2nd Grade Lesson

Personal (Outer) Space
2nd Grade Primary Art
Unit Overview:

Creating your own universe is often a tempting daydream for most, but this series
of lessons asks students to take their ideas of a new planet, creatures, ecosystems, and
rules, and transfer them into a series of art works. Students will be prompted to push their
ideas further to flesh out an entire fictional world, first on paper, then using a variety of
materials, including papier-mâché, model magic, paint, and loose parts. Seeing their
imagined realities come to life at their own hands will give students the motivation to turn
more of their ideas into art, and they will have learned more techniques in the process to
utilize in order to do so.

Timeline Overview:

Class One: Sketching planet, writing characteristics, & building a paper & tape base
Class Two: Covering planet base with papier-mâché & adding tissue paper color
Class Three: Creating Model Magic Critters that inhabit planets
Class Four: Finishing papier-mâché & painting planets
Class Five: Designing a background for universe scenes

Art Inspiration/Imagery:

Prerequisites:

● Students should be able to sit quietly and listen with minimal disruptions for the
introduction to the unit and lesson, approx. 20 minutes
● Students should be able to use drawing utensils appropriately to put their ideas on
paper
● Students should be able to read and understand the list of items their drawings
should have to answer the prompts provided
● Students should be able to pay attention and recall directions for safely and
responsibly handling the materials
● Students should be able to clean up their own work stations at the end of class
● Students should be able to refer to a preliminary drawing to create their final details
● Students should be able to paint appropriately without creating intentional messes
in the classroom
● Students should be able to answer questions about each critter they make
following the guidelines provided

Potential Accommodations:

● For students unable to sit quietly and listen during introductions at the start of
class, they will have the option to sit at their art-making seat and look through the
collection of space imagery p rinted out for students to gain inspiration from. The
children’s book “Looking Down” by Steve Jenkins will also be at the front of the
class, along with the book we read at the beginning, if specific students are
struggling to pay attention or need a break from art making during the rest of the
class.
● For students unable to use drawing utensils appropriately, an adult can remind
them of the safe and proper ways to use them to create their work
● For students unable to read and understand the list of items their drawings should
have can get help reading from a partner or adult
● For students unable to recall the directions for safely and responsibly handling the
materials, an adult may need to sit near them to remind them of the steps and
watch for potential times needed to intervene to assist.
● Some students may have a sensory aversion to the papier-mâché, in which case an
adult may need to aid them in covering their planet base to continue with the
project.
● For students unable to clean up their own work stations, extra time will be given
along with direct steps in the clean-up process for them to follow
● For students who cannot paint without intentionally creating a mess in the
classroom, a teacher may need to stand close by to remind them to keep paint on
their planet and to work carefully with the materials.
● For students unable to answer questions about each critter they make, an adult can
aid them in figuring out what the questions are asking, and assisting them in
writing down answers, if necessary.

Safety Hazards:

● If not used properly and safely, as mentioned in the prerequisites above, drawing
utensils could be used inappropriately in ways that could harm others. To avoid,
students should be reminded that materials should be used responsibly.
● Papier-mâché is a messy material and may splatter or find its way onto things it
shouldn’t be on. If papier-mâché ends up on students’ faces or skin, it should be
washed off at the sinks before the end of the class. Papier-mâché should n ot b
e
ingested.
● Model Magic should not be ingested, nor should residue from the material go near
or in eyes or mouths. If this happens, the areas should be cleaned in the sink, and
the directions dealing with ingestion of the material on its packaging should be
followed, i.e. calling for a medical professional if necessary.
● Loose parts being used should not be ingested or go in or near eyes or mouths.
Items can be a choking hazard.
● Fluorescent paint should not be ingested or painted on any part of the body. If paint
gets in anyone’s eyes or mouth, or on their face at all, they should immediately
wash it out/off. If paint is on the skin or on clothing, it should be washed off at the
end of class when cleanup is announced.
● Tempera paint should not be ingested or go anywhere near the mouth or eyes. If
this occurs, the area should be washed immediately, and directions on safety
procedures on the packaging of the material should be followed.

