Lesson 1:  Observing a Praying Mantis-Contour Line Drawing
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  People and cultures communicate through visual arts.
Essential Questions:  How do I use my knowledge of art vocabulary to create art? How does art expand our thinking?
Assessment: Grading RUBRIC
Materials Needed:  sketchbook, pencil, bent wire for the drawing ritual, 9"x12" white paper, black crayon, watercolors, brushes, water containers, newspaper, paper towel
Vocabulary:  contour line drawing

Activities

1. "An artist in training ideally should first learn to see and draw edges using line, then progress to drawing spaces and shapes in proportion..."
   ~Betty Edwards
   Begin with a Wire Drawing Ritual in your sketchbook - use the instructions for the Wire Drawing. (No blinder card is necessary for this age.) This is a 5 minute drawing warm up using thick wire bent into an odd shape. Pretend an ant is sitting on the wire. First, draw the wire in the air. Use your finger to follow the ant SLOWLY around the wire until he reaches the starting point. Next, fix your eyes on the ant on the wire and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing.  Put a date in the sketchbook.

2. This self-portrait will be drawn differently than the previous one. 

3. Artists study the subject of their art before they begin drawing or painting. Watch the short Praying Mantis Video. Look closely for something you never noticed before. Look for colors, textures and shapes. After the video, share one or two things you noticed for the first time.
4. Now watch the short video on the Praying Mantis and the Wasp. What else did you observe? Now let's draw the insect and be sure we include all of the things we observed about this insect.
5. Look at the Praying Mantis Images. Draw your insect as large as you can onto your paper. This drawing will be a CONTOUR line drawing just as the wire drawing (outlines only).  Begin with light lines. Do you see some large body shapes?  What are they? Are they both equal in length?  Is one fatter than the other? Begin with the body shapes lightly with pencil.  Use contour lines only so far.
6. Now add your legs and observe how long they are and where they bend.  Where do they attach to the body?  How many are there? NO details yet, just draw the basic shapes. When you have finished your contour lines go ahead and add details to your praying mantis. You don't need to shade in any areas. We will do this in our next drawing.
7. Keep this drawing safe. You will use it for an upcoming project.

Differentiation
Support: Read the audio book, Bugs.
Extension:  

Lesson 2: Observing Butterflies-Using the Value Scale
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  People and cultures communicate through visual arts.
Essential Questions:  How do I use my knowledge of art vocabulary to create art? How does art expand our thinking?
Assessment: Second Grade Grading RUBRIC
Materials Needed:  sketchbook, pencil, bent wire for the drawing ritual, 9"x12" white paper, a softer pencil than a 2H: 2B or 4B pencil would do nicely (more than one type of pencil is not necessary, but you may use H and B pencils if you'd like), quarter
Vocabulary:  value, value scale, contour line

Activities

1. Begin with a Wire Drawing Ritual in your sketchbook - use the instructions for the Wire Drawing. (No blinder card is necessary for this age.) This is a 5 minute drawing warm up using thick wire bent into an odd shape. Pretend an ant is sitting on the wire. First, draw the wire in the air. Use your finger to follow the ant SLOWLY around the wire until he reaches the starting point. Next, fix your eyes on the ant on the wire and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing.  Put a date in the sketchbook.

2. For this next insect drawing, you will be using values or shading. We will begin this lesson with a VALUE SCALE in your sketchbook. Value is the lightness or darkness of a color and includes white, gray and black.  A value scale using white, gray and black is sometimes called a GRAY SCALE. Here is a photo of a 5 step Value Scale that a young student created with overlapping circles, although value scales can be 10 steps or more: Student VALUE SCALE.  Look at this webpage to complete a Five Step Value Scale.  Use a quarter to trace the five circles in a row in your sketchbook.  Overlap the five circles just a bit for the values in between.

