Dimon Elementary Year One
Sutherland – Jen Weisphal
Learning Objective/Exit Outcomes:
- Students will be able to identify the key elements of evaporation, condensation, and precipitation.
- Students will be able to represent the water cycle through visual art.
- Students will be able to identify the water cycle through the visual art created by their peers.
State Standards:
S4E3. Obtain, evaluate, and communicate information to demonstrate the water cycle.
- Plan and carry out investigations to observe the flow of energy in water as it changes states from solid (ice) to liquid (water) to gas (water vapor) and changes from gas to liquid to solid.
- Develop models to illustrate multiple pathways water may take during the water cycle (evaporation, condensation, and precipitation). (Clarification statement: Students should understand that the water cycle does not follow a single pathway.)
VA4.CR.2 Create works of art based on selected themes.
- Create original works of art that communicate values, opinions, and/or feelings.
- Create representational works of art from direct observation (e.g. landscape, still life, portrait).
VA4.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.
- Interpret and evaluate works of art through thoughtful discussion and speculation about the mood, theme, and intentions of those who created a work of art.
- Use a variety of approaches to engage in verbal and/or written art criticism.
- Use a variety of strategies to critique, discuss, and reflect on personal works of art and the work of peers.
VA4.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.
- Apply art skills and knowledge to improve understanding in other disciplines.
Integration Area/Subject:
Science & Visual Art
Materials/Playing Space:
Paper, Pencils
Description:
The teacher and PAIR Specialist demonstrated to the class how to fold up a full sheet of paper into three parts. The goal is to have a sheet of paper folded like a tri-fold pamphlet, three equal sections. Then, everyone started at the top of the paper going down, labeling each rectangle #1, #2, and #3. This can be dependent on how you use this strategy, whether you want to have the Relay Drawing as landscape or portrait as the created image gets passed on.
For this Relay Drawing lesson, the teacher had just recently introduced the content. At this point, it is a strategy to learn what the students know about the three cycles of water.
In the top block labeled #1, the teacher asked students to draw a depiction of ‘evaporation.’ Students were given 2 minutes to draw what they thought evaporation looked like. Then, students were told to fold their #1 Block back behind their #2 block and then fold the #3 block up, covering the #1 block in the back.
Students then passed their drawing to the right one person over. Depending on the setup of your classroom, you can either pass along rows or, in this class, students were sitting in pods of 4-5 together, so we just passed the papers around each individual pod.
Now the artwork being created will have an additional student artist. In the #2 block, the teacher asked students to draw what they thought ‘precipitation’ looked like in 2 minutes.
At the end of their time, the students will simply flip the folded paper over so the #3 block is facing up. The paper will be passed to the right again, to a 3rd student.
In the #3 block, the teacher asked the students to draw a depiction of ‘condensation’ in 2 minutes. Once the last block is filled, the papers would be passed once more to a student who did not draw on the paper they end up with.
Then, the teacher will ask the students to unfold the sheet of paper so they can see all three drawings and analyze the visual art. The students will circle the things that make it clear that the drawing in each box is either ‘evaporation,’ ‘condensation,’ or ‘precipitation.’ The teacher will call on some students to share with the class the visual art they have analyzed and explain their analysis of one of the boxes on their sheet.
This verbal analysis can lead to a discussion with the entire class of other things they notice or other things that would help the drawing more clearly depict the water cycle being drawn.
Notes:
- As this strategy was used at the introduction of the unit, it would be a great challenge to do Relay Drawing again as a review, which will allow students to more clearly self reflect on what they know and gain confidence in seeing the difference in their knowledge as well.