Interdisciplinary Connections:

Reading: Books will be a frequent inspiration tool and motivator during lessons, and will
often be read at the beginning of class. Students will be asked to listen and watch to
interpret what the story is describing and how they think it will tie in with the new unit
and lesson. A binder of space images will be a fixture in the classroom where students can
read imagery in order to gain inspiration from reality.

Writing: Students will be asked to document their ideas about their universe, planet, and
critters with words and sound spelling throughout the unit. Critter Profile sheets and
guided checklists with prompting questions will be tools to get them to write down their
thoughts to look back on later and to share their process with others. This will help them
contextualize their big ideas for what living on their imagined planet would be like.

Science: Our own universe and the planets around us will be the inspiration for this lesson,
and the unit. Images taken by NASA of Earth, Mars, Pluto, Saturn, and Neptune will be
shown in a PowerPoint, allowing for a brief discussion on what their surfaces contain. The
“norms” of the planet we call home will be mentioned so that students can break free
from them when planning their fantasy universe and planet.

National Art Standards:

VA:Cr1.2.2a Make art or design with various materials and tools to explore personal
interests, questions, and curiosity.

VA:Cr2.1.2a Experiment with various materials and tools to explore personal interests in a
work of art or design.

VA:Cr2.2.2a Demonstrate safe procedures for using and cleaning art tools, equipment, and
studio spaces.

VA:Cr3.1.2a Discuss and reflect with peers about choices made in creating artwork.

Pennsylvania Department of Education Standards:

9.1.V 2.A Know and use basic elements of visual arts.

9.1.V 2.E Use imagination and creativity to express self through visual arts.

Lesson One -

Lesson Overview:

This initial lesson will introduce the unit to students in a way that entices their
imaginations and asks them to create an entire universe all their own. After the
expectations and guidelines are shared, and students understand the series of projects
they will be working on, time to draw plans for their worlds will commence. A list of what
students should have sketched out and decided by the end of the class will be on the
board, as well as prompting questions that ask for curious details that can be answered
with more drawings for early finishers. By the end of the class, all students should have an
idea of what their planet will look like, what it will be like (in terms of weather and living
conditions), and what the universe it exists in is called.

Objectives:

Content:
● Students will be able to conceptualize ideas for a new world all their own
● Students will be able to challenge themselves to think of new and otherworldly
ideas that push ideas of our “normal” planet
● Students will begin to internally ask themselves questions about their
universe/planet to gain more details on what it would be like

Skill:
● Students will be able to use drawing and sketching to explain their ideas and
answers to the prompted questions
● Students will utilize line, shape, color, and space to aid them in making their
drawings as close to what they are envisioning as they can
● Students should be able to follow directions closely when creating a tape and paper
planet base

Materials:
● White butcher paper on tables
● 11” x 14” standard white paper (one per student)
● Colored markers (container for each pair of students handed out after intro)
● Tray of colored skinny felt tip pens at front of classroom
● 2 bins of black Sharpies at front of classroom
● Pencil bin at front of classroom
● Eraser basket at front of classroom
● Rolls of masking tape (one per pair of students)
● Ream of white printer paper
● Sample planet base done by Miss Karpinski
● Laptop with PowerPoint loaded on
● Projector and screen
● Binder with printed images of space photographs in clear sleeves
● “Space Boy and His Dog” by Dian Curtis Regan [book]
● “Looking Down” by Steve Jenkins [book]
● Checklist of prompts that need to be answered at front easel
● Copies of checklist typed & printed at each table

Classroom as a Third Teacher:

Students will receive a copy of this checklist at their assigned seat to use as a resource
while working on their preliminary sketch.

