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Table of Contents

Co
nn

Introduction
letter
to

Page(s)
2
ecti

ng
to

Curricular objectives
Page(s) 3-4
Our

En
vir

Activity 1 Introduction to Nature and Art


.
Page(s) 5-9
on

me
nt

Activity 2 Needs from Nature


.

Thr
Page(s) 10-12

ou
gh

Activity 3 The search for Fibonacci


Art

Page(s) 13-15
Usin
g
FinalNatu
project Green museum

Page(s) 16- 20
re
and
Art
as
catal
References
ysts

Page(s) 21-22
to
teac
h
EDU

Educator

Introduction letter to Educator

Dear Educator,
Welcome to the Connecting to Our Environment Through Art Resource and
Teaching Guide. The following activities in this guide have been designed to enrich
interconnection with nature through an artistic approach to learning. Our approach
allows students to freely interact with the environment around them as well as,
each other, creating responsible explorers who feel a part of their natural world. A
primary focus of our guide is to instill a stewardship for the land while developing an
intrinsic relationship with it, connecting brain, hearts and spirit.
Our team is so excited to share our guide with you! We are a group of four students
from different fields of studies, age ranges as well as, all residing in different
provinces across Canada. We have come together on the notion that we all strongly
believe in the power of We. We as educators, have the power and responsibility to
mold and shape the minds of the future generation. This responsibility comes with a
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need to incorporate creative, innovative and sustainable lesson plans into our
everyday practice. We must remember the importance of incorporating nature as a
catalyst in our classrooms as well as, encourage the feelings of wonder, awe and
responsibility from our students.
Our team believes that incorporating Nature into the classroom provides students
with an example and feeling of a collective synchronized rhythm. Everything in
nature works together demonstrating comradery, tolerance and team work making
us all realize we are in fact one with the earth. Teaching our students at a young
age

about

between

the

taking

connection
care

of

the

planets ecosystems will in turn


teach them of the importance of
taking care of each other.

We hope you enjoy using our


guide in your classroom!

Julie, Jamie, Phyllis and Melissa

Curricular Objectives

Curricular Objectives
All outcomes are from the Manitoba Grade 1 curriculum

Science
Characteristics and Needs of Living Things
1-1-14 Show respect for living things in their immediate environment.

Social Studies
Active Democratic Citizenship
S-103 Make decisions that reflect care, concern, and responsibility for
the environment.
Belonging
VI-003 Respect the stories, traditions, and celebrations of others.
My Environment
KL-012 Recognize that people depend on the environment for survival.
KH-019 Describe how the repeating patterns of the seasons influence
their lives.
1KE-027 Give examples to distinguish needs from wants.
VL-007 Appreciate the beauty and benefits that the natural
environment brings to their lives.

Connecting With Others


KG-020 Recognize that people all over the world have similar concerns,
needs, and relationships.

Art
K1 A-L 1.4 Describe various patterns in terms of repeating and varying
elements
14 AL 1.5 Use repetition and variety to create and modify patterns
using various art media
K4 AL 2.1 Practise safe and appropriate use of various art media,
tools, and processes
K2 AL 3.1 Observe, talk about, and use various art media to depict
visual details in a wide range of subjects (e.g., plants, animals, people,
objects) found in images and in life (e.g., in natural and constructed
environment)
K4 AC 2.5 Incorporate serendipitous discoveries into own creative
work, as appropriate
K4 AC 2.6 Collaborate with others to develop artmaking ideas

Activity 1: Introduction to
Nature and Art

Activity 1: Introduction to Nature and Art

Learning Objective: The teacher will help to instill a sense of responsibility


in their students, to care for and nurture their surrounding environment so
they may continue to enjoy it for in successive years.
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Rationale and Background: Students are not often given the chance to
play, discover or feel wonder and awe within nature settings while in school.
This lesson allows students to discover nature through first hand
experiences as well as, the simple art forms we can find within it.

Curriculum ties:
Social Studies
KL-012 Recognize that people depend on the environment for survival.
S-103 Make decisions that reflect care, concern, and responsibility for
the environment.
Science
1-1-14 Show respect for living things in their immediate environment.

