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Unit: Lets make a garden

Lets make a garden

LESSON 1
Learning Outcomes

CONTENT

COMMUNICATION

COGNITION

CULTURE

Working with
natural materials to
create art.

Respond to
instructions and
questions.

Classifying natural
materials according
to size or colour.

Appreciation of the
natural world.

The horizon.

Colours and size.

Teamwork.

Different textures.

INTRODUCTION.
REVISION

Ask the students to bring in natural materials (pine needles, leaves,


sticks, flowers, grass, etc.) or take the students on a walk to collect
these things.
Before starting, explain that they are going to create a garden collage.
Ask why gardens are important. What can you see in a garden? What
can you see in the air/on the ground? What do plants/insects need?

WARM UP
ACTIVITIES

Explain the division between the ground and the sky, introducing the
word horizon. Draw a line on the board. Stick a set of picture
cards on the board with the corresponding text, to introduce the
vocabulary. Children put the pictures or flashcards in the air or
ground areas.

MAIN
ACTIVITIES

The children work in groups of four or five. To divide the groups, every
student takes one of the collected items. Students create small groups
with others that have the same colour item. The children look and
touch the objects found in nature. Ask them to sort the items according
to size or colour. Then, choose a student to ask the rest to sort the objects.
Give the children a large piece of paper with the horizon drawn on it.
Secure the ends of the paper to a long craft table with tape. Turn some
music on. The students next to the sky area paint, using a sponge with
two colours, first blue and second white. They dip the sponges into the
paint and then print on the paper. The students below the horizon, stick
the natural items on the ground. When the music stops, children walk
around the table until the music starts again. When the music starts again,
the children stop wherever they are and continue working on their collage.
Every child should have a turn to stick and paint. Once the collage has
been completed and it has dried, you can hang it on a wall.
At the end of the lesson, a discussion circle is important. Ask the
children what they enjoyed, how they felt, what the nicest part of the
lesson was (sponge painting, sticking, sorting or listening to music)
and what was the most difficult.

Material creat i adaptat de diversos autors pel Servici d'Ensenyaments en Valenci. Conselleria d'Educaci 2010.

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Lets make a garden

LESSON 1
Learning Outcomes

CONTENT

COMMUNICATION

COGNITION

CULTURE

To count numbers
from 1 to 99.

To trace numbers
in letters and
figures.

To learn the
numbers in figures
and letters.

To say numbers.

To represent an
amount.

To show interest
in learning
numbers and
maths.

To trace numbers.

WANT TO KNOW.
REINFORCEMENT.
EXTENSION

In order to reinforce the concepts of vocabulary in nature, have students


draw pictures of the various items collected and label them.
(Activity 1)

ASSESSMENT.
REFLECTION

Children can sort materials according to size and colour.


Children understand and respond to simple classroom commands.
Finished art work. Participation in class discussions.
Children can talk about size and colour.
Children identify and name the vocabulary.

Material creat i adaptat de diversos autors pel Servici d'Ensenyaments en Valenci. Conselleria d'Educaci 2010.

03

Lets make a garden

LESSON 2
Learning Outcomes

CONTENT

COMMUNICATION

Symmetry in
personal expression.

Naming colours
and tools.
Understanding
instructions.
Main parts of a
butterfly.

Contour lines and


shape.

COGNITION

CULTURE

Identifying similarities
and differences.

Respect for all living


things.

Understanding the
concept of symmetry
and applying it.

Curiosity about
symmetry in nature.

INTRODUCTION.
REVISION

Put all the flashcards on the board. Then, designate one student to
mime the vocabulary for the first round. The student chooses one of
the words while the rest of the class attempts to guess. The student
who guesses correctly becomes the next mime artist.

WARM UP
ACTIVITIES

Children watch a short presentation about a garden and identify the


items they have learnt. They have to find the differences between the
garden in the presentation and their collage.
Then, encourage the students to guess the animal they are going to
make in this lesson.

