Measuring For The Art Show - Day 2

Measuring for the Art Show – Day 2
Grade: 2 Subject: Art / Math Unit: Measuring for the Art Show Lesson Duration: 60 min
Overview of lesson
After listening to me read the book “Measuring for the Art Show”, the children prepare for their own art
show by using connecting cubes to measure the lengths and widths of several types of art paper. As
the students (in pairs) use different measurement strategies to measure the paper, I will move around
the room supporting, encouraging, and conferring, this formative assessment will allow for me to
understand the student’s prior conceptions at the start of the unit. We will introduce new strategies on
how to count 2, 5, 10 and not counting the corner.
OUTCOMES FROM 2013 MINISTERIAL ORDER: Cross-curricular Competencies

Outcomes (a to j from M.O.):
d. manage information: access, interpret, evaluate and use information effectively, efficiently and
ethically;
e. innovates: create, generate and apply new ideas or concepts;
f. creates opportunities through play, imagination, reflection, negotiation, and competition, with
an entrepreneurial spirit;
Alberta Program of Study

Art
Art (Elementary) GLO /GLE SLO/SLE
Component 7- Emphasis: Students will create c. contrast subject matter with the ground of
emphasis based on personal choices. emphasis
d. forms can run off the edges of the picture space in
a composition.
Math
SLO/SLE
GLO /GLE 4. Measure lengths to the nearest nonstandard
Shape and Space (Measurement) unit by:
Use direct and indirect measurement to solve problems.  Using multiple copies of a unit
 Using a single copy of a unit (iteration process)
Critical Questions
Unit Inquiry Question:
Art
 What can we do to create an emphasis in artwork?
Math
 How can we measure objects?
 What are some tools we can use to measure?
Lesson Guiding Questions

Lesson Guiding Questions:
Art
 Have you ever created a picture before?
 Have you ever coloured beyond the lines?
 Have you ever used pastels before?
 Is there any right way to do art?
 What strategies did we use last class?
 What are some strategies we can use?
 Why did some people have different measurements?
Math
 Have you ever measured anything before?
 What are some measurements you have heard before?
Learning Objectives
I can …
 create original artwork based on personal choice (Winter Lights Example)
 measure artwork using a standard unit of measurement (Connecting Blocks)
Learning Resources Consulted
Resource #1: Measuring for the Art Show: Addition on the Open Number Line by Catherine Twomey
Fosnot. This is used as the primary resource for guiding the 10-day unit.
Resource #2: Measuring for the Art Show (Story): This is on a pdf and in Appendix A of the Measuring
for the Art Show: Addition on the Open Number Line. This is used as the hook of the lesson to get the
students engaged and to get them thinking about measuring. This also engages the students with the
introduction of them having their own art show.
Resource #3: Winter Lights Exemplar. This shows the students the type of artwork we will be working
on to create for one of the art pieces. https://www.pinterest.ca/pin/365847169704186516/?lp=true
Materials and Equipment
 Measuring for the Art Show (Story)
 Student Recording Sheet for paper measurements.
 Connecting Cubes
 Clipboards
 Whiteboard
 Markers
 Different art paper to measure (5)
 White paper
 Tissue Paper
Lesson Procedure
Introduction (10 min.):
Hook / Attention Grabber – To hook students, “Measuring for the Art Show” will be read to them to introduce
the art show concept. The story will act as hook and introduce the concept of measuring and the art show.
Building off the art show concept, also engage in measuring strategies.
Expectations for Learning and Behavior – - The expectations for Learning and Behavior for this lesson are as
follows:
 Try your best
 Stay on task
 Respect your classmates
o Rule #2 – raise your hand for permission to speak
o Be aware of other’s personal bubble
 Use supplies and time wisely
 Get help when needed
Transition to Body – To Transition to the lesson students will be asked to following questions to activate prior
knowledge of Measuring and creating Art;
 How can we measure objects?
 What are some tools we can use to measure?
 What are some measuring strategies we can use?
 Why do you think not everyone had the same measurements?
Body (45 min.)

