Texture Rubbings

Standards

Science K-5.1 Classify objects by observable properties (including size, color, shape, magnetic

attraction, heaviness, texture, and the ability to float in water)

Objectives

1. Students will sort ten objects according to texture (rough or smooth).

Materials

1. Crayons

2. Scissors

3. Glue

4. Copy Paper

5. Construction paper

6. Objects for rubbing (leaf, sandpaper, marbles, rippled cardboard, rubber mat, tin foil sheet,

brick, floor tile, smooth-sided plastic cups, smooth piece of leather)

Procedure

1. As a class, students will separate the objects into the groups of rough and smooth textures.

2. Students will use copy paper and crayons to take rubbings of each object.

3. Students will cut shapes out of the rubbings (with assistance as needed).

4. Students will glue the shapes onto construction paper (with assistance as needed) to make their

own pictures.

5. When finished, students will explain their picture to the class.

 Texture Drawing

Standards:

Math 7-3.1 Analyze geometric patterns and pattern relationships

Objectives

1. Students will create 2-D patterns using geometric shapes and incorporate those patterns into a

design.

Materials

1. Pencil

2. Ruler

3. Copy Paper

Procedure

1. As a class, students will review the definitions of geometric shapes, as discussed in the previous

lesson.

2. Students will take a paper and divide it into approximately twenty sections. These sections do

not need to be even.

3. Students will fill each section with a pattern consisting of two or more geometric shapes. Most,

if not all, sections should have different patterns.

4. Students will present their designs to the class, focusing on their simplest pattern, their most

complex pattern, and their favorite pattern.

 3-D Object

Standards

Math 5-4.4 Translate between two-dimensional representations and three-dimensional objects.

Math 5-5.4 Apply formulas to determine the perimeters and areas of triangles, rectangles, and

parallelograms

Math 5-5.5 Apply strategies and formulas to determine the volume of rectangular prisms.

Objectives

1. Students will use two-dimensional designs to cover each surface of a three-dimensional

object.

Materials

1. Multiple copies of design (previously completed)

2. Rubber Cement

3. Wooden 3-D Object to cover (cube, pyramid, rectangular prism)

4. Ruler

5. Pencil

Procedure

1. The teacher will divide the students into groups and give each group one of each type of 3-D

object.

2. As a group, the students will measure each side of the objects.

3. Using these measurements, students will calculate the area of each side of the objects.

4. The students will then cut corresponding pieces from their 2-D design.

5. The students will glue the pieces into place on the 3-D objects.

6. Using the information from the measurements, students will calculate the volume of each 3-D

object.

7. When finished, the students will present their objects to the class. They will discuss the shape,

the area of each surface, and the volume of the shape.

 Textile Design

Standards:

Social Studies 1-6.4 Recognize the roles of producers and consumers and the ways in which they are

interdependent.

Objectives

1. Students will create a product (clothing design) and explain who would buy the product and

why.

Materials

1. Copy Paper

2. Pencil

3. Colored pencils

4. Scissors

Procedure

1. As a class, students will discuss the definitions of producer and consumer. They will apply these

terms in regards to clothing manufacturers.

2. Students will take the copy paper and cut it into the shape of a shirt and/or pants.

3. Students will fill in the each image with multiple shape patterns.

4. The students will then color these images.

5. When finished, the students will present their designs to the class and describe their target

consumers and why said consumers would buy their design.

 Crayon Etching

Standards

Social Studies 1-2.1 Identify a familiar area or neighborhood on a simple map, using the basic map

symbols and the cardinal directions.

Objectives

1. Students will create a map of “important” places in the school.

Materials

1. Copy Paper

2. Crayons

3. Black Pastel Crayon

4. Scraping Tool (pen cap)

5. Chart Paper

Procedure

1. As a class, students will review the characteristics of a map. The teacher will write these

characteristics on the board.

2. Students will color a blank paper with multiple bright colors in a heavy coat.

3. Students will the cover the colored paper completely in black pastel.
4. Using a scraping tool, the students will etch their own maps of the school, focusing on places

they consider important for any student to know. They should include the characteristics listed

on the board.

5. When finished, the students will present their maps to the class and explain what they included.

The teacher will record the “important” places in a separate list on the board, with tally marks

next to repeated entries.

6. As a class, students will discuss the list of “important” places and note that maps often focus on

different aspects of the same location.

 Morning, Noon, and Night

Standards:

Math 2-5.8 Match a.m. and p.m. to familiar situations

Objectives

1. Students will create pictures depicting activities that they perform at morning, at noon, and

at night.

Materials

1. Chart Paper

2. Construction Paper

3. Scissors

4. Glue

Procedure

1. As a class, students will make lists of activities that they do in the morning, at noon, and at night.

The teacher will record these lists on chart paper.

2. Each student will select one activity from each list for which to make a picture.

3. Students will cut shapes from construction paper to depict the chosen activities.

4. Students will glue these shapes onto a larger piece of construction paper.

5. When finished, the students will present the pictures to the class and explain the activities and

when those activities take place.

 Self Portrait

Standards

ELA K-5.3 Use symbols (drawings, letters, and words) to create descriptions of

personal experiences, people, places, or things

Objectives

1. Students will fill out and illustrate an “All About Me” book.

Materials

1. Premade “All About Me” book

2. Construction Paper

3. Scissors

4. Glue

Procedure

1. As a class, students will discuss the “All About Me” book.

2. Students will fill out their books. The teacher will ask the class for answers for each page of the

book, and will write the responses on the board to assist with spelling and creativity.

3. Students will draw pictures to illustrate each page.

4. For the last page, students will cut shapes out of construction paper to use for the pictures (with

assistance as needed).
5. Students will glue these pieces onto a larger piece of construction paper to make a picture of

themselves.

6. Students will share the pictures to the class and say two things about themselves.

7. With teacher assistance, students will add the picture to their “All About Me” book.
 Creative Drawing

Standards

Social Studies 5-3.2 Identify prominent inventors and scientists of the period and summarize their

inventions or discoveries, including Thomas Edison, Alexander Graham Bell, the

Wright Brothers, and Albert Einstein

Objectives

1. Students will create an invention of their own, based off of the work of an earlier inventor.

Materials

1. Papers with the three starting lines

2. Pencil

3. Crayons or Colored Pencils

Procedure

1. As a class, students will review the contributions of major inventors in U.S. history.

2. The teacher will distribute a copy of each starting line to each student.

3. Students will select one of the starting lines and draw their own inventions, based on the work

of an earlier inventor.

4. Students will present their invention to the class, describe its function, and explain to which

inventors work it is most closely related.

Art for the Child

Art 511

Andrew Basham

Summer II 2010