3. Artists study the subject of their art before they begin drawing or painting. Watch the short Butterflies Video. Look closely for something you never noticed before. Look for colors, textures and shapes. After the video, share one or two things you noticed for the first time.
4. Have you ever seen a butterfly come out of its cocoon? Watch the Caterpillar Video and see the caterpillar building a cocoon and coming out of it as a butterfly. Now let's draw a butterfly and a caterpillar. Let's be sure we include all of the things we observed about this interesting insect.
5. Let's draw a butterfly in your sketchbook.  Look at the Butterfly Images. Make the butterfly fill up most of your page and use contour lines only to start.  Make them light enough until your shapes are the way you like them.  Then you can go over your lines a little darker. 
6. Now to add values. What areas are darkest? Fill in those areas as dark as you can. This area should be black or a #5 value. Are there any medium or middle values? This should be filled in much lighter to create a #3 value.
7. Finish your value drawing leaving some areas white and adding other values as you need to. Keep this drawing for later. You will use it in the upcoming project.

Differentiation
Support:  Read the audio book, The Painted Lady Butterfly or Where Are the Butterflies?
Extension: Here is an 8 step Value Scale and one produced by hatching and cross-hatching.  Click V on the left for Value.
You may explore the USGS: Common Butterflies of North America Website for more information.

Lesson 3: Observing Dragonflies- Primary and Secondary Colors
Duration: 1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  People and cultures communicate through visual arts.
Essential Questions:  How do I use my knowledge of art vocabulary to create art? How does art expand our thinking?
Assessment: Second Grade Grading RUBRIC
Materials:  sketchbook, pencil, bent wire for the drawing ritual, 9"x12" white paper,

Activities

1. Begin with a Wire Drawing Ritual in your sketchbook - use the instructions for the Wire Drawing. (No blinder card is necessary for this age.) This is a 5 minute drawing warm up using thick wire bent into an odd shape. Pretend an ant is sitting on the wire. First, draw the wire in the air. Use your finger to follow the ant SLOWLY around the wire until he reaches the starting point. Next, fix your eyes on the ant on the wire and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing.  Put a date in the sketchbook.

2. This self-portrait will be drawn differently than the previous one. 

3. Drawing Ritual in sketchbook- Wire Drawing. This is a 5 minute drawing time using thick wire bent into an odd shape. Pretend an ant is sitting on the wire. First, draw the wire in the air with your finger and follow the ant SLOWLY around the wire until he reaches the starting point. Next, fix your eyes on the ant on the wire and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  DO NOT look down on paper while drawing.  Put the date in your sketchbook.
4. Artists study the subject of their art before they begin drawing or painting. Watch the short Dragonflies Video. Look closely for something you never noticed before. Look for colors, textures and shapes. After the video, share one or two things you noticed for the first time.
5. Let's slow down that Dragonfly so we can see up close what it looks like when it flies? Watch the Slow Motion Dragonfly video and look closely. How many wings does the dragonfly have? What do they look like? What color are they? Now let's draw dragonflies. Let's be sure we include all of the things we observed about this interesting insect.
6. You can stop the video at any moment to draw the dragonfly, or you can use a photo. Draw the dragonfly as large as possible on your drawing paper.  Besides the wings, there are three main shapes that make up the dragonfly? Look at the head, body and tail. What shapes are they? Is the tail area longer than the body area or are they the same length?  How wide are the body parts?  Use light pencil lines until you draw the shapes the way you like them. Then move onto the wings. When you are finished your drawing  press harder with your pencil. You can detail your drawing but you don't need too much. You will be outlining the contour lines with a black crayon and you will loose some detail.
7. Trace over ALL your contour lines with a black crayon and press HARD.  Do not fill anything in. Do you remember your primary and secondary colors?  We'd better review them!  Primary and Secondary Colors   (You may even print out the color wheel to paint if you'd like.)
8. Set up you watercolors.  Have newspaper under your picture, your water,  brush and paper towel ready.  Begin to paint your insects.  You may use your primary and secondary colors and use the color wheel for reference if you have to.   These paintings do not have to be realistic, and you may be imaginative with your colors!  Don't be afraid to paint over your crayon lines, the crayon will RESIST the paint (the crayon will not allow the paint to stick to it-it will roll right off).
   What happens when you mix too many colors?
9. Hold this painting for next time.