MAIN
ACTIVITIES

Children draw a butterfly shape on a piece of paper. They fold the


paper in half and open it up again. Quickly, students paint any design
they want on one side of the butterfly only. While the paint is still wet
(they have to add more paint if they need to, as if the paint is not wet,
it won't print on the other side) children fold the paper over again and
with their hand press down all over the paper. They open up the paper
to reveal the butterfly. They leave the paper to dry. When the paper
is dry, students cut out the butterfly following the printed-or drawnon butterfly shape. They add antennae to the butterfly by making a
couple of small holes in the top of the body and threading through a
pipe-cleaner. Children twist and bend into position. They hang their
butterflies on the garden collage.
Talk about their butterflies. Ask the students: How many colours can
you see on these wings? Are all the butterflies in the air? Count the
yellow wings. Ask students to describe their butterfly to the rest of
the group.

Material creat i adaptat de diversos autors pel Servici d'Ensenyaments en Valenci. Conselleria d'Educaci 2010.

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Lets make a garden

LESSON 2
Learning Outcomes

CONTENT

COMMUNICATION

COGNITION

CULTURE

To count numbers
from 1 to 99.

To copy numbers
in letters and
figures.

To learn the
numbers in figures
and letters.

To say numbers.

To represent an
amount.

To show interest
in learning
numbers and
maths.

To copy numbers.

WANT TO KNOW.
REINFORCEMENT.
EXTENSION

Have the students explore symmetry and halves from nature, art,
objects and geometric shapes. Use the natural materials they have
collected. Provide children with some mirrors to explore what the
effects are. (Activity 2)

ASSESSMENT.
REFLECTION

Children can produce a piece of work based on symmetry.


Children can use appropriate vocabulary to identify different forms
and colours in their work.
Children identify the main parts of a butterfly.

Material creat i adaptat de diversos autors pel Servici d'Ensenyaments en Valenci. Conselleria d'Educaci 2010.

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Lets make a garden

LESSON 3
Learning Outcomes

CONTENT

COMMUNICATION

Pattern through
repetition.

Following directions.

Using
three-dimensional
materials.

Colours, patterns
and shapes.
Talking about
insects.

COGNITION

Classifying insects
according to their
patterns.
Identifying insects.

CULTURE

Appreciation of their
own work and that of
other pupils, using
personal artistic
criteria.

INTRODUCTION.
REVISION

In this lesson, pupils will make insects out of plasticine. First, ask the
children about how they will be able to distinguish an insect from other
animals. Insects are small animals with six legs, and a body with three
main sections. Most have one or two pairs of wings and a pair of
antennae. Draw a large butterfly on the board to introduce the vocabulary.

WARM UP
ACTIVITIES

Provide images of some common insects. Ask the children to identify


the insects with spots or stripes (ladybugs, bees). Take small pieces
of plasticine and roll it into small balls. Flatten to create little spots
and join these onto another piece of red plasticine. Ask the students
to name the insect (ladybug).

MAIN
ACTIVITIES

Show the picture of the ladybug and ask the children if this animal is
an insect. They count the legs, the body parts, wings and antennae.
Distribute plasticine of different colours to each group. Make a model
along with the children so they can see how to do it. As you begin
forming your ladybug, ask the children how many body parts and legs
we need to make.
Tell the students that they're all going to make their own model of an
insect out of plasticine. Encourage them to look for as much detail as
possible.
Students decide where they might find their insect, such as on a leaf,
fruit or flower. They draw their insect's home on construction paper
and colour it with markers. Then, children cut out their bug's habitat.
Put all of their work on the collage. Ask questions such as: How many
bees are there? What colour is the ant? Has it got wings?

Material creat i adaptat de diversos autors pel Servici d'Ensenyaments en Valenci. Conselleria d'Educaci 2010.

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Lets make a garden

LESSON 3
Learning Outcomes

CONTENT

COMMUNICATION

Pattern through
repetition.

Following directions.

Using
three-dimensional
materials.

Colours, patterns
and shapes.
Talking about
insects.

COGNITION

Classifying insects
according to their
patterns.
Identifying insects.

