Grade Level: / 7th / Title: Landforms and Climate of the Western hemisphere
Author: Sara Larsen, Kaitlyn McCombe, Andrea Hatter
Enduring Understanding: / Students will use their knowledge of the landforms and climate conditions of the Western hemisphere to inspire their watercolor paintings.
Overview: / In this lesson, students will explore the different types of climate and landforms in the Western Hemisphere. With this information, they will create their own watercolor picture with various landforms.
Objectives: / SWBAT:
-Explore the social studies topic through watercolor paint.
-Define the vocabulary of the lesson.
-Explain the climate of the Western Hemisphere
-Define what a landform is and what types of landforms exist in the Western Hemisphere.
Content Standard(s):
6g 2101 -- Describe regional landforms and climate of the Western hemisphere. / Art Standard(s):
Va:Cr1.2.7a (Creating)
Develop criteria to guide making a work of art of design to meet an identified goal.
Social Studies Standard:
6.g.2101: Describe regional landforms and climate of the Western Hemisphere
Materials:
- Cardstock paper
- Watercolor paint
- Water cups
- Newspaper
- Brushes
- Extra pencils / Other Resources:
- PowerPoint
- Projector
Vocabulary:
-Landform
-Climate
-Climate Zone / FROM THE NATIONAL ARTS STANDARDS--
Create: Students will organize and develop their own artistic ideas and product.
Connect: Students will connect and relate their knowledge and personal experiences to make the travel brochure.
Present: Convey meaning through the presentation of artistic work.
Assessment Strategies
FORMATIVE: Preservice teachers will walk around as students are working, asking them questions about their work. They will ask students questions that relate back to the topic.
SUMMATIVE: At the end of the class, preservice teachers will ask students questions about the topic. They will “wrap up” and review all that was covered during the day.
Instructional Activities & Strategies
ENGAGE: Preservice teachers will explain to students that there are many types of landforms and climate. They will ask students if they know any of them.
BUILD: Preservice teachers will view the powerpoint which will touch on the types of landforms and climate throughout the Western Hemisphere. This powerpoint will go over concepts students have already learned. Students will view images of art that defines the concepts.
APPLY: Students will be directed to create their own art project using the materials for that day. They will have examples displayed on the powerpoint if they are having difficulty coming up with their own ideas. Examples could be different types of landscapes, landforms or different types of climate
.
REFLECT: At the end of the lesson, students will come back together and explain why they chose to create the art that they did. Preservice teachers will relate the art projects students chose back to the topic.
What STUDIO HABITS of MIND will students use in meeting the content standard in the lesson? / What STUDIO HABITS of MIND will students use in meeting the art standard in the lesson?
Observe:Students will use the images they discussed on the PowerPoint to activate their own creativity about their hometown and the concept of movement.
Engage & Persist:
Reflect: / At the end of the lesson, the pre-service teachers will engage students in a wrap-up, asking them about what they liked/disliked about this art activity.
Stretch & Explore:
Express: / Students will use the watercolor paint to express their own creativity through the social studies standard.
Develop Craft:
Envision:Students must conceptualize experiences in their life into an artistic design that is easy to recognize and understand.
Understand Art (or other) World: / At the beginning of the lesson, students will learn about an artist and how they create art that is meaningful to them.
Note: not all Habits of Mind will be used in every lesson.
You can use brief phrases.
Visual Thinking Strategy:
- What thought provoking art image did you select (which relates to your lesson topic)?
Bulls Head and Lake George Reflection watercolor paintings by Georgia O’Keeffe.
Urban Life watercolor painting by Stacey Brown.
- What are your questions (for leading the discussion)?
-Literal level questions (“What do you see?”):
What do you see in this picture?
How do you think this picture relates to the social studies topic?
-Inferential level questions (“Why do you think?”):
What do you think certain things represent in this picture?
Why did the artist chose to paint this?
-Generalization-moral-relating level questions (“How does this relate to…?” “What is the moral to this story?”).
How does this relate to the societies?
How does this picture relate to the last picture?
- What will you share with the students about the image and artist?
Georgia O’Keeffe is one of the most significant and intriguing artists of the twentieth century, known internationally for her boldly innovative art. Her distinct flowers, dramatic cityscapes, glowing landscapes, and images of bones against the stark desert sky are iconic and original contributions to American Modernism.
Excellent / Fair / PoorEffort / Student exhibited good effort and followed all steps. / A fair amount of effort was made for the lesson. Student followed a good amount of the steps. / No effort was made for the lesson. Student followed few or no steps.
Participation / Student participated and engaged in the activity. Student listened attentively / Student participated a little bit, completed project. / Student did not participate at all/ did not do project.
Creativity / Student made project their own. Showed originality. / Student may have combined examples from the powerpoint with their own original ideas. / Student did not show any originality with the project. May have copied from examples in the powerpoint.
Connection / Student understands the connection between art and social studies in the lesson and could explain it. / Student partially understand the connection between social studies and art and may need prompting to explain connection. / Student does not understand the connection between social studies and art and could not explain connection even with prompting.
Behavior / Student was consistently on task. / Student may have had to be told to get back on task once or twice / Student was off task the majority of the lesson.