Art and the

Environment
2nd Grade
Visual Art and Science
Curriculum
Ellie Lawson Spring 2022
 Art is… creation, expression, and meaningful communication.

Artists… play, explore, make mistakes, fail, problem-solve, advocate for change, observe,
Vision Statement
and attempt to see the world from many perspectives.

Art education is… fundamental to students' development and growth, allows students to

understand each other deeply, teaches us how to be empathetic and open minded.

The art teacher… engages in meaningful conversations, ensures inclusivity and accessibility

Art curriculum should… center around students’ life experiences, foster a learning

community, share contemporary artists from diverse backgrounds, show young artists how

their experiences can be translated into their artwork.

 Art Curriculum Goals
● To foster curiosity, creativity, self-confidence, and appreciation for the arts.
● To develop creative problem-solving skills, aesthetic perception, and
craftsmanship.
● To promote an understanding where artists get their ideas and how they convey
meaning through their work through observing contemporary art.
● To encourage and teach participation in the arts as enhancing emotional and
mental well-being.
● To facilitate reflection of identity in oneself and in others through both artmaking
and sharing art.
● To promote community through collaboration and shared responsibilities in the
classroom.
 Big Ideas
Essential Questions
What is art? Who is an artist?
How is art and science connected?
How can artists impact the
environment?
Enduring Understandings
Students will understand art and science
are connected.
Students will understand art takes many
forms.
Students will understand artists express
meaning through works of art.
Students will understand artists can create
change.
MAP
Chung
 Unit Transfer Goal
Students will independently

Unit 1:
use their learning to interpret
the visual language in the
world around them

Artists as
Cartographers
2-ESS2-2. Map the shapes
Interdisciplinary Unit connecting Visual Arts and types of landforms and
and Earth Sciences bodies of water in an area.

Enduring Understandings
Visual Art:
● Students will understand that artists
create visual representations of our
world
● Students will understand that artists
use life experiences to create works
of art
Earth Science:
● Students will understand how to
create simple maps including
landforms and bodies of water
● Students will understand how
symbols are used to communicate
meaning
Unit Objectives
● Students will discuss the meaning in
works of art.
● Students will support their reasoning for
design decisions in their work.
● Students will interpret symbols on a map
including landforms and bodies of water.
● Students will express parts of their
identity in their artwork.
Essential Questions
Visual Arts:
How do artists convey meaning?
Where do artists get their ideas from?
Earth Science:
Why do we use maps?
What can we understand from the
symbols on a map?
 Artists as Cartographers
Lesson 1: Identity Maps
Students will create maps based
on their identities. They will use
symbols to share things about
themselves.
The maps will be mixed-media
and students will be able to
experiment!
Students will learn how
mapmakers represent different
landforms and bodies of water
visually.

Top: Student artwork from https://artwithmsem.wordpress.com/2018/06/08/2nd-grade-marvelous-maps/#jp-carousel-4774

Bottom: Untitled by Jean Michel Basquiat Top and bottom: My Map Book by Sara Fanelli
Assessment: Gallery Walk
 Artists as Cartographers
Lesson 2: Forms and Features
Students will create 3D
cardboard sculptures
inspired by topographic
maps.

Students will discuss how

color can communicate
Top: Hiroshima by
meaning.
Tiffany Chung
Bottom: Cosmographic
by Jen Stark
Students will learn how
environmentalists read
topographic maps.
Student artwork from: https://colorsofmyday.wordpress.com/2014/04/02/2nd-grade-3d-topographic-maps/
 Art and Earth’s Systems
Lesson 3: Green community
Students will create a
grade-wide large scale “green”
community.

Students will discuss how

Top; Mustard House by Ana Serrano and
Bottom: Untitled by Ken Yeang
homes and buildings impact the
environment and brainstorm
designs that will help the
environment.

Students will use their

knowledge of maps to create a
mixed media installation.
Top: Student work from https://creeklife.com/blog/pennsylvania-government-protects-watersheds-with-growing-greener-grants/
Bottom: Student work from: https://www.weareteachers.com/map-skills/
MAP
 2-LS4-1. Use texts, media, or local
environments to observe and compare
(a) different kinds of living things in an
area, and (b) differences in the kinds of

Unit 2: living things living in different types of

areas.