CULTURE

Appreciation of the
own work and that
of other pupils, using
personal artistic
criteria.

WANT TO KNOW.
REINFORCEMENT.
EXTENSION

Students draw an imaginary insect. Ask them: If you could imagine


an insect, what would you like it to be? What colour? How big? Would
it have wings to fly? Would it have antennae? How many legs would
your insect have? (Six) Would it be decorated with lots of patterns and
colours? Give them some time to design their imaginary insects.
(Activity 3)

ASSESSMENT.
REFLECTION

Children can make voluminous objects, maintaining a sense of equilibrium


and proportion.
Students can find out about and identify a range of insects and their
body parts.
Students can find about patterns by looking at insects.
Children use their imagination to create insects of fantasy.

MATERIALS.
RESOURCES

Plasticine (an assortment of colours).


A collection of pictures of insects.
Construction paper.
Scissors. Markers.

Material creat i adaptat de diversos autors pel Servici d'Ensenyaments en Valenci. Conselleria d'Educaci 2010.

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Lets make a garden

LESSON 4
Learning Outcomes

CONTENT

COMMUNICATION

COGNITION

CULTURE

Colours and shapes


seen in flowers.

Colours, size and


shape.

Representing their
observations.

Investigate the
possibilities of a
range of materials
and processes.

Parts of a flower.

Choosing materials to
create a design.

INTRODUCTION.
REVISION

Take some of the insects made by children and ask some questions about
them, to review vocabulary. Ask the children, what they think their insects
need to live in the garden (food, water and protection). Explain that some
insects use flowers and plants for food and cover.

WARM UP
ACTIVITIES

Distribute books containing pictures of flowers and have children


search through the books to find different coloured flowers. Ask the
children about the colours they see. Write the names of flowers, colours
and shapes on the board. (Optional pictures)

MAIN
ACTIVITIES

The children work in groups of four or five. Display a small collection


of flowers (roses, daisies, daffodils, tulips, sunflowers) on each table.
Allow them to examine them and make general observations. Show
and say the different parts and ask about their colour and shape.

Encourage an
attitude of
observation.
Differentiate between
man-made objects
and natural objects.

Have your children make one of these flowers. You can provide muffin
cups for them to use as the flower head. They can choose to use
construction paper or pieces of tissue paper for the petals. Children
cut out individual petal shapes and glue together at the flower centre.
The centre of the flower can be decorated with plasticine, markers or
small seeds. Pupils tape a drinking straw to the back of the flower
for the stem.
Encourage students to talk about their flowers. Ask them questions
about the colours they have used, how many petals they have made
and what the flower is called. Help them to arrange flowers in the
garden collage.
Ask students to look at the garden collage and say what's missing.
What do plants need to grow? Ask children to recall what they saw in
the presentation. Children can complete the collage with the sun and
some raindrops. Have them make connections.
Let the children choose a title for the collage.
Material creat i adaptat de diversos autors pel Servici d'Ensenyaments en Valenci. Conselleria d'Educaci 2010.

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Lets make a garden

LESSON 4
Learning Outcomes

CONTENT

COMMUNICATION

COGNITION

CULTURE

To count numbers
from 1 to 99.

To copy numbers
in letters and
figures.

To learn the
numbers in figures
and letters.

To say numbers

To represent an
amount.

To show interest
in learning
numbers and
maths.

To copy numbers.

MAIN
ACTIVITIES

Explain that children can add flowers to the garden by doing their very
best at school. At the end of each day have the children who have had
a good day make a flower to put on the collage. Encourage everyone
to participate so that the garden can become full.

WANT TO KNOW.
REINFORCEMENT.
EXTENSION

Children will probably have many questions, so encourage them to look


up information on the Internet or in the library to learn more. Students
can use a paint program to demonstrate understanding of colours,
shapes and patterns in insects and flowers. They can draw a flower or
insect and label its parts, shapes and colours.

ASSESSMENT.
REFLECTION

Children can apply the techniques imaginatively.


Children can identify the main parts of a flower.
Students can identify and name colours seen in flowers.