Differentiation
Support:  Review your Primary and Secondary colors using this fun Interactive Toolkit.
Review and paint your primary and secondary colors using the black and white print out: Primary and Secondary Colors Colorwheel and try the Catch a Rainbow Science Experiment using food coloring.
Extension:  Explore the Digital Dragonflies Website for more information.

Lesson 4: Observing Grasshoppers- Patterns
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  People and cultures communicate through visual arts.
Essential Questions:  How do I use my knowledge of art vocabulary to create art? How does art expand our thinking?
Assessment: Second Grade Grading RUBRIC
Materials:  sketchbook, pencil, bent wire for the drawing ritual, 9"x12" white paper,
Vocabulary:  pattern

Activities

1. Begin with a Wire Drawing Ritual in your sketchbook - use the instructions for the Wire Drawing. (No blinder card is necessary for this age.) This is a 5 minute drawing warm up using thick wire bent into an odd shape. Pretend an ant is sitting on the wire. First, draw the wire in the air. Use your finger to follow the ant SLOWLY around the wire until he reaches the starting point. Next, fix your eyes on the ant on the wire and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing.  Put a date in the sketchbook.

2. Artists study the subject of their art before they begin drawing or painting. Watch the short Grasshoppers Video. Look closely for something you never noticed before. Look for colors, textures and shapes. After the video, share one or two things you noticed for the first time.
3. Now let's draw grasshoppers. Look at Grasshopper Images.  Let's be sure we include all of the things we observed about this interesting insect.
4. The body is so different than the dragonfly you just painted.  Compare the lengths of each body part, the head, body and wing shape to each other.  Outline them lightly on your paper.  Draw your insect large enough to fill most of your paper. When you are satisfied you can add all the legs and details.
5. Use a black fine line marker to go over all your contour lines. 
6. For a little fun, take colored markers and begin to fill in some of your shapes with color. You may add patterns with other thin marker on top.  Do you remember what patterns are?
   They are lines, shapes, or colors that repeat in a design. Look at some Patterns and click P on the left for Pattern.
7. Continue adding patterns with your markers.  Try something completely new.  Create as many patterns as you possibly can in your shapes.
8. Hold onto this patterned grasshopper for an upcoming project.

Differentiation
Support:  Try this fun Interactive Toolkit to review Patterns.
Extension:  

Lesson 5: Observing Wasps-Warm and Cool Colors
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  People and cultures communicate through visual arts.
Essential Questions:  How do I use my knowledge of art vocabulary to create art? How does art expand our thinking?
Assessment: Second Grade Grading RUBRIC
Materials:  sketchbook, pencil, bent wire for the drawing ritual, 9"x12" white paper,
Vocabulary:  warm and cool colors
Activities

1. Begin with a Wire Drawing Ritual in your sketchbook - use the instructions for the Wire Drawing. (No blinder card is necessary for this age.) This is a 5 minute drawing warm up using thick wire bent into an odd shape. Pretend an ant is sitting on the wire. First, draw the wire in the air. Use your finger to follow the ant SLOWLY around the wire until he reaches the starting point. Next, fix your eyes on the ant on the wire and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing.  Put a date in the sketchbook.
    
2. What would it be like to be an insect? What would the world look like if you were a tiny wasp? Let's watch A Wasp's Story and find out. This video story was made by artists that studied insects very closely. They observed how a wasps eats, sleeps, where they fly, and what they do. Watch the video and look closely like artists do. What did you see that you never knew about wasps? What is this?
3. We are going to draw a wasp in contour lines like your other insects. When you are finished outline them in black marker.
4. We are going to fill in the insect using warm and cool colors.  Do you know what they are?  Which colors remind you of the cool ocean or a cool evening?  Blue, green and violet. Pick them out from your crayons and keep them in front of you. Which colors remind you of a warm and sunny day? Red, yellow, and orange. Pick them out from your pile of crayons. Look at and print this Color Wheel if you don't have one for an example:   Use your warm and cool colors to finish the wasp.
5. You will need this drawing for next time.