Teacher & Learner Actions:

Time Teacher & Learner Actions
1:40-1:45 Students arriving to classroom, being greeted and asked to head to theater
seats
1:45-1:50 Announce that a new series of projects are starting today, and a story is
going to be read that is a clue to what we will be exploring…

Read “ Space Boy and His Dog” b y Dian Curtis Regan, and ask for raised
hands to guess what the story has to do with our new projects.
1:50-2:00 Reveal that we will be creating our own universe with a planet and
creatures over the next five classes, and that today is a day to flex our
imaginations and plan what these worlds will be like.

Go through the PowerPoint, showing images NASA has of planets we are
nearby and familiar with. Prompt students to point out what features these
planets have on their surfaces, i.e. craters, rings, valleys, rivers, lakes,
mountains, stripes, etc. Ask students what they are noticing and discuss
how our planets can have things similar to these, or something crazy no
planet we know of has yet.
2:00-2:10 Go over today’s expectations- everyone will get a piece of paper to draw
and write their plans for their planet. A checklist will be on the easel at the
front of the room, and copies of a typed version will be at the center of the
three tables.

Students will be told that when their drawing has covered each item on the
list, they can raise their hand to get the materials to create their base of
their planet. Miss Karpinski will do a short demonstration on how white
printer paper will be crumpled up into a ball and combined with other
crumpled papers until the shape and size are what is desired, then the
entire object will be covered in masking tape strips. It will be shown how
students can add structures and features similar to what was on the
PowerPoint by using strips of the printer paper or strips of paper towels to
build shapes, then be covered in a layer of tape, as well.

A sample planet base done by Miss Karpinski will serve as the maximum
size of planets being made by students, and they will be asked to refer to it
when making their planet bases!

Students will be prompted to head to art making seats to begin their
drawing, with paper and markers already at seats. Additional drawing
supplies will be available at the front of the classroom for them to take from
and bring back to seats.
2:10-2:50 Artmaking will occur during this window! Students will first be drawing to
show each item on the provided checklist, which will ask for

● A drawing of your planet in color
● A name for your planet
● A name of the universe your planet is in
● What the weather is like on your planet
● One type of creature that lives on your planet

When students are done with their drawing, they will raise their hand to
have Miss Karpinski or Dr. Armstrong check to see they’ve covered each
item on the list, then help them get started on building their planet base
with printer paper and masking tape.
2:50-3:00 At 2:50, students will be asked to make sure their name is on the back of
their drawing and somewhere on their planet base in Sharpie, then to put
materials back where they belong and head to theater seats.
3:00-3:05 Students will be asked if they’d like to share something about the world
they’ve planned and started creating. After those that wish to have shared,
Miss Karpinski will ask for students to raise their hand to share what their
favorite part of planning their planets was/which part of the checklist they
liked completing the most.

At 3:05, students will line up to return to their classroom.

Assessment:

Assessment will be done in the form of asking questions during art-making, taking &
reflecting on documentation, and viewing student work to see if all expectations were
met.

● How did students make their ideas for a new world come to life?
● How were ideas from students new & otherworldly?
● What acted as evidence of students asking themselves questions internally to
further create their new planet?
● How did students use their drawing and sketching skills to share their answers to
the prompted questions?
● How did students use line, shape, color, and space used to bring drawings to life?
● How many students were able to move onto creating a tape and paper planet
base?

Questions for Teacher Reflection:

● Were students able to read the words on the checklist?
● Was there enough or too much time for drawing planets?
● How strongly were students influenced by the PowerPoint showing actual planets
in our solar system?
● Would less realistic imagery be helpful to encourage more fantasy elements?

Lesson Two -

Lesson Overview:

This lesson is the next big step for students to make their fictional planets become a
reality using sculptural techniques and layers of different materials. After forming the
paper and tape bases for their planets, students will ensure they are satisfied with add-ons
made below the surface before beginning to papier-mâché over top to seal it all in. We will
discuss the proper uses and handling of the papier-mâché and further discuss what our
planets will be like as they come to life.