Materials:

Andy Goldsworthy A collaboration with Nature Book / Images on SMART


board

Scavenger hunt Paper on a clipboard (enough for given groups to use)

Ipads (enough for given groups to use)

Timeframe: 50 mins

Activate:

Using the book A collaboration with Nature or the classroom

SMART board display pictures of Andy Goldsworthys art work introducing the
Connection to our environment through art unit plan to the students. Use
reference sheet (in appendix) to talk about the artists life, creating art as
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well as, his dedication to conserving nature.

Through a class discussion

review the students understanding of the learnings by writing their


contributions down on a class chart paper.

Acquire: In groups of 3 or 4 students will go outside with their scavenger


hunt paper as well as, an Ipad to photograph their nature findings. Allow
students to wonder around the school yard freely, discovering all that their
surroundings have to offer.

Apply: Students will present their findings/ photographs to their classmates


demonstrating a respect for living things in their immediate environment. Here is
a valuable time to discuss what surprised them about their findings and what
elements they tied back to their learnings about the artist.

Assessment: Assessment is observation-based. Students were able to:

Actively contribute/listen to discussions about Andy Goldsworthy

Follow instructions /Scavenger hunt chart

Present relevant findings to the class.

Consideration for Differentiated Instruction:


When taking students for a nature walk, make sure that the space/school
yard is safe and accessible for all those involved.
Students may prefer drawing their findings instead of following a Scavenger
hunt chart.

Additional Resources:
Please note you may find scavenger hunt handout exampled on upcoming
pages.

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Activity 2: Needs from


Nature

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Activity 2: Needs from Nature

Learning Objective: Students will understand that all humans and animals
have needs and that these needs must be met through nature.

Rationale and Background: Students are often disconnected from where


their most basic needs come from. This lesson explains, at the simplest
level, what our basic needs are in a way that grade 1 students can
understand and connect with. It also emphasizes the connection between
humans and their environment, specifically the other organisms in the
environment that rely on the same resources.

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Curriculum Ties:
Science
1-1-10 Describe how humans and other living things depend on their
environment to meet their needs.
Social Studies
KL-012 Recognize that people depend on the environment for survival.
KE-027 Give examples to distinguish needs from wants.
KG-020 Recognize that people all over the world have similar concerns,
needs, and relationships.

Materials:

Mobile whiteboard

Clipboards with paper or personal whiteboards

Examples of 3 Needs:

Water stream, river, or bucket of water

Air wind in the trees or balloon

Soil soil from the ground, potting soil, and edible plants such as
carrots for a simple connection from soil to food.

Timeframe: 50 mins

Activate: Tell children they will be using their senses to find things that
humans and plants need in nature. Model making a T-chart with plants on
one side and humans on the other. As they walk students are encouraged to
stop and write or draw anything that they find that is a need for plants or
humans. Plan to walk by the water source, a group of trees and a patch of
soil.

Acquire: Bring the entire group back together and have students share their
charts, adding each students discoveries to a large class T-chart. Discuss
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what were some of the common needs that they found between humans and
plants (Ex: Food, water, and air). Here is a great time to go into more detail
in your discussion of how humans meet each of these needs.

Apply: In small groups, students will create a very short skit, showing how
they meet all three of the needs discussed in a regular day. Some ideas for
skits could include going to the grocery store, getting water from the tap,
going outside to breath fresh air, etc.
*Students may need help with the format of the skit, modelling a short skit is
a great way to deepen understanding of the task.

Assessment: Assessment is observation-based. In each skit, were students


able to:

Name all three needs

Show how they meet each need

Relate that need to their own lives

Consideration for Differentiated Instruction:


When taking students for a nature walk, make sure that the space is safe and
accessible for all those involved.
Early writers may prefer to draw pictures in their chart as opposed to writing
about the needs.

Additional Resources:
4 Basic Needs of Living Things -Animation Video for Kids - YouTube

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Activity 3: The search for


Fibonacci

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Activity 3: The search for Fibonacci


Learning Objective: To find traces or full Fibonacci patterns in the natural
world. Fibonacci patterns can be found in pine cones, flowers with 5 petals,
sunflowers, seashells, ferns, and leaves.
Rationale and Background:
By exploring and searching for Fibonacci patterns in nature, students will
reconnect with their natural landscape, while learning about mathematical
concepts. In mathematics, Fibonacci is a numbering sequence that is what
equals the sum of two previous numbers as it goes. For example, 1 + 1
makes 2, then 1+ 2 makes 3 and so on. We see a pattern of
1,1,2,3,5,8,13,21 This pattern can be found in nature. Named after the
work of mathematician Fibonacci of Italy in the 13th century, this sequence is
fascinating because it occurs naturally in nature.

