Mandy Mason

Lesson 1: The Introduction of a life cycle narrative

Theme: Title: Exploring life cycles in the environment
Grade Level: 2nd grade
Total Time: 60 minutes
PREPARATION
Materials: -Sheets of white paper,
-An assortment of crayons,
-Variety of colored pencils,
-work sheet handouts
Resources: -Printouts of Instruction Reminders
-Images by artists
-The book The Pea That Was Me
Vocabulary:
-Frame/panel: the box that contains the image
-Thumbnail: a small, quick layout sketch
-Life cycle: The changes that happen during ones life
-Illustration: Pictures created to tell a story
-Proportion: The size and scale of objects.
-Sketch: A drawing done quickly to develop ideas.
TEACHING THE LESSON
Objectives
1. Students will design a simplified character
2. Students will develop a narrative around a character
3. Students will map out their narrative using thumbnail
sketches
4. Students will understand the different steps of a life cycle, and how
different organisms go about this change.
5.Students will understand how stories can be told through narrative
images
CN.10.2.1
Develop artwork based on personal observations of surroundings
VA.6.4.9
Produce artwork inspired by or connected to content from other disciplines (science and
literacy)
CR.1.2.1
Formulate multiple solutions to an art or design problem through collaboration and

brainstorming
Introduction:
The book The Pea That Was Me, a childrens book describing the adventures of a pea
plant as he travels through his life, will be presented to the class. Observation of the
illustrations in the book will be analyzed and discussed in depth. After reading this book
to the class the definition of a life cycle will be established and we will touch on other
vocabulary words relating to this topic. Students will be asked to brainstorm ideas for
their own creation of a character that will travel through its life cycle. There will be
options presented to choose from such as an apple, pumpkin, corn, and tomato. Students
will choose one of these plants to base their later illustrations off of. Creativity will be
expressed in choosing the name and identity of the character. Students will be asked to
sketch an example of what they would like their character to look like in later
illustrations.
Demonstration: I will begin by demonstrating the character sketch and
then show them how to do quick thumbnail sketches. I will ask them
to work on this and then go around and talk with each about his/her
story. I will be sure to assure students have chosen a character to
base their life cycle story on.
Student Activity: I expect students to sketch out a character with pencil
and plan out a short story using small thumbnail sketches. Students
will finish filling out their worksheet, and answering questions on who
their character is, what he/she is doing, and why they picked it.
Guided Practice: I will ask questions about their stories and about their
character designs:
-How are they personal?
-What is the setting?
-What will their character be doing in the story?
-How did they design their character to be unique?
-How will this characters life cycle change during its
life?
Cleanup: Students will put their pencils, crayons, and colored pencils back
into the designated area of the classroom. I will go around and collect
the worksheets and sketches made during class time. Extra paper
from messes made during the lesson plan will be picked up.
Assessment: Who was the star of your narrative? Did you tell a story?
What were the thumbnails for? How well do you think you
communicated the message? What life cycle is shown? What is your
characters name and story? How will this character change over time,
but stay the same person?

I will look for the development of a story with a creative character and
check to make sure students understand the concept of a life cycle
changing with the character over time, but continuing to be the same
character.
Mandy Mason
Lesson 2: Establishing an environmental scene and creative story
Theme: Title: Exploring life cycles in the environment
Grade Level: 2nd grade
Total Time: 80 minutes
PREPARATION
Materials: -5X6 canvases,
-An assortment of acrylic paints,
-Variety of paint brushes,
-work sheet handouts done last lesson plan
-Cups of water and paper towels
-Paint pallets
Resources: -Instructions on how to use paint
-Images by artists and sketches passed back
Vocabulary:
-Texture: The surface quality of a physical material
-Background: The area that is the furthest back in
the image
-Environment: The surroundings of our physical
ecosystem
-Ecosystem: A community of living things
TEACHING THE LESSON
Objectives
1. Students will create an illustration with paint
2. Students will further develop their narrative with details
3. Students will create a timeline of their characters life
4. Students will use their imagination while creating their
characters journey
CR.3.2.1
Collaboratively discuss and reflect on choices made in creating personal artwork
CN.11.2.1

Compare and contrast artwork

Introduction:
An introduction to different scenes where the students characters could
travel will be discussed and explained. Students will be asked to think of
their characters favorite places and where he/she could be found at different
points in its life cycle process. The class will be asked to imagine their
characters life story and decide on which aspects of this they want to create
in their later four-part panel painting. Small canvases (5X6) will be passed
out to students and they will use paint to create a scene of their character in
its starting environment. After each student has finished their illustration of
their characters beginning life cycle, they will discuss with the class
explaining the characters name, starting environment, and more details
relating to the characters life.
Demonstration: I will show students how to properly use paint as
their primary color source while giving their character detail.
I will present a small painting example of my own character,
and tell how details such as texture and movement can be
made with the paint.
Student Activity: Students will express their imagination while
creating their character in a scene showing its starting life
cycle process. Students will finish narrative paints with
details and better understand who their character is.
Guided Practice: I will ask students to tell me more about their
characters and information relating to their life cycle
knowledge:
-Where is this character in its life time line?
-What are some detailed facts about their
character?
-How did this character get to this part of the life
cycle?
-Where will the character be going next in its life?
Cleanup: The class will put back paint and brushes in proper
places. We will rinse out the brushes and make sure tops of
paint are cleaned off, along with the paint pallets. Canvases
will be collected and brought to drying rack. Other items
used in creating this narrative will be placed in its proper
spot and classroom will be brought back to beginning state.
Assessment: Students will understand into further detail who
their character is, and where he/she is going in the life cycle

stages. Their imagination and creativity will be shown while

presenting their painting to the class, and telling a part of
their narrative story.