Material creat i adaptat de diversos autors pel Servici d'Ensenyaments en Valenci. Conselleria d'Educaci 2010.

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Lets make a garden


TEACHING
OBJECTIVES

Area: ART & DESIGN


Ed.Level: Grade 1. LESSON 4

To identify the elements of art in objects in nature and in the environment,


emphasising line, colour, shape/form, and texture.
To explore and experience the expressive and communicative possibilities
of different materials.
To plan and organise for creating art.
To recognise that images from reality and from fantasy may be used to
create original art.
To use the most appropriate tools correctly in order to carry out a
particular technique.
To develop an understanding of organisms and environments.
To understand instructions, and through them, create a composition.
To understand descriptions and the use of appropriate vocabulary.
To develop creativity and observational skills.

FINAL TASK

Children will produce a garden collage in order to develop art concepts


such as use of colour, texture, collage, composition, painting or modelling.
Students will develop an understanding and appreciation of the visual
art forms in their environment and appreciate the art of others.
They will also reinforce their knowledge about plants and insects.

ASSESSMENT
CRITERIA

Children can sort materials according to size and colour.


Children understand and respond to simple classroom commands.
Finished art work. Participation in class discussions.
Children can talk about size and colour.
Children identify and name the vocabulary.
Children can produce a piece of work based on symmetry.
Children can use appropriate vocabulary to identify different forms and
colours in their work.
Children identify the main parts of a butterfly.
Children can make voluminous objects, maintaining a sense of equilibrium
and proportion.
Students can recognise and identify a range of insects and their
body parts.
Students can find about patterns by looking at insects.
Children use their imagination to create insects of fantasy.

Material creat i adaptat de diversos autors pel Servici d'Ensenyaments en Valenci. Conselleria d'Educaci 2010.

10

Lets make a garden


ASSESSMENT
CRITERIA

Area: ART & DESIGN


Ed.Level: Grade 1. LESSON 4

Children use their imagination to create insects of fantasy.


Children can apply the techniques imaginatively.
Children can identify the main parts of a flower.
Students can identify and name colours seen in flowers.

KEY
COMPETENCES

Linguistic communication: ability to listen to and understand spoken


messages in an appropriate range of communicative situations.
Knowledge and interaction with the physical world: basic principles of the
natural world.
Learning to learn: willingness to change and further develop competences
as well as self-motivation and confidence in one's capability to succeed.
Mathematical competence: halves and symmetry.
Autonomy and individual initiative : creativity and ability to plan.
Cultural and artistic competence: appreciation of the importance of the
creative expression of ideas, experiences and emotions in a range of media.

MATERIALS
RESOURCES

Large sheet of paper (butcher paper). PVA. Natural materials.


Washable paint in blue. Sponges. Paper plates.
White card. Coloured pencils or felt-tips.
Brushes. Scissors. Pipe cleaners.
Plasticine (an assortment of colours).
A collection of pictures of insects.
Construction paper and tissue paper.
Books containing pictures of flowers.
Muffin cups.
Drinking straws with bendable joint. Adhesive tape.

Material creat i adaptat de diversos autors pel Servici d'Ensenyaments en Valenci. Conselleria d'Educaci 2010.

11

Area: ART & DESIGN


Ed.Level: Grade 1. LESSON 4

Lets make a garden


Student Learning Outcomes

CONTENT

COMMUNICATION

Colour, size and


shape.

COGNITION

Classifying natural
materials according
to size or colour.

Working with
natural materials to
create art.

Identifying similarities
and differences.
Understanding the
concept of symmetry
and applying it.

The horizon line.


Different textures.
Symmetry in
personal expression.

Classifying insects
according to their
patterns.

Contour lines and


shape.

Identifying insects.

Pattern through
repetition.

Representing their
observations.

Using
three-dimensional
materials.

Choosing materials to
create a design.

Colours and shapes


seen in flowers.

CULTURE

Appreciation of the
natural world.
Teamwork.
Respect for all living
things.
Curiosity about
symmetry in nature.
Appreciation of the
work of their own
and of other pupils
using personal
artistic criteria.
Encourage an
attitude of
observation.
Differentiate
between man-made
objects and natural
objects.