Objectives:
Conceptual:
● Students will be able to turn 2D into 3D, turning their preliminary drawings
from the previous week into the beginnings of a papier-mâché sculpture
● Students will be able to practice thoughtful and intentional art making by
planning ahead to build the structure according to how they’ve planned on it
looking by the end of the project

Skills:
● Students will be able to use the papier-mâché responsibly and in a mature
manner, using the steps taught at the start of class to avoid messes and
waste of materials

Materials:
● Rolls of masking tape (one per pair of students)
● Paper towels
● Sample planet base done by Miss Karpinski
● Students’ planet bases from previous lesson
● Colorful tissue paper scraps
● Pre-mixed papier-mâché made from Elmer’s art paste & water
● Shallow tubs for papier-mâché paste
● Short plastic cups (one per student)
● Bin of black Sharpies
● Cart to hold the tubs of papier-mâché paste
● Planet Prompt Jar filled with prompts, typed and cut into individual slips
● 8.5”x11” plain white printer paper for Free Draw/Planet Prompts
● Baskets of Crayola markers for Free Draw/Planet Prompts

Classroom as the Third Teacher:

Sign featured in classroom, at front, displaying the rules/steps for clean papier-mâché
work.

The Planet Prompt Jar for early finishers to further build their world/universe with more
details and questions about life on their planet. Questions include-
● What are the other planets near yours like?

● How was your planet discovered?
● What do plants on your planet look like?
● What types of buildings does your planet have?
● Are there humans on your planet?
● How would we get to your planet?
● What food is there to eat on your planet?
● Are there stars around your planet?
● Is there a sun?
● Is there anything dangerous on your planet?
● What dangerous weather occurs on your planet?
● Are there stories and myths about your planet?
● What will your planet look like in 100 years?
● Are there creatures on your planet that do not get along? What is it like?
● What would a newspaper from your planet look like or have in it?
● How long is a year on your planet? What does their calendar look like?
● What is your planet’s most plentiful resource?
● What is something living things on your planet need to survive there?
● Is there an enemy on your planet that most fear?


1:40-1:45 Students arriving to classroom, being greeted and asked to head to
theater seats
1:45-2:00 Once all in theater seats, the teacher will ask students to raise their hands
to remind the class what the new project we are working on is, and where
we left off.

Papier-mâché rules/steps will be gone over with a demonstration done by
Miss Karpinski. The rules/steps will also be written on the easel at the front
of the room-

● Rip Strips
● Dip Tips
● Slip Strips
● Skip Drips
● Sticky but Not Drippy

The students will be reminded that, if they would still like to add any
features to their planets, they should do so before adding papier-mâché,
and use paper or paper towels that are then secured down with a layer of
masking tape.

A quick demonstration on how to use the masking tape and paper to build
up rings around a planet base will be done by Miss Karpinski on her large
planet base sample for those who would like to do so on their own.

The students will also be shown that, once their planet is covered in an
even coat of papier-mâché done with white paper, they can add on
colored tissue paper in the same manner, if they would like. However, they
will be able to paint over their planets the following class, too.
2:00-2:50 Students will be asked to head to their art making seats, where piles of
white printer paper will be set in the middle for them to begin ripping
strips. Once they think they have ripped enough strips, they can raise their
hand to have a teacher check to see if they should make more, or if they
are good to begin with papier-mâché. If they are ready, they will be told to
get a plastic cup and write their name on the bottom in Sharpie, then to
get a tub of papier-mâché from the cart for them to share with those
around them as others are ready.

Planet bases should be resting on short plastic cups as students work,
rotating them slightly as they go so that all areas are covered with the
papier-mâché as they continue.

Colored tissue paper will be available at the front of the room if/when
students are ready.

