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Nature Collection Project

Grade Level: Kindergarten Humanities 12:40 1:46

Direct Lesson
Duration: 2 3 class periods
5- 6 Texture plates- Pebbles, grass, sticks, grains, leaves, cardboard, and hot
Project- Paper, crayons/ oil pastels, scissors, markers, leaves, markers, wax
paper, brayers
Anchor Standard 2: Organize and develop artistic ideas and work.
Enduring Understanding: People create and interact with objects, places, and
design that define, shape, enhance, and empower their lives.
VA:Cr2.3.Ka Create art that represents natural and constructed
Enduring Understanding: Artists and designers experiment with forms,
structures, materials, concepts, media, and art-making approaches.
VA:Cr2.1.Ka Through experimentation, build skills in various media and
approaches to art making.
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Enduring Understanding: Creativity and innovative thinking are essential life
skills that can be developed.
VA:Cr1.1.Ka Engage in exploration and imaginative play with materials.
Students will be able to create rubbings of 5 different textures of objects
found in nature.
Students will be able to understand what a collection is.
Students will be able to understand that art can relate to the environment
they live in.

The purpose of this project is to connect what students are learning in the
common curriculum about nature collections to art class. Students will learn
what a collection is and practice sorting and counting. Students will also
explore new methods of

Anticipatory Set
Part 1- We will look at art by Andy Goldsworthy and talk about what a
collection is. This will be in the form of a power point. We will talk about how
collections are made of multiple items and usually sorted and counted by the
Part 2- We will review what we talked about last class, such as what a
collection is. We will continue to look at artists if we did not look at all of
them the first time. We will do leaf prints this day.

Part 1- Teacher will explain to students how and why they are doing texture
rubbings. Students will be learning about nature collections in their
classrooms. Teacher will explain how the texture rubbing centers will work
and how to change centers.
Explain the rubbing plate.
Directions/ Dialogue

1. Place your paper on top of the rubbing plate.

2. It is important to make sure your rubbing plate does not move while
you are doing your rubbing. We want to hold down the paper with the
hand we are not going to hold our crayon with.
3. We need to use naked crayons because we will be using our crayons
sideways today.
4. Pick a color of crayon to use.
5. Using your pincher fingers, grab your crayon sideways.
6. Place your crayon on the paper.

7. Push the crayon straight down and pull it back and forth.
8. When you move your crayon back and forth, your objects will start to
9. Keep rubbing the crayon until youve discovered the whole object.
The plates will be at different stations at different tables. I will tell you when
to switch

Part 2- Teacher will explain how to do a leaf print to students.

1. Select a leaf.
2. Get a fresh marker. Make sure the marker is not dried out by testing it on
scrap paper.
3. Flip the leaf over to the back. The top side is smooth. The back side is the
side with the veins. The veins are bumpy. This is what will make the print
4. Color the back of the leaf with the maker you just tested. Color on top of a
scrap piece of paper.
5. When your leaf is colored all the way flip it over onto your real paper.
6. Put a wax piece of paper on top of your leaf. Push it down with a brayer. A
brayer is a tool used to push down ink on to paper. We will use it today on
top of our wax paper so that we can make sure our whole leaf is pushed
7. Lift the wax paper up. Pull your leaf on your paper.
8. Print 3 to 5 leaves onto your paper.

Part 1- Teacher will demonstrate how to do a rubbing for the students when
they are at the carpet. Teacher may also demonstrate how to switch centers
Part 2. Teacher will explain and demonstrate how to do leaf print when
explaining the steps.

Checking for understanding

Teacher will ask students if they have any questions before dismissing them
to their seats. Students will raise their hands if they have questions. Teacher
will answer questions if there are any and then tell students that if they have
a question while working they can raise their hands and either teacher will
assist them.
Guided practice
Teacher will circle the room as students are working and help them if needed.
Teacher will assist students with transitions from once texture center to
Part 1- Students will be given an Andy Goldsworthy Challenge where they
will have to sort and count their objects in an Andy Goldsworthy style circle
or spiral. Students will work in groups of two to create their design. They will
construct their designs on boards. Students will be challenged to sort their
rocks or leaves by color. They will then have to decide which color they
would like to start with. For the center of their spiral or circle, they will have
to have 1 item, then for the first row, they will have to do 6 items. For the
next row, they will have to do 8 12 items. Then the row after that will have
to have 12-16 items. They will have to do at least 4 rows of items. All items
in all rows should be the same color. Students will have to sort and count
their rocks and problem solve to find out if they have enough rocks in each
Students can continue this for the closure for part 2. If they finish after part
1, they may free draw.
Independent practice/Assessment
Assessment will be based on this 4 point scale.
4- I got it! I can teach texture rubbing and leaf printing to a friend and apply
it in new ways. I am focused.

3- I get it! I completed my texture

rubbings and leaf prints and followed all
directions. I am on task, but I may have
rushed or have done sloppy prints.
2- I almost have it. I just need a little
practice. I followed most instructions.
Maybe I didnt have enough leaf prints or
texture rubbings, or maybe I rushed and
do not have a complete set of rubbings
and leaf prints.
1-I am trying! I cant do any leaf prints or texture rubbings by myself. I may
have been talking during instruction or am unfocused.

This kindergarten class has a large amount of ELL students and one student
who is both ELL and has a speech difficulty. Since all of the ELL students are
new, there is no paraprofessional in the room. There is also no ELL teacher at
Bryant this year.
There are two twins who speak either Mandarin or Cantonese. Both of these
girls are very good at mirroring and are placed at a desk where they have a
student willing to help show them what to do. They will benefit from the
demo and will receive extra attention.
There are two students who understand English fairly well but sometimes get
confused by directions. They generally do well with projects, but may need
an extra check just to make sure they understand directions.
The ELL student with a speech disability is currently undergoing evaluation
for additional services. He is typically walked through the project step by
step and is watched very closely. He will need to be checked on at every
station and will probably need hand over hand instruction at the first texture
station. When we print our leaves, he will also need extra direct instruction. I
may need to sit with him during guided practice to make sure he is doing
well until he is finished and then check on everyone else. I will have to at
least show him the first leaf print again and then watch him attempt to do