Differentiation
Support:  Try this fun Interactive Toolkit to review Warm and Cool Colors.
Extension:  

Lesson 6:  A World of Insects-Putting them All Together
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  People and cultures communicate through visual arts.
Essential Questions:  How do I use my knowledge of art vocabulary to create art? How does art expand our thinking?
Assessment: Second Grade Grading RUBRIC
Materials Needed:  sketchbook, pencil, bent wire for the drawing ritual,  scissors, glue stick
Vocabulary:  overlap, edge

Activities

1. Begin with a Wire Drawing Ritual in your sketchbook - use the instructions for the Wire Drawing. (No blinder card is necessary for this age.) This is a 5 minute drawing warm up using thick wire bent into an odd shape. Pretend an ant is sitting on the wire. First, draw the wire in the air. Use your finger to follow the ant SLOWLY around the wire until he reaches the starting point. Next, fix your eyes on the ant on the wire and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing.  Put a date in the sketchbook.

2. This self-portrait will be drawn differently than the previous one. 

3. Let's collect all your artwork of your insects from this unit.  You should have a praying mantis, a butterfly, a dragonfly, a grasshopper, and a wasp.  How beautiful and different they are!  You've learned about contour lines, the value scale, primary and secondary colors, patterns, and warm and cool colors.
4. Take your colored drawings and carefully cut all of them out.  You can leave some room around your insects so you don't cut into them by accident.
5. Arrange them on your colored paper;.  Some can OVERLAP others.  Some may partly hang over an edge (the line where your paper ends).  Glue them down.  Now you have finished a beautiful insect collage! 
6. Which insect is your favorite?  Why?  Which one is the most realistic?
7. Display your beautiful Insect Collage in contour lines, values, patterns, primary and secondary colors, and warm and cool colors!

Differentiation
Support: 
Extension:  

Lesson 7:  My insect in Paper-Mache (Part 1)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  People and cultures communicate through visual arts.
Essential Questions:  How do I use my knowledge of art vocabulary to create art? How does art expand our thinking?
Assessment: Second Grade Grading RUBRIC
Materials Needed:  sketchbook, pencil, bent wire for the drawing ritual, assorted balloons already blown up, mixing bowl, flour,  water, all-purpose glue, hot glue gun, and glue sticks, paint in various colors, coat hanger or similar wire (florist wire is too thin!!), combinations of feathers, pipe cleaners, nerf-or other soft balls, toothpicks, foam, party favors, etc.,  paper,

Activities

1. Begin with a Wire Drawing Ritual in your sketchbook - use the instructions for the Wire Drawing. (No blinder card is necessary for this age.) This is a 5 minute drawing warm up using thick wire bent into an odd shape. Pretend an ant is sitting on the wire. First, draw the wire in the air. Use your finger to follow the ant SLOWLY around the wire until he reaches the starting point. Next, fix your eyes on the ant on the wire and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing.  Put a date in the sketchbook.

2. This Paper-Mache Unit requires an adult helper.
   Here is an Insect Paper-Mache Lesson   See the Paper Mache Insect Samples. We will SIMPLIFY this lesson. 
   TIP: You can design your own wacky insect by combining your pictures of your insects from your drawings, or make a realistic one.  Use assorted sized balloons for the body.  Which insects need a very long balloon for a body part? You will paper-mache the balloons separately first and let them dry.  Put on as many layers as you can on your balloons during this class period.
   Use your favorite Paper-Mache Recipe. Do NOT use wheat paper paste which pops the balloons.
3. The kids can put a piece of newsprint with their name on it on the floor so they can place the wet balloons to dry at the end of class. Cover the table and newspapers and have the strips and paper-mache bowls in the middle of the table so the kids can reach them.  Children will pick ONE balloon shape to begin. Dip your strip, remove the extra paper-mache from the strip and place onto the balloon.  Your balloon may roll to one side because of the weight of the paper-mache.  Just keep adding strips onto the top of the balloon until you have covered the entire balloon with at least two layers.
4. Put your finished balloon onto your newsprint with your name on it.
5. If there is time, begin your second balloon.
6. Clean Up:  Put your bowls where designated.  Put any strips into a strip box to be used next time.  Throw out ALL dirty wet papers and wash your hands.
7. View the student ART GALLERY for some great Paper-Mache Insects.

