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Lesson Plan

Names: Madeline Smith


Subject: Art
Grade level: 3rd Grade
Time Limit: 60 minutes
Lesson Title: Paper Flint Hills

Standard, Benchmark, Indicator 1. (Cr3.1.3) Elaborate visual information by adding details in an artwork to
enhance emerging meeting.
2. (Cn10.1.3) Develop a work of art based on observations of surroundings.

Lesson Goal This project will be an introduction to perspective and will be taught in a
tangible way so that students of the third-grade level may understand. By
associating distance and perspective with the overlap of paper, students
will be able to visualize the concept at an earlier age.
Lesson Objective Students will learn about aerial perspective through the use of overlapping
strips of paper. (Create-Bloom’s)
Essential Question(s) 1. Why couldn’t the Flint Hills survive without prairie dogs?
2. How does being in the outdoors make you feel?
3. What other kinds of ecosystems can you think of?
4. Why can’t a penguin live on the prairie?
5. What kind of ecosystem do humans live in?
Assessment and Criteria Formative: Short worksheet on the organisms and plant species they
decided to add to their page.
Resources (books, articles, video Eric Carle books will be used as a cut paper collage example that the
links, etc.) students will find familiar.

Est. Lesson Activities


Time
of Task

Beginning 15 minutes 1. Teacher-Made Slide Show: Paper Flint Hills


2. The teacher will emphasize space in the prairie images and introduce
aerial perspective.
3. Different species that live within the prairie will also be introduced in
the slideshow and the teacher will briefly discuss how the prairie
ecosystems survive with the wildlife it holds.
Middle 30 minutes 1. Demonstrate the cut paper collage steps
2. Students will receive one full-sheet of white construction paper as well
as three half-sheets of the colored construction paper (one of each color).
3. Students will be allowed to get their own Sharpie once their strips of
paper have been glued down firmly.
4. Species/organism worksheet will be handed out after projects have been
completed.
End 15 minutes 1. A short worksheet will be handed out on the organisms and plant
species they decided to add to their page.
2. Students will check all areas of their desk group for scraps of paper and
will put all caps back on glue sticks.
3. A brief discussion on what prairie-native organisms students decided to
add to their landscapes will be had to wrap up the lesson.

Strategies: What instructional 1. Entry Activity: Students will describe images of the prairie how they
strategies did you utilize in this see them as they are projected onto the screen to begin the creative
lesson? (Ex: graphic organizer, process.
cooperative learning, discussion, 2.Thematic Slide Show: Paper Flint Hills: a teacher-made slide show
technology integration, etc.) will take place at the beginning of class to introduce the many
organisms that live within the Flint Hills.
3. Demonstration: The teacher will overlap pieces of variously torn
paper to practice perspective within the landscapes that surround them.
The teacher will begin horizontally tearing construction paper into
strips. After 6 strips of colored paper have been made, the teacher will
then place them on top of one another to look like a Flint Hills collage.
A creative twist on their landscape is done by decorating the securely
glued page with natural organisms in Sharpie.