If students are finished before it is time to clean up, they can put their
materials back, ensure their planet is on the correctly labeled cup, and
moved into the center of the tables. They can then grab a prompt from the
Planet Prompt Jar that will give them an aspect of their planet to draw
about on free draw paper using the markers on the shelf.
2:50-3:00 At 2:50, students will be asked to stop what they are doing and wash their
hands. Planets on cups should be moved to the center of the tables. When
done, students should move to theater seats.
3:00-3:05 Students will be asked to raise their hands to share what they liked about
working with the papier-mâché to create their planets, and to provide any
helpful hints for others. They will all be reassured that there will be time to
finish last steps, and to add more color to their planets the next class.


Assessment:

met.

● Were all students able to begin layering papier-mâché onto their base?
● How closely did students follow their preliminary drawing from the previous class?
● What shows that students understood and followed the papier-mâché steps
discussed at the beginning of class?


● Was the sign displaying papier-mâché clear enough?
● Was there too much or too little time for students to finish layering papier-mâché?
● How could instruction be clear?

Lesson Three -

Lesson Overview:

This lesson will finally allow for students to expand upon the creatures that were
briefly touched on during the first lesson when planets were in the early stages of
planning. One of the most telling features of a world is what types of living things exist on
it, and how they behave and interact. Students will be able to create those creatures, using
more fluorescent materials, so that their fictional spaces can officially have inhabitants and
feel more like a reality! Giving students the option to add other loose parts along with their
Model Magic sculptures will allow them to push their initial ideas further and prepare
them to create Critter Profiles for each creation.

Objectives:
Content:
● Students will be able to turn their initial ideas of creatures into tangible art objects
with features, qualities, and behaviors decided
● Students will be able to create personalities for each critter made, allowing them to
contextualize their art work and translate it into qualities and behaviors

Skill:
● Students will be able to practice and improve sculptural techniques while creating
three-dimensional works using Model Magic based on two-dimensional drawings
done initially

Materials:
● Sample creature done by Miss Karpinski, with sculpting included in demo
● “The Three Little Aliens and the Big Bad Robot” by Margaret McNamara [book]
● Students’ preliminary drawings from lesson one
● Single black light lamp
● 2 lb tub of Fluorescent Model Magic (pink, yellow, orange, & green)
● 2 lb tub of Model Magic (white & black)
● Cart to hold the trays of loose parts
● 6 large plastic trays for loose parts (2 per table)
● Variety of fluorescent feathers to put on 6 trays
● Variety of cut up fluorescent straws to put on 6 trays
● Variety of cut up fluorescent pipe-cleaners to put on 6 trays
● Variety of colored and textured beads to put on 6 trays
● Variety of small wooden scraps and parts to put on 6 trays 24 pencils
● 24 Critter Profile sheets on tables


Critter Profile sheets will be placed at each students’ assigned seat as a tool to document
students’ ideas about the creatures they create with the materials, and also as a way to
encourage students to think deeply about what they are making and what narratives they
can lead to.


seats, and to not touch the drawings and paper in their spots on the table
tops.

Students’ preliminary drawings from the first lesson will already be in their
appropriate spots on tables, as well as the Critter Profiles paper.
1:45-1:50 Once all in theater seats, Miss Karpinski will read “The Three Little Aliens
and the Big Bad Robot” by Margaret McNamara. Once the story has ended,
Miss Karpinski will announce that we will all be creating our creatures that
live on our planets during this lesson- using another fluorescent material.
She will ask for students to raise their hand if they remember what
fluorescent materials are, and have a student remind the class that they
glow under a black light.
1:50-2:00 Miss Karpinski will bring out her demo materials, which include two colors
of the fluorescent Model Magic, a few cut pieces of pipe-cleaner, some
varied beads, and three googly-eyes. She will show students how you can
use the Model Magic to create the shapes of your creature, and some of the
details like feet, spikes, etc. She will then show students how they can add
the small loose parts as details once their creature’s base is made.