Investigate the
possibilities of a
range of materials
and processes.

LANGUAGE FOR
THE TOPIC

VOCABULARY

LANGUAGE FOR
INTERACTION

STRUCTURES

Material creat i adaptat de Vicent Pascual i Do Coyle pel Servici d'Ensenyaments en Valenci. Conselleria d'Educaci. (2010)

12

Area: ART & DESIGN


Ed.Level: Grade 1. LESSON 4

Lets make a garden

LANGUAGE FOR
THE TOPIC

VOCABULARY

Natural materials (pine needles,


leaves, sticks, flowers, grass, etc).
Colours and size (large, medium,
small).
Garden elements (plants, trees,
soil, insects, flowers, sun, rain).
Insects (butterfly, ant, ladybug,
bee) and insects body parts
(antennae, head, body, wings,
legs).
Flowers (roses, daisies, daffodils,
tulips, sunflowers).

LANGUAGE FOR
INTERACTION

STRUCTURES

What can you see ...?


Where is the...? In the air/on
the ground.
What do plants/insects need?
What colour is it?
Which one is larger / smaller
lighter / darker?
Is it large/small?
Has it got legs?
Is it an insect?

Shapes: circle.

What shape is the body of a


ladybug?

Patterns (spots, stripes).

It's red with ...spots/stripes.


How many petals does this
flower have?
What shape is the centre of
your flower?

Respond to
instructions and
questions.
Sort the natural
materials by size /
colour.
Arrange and stick.
Dip your sponge into
the paint.
Draw a butterfly
shape.
Classroom language.
Get into groups of...
Clear up the table.
Expressing
similarities and
differences.
Describing their own
and others' artwork.
What did you enjoy /
was the most difficult?
What is special about
your insect?

Material creat i adaptat de Vicent Pascual i Do Coyle pel Servici d'Ensenyaments en Valenci. Conselleria d'Educaci. (2010)

13

Lets make a garden


TEACHING
OBJECTIVES

Area: ART & DESIGN


Ed.Level: Grade 1. LESSON 4

To identify the elements of art in objects in nature and in the environment,


emphasising line, colour, shape/form, and texture.
To explore and experience the expressive and communicative possibilities
of different materials.
To plan and organise for creating art.
To recognise that images from reality and from fantasy may be used to
create original art.
To use the most appropriate tools correctly in order to carry out a
particular technique.
To develop an understanding of organisms and environments.
To understand instructions, and through them, create a composition.
To understand descriptions and the use of appropriate vocabulary.
To develop creativity and observational skills.

FINAL TASK

Children will produce a garden collage in order to develop art concepts


such as use of colour, texture, collage, composition, painting or modelling.
Students will develop an understanding and appreciation of the visual
art forms in their environment and appreciate the art of others.
They will also reinforce their knowledge about plants and insects.

ASSESSMENT
CRITERIA

Children can sort materials according to size and colour.


Children understand and respond to simple classroom commands.
Finished art work. Participation in class discussions.
Children can talk about size and colour.
Children identify and name the vocabulary.
Children can carry out a work based on symmetry.
Children can use appropriate vocabulary to identify different forms and
colours in their work.
Children identify the main parts of a butterfly.
Children can make voluminous objects, maintaining a sense of equilibrium
and proportion.
Students can recognise and identify a range of insects and their
body parts.
Students can find about patterns by looking at insects.
Children use their imagination to create insects of fantasy.

Material creat i adaptat de Vicent Pascual i Do Coyle pel Servici d'Ensenyaments en Valenci. Conselleria d'Educaci. (2010)

14

Lets make a garden


ASSESSMENT
CRITERIA

Area: ART & DESIGN


Ed.Level: Grade 1. LESSON 4

Children use their imagination to create insects of fantasy.


Children can apply the techniques imaginatively.
Children can identify the main parts of a flower.
Students can identify and name colours seen in flowers.