Steps and Procedures Identify Teaching Strategies:
Checking our Measurements (10 min) Direct instruction as well as whole group
 First the teacher will re-introduce the idea of how the we will be utilized in during the reading of the
measured the paper in the previous class. book. This is done to ensure learning of an
 Talk as a class with student input on why not everyone
important and crucial topic, while giving
got the same measurements when all the 5 different
kinds of paper are the exact same size respectively. students an opportunity to express and
 Use the students as well as the board to show how if explore thoughts and ideas surrounding the
they use the picture frame method, they should not count topic at hand.
the corner block as it does not measure any of the paper. Direct instruction is a crucial part of the
instruction, as it provides the teacher with the
Remeasuring (Measuring Paper) (15 min):
opportunity to ensure specific concepts are
 Ask the students, to get back into their elbow partner
groups, and hand out the recording sheets from taught and done so in a timely matter.
yesterday. Class discussion: Use the students as well
 Re-Introduce the concept that of not counting the corner
as the board to show how if they use the
piece and making sure all the blocks are pushed together
for accurate measurement. picture frame method, they should not count
 Introduce the measuring blocks to the students (non- the corner block as it does not measure any
standard measurement) and say they will have to use of the paper.
these to figure out how long the length and width of each
Measuring a piece of paper as a group to
paper is.
 Instruct the students that they have to treat the paper further the understanding of what is expected
carefully, as it is the paper we will be using for their from them.
projects. Only take one at a time and return the paper
Group discussion is utilized following the
how you found it.
 This will be done with elbow partners as there are not direct instruction to provide formative
enough blocks for each student to do it individually. assessment for validity and reliability for the
 Record the length and width of the paper and record measuring concepts taught. By providing
them on their recording sheet.
students with the opportunity to express
 If the students get done early, allow them to measure
other objects in the room while the rest of the class finish. themselves, the teacher creates an open
 Math congress to use students input to make sure opportunity for students to explore and
everyone now has the same measurements of the 5
discuss the artwork and measuring strategies.
pieces of paper.
 When everyone is done, call them to their seats and
have #3 at the table put away the blocks.
Winter Lights Art (20 min):

 Next introduce the second art project where the students
will be using tissue paper to create their own winter lights
on the white paper.
 Show the students an example done by the teacher prior
to them beginning their own. Talk about what they see in
the example’s lights (there are patterns). Instructs them
to make at least one pattern in one of their three lights.
 Stress that they students should take their time and do
the best they can, art has no one right way of doing it!
 They can use whatever colors they want.
Assessments
Formative: Formative assessment will take place in the by walking around the room while the students
are measuring to assess what strategies are being used. Engage in conversation with the students
while they measure: “Why are you counting that way?” This first day is to assess how the students use
the blocks to measure the paper.
Summative Assessment: Summative assessment will not be utilized for this activity as this is an introductory
lesson and students have not yet had the opportunity to master the skills being taught and practiced. Skills being
taught in the lesson will likewise be assessed in the final project for the unit.
Differentiation
While students will be presented with information verbally, through both the telling of a story and the teacher’s
presentation of information, information will also be presented on the board and visually done with
demonstrations. This will be done to ensure that students who struggle with auditory skills have an equal
opportunity to learn about measuring for the art show.
Allowing the students to measure objects in the classroom freely when they are done measuring to engage
their interest in the activity.
For students who need extra time use tissue paper to decorate their paper, students will also be given a
second chance (the following day) to complete their artwork and hand it in. This is done to ensure students have
the opportunity to perform to the best of their abilities, and hand in their best work.
Consolidating and Closure (5 min)

Transition to Next Lesson(s): Following the completion Winter Lights art and measuring sheet,
students will clean up their areas, hand in their coloring pages, and gather at the carpet where they will
be dismissed to their next class.
Feedback from Students on Learning:

Reflective Notes

Measuring For The Art Show - Day 2

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Measuring For The Art Show - Day 2

Uploaded by

Copyright:

Available Formats

Measuring for the Art Show – Day 2

OUTCOMES FROM 2013 MINISTERIAL ORDER: Cross-curricular Competencies

Alberta Program of Study

Lesson Guiding Questions

Learning Resources Consulted

Body (45 min.)

Winter Lights Art (20 min):

Consolidating and Closure (5 min)

Feedback from Students on Learning:

You might also like