Bugs

By: Ariel Elvins

Unit: Balance
First Grade
Medium: Construction Paper
Minutes

Grade: Kindergarten
Suggested Time: 45-60

Instructional Objectives:
-Students will learn, discuss, and demonstrate the use of shape and color to
create an original image.
- Student will organize shaped to create a symmetrically balanced image.
CCSS.Math.Content.4.G.A.3: Recognize a line of symmetry for a two-dimensional
figure as a line across the figure such that the figure can be folded along the line
into two matching parts. Identify line symmetrical figures and draw lines of
symmetry.
GPS.SKL1: Students will sort living organisms and non-living materials into group
by observable physical attributes.
Elements of Design: Color, Line, and Shape
Design: Balance

Principle of

Materials:
- Whiteboard (Provided in the classroom)
- Whiteboard markers (Provided in the classroom)
- Construction Paper in Various Colors
- Construction Paper in Black
- Glue Sticks
Vocabulary: Balance, symmetry, asymmetry
Anticipatory Set: Write the term Balance on the whiteboard.
State Objectives/Discussion:
Class, today we are going to learn about two different types of balance. I would like
for you to think of the word balance. What is the first thing that popped into your
head when you heard me say balance?
As students respond, their answers will be recorded on the whiteboard.
- Balance beam
- A scale
- Balancing tires
- Balancing on one foot

Explain to the students what it means when something is balanced. Balance

creates stability. When balance is lost chaos ensues. This is also true with art. Lets
focus on symmetrical and asymmetrical balance for today. When an item is
symmetrical, one side of the item is identical to the other side. Consider this
equation, 4=4. (Write equation on the whiteboard) If we draw a vertical line
through the center of the equation (Draw line on whiteboard), we will see that the
items on the left side of the line look identical to the items on the right side of the
line. This means that the equation is symmetrically balanced and the line that we
drew through the center of the equation is called the line of symmetry.
Now we should focus on asymmetry. Check out this equation. 2+2=4. The equation
is a true statement which makes it balanced, however it is not symmetrical. There is
no way to draw a line and the items on both sides of the line look identical. (Display
this by drawing lines that show the lack of symmetry).
Are there any question about symmetrical and asymmetrical balance before we
move on?
Check for Understanding:
I need a volunteer to come to the board and draw a symmetrical shape. (A
student comes to the whiteboard and draws a Christmas tree.)(Another student
draws a smiley face.) Great job yall! Now who can come to the board and draw the
line of symmetry on the Christmas tree and the smiley face? (Student draws the
correct line of symmetry for both images) Excellent! Lets get started on our
activity. We are going to create bugs out of construction paper because bugs are
symmetrical.
Guided Practice:
-1. Each student is given a piece of black construction paper. This will be used
as the background to glue the students bug to.
-2. Students are given several sheets on colored construction paper.
-3. Students are to tear shapes out of the construction paper and arrange the
shapes on the black paper in order to form a unique and creative bug. The bug must
be symmetrical.
-4. Students can use the glue sticks to glue their bug to the black
construction paper.
-5. Each student must give his or her bug a name that reflects the bugs
personality.
Independent Practice:
Students will be given the opportunity to create a second symmetrical bug.
Closure:
Students will share their bugs one by one with the class. They will explain the bugs
name and how the name was chosen. The student also shows the class where the
line of symmetry is for his or her bug.

Evaluation:
-25%: Student actively participates and stays on task.
-25%: Student creates a colorful and unique bug.
-50%: Student accurately labels the line of symmetry on his or her bug.
Special Notes:
The finished bug projects will be displayed on the bullet board. This will serve as
decoration for the classroom but also incorporate our scientific study of insects and
our mathematical study of symmetry into the art curriculum.