KEY
COMPETENCES

Linguistic communication: ability to listen to and understand spoken


messages in an appropriate range of communicative situations.
Knowledge and interaction with the physical world: basic principles of the
natural world.
Learning to learn: willingness to change and further develop competences
as well as self-motivation and confidence in one's capability to succeed.
Mathematical competence: halves and symmetry.
Autonomy and individual initiative: creativity and ability to plan.
Cultural and artistic competence: appreciation of the importance of the
creative expression of ideas, experiences and emotions in a range of media.

MATERIALS
RESOURCES

Large sheet of paper (butcher paper). PVA. Natural materials.


Washable paint in blue. Sponges. Paper plates.
White card. Coloured pencils or felt-tips.
Brushes. Scissors. Pipe cleaners.
Plasticine (an arrangement of colours).
A collection of pictures of insects.
Construction paper and tissue paper.
Books containing pictures of flowers.
Muffin cups.
Drinking straws with bendable joint. Adhesive tape.

Material creat i adaptat de Vicent Pascual i Do Coyle pel Servici d'Ensenyaments en Valenci. Conselleria d'Educaci. (2010)

15

Area: ART & DESIGN


Ed.Level: Grade 1. LESSON 4

Lets make a garden


Student Learning Outcomes

CONTENT

COMMUNICATION

Colour, size and


shape.

COGNITION

Classifying natural
materials according
to size or colour.

Working with
natural materials
to create art.

Identifying similarities
and differences.
Understanding the
concept of symmetry
and applying it.

The horizon line.


Different textures.
Symmetry at the
service of personal
expression.

Classifying insects
according to their
patterns.

Contour lines and


shape.

Identifying insects.
Representing their
observations.

Pattern through
repetition.

Choosing materials to
create a design.

Using
three-dimensional
materials.

CULTURE

Appreciation of the
natural world.
Cooperative work in
class.
Respect for all living
things.
Curiosity about
symmetry in nature.
Appreciation of their
own work and that
of other pupils,
using personal
artistic criteria.
Encourage an
attitude of
observation.
Differentiate
between man-made
objects and natural
objects.

Colours and shapes


seen in flowers.
Investigate the
possibilities of a
range of materials
and processes.

LANGUAGE FOR
THE TOPIC

VOCABULARY

LANGUAGE FOR
INTERACTION

STRUCTURES

Material creat i adaptat de Vicent Pascual i Do Coyle pel Servici d'Ensenyaments en Valenci. Conselleria d'Educaci. (2010)

16

Area: ART & DESIGN


Ed.Level: Grade 1. LESSON 4

Lets make a garden

LANGUAGE FOR
THE TOPIC

VOCABULARY

Natural materials (pine needles,


leaves, sticks, flowers, grass, etc).
Colours and size (large, medium,
small).
Garden elements (plants, trees,
soil, insects, flowers, sun, rain).
Insects (butterfly, ant, ladybug,
bee) and insects body parts
(antennae, head, body, wings,
legs).
Flowers (roses, daisies, daffodils,
tulips, sunflowers).

LANGUAGE FOR
INTERACTION

STRUCTURES

What can you see ...?


Where is the...? In the air/on
the ground.
What do plants/insects need?
What colour is it?
Which one is larger/smaller
lighter/darker?
Is it large/small?
Has it got legs?
Is it an insect?

Shapes: circle.

What shape is the body of a


ladybug?

Patterns (spots, stripes).

It's red with ...spots/stripes.


How many petals does this
flower have?
What shape is the centre of
your flower?

Respond to
instructions and
questions.
Sort the natural
materials by
size/colour.
Arrange and stick.
Dip your sponge into
the paint.
Draw a butterfly
shape.
Classroom language
Get into groups of...
Clear up the table.
Expressing
similarities and
differences.
Describing their own
and others' artwork.
What did you
enjoy/was the most
difficult?
What is special about
your insect?

Material creat i adaptat de Vicent Pascual i Do Coyle pel Servici d'Ensenyaments en Valenci. Conselleria d'Educaci. (2010)

17