Mandy Mason
Lesson 3: The final life cycle illustration
Theme: Title: Exploring life cycles in the environment
Grade Level: 2nd grade
Total Time: 90 minutes
PREPARATION
Materials: -Large white canvases,
-An assortment of acrylic paints,
-Variety of paint brushes,
-work sheet handouts done last lesson plan
-Cups of water and paper towels
-Paint pallets
Resources: -Canvases created last lesson
-Images by artists and sketches passed back
-Power Point showing examples of four part panels
-Review over The Pea That Was Me
Vocabulary:
-Panel: a divided area that makes up a whole
assortment of
images
-Timeline: a series of events in order from starting to
its
end
-Development: how something changes into another,
more
established thing over time

TEACHING THE LESSON

Objectives

1. Students will create an illustration with paint

2. Students will further develop their narrative with details of a
four-part
panel, creating the whole story line narrative
3. Students will create a well-developed story that hold their
character as
the main focus, and discusses the many life cycle
stages
CR.2.2.1
Explore personal interests through media using grade-level appropriate elements
of art and principles of design (painting)
CR.3.2.1
reflect on choices made in creating personal artwork
Introduction:
Students will be asked to reflect back on previous sketches and ideas created
for illustrating their characters journey through the life cycle. Once ideas are
established, large canvases will be passed out to students. The canvases will
be divided into four panels for creating a four-scene illustration. Students
will paint their scenes and characters as they change through their life cycles
process on the canvas.
Demonstration: I will show students how to properly design a
four-part panel painting, explaining how each section is a
different narrative of their characters life cycle adventure. I
will demonstrate how the paintings all stay in their own
boxes, while presenting a story as one whole narrative.
Student Activity: Students will reflect back to earlier lesson plans
and decide on four scenes to show their characters journey.
The students will paint each panel one at a time and learn
how to narrate their characters story properly. Drawing out
each scene before painting over it on the canvas.
Guided Practice: I will ask students to express their story as a
whole and
consider each aspect of the story being
told:
-What is the overall theme of your story and
character?
-How did your character get from life cycle
phases 1-4?
-What is your character doing in each scene?
Cleanup: The class will put back paint and brushes in proper
places. We will rinse out the brushes and make sure tops of

paint are cleaned off, along with the paint pallets. Canvases
will be collected and brought to drying rack. Other items
used in creating this narrative will be placed in its proper
spot and classroom will be brought back to beginning state.
Assessment: Students will reflect back on the starting aspects of their
character illustrations, and realize how far this creation has come.
Students will understand the concept of story telling while
understanding the life cycles stages that were completed.

Mandy Mason
Lesson 4: The big picture
Theme: Title: Exploring life cycles in the environment
Grade Level: 2nd grade
Total Time: 45 minutes
PREPARATION
Materials: -Finished large white canvases,
-Tape
-Glue
-work sheet handouts done last lesson plan
Resources: -Canvases created last lesson
Vocabulary:
-connection: relating one object to another
-compare/contrast: having either the same or
different
-critique: discussing ones artwork and others
-similarities: the same/alike qualities

TEACHING THE LESSON

Objectives
1. Students will understand how to critique and examine work

2. Students will understand how to develop a connection

between their
story and other students
3. Students will learn to create an imagination for the art of
storytelling,
while relating it back to the scientific process of life
changes.
P.6.2.1
Examine the ways that the presentation of artwork can communicate stories
CN.11.2.1
Compare and contrast artwork
Introduction:
Students will place finished artwork on a large plywood board at the front of
the classroom. There will be a discussion over each individual piece of
artwork and students will share their stories, along with their characters life
cycle adventures. Once students have presented, connections will be made
to other artwork and similarities and differences will be established when
looking at characters and their life cycle phases.
Demonstration: I will present my own canvas and explain to
students my character and his/her life cycle travel through
the world. I will ask questions to engage them into the
discussion of a narrative journey. I will then explain to the
students how ones work can relate to another.
Student Activity: Students will reflect back to earlier lesson plans
and develop a thought out story to tell the class, while
presenting their large canvases. There will be story telling
and explanation for why their character is doing certain
things, and how they got there. I will ask students to pick a
spot on the plywood at the front of the classroom, and hang
their work to create a large mural type presentation.
Guided Practice: I will ask students the following questions while
presenting their work:
-What is your character doing in each panel?
-How is your canvas similar to the one next to
it?
-How is your canvas different?
-What story is happening in each part of the
character life
cycle?
-Can you explain how you decided to pick each
panel?

Cleanup: The classroom will wok together to pick up, but not
many supplies will need to be put back. We will leave the
plywood with canvases up front for a few days for more
reflection and discussion.
Assessment: Students will connect all of the previous lesson
plans to this final critique, and understand the basis of a life
cycle and how different creatures can go through one.
Student will learn the art of story telling and creating his or
her own illustration, while relating it to a well-known idea
that thrives our ecosystem.