Miss Karpinski will then refer to the questions on the easel to discuss the
Critter Profiles and explain how each critter should have their own section
filled out on the page at each seat. Students will be encouraged to be
creative, and make at least 3 critters, no larger than the one Miss Karpinski
made as a sample at the start of class.
2:00-2:50 Students will be asked to get a pencil from the front of the room and move
to art making seats to write their names on their Critter Profile papers. As
they do, trays of loose parts will be brought out, with 2 on each table for
groups to share.

Model Magic will be set out at the front of the room, and students will be
asked to go up and pick only 3 portions of the material to use for their 3
critters. They can split up the 3 they pick so their critters have more than
one color, but to start they should only grab 3.

Once they have their materials, they can begin sculpting. Throughout this
time, adults/teachers will be reminding them to fill out their Critter Profile
as they finish each individual critter.
2:50-3:00 At 2:50, students will be asked to stop what they are doing and clean up. All
Model Magic not used can go on the large trays at tables, as well as all loose
parts back in their compartments.

Critters can be placed directly on top of the student’s Critter Profile paper
with their name on it. Students can wash their hands before heading to
theater seats.
3:00-3:05 Miss Karpinski will ask students to raise their hands to share something
about a critter/critters they made in class today, and something from their
Critter Profile. Students can discuss what interesting and unique creatures
inhabit their planets, and any helpful hints if they come up, too.


Assessment:

met.

● How closely did students follow their original creature drawings done in their
preliminary sketch?
● How much of the profile did students fill out? Did they do so after each character or
at the very end?
● How familiar were students with forming sculptures with Model Magic? What
techniques did they use?


● Would a demonstration on how to create different forms and shapes with Model
Magic be helpful?
● Would a profile worksheet with more sections for more creatures be helpful?

Lesson Four -

Lesson Overview:

Day four of this unit exploring the creation of one’s own world is all about adding
the color to bring the planets to life. After papier-mâché planets have had a chance to dry
for roughly a week, now comes the time to add another layer. Students will refer back to
their drawings from day one that show their colored plans for their project and be able to
transfer those ideas onto the three-dimensional form. Fluorescent paints will be used to
allow for an exploration of how a black light interacts with their worlds at a later date. For
now, the neon colors will work on their own to add decoration and representation to the
surfaces of students’ planets.

Objectives:
Content:
● Students will be able to use color to give their work the feeling and aesthetic they
desire
● Students will be able to turn their 2D sketches into 3D works by adding the colors,
patterns, designs, and details they planned on day one

Skill:
● Students will be able to work with fluorescent paints to mix desired colors and fulfill
what was planned on their preliminary drawings
● Students will be able to practice patience that is often required of painting with
materials that require multiple coats before achieving the envisioned goal.

Materials:
● Sample planet painted, done by Miss Karpinski
● Students’ in-progress planets
● Colorful tissue paper scraps
● Pre-mixed papier-mâché made from Elmer’s art paste & water
● Shallow tub for papier-mâché paste
● Short plastic cups (25)
● Bin of black Sharpies
● Students’ preliminary drawings from lesson one
● 16 oz bottles fluorescent tempera paints, pink, red, yellow, orange, green, & blue
● Styrofoam palettes w/ a cup of each paint (1 per 4 of students, 6 total)
● Assorted paint brushes, large-medium-small
● Cart, holding all 12 palettes of paint & brushes
● Jars of water (1 per pair of students, 12)
● Single black light lamp

Classroom as a Third Teacher:


seats, and to not touch the drawings in their spots on the table tops.

Students’ preliminary drawings from the first lesson will already be in their
appropriate spots on tables.
1:45-2:00 Once all in theater seats, Miss Karpinski will remind them of what they
worked on last week and ask for students to raise hands to guess what we
will be doing this lesson… painting the planet bases!