Artists as
Ecologists Unit Transfer Goal
Students will be able to
independently use their knowledge to
identify differences and similarities in
the world around them.
Interdisciplinary Unit
connecting Visual Arts and Life
Science

Unit Objectives
● Students will compare and contrast
works of art.
● Students will be able to use their
imagination to create a work of art.
● Students will show different
elements of a habitat through their
artwork.
● Students will analyze works of art
and discuss meaning
Enduring Understandings
Visual Art:
Art can be imaged or based on real life
Artists communicate meaning through their
choice of material
Life Science:
There are many different parts that make a
whole ecosystem
Ecosystems are different
Essential Questions
Visual Art:
Where do artists get their ideas?
How do artists communicate in their work?
How can artists create less waste?
Life Science:
What things make up an ecosystem?
How are ecosystems similar? How are they different?

Students will create collages
inspired by the work of artist
Alan Syliboy. Every second
grade student will choose one
animal that they are working
with in class to focus on.
Artists will create imaginary
habitat collages using recycled
paper we will create together!
Top: Student work from https://kinderart.com/art-lessons/crafts/magazine-mosaics/
Bottom: Lots of Spots by Lois Ehlert
Left: Untitled by Alan Syliboy
Right: Image from
https://welcometonanas.com/how-
to-easily-make-recycled-paper-at-
home/
Lesson 1: Imaginary Habitats
Artists as Ecologists
 Left: Sea Remembers by Mulyana
Right: by Anima Mundi by Mulyana

In groups of three, students

will create 3D sculptures of Left and right: Student example from:
the habitats their animal lives http://mrswengelsclass.weebly.com/blog/february-01st-2
016
in.
Each group will study a
different habitat.
Lesson 2: Real Habitats
The sculptures will be created
with recycled materials.
Artists as Ecologists
 Left: Art by Larry Fuente
Right: Game Fish by Larry Fuente

In the final lesson of this unit, students will create ceramic

sculptures of their animals for the habitats!
Students will learn about where clay comes from.
At the end of the unit students will learn how to recycle clay.

Lesson 3: Pinch Pot Animals

Top and bottom: Student artwork from:
https://becker-intermediate-art.weebly.com/school
-blog/clay-pinch-pot-animals
Artists as Ecologists
Assessment: Venn Diagram
MAP
 2-LS2-3(MA). Develop and use
models to compare how plants
and animals depend on their

Unit 3:
surroundings and other living
things to meet their needs in the
places they live.

Artists as
Conservationists
Unit Transfer Goal
Students will independently
use their learning to create
Interdisciplinary Unit works of art supporting a
connecting Visual Arts and Life cause or sharing a message.
Science
 Enduring Understandings
Visual Art:
Activists solve problems or improve a community. Unit Objectives
Art can be used as a tool to inspire change.
● Students will organize their
Life Science: ideas into works of art
Students will understand living things have needs through brainstorming.
and depend on other living things to meet those ● Students will be able to
needs. create original works of art.
● Students will select artwork
for presentation.
● Students will support a cause
Essential Questions through their artwork.
Visual Art:
What is an activist?
How can artists be activists?

Life Science:
What do plants and animals need to survive?
What conditions threaten plants and animals?
 Artists as Conservationists
Lesson 1: Kindness Comics
Students will do an
experiment to see what
conditions plants need to
grow. Then students will
discuss what people need
to grow!

Students will design a

comic to demonstrate
how they would make the Everybody’s Welcome by Patricia Hegarty

world better for everyone

to live in.

Top:Image from https://sciencing.com/do-plants-grow-faster-in-light-or-dark-12380615.html

Bottom: Comic by Chris Grady
 Artists as Conservationists
Lesson 2: Fish Art Contest
Students will choose a fish local to the Charles River
and research what conditions it needs to survive
(food, water temperature, etc.). Then students will
work on a submission for the Fish Art Contest!
Students will learn about threats facing the local
aquatic environments and what we can do to help
support them.
Right: Saving American Beach by Heidi Tyline King
Left: Detail by Ekua Holmes

Student artwork from: https://www.katiemorrisart.com/2012/02/art-of-conservation.html

Self Assessment
 Artists as Conservationists
Lesson 3: Advocacy Postcards
Left: Art by Hippy Potter Right: Photo by Shea Glover
Students will create postcard of a habitat and a
stamp depicting an endangered plant species in
that habitat. The stamps will be made using
printmaking. Students will learn why plants are
endangered in Massachusetts. Students will be
able to create multiple copies of postcards to
distribute their message, just like planting seeds!

Students will plant native plant species in the

community garden at school.

