2nd grade Title: Fossils!

Skill/Concept: Clay and paint, impressions

BIG IDEA: Environment/Time 2nd grade Art TEKS addressed

Essential Question(s): Observation and Perception:
1. What is a fossil and how is it formed?
☐(A) compare and contrast variations in objects and
2. How can we form a stone shape out of clay?
subjects from the environment using the senses;
3. In what ways is a clay impression of a toy animal similar to a fossil?
✓ (B) identify the elements of art, including line,
Learning Goal(s):
shape, color, texture, form, and space, and the
1. Students will understand what a fossil is and how they are formed.
principles of design, including emphasis,
2. Students will learn how to form a clay sphere.
3. Students will create impressions in clay to simulate a fossil. repetition/pattern, movement/rhythm, and
Vocabulary: balance.
• Clay Creative Expression:
• Sphere ☐(A) express ideas and feelings in personal artworks using a
• Impression variety of lines, shapes, colors, textures, forms, and space;
• Texture ☐(B) create compositions using the elements of art and
• Kiln principles of design; and
• Fossil ✓ (C) identify and practice skills necessary for
Materials/Resources: producing drawings, paintings, prints, constructions,
• Fossils Tell Stories by Yu-Ri Kim and sculpture, including modeled forms, using a
• Clay variety of materials.
• Variety of objects such as shells, rock, leaves, etc. Historical & Cultural Relevance:
• Watercolor paint ☐(A) interpret stories, content, and meanings in a variety of
Procedures: artworks;
Day 1: ☐(B) examine historical and contemporary artworks created by
• For the hook, I will read the story book Fossils Tell Stories by Yu-Ri Kim. We will then talk about what fossils men and women, making connections to various cultures;
are and why they are important. ☐(C) analyze how art affects everyday life and is connected to
• I will instruct that we will be making our own fossils out of clay. I will teach them what an impression is, jobs in art and design; and
which is how we are making our fossils. ✓ (D) relate visual art concepts to other disciplines.
o Pass out a chunk of kneaded clay to each student. Critical Evaluation & Response:
o Have them form their clay into a sphere and then press down their sphere onto the table with their ☐(A) support reasons for preferences in personal artworks;
hand to create a flat stone-like shape.
☐(B) compare and contrast ideas found in collections such
o Take the shells, leaves, etc. and instruct them to push them into their clay to create impressions of
as real or virtual art museums, galleries, portfolios, or
the objects.
exhibitions using original artworks created by artists or
• I will fire their fossils in the kiln. And explain the process to them. I will teach them that just as fossils take a
peers; and
long time to be created in the earth, our homemade fossils will also take time to be ready.
Day 2: ✓ (C) compile collections of artwork such as physical
• After their fossils are fired, they will paint the bisqueware with watercolor paint to give it a natural stone artwork, electronic images, sketchbooks, or
look. Of course they can be creative and colorful as they paint! This will also show them how paint looks as portfolios for the purposes of self-evaluations or
it sits in the impressions (texture) vs the smooth part of the “stone”. exhibitions.
Differentiation:
• In my lesson I will explain that not all fossils are found in perfect round rock forms, therefore if students are
struggling to make perfect spheres I will encourage that it is ok! The only requirement is a flat shape we can
press objects into.
• Allowing the students to paint their fossils however they want ensures that all students can paint, no matter
their skill level.
Assessment:
• After completing their painted fossils, I will have them upload a photo to their art folders so they can take
their fossils home with them that day!
• I will initiate a group share with their table members so they can see the different fossils and the painting
techniques their peers used.
Interdisciplinary Connections:
• Science
-This lesson connects to science because I will be teaching them how a fossil is formed and how long it
takes.
• Reading Created by Carli Marriot
-I will be reading them a story book about fossils.