(If there were students absent or unable to complete their papier-mâché
work last class, the materials will be there for them to finish, and they can
work on Planet Prompts from the jar for the remainder of class, as they
would not be able to paint on wet papier-mâché.)

Miss Karpinski will explain that we will be using a special kind of paint that
glows under a certain type of light and ask if students know what kind of a
light bulb would do that… a black light! There will be a painted example
done by Miss Karpinski that she will then put under a black-light to show
students how the paints- fluorescent paints – will interact with the black
light when painted carefully and in layers. A quick demo will be done on the
painted sample planet to show that the paint will need to have at least two
coats to really show up brightly on their planet, so it is important to be
patient and paint several layers of paint with time to dry in between.

The plastic cups will still be used to allow students to rotate their planets
while working to paint on different areas of the surfaces while others are
drying before another layer is added.

Before telling students to go to art making seats, Miss Karpinski will remind
students that their drawings from lesson one are at their seats so they can
paint their planets just as they imagined in the beginning. However, if some
students want to make changes to their original designs, they can paint to
reflect those choices.
2:00-2:50 Students will be asked to go to art making seats while planets are passed
out, on cups. Once a student has their planet, they can get one palette from
the cart for them & their partner to share. They can also select brushes from
the brush tins. A jar of water will be passed out to each pair, as well.

Art making will commence with students either finishing their
papier-mâché if absolutely necessary, and the majority of the class painting
in many layers on their dry papier-mâché planets.

Early finishers will be asked to move their planets, still on their short cups, to
the center of the tables, and to use a prompt from the Planet Prompt Jar to
draw on free draw paper with the markers on the shelf.
2:50-3:00 At 2:50, students will be asked to stop what they are doing and clean up.

Paint brushes should be cleaned in the water jars and placed on the table
after they are clear of paint. Paint palettes should be rinsed in the sink and
wiped with a sponge before being stacked on the table beside the sinks.
Planets should be on their cups in the center of the tables. Hands should be
washed before students can then head to theater seats.
3:00-3:05 Students will be asked to raise their hands to share what their experience
was like painting what they had planned in their drawing onto the planet
itself. Any helpful hints will be asked of the students, too.


Assessment:

met.

● Why did students choose the colors that they did when painting their planets?
● How closely did students follow their preliminary sketch when painting the planet
itself?
● How did students work with the fluorescent paints? Was there color mixing or were
colors used strictly from the cups?
● How did student behavior work with waiting for paint to dry before adding layers?
Did this lead to successful work?


● Were more layers of paint needed than what was planned or explained to
students?
● Were students able to finish their work?
● Would having the preliminary drawings out where students are working be helpful
so they could reference their original ideas?

Lesson Five -

Lesson Overview:

This final lesson in the Personal (Outer) Space unit will allow students to tie up loose
ends and paint the piece that ties their whole project together- the universe their planet
resides in. This more open-ended culminating piece of the puzzle will allow students to
incorporate any other ideas about their universe that came up to appear as part of the
final “scene” that they’ve composed.

Objectives:
Content:
● Students will be able to wrap up the world they created by painting a “backdrop”
that encompasses all of the remaining ideas for their universe they were unable to
incorporate until now.

Skill:
● Students will be able to mix paint to obtain the desired colors they need to
complete their painting.
● Students will be able to enrich their painting skills through the exploration of paint
with varied brushes.
● Students will be able to experiment with how paint interacts with oil pastels by
working with mixed media.

Materials:
● Fluorescent oil pastel sets with red, pink, yellow, orange, & green (12 sets)
● 16oz. fluorescent tempera paint bottles, pink, red, orange, yellow, green, & blue
● Plastic cups (50+)
● 11”x 14” black construction paper (24 sheets)
● Pencil Bin
● Eraser Basket



seats, and to not touch the papers in their spots on the table tops.