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Curriculum ties:

Social Studies
VL-007 Appreciate the beauty and benefits that the natural
environment brings to their lives.
Visual Arts
K1 A-L 1.4 Describe various patterns in terms of repeating and varying
elements
14 AL 1.5 Use repetition and variety to create and modify patterns
using various art media
K4 AC 2.6 Collaborate with others to develop artmaking ideas
Materials:
Weather appropriate clothing
Camera or iPad
Sketchbook and pencils
Canvas bags or small containers for children to collect samples from
nature.
Water and snacks
Timeframe: 50 mins
Activate: Facilitate a classroom discussion on the Fibonacci Sequence.
Reveal examples of the Sequence in nature via internet images on the
SMART board.
.
Acquire:
Through further discussion students will learn how Fibonacci spiral sequences
form in nature as well as, view this phenomenon first hand by taking a class
walk in the school yard. Students will be asked to bring their sketch books
and pencils with them on the walk as well as, classroom Ipads. Children will
gather samples of Fibonacci patterns they see in nature. Be sure to stress
importance of not disrupting nature (gather only fallen leaves or dead
animals ex: shells on beach)
Apply:
Students will be asked to share their findings with a partner and then the
class as a whole. The teacher can decide if they would like to create a private
social media network within the classroom and school or add the findings to
an already existing social media network.
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Assessment:
Observe what students have gathered, their interest in the subject and how
they share and apply this new knowledge in their work.
Consideration for Differentiated Instruction:
Make sure children have proper shoes and clothing for comfort while
searching. Provide snacks and water for hydration and energy.
In terms of student sketches, leave room for creative expression. Students
may filter what they see into their own drawings. This is a part of
interconnecting with nature.
Additional Resources:
Share with the kids!
The Fibonacci Sequence: Natures Code:
https://www.youtube.com/watch?v=wTlw7fNcO-0

Examples of the Fibonacci sequences within nature:

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Activity 4: Green Art show

Activity 4: Green Art show


Learning Objective: To allow the students to create an art piece
demonstrating the knowledge and importance of natural resources that
surround them.
Rationale/Background: The purpose of this arts based final task is to allow
students the opportunity to use natural resources around them to create an
art piece that demonstrates how important nature/natural resources are to
humans. This will allow students an opportunity to get creative,
demonstrating their findings and new learnings about the environment
around them.
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Curriculum ties:
Science:
1-1-10: Describe how humans and other living things depend on
environment to meet their needs
Visual Arts:
A0U1: Students experience and develop awareness of artworks from
various times, places, social groups, and cultures.
Art A-C1: Students generate and use ideas from a variety of sources
for creating art.
A-C3: Students finalize and share their original artworks.
A-V-3: Students construct personal interpretations of their own and
others artworks.
Materials:
The students will need to choose how they would like to share their artistic
view of nature.
IPad for a photo representation
Water paint, canvas, paper, paint brush, or natural tools
Pencils, charcoals, crayons, markers
Outdoor natural materials
Indoor studio time/outdoor studio time
SMART Board for projecting/and music
Computer or I-Pad if doing a photo show
Time Frame: The time frame for the final project will depend on the season
the teacher chooses to go forth with the Unit. The project may take up to a
week long for students to complete, breaking down into daily 50 minute
periods. The class can decide to display their final art work as a group
presentation, in a display format for the school or in an open house set up for
the community to view. A local library or government office may be willing to
display the students Environmental Art work for a week, creating deeper
connections to the students and their community.
Activate: Display the various art mediums as well as, the diverse types of
natural materials students will be able to work with for their projects. Explain
to students that they will be given the artistic power and control to create an
environmental, Andy Goldsworthy inspired art piece. Each child will need to
meet 1:1 with the teacher to ensure they know what tools they will need to
accomplish their given task. Daily check ins will be needed in order to
support the progress of the students work.
Final Task:
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THE GREEN ART SHOW- Students will be given the opportunity to display
their Environmental Art pieces for family, friends and potential community
members to see (this will depend on where the gallery is set up). This is a
great way to share and demonstrate the importance the environment plays
in all of our lives, a mini activist art show can educate many in a very
aesthetically pleasing way.
Educator can choose to advertise the green activist art show in the schools
newspaper, at the schoolboard, on the school webpage or various other
social media sites inviting the community to attend.
Evaluation: The evaluation of the final projects will be two fold. The
objective will be to see if students are capable of making links between their
environmental learnings by demonstrating/representing it through a visual
arts final project.
Success Criteria #1: (This must be generated by the educator)
This task must be done orally with each student, allowing individuals time to
talk about their work (mini introduction to art critiques). The educator may
need to help each student see their connection clearly and aid to interpret
their thoughts. This form of evaluation ranks a student's work based on the
following levels:
- Level 1 - Student is meeting all 3 expectations
- Level 2 - Students is meeting 2 of the three expectations
- Level 3 - Student is meeting all of the expectations
- Level 4 - Student is exceeding all of the expectations
It is important for the teacher to explain and demonstrate to the students
how all levels can be achieved. The educator must let the class know what
they are looking for.
Can the student describe how their artwork shows/represents how
humans and other living things depend on the environment? (S-1-1-10)
Was the student able to generate and use ideas from a variety of sources
to create their art. (A-C-1) (i.e. used ideas linked to Andy Goldsworthy, or
other artist/art form that were looked at)
Can the student name their art piece as well as, described why they have
chosen their natural materials to work with? (i.e., I picked leaves
because they are important to us and help clean the air we breath)
Educators can dually create a Success Criteria evaluation alongside their
students. This will ensure students know exactly what is expected of them as
well as, will allow them to be in control of their learnings.
This process will allow the educator to share specific feedback with their
students when evaluating their work. This can be used throughout the week
long process to ensure a cumulative evaluation is being exercised. This
process is about students creating and exploring various natural materials all
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while increasing their knowledge about the world around them through the
arts.
Success Criteria #2:
To achieve a Level 4, I need
To achieve a Level 3, I need
To achieve a Level 2, I need
To achieve a Level 1, I need

to:
to:
to:
to:

Art work can be subjective therefore, having a clear evaluation outlined is


important. Remember students creative abilities will vary and each creative
quality is important to celebrate.

Please view the next page for possible artistic examples.

The Green Art Show


Possible artistic examples:

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References

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References

Leaf Boy Image. @. (n.d.). 5th Grade Art with Mrs. Brown. Retrieved October 29,
2016, from https://www.pinterest.com/pin/149674387588176098/
Ehlert, L. (n.d.). Leaf Man.

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Makemegenius. (2013, Nov. 12). 4 Basic Needs of Living Things Animation Video
for Kids. Retrieved October 16th, 2016 from https://www.youtube.com/watch?
v=wOXay8rdzRg
SciShow (2012, Aug.17) The Fibonacci Sequence: Natures Code. Retrieved October
16th, 2016 from https://www.youtube.com/watch?v=wTlw7fNcO-0

Manitoba Education, Citizenship and Health (2005) Grade 1 Social Studies.


Connecting and Belonging: A Foundation for Implementation. Student
Learning Outcomes Related to Sustainable Development. Retrieved from
Manitoba Education Website:
http://www.edu.gov.mb.ca/k12/esd/correlations/charts/index.html

Manitoba Education, Citizenship and Health (1999) Grade 1 Science.


Kindergarten to Grade 4 Science: A foundation for Implementation. Student
Learning Outcomes Related to Sustainable Development. Retrieved from
Manitoba Education Website:
http://www.edu.gov.mb.ca/k12/esd/correlations/charts/index.html

Manitoba Education, Citizenship and Health (201) Kindergarten to Grade 8


Visual Arts: Manitoba Curriculum Framework of Outcomes. Retrieved from
Manitoba Education Website:
http://www.edu.gov.mb.ca/k12/cur/arts/docs/visual_k8.pdf

Photo Scavenger Hunt. (2016). No Wooden Spoons. Retrieved from


http://nowoodenspoons.blogspot.ca/2013/07/photo-scavenger-hunt-for-kidsfree.html

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