
· Erasers (20)
· Black permanent marker (2 per table)
· Water cups (2 table table)
· Paint brushes (20)
· Newsprint paper (20)
· Paper towels (20)
Procedures:
· Prior to starting the lesson, provide each student with the materials needed. There are 20 students in the class, so each table will receive a bowl of oil pastel crayons, 2 permanent makers, and 2 water cups. Each student will receive 1 piece of watercolor paper, watercolor paint tablet, 1 pencil and eraser, 1 paint brush, 1 newsprint paper to place under their work, and 1 paper towel.
· Present the Sea Turtle PowerPoint to the class to teach students about Loggerhead Turtles. (10 minutes)
· Before beginning, students will write their name with pencil on the back of their water color paper. (Art activity: 20 minutes)
· Students will draw a sea turtle, preferably a Loggerhead turtle, using pencil. This drawing should be placed in the center of the watercolor paper.
· Next, students will outline their turtles using the black permanent marker to show the defined lines they have drawn. This will help viewers see the contour lines.
· Students will then add color to their turtle by using the oil pastel crayons. They must focus on including texture, balance, pattern, and contour lines to their turtles.
· Once students are done with their turtles, they will create an ocean background using watercolor paint. They will use blues and maybe some greens to add effects.
· Students will then be asked what they noticed when they were using the oil pastel crayons and watercolor paint together. They will learn that the watercolor paint resists against the oil pastel crayons.
· Students will clean up their areas and put everything back in the designated place. Wash brushes and throw trash away. Their works of art will be placed on the drying rack.
Assessment:
The students will be informally assessed through the completeness of their Underwater Sea Turtle Resist works of art. This means that they have successfully drawn, outlined, and colored the turtle using oil pastel crayons. They focused on the guidelines of including texture, balance, pattern, and contour lines within their turtle. Students completed their works of art by successfully painting an ocean background using water color paint. Students will also be assessed to describe specific characteristics of sea turtles and their environment, that help them adapt and survive. They will be able to draw a connection between their art work and science of the turtle and its habitat. Students will have experience working with a resist between the oil pastel crayons and the watercolor paint.
Resources:
Sea Turtles PowerPoint
http://www.incredibleart.org/lessons/elem/Patti-sea.htm (lesson idea!)
http://www.rogest.com/main/?history
www.dictionary.com
http://www.seaturtles.org/downloads/ACF831.pdf
http://animals.nationalgeographic.com/animals/reptiles/loggerhead-sea-turtle/
http://www.seaturtles.org/downloads/Logger.pdf
http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/documents/sciencestandardsnov182005_001.pdf
http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/documents/AcademicStandardsforVisualArts.pdf
http://www.incredibleart.org/lessons/elem/Patti-sea.htm (lesson idea!)
http://www.rogest.com/main/?history
www.dictionary.com
http://www.seaturtles.org/downloads/ACF831.pdf
http://animals.nationalgeographic.com/animals/reptiles/loggerhead-sea-turtle/
http://www.seaturtles.org/downloads/Logger.pdf
http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/documents/sciencestandardsnov182005_001.pdf
http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/documents/AcademicStandardsforVisualArts.pdf
Lesson Reflection:
Things that went well...
- Material distribution: Instead of having everyone come up at once to get their materials, I decided to pass out the materials before the lesson started. I did this in order to save time and confusion on what materials everyone needed. I passed out the paper at a fast pace after the lesson to ensure that the students wouldn't start drawing before directions were given.
- Clear step-by-step directions: I left the steps on a PowerPoint slide, which was extremely helpful in order to prevent having to repeat the steps repeatedly. I explained each step and told them what to include in their art works to ensure that students knew exactly what was expected.
- Students applying knowledge to art: I felt that the facts helped students understand what to produce in their art works. They made their art works realistic. The students also applied their knowledge by working with the resist of oil pastel crayons and watercolor paint.
- I would mention to wet the watercolor paper before applying watercolor, to practice wet-on-wet technique. I assumed that everyone would have remembered to do this since they practice this with other lessons, but if it was their first time they would need to know this.
- I realized that students worked at different paces. Some students took a while to draw their turtles, which affected their time they had to color and paint. If I were to repeat this lesson with only 30 minutes, I would provide the students with smaller paper. This would mean that students would be drawing a smaller turtle and would finish this faster.
- Students might have forgotten what the turtles looked like, so a good idea would be to leave up images of the different turtles. This would help students refer to the images to make sure that they are drawing them correctly.