A blank piece of 11”x 14” paper will already be in their assigned spots on
tables.
1:45-2:00 Once all in theater seats, Miss Karpinski will remind students that this is the
last day of the Personal (Outer) Space projects, and that now is a day to
make sure everything they’ve worked on up until now is done, and to finish
with a painting of the WHOLE universe they’ve imagined as a background
for the planet and creatures!

She will do a brief demonstration of how painting will work, reminding
students how to paint with tempera cakes so that brushes do not get too
dry and have “bad hair days” and how to tell when the brush/paint needs
more water.

Miss Karpinski will tell students that this activity is a chance for them to add
in any other details or parts of their world and universe that they haven’t
already been able to do- such as other planets nearby or other creatures
visiting the planet… they should draw things out in pencil first before
painting to make sure they have everything they want to include.

She will announce that students will grab a pencil and a paintbrush when
they get up, before heading to art making seats, to write their names on the
backs of their papers before doing anything else, and to raise their hands
once they’ve completed that first step.
2:00-2:50 Students will be asked to move to art making seats, following directions by
getting a pencil and writing their names on the papers.
When students’ hands are raised, teachers/adults will bring over a jar of
water and a set of tempera cakes for the student to share with their
partner.

During this time, students can begin painting their universe background,
adding in all aspects and details they haven’t been able to include already!

Early finishers can free draw or pick a Planet Prompt from the jar for the last
time!
2:50-3:00 At 2:50, students will be asked to stop what they are doing and clean up.
Paint brushes should be cleaned in the water jars and placed on the table,
and paintings should be moved to the center of the table to dry. Students
can wash their hands at the sinks if necessary before heading to theater
seats.
3:00-3:05 Miss Karpinski will ask students to raise their hands to share what they
included in their universe paintings, and any last ideas or interesting things
about the universes and worlds they’ve created!


Assessment:

met.

● How did students find closure in the act of creating a backdrop for all that they
created for their universe/planet?
● How have students’ skills with the tempera paint improved since the previous
class?
● What types of brushes were students drawn to the most?
● How much mixed media work was done in the backdrops? Did the materials work
well together?


● Could the timeline have been adjusted to benefit the students & student work?
● Would different materials for the backdrop painting have been a better choice?
● Were all students able to finish?
● Was there too much time for early finishers to work?

References:

https://bgr.com/2018/07/31/mars-terraforming-bomb-ice-caps/
https://www.dw.com/en/nasa-scientist-call-pluto-a-planet/a-18538215
https://www.jpl.nasa.gov/news/news.php?feature=6200
https://solarsystem.nasa.gov/planets/overview/
https://www.dailystar.co.uk/news/latest-news/604329/Mars-NASA-Reptilian-Crater-Orbiter-
Photos-Martian-Surface-Red-Planet-Aliens-Life-Space
https://spaceplace.nasa.gov/saturn-rings/en/
https://www.newsweek.com/latest-nasa-juno-images-show-jupiters-stripes-multicolored-
gas-extraordinary-791479
https://www.robertneubecker.com/space-boy-and-his-dog/
http://www.housingaforest.com/paper-mache-globes/
http://www.jacksandkate.com/giant-paper-mache-moon/
https://kidsfuncraft.wordpress.com/2012/07/25/‫נייר‬-‫מעיסת‬-‫לילדים‬-‫יצירה‬-‫ופלוטו‬-‫שבתאי‬/
https://www.michaels.com/life-on-pluto-model-magic-aliens/B_80785.html
https://www.crayola.com/crafts/crumple-creatures--caricatures-craft/?utm_source=pintere
st&utm_medium=social&utm_campaign=2014_evergreen_ahalogy#_a5y_p=3037801
https://www.artnglow.com/blogs/news/uses-and-limitations-of-fluorescent-glow-paints-a
nd-pigments

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2nd Grade Primary Art

● What are the other planets near yours like?

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Personal ​(Outer)​ Space

2nd Grade Primary Art

● What are the other planets near yours like?

Teacher & Learner Actions:

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Personal (Outer) Space