Left: Image from https://plantnetwork.org/news/endangered-species-stamps/ Middle: Image from http://printkat.blogspot.com/2011/04/styrofoam-printmaking-tutorial.html

Right: Student artwork from: https://www.nevadahumanities.org/ongoing-events/2021/7/6/nevada-ps-i-love-you-postcard-project-art-and-love-notes-from-across-the-silver-state
 Learning Variation
Differentiation Inclusion Opportunity

English Language Projects and instructions will be available visually, Students will be able to collaborate with
Learners Students students who speak their native language, Vocabulary words will have illustrations and
with limited English translations, Students will be able to share in small peer groups instead of full-class sharing,
proficiency Materials will be labeled in several languages

Students learning with Students will be provided necessary adaptive equipment, Students will be given the option of
fine motor skills alternative materials or assignments, The classroom will have a space will less distractions for
students to work in, The teacher will showcase multiple ways to be successful with a material,
Students will be provided hand over hand assistance as needed

Students learning with Instruction will be given step by step verbally and visually, Students will be encouraged to take
attention disorders brain breaks and movement breaks, Students will be able to utilize fidget toys, Teacher will use
non-verbal signals for students to regain focus

Students learning with Worksheets will be visual, Students will be able to collaborate, Students will be given prompts
reading and writing and writing guides
difficulty
 Learning Variation
Differentiation
Students on the Autism spectrum
Students learning with behavioral or
emotional distress
Students with severe learning
impairment and have an aide or
paraprofessional with them in the art
room.
Students with hearing impairment or
auditory processing disorders.
Inclusion Opportunity
Art class will have set routines including a consistent schedule, Projects will have
choices so students can focus on their interests, The art teacher or a learning center
teacher will preview new projects or changes to the schedule in class with the student
before class
Students will have access to break spaces, The teacher will preview new assignments
with students before starting. Students will be given extra time.
Paraprofessionals will be able to assist students with focus, Paraprofessionals will be
briefed on the project and expectations to better assist the student
Students will be provided alternative seating options and communication aids when
necessary, The teacher will provide non-verbal visuals for instruction with text, The
teacher will provide Closed Captions on videos and slideshows
 Scope and Sequence
2016 Massachusetts Science Technology and
Engineering Frameworks addressed:

● 2-ESS2-2. Map the shapes and types of

landforms and bodies of water in an
area.
● 2-LS2-3(MA). Develop and use models
to compare how plants and animals
depend on their surroundings and other
living things to meet their needs in the
places they live.
● 2-LS4-1. Use texts, media, or local
environments to observe and compare
(a) different kinds of living things in an
area, and (b) differences in the kinds of
living things living in different types of
areas.
 Grading System
Assessment Plan Grades will be given as comments reflecting on the
Purposes of the Assessment achievements and areas for growth for each second-grade
student. This will reflect students’ growth from the beginning of
The assessment plan is in place to provide evidence for the school year, building each quarter.
student growth, participation in the arts, social and
emotional development, as well as the development of Accommodations for Students on IEPs
artistic behaviors and skills. The assessment plan will
The lessons will be differentiated appropriately for students on
also provide insight into the overall effectiveness of the
IEPS and 504’s so each and every student will be able to achieve
teacher and will be used to help the teacher grow
the expectations of the teacher. Expectations may look different
alongside the students.
for students according to their learning needs and the teacher
Content & Skills to be Assessed will clearly communicate these expectations with students
one-on-one if need be
Growth Participation Community
membership Perseverance Reporting Out Plan
Development of skills
The comments about students will be sent home electronically in
Assessment Tools & Strategies an email at the end of the quarter, four times a year for parents.
Parents will have the opportunity to meet with the teacher
Rubrics Self-assessments Exit slips during the school year with any questions or concerns they may
Student portfolios Gallery walks have. The administrators will have access to the comments
electronically as well to review when necessary.
Thanks
Questions?

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 Resources
● Gates, L (2017) Embracing Subjective
Assessment Practices:
Recommendations for Art Educators,
● McGarry, K (2018) Making Partnerships
Art Education, 70:1, 23-28, DOI:
With STEAM, Art Education, 71:2, 28-34
10.1080/00043125.2017.1247565
● Vande Zande, R (2016). How to
● Gude, O (2007) Principles of Possibility: Implement Design Education into Your
Considerations for a 21st-Century Art & Art Program in Design Education:
Culture Curriculum, Art Education, 60:1, Creating Thinkers to Improve the World,
6-17, DOI: 43-58, Rowman and Littlefield
10.1080/00043125.2007.11651621 Publishers.
● Hamlin, J & Fusaro, J (2018)
●
Contemporary Strategies for Creative
and Critical Teaching in the 21st
Century, Art Education, 71:2, 8-15