Differentiation
Support: 
Extension:  

Lesson 8:  My insect in Paper-Mache-Forming the Legs and Decorating the Body (Part 2)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  People and cultures communicate through visual arts.
Essential Questions:  How do I use my knowledge of art vocabulary to create art? How does art expand our thinking?
Assessment: Second Grade Grading RUBRIC
Materials Needed:  mixing bowl, flour,  water, all-purpose glue, hot glue gun, and glue sticks, paint in various colors, coat hanger or similar wire (florist wire is too thin!!), combinations of feathers, pipe cleaners, nerf-or other soft balls, toothpicks, foam, party favors, etc., construction paper, tissue paper

Activities

1. Begin with a Wire Drawing Ritual in your sketchbook - use the instructions for the Wire Drawing. (No blinder card is necessary for this age.) This is a 5 minute drawing warm up using thick wire bent into an odd shape. Pretend an ant is sitting on the wire. First, draw the wire in the air. Use your finger to follow the ant SLOWLY around the wire until he reaches the starting point. Next, fix your eyes on the ant on the wire and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing.  Put a date in the sketchbook.

2. This Paper-Mache Unit requires an adult helper.
   To make the legs: Gather 2 or more cut pieces of wire the same length.   If the wire is overlapped around the dried paper-mache body of the insect, there should be ample wire extending beyond the balloon on each side.  Hot glue the wire, or  tape it to the dry body.  Do this with at least one more piece of wire.  You may use as many as you like for your insect, however. The ends of the wire can then be bent to form little feet. 
3. Paper-mache the wire to the balloon so the tape won't show and wrap the paper-mache around the wire feet.
4. Add some materials to the body suggested in the lesson.
   View the student ART GALLERY for some great Paper-Mache Insects.

Differentiation
Support: 
Extension:  

Lesson 9:  My insect in Paper-Mache-Forming the Wings (Part 3)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  People and cultures communicate through visual arts.
Essential Questions:  How do I use my knowledge of art vocabulary to create art? How does art expand our thinking?
Assessment: Second Grade Grading RUBRIC
Materials Needed:  approximately 9"x12" white or colored poster board for each wing, construction paper or tissue paper to apply on the wings if desired (OR for membranous wings two bent wire shapes, plastic wrap, tissue paper)
Activities

1. Begin with a Wire Drawing Ritual in your sketchbook - use the instructions for the Wire Drawing. (No blinder card is necessary for this age.) This is a 5 minute drawing warm up using thick wire bent into an odd shape. Pretend an ant is sitting on the wire. First, draw the wire in the air. Use your finger to follow the ant SLOWLY around the wire until he reaches the starting point. Next, fix your eyes on the ant on the wire and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing.  Put a date in the sketchbook.

2. This Paper-Mache Unit requires an adult helper
   For the Wings:  You may use  two pieces of white or colored poster board of the same size.  Draw a large wing shape using most of the poster board and cut this out.  Trace this shape onto the second piece and cut this out.   It is best if the inside of each wing  has a little extra flap of board extended out so that this can either be inserted into the body (a slit has to be made into the body and the wings inserted and glued) or the flaps can be folded and hot glued onto the body.
   OR:  With 2 pieces of wire the same length form an oval from each wire by twisting the two ends together.  Then shape the oval wires to form the wing shape you desire.  Both should be symmetrical.  You may use the materials suggested in the lesson plan to finish the wings. Paper-Mache Lesson
3. What awesome insects!  These insects can be displayed from the ceiling by tying fishing line from the insect and hanging the line from the ceiling for all to see and enjoy!
   View the student ART GALLERY for some great Paper-Mache Insects.

Differentiation
Support: 
Extension: