OBJECTIVES:
The student should be able to:
• Identify and describe ecosystems of local importance GLE 26 (LS-M-C3)
• Determine the ability of an ecosystem to support a population by identifying the resources needed by that population GLE 48 (SE-M-A2)
Benchmarks:
• Demonstrate art methods and techniques in visual representations based on research of imagery (VA-CE-M1)
• Select and apply media, techniques, and technology to visually express and communicate (VA-CE-M2)
• Use the elements and principles of design and art vocabulary to visually express and describe individual ideas (VA-CE-M3)
• Produce ideas for art productions while engaging in individual and group activities (VA-CE-M5)
•
Perceive the aesthetic value and influence of organic forms and the natural environment as reflected in works of art (VA-AP-M3)
Achievement Standard:
(a) integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
(b) use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks
TIME: 60 minutes
MATERIALS
Large white sheet of bulletin board paper, painted with blue water color paint for background (I used Turquoise powdered Tempera paint and occasionally changed the amount of water added to the paint for variation of shading). Complete background the day before lesson to allow drying time and add corrugated cardboard or sandpaper for the sea bottom. Each student will need colored paper, and craft supplies (pipe cleaners, packing peanuts, ribbon, wiggle eyes, fabric scraps, markers, pencil colors, scissors, rubber cement, stick glue, tape and a stapler), Coral Reef Activity Book, coloring sheets for early finishers, a computer to show Powerpoints (DJ Chunky and Century Gothic fonts were used), and optional music from Disney’s “The Little Mermaid”.
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
What is the largest structure ever built by living things?...not the Empire State building. What is the oldest habitat on Earth? …it’s a coral reef. The oldest known coral reef is over 25 million years old! You can even see a coral reef from space!
ACTIVITY:
Teaching Model: Teacher will say “Although corals look like exotic plants, they’re really tiny animals, but they cannot move about or swim. A coral reef is an enormous living community. A coral reef is an amazing, colorful city of underwater plants and animals. Teacher will present a Powerpoint presentation about coral reefs along with a Unitedstreaming video about endangered coral reefs.
Guided Practice: Students will create a mural of a coral ecosystem. Individual students are to make one piece of coral and one coral reef animal of their choice. Teacher will be available for help. Students will not be given a model to use when creating artwork. Teacher will play music from Disney’s “The Little Mermaid” in the background as students create their artwork.
Independent Practice: Students will complete a booklet about coral reefs. Students will color, cut out and assemble the pages of the booklet. After reading the booklet, students answer the questions on the last page. Early Finishers: Color pictures of coral reef animals.
Closure: The teacher and students will recite a finger play about coral reefs using Powerpoint:
I have a little coral (hold up a hand with fingers spread)
Don’t think it is a plant. (shake head no)
It’s really a tiny animal,
Like a fish or an ant. (show “tiny” with index and thumb)
This very little coral, (wiggle fingers)
Lives at the bottom of the sea, (point down)
With lots of other corals
In a gigantic colony. (Stretch both arms wide)
Soon this little coral (wiggle fingers)
Will become two, (hold up two hands & wiggle all fingers)
Building a huge coral reef—
A home for creatures, too. (All hands come together & wiggle)
EVALUATION/ASSESSMENT:
A coral reef activity book will be used to assess performance based activity, along with teacher observation.
ART CONTENT/CONCEPTS:
Students develop an understanding of ecosystems and how all biomes of the earth are interrelated.
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
see Objectives
Compare common traits of organisms within major ecosystems (LS-M-C3)
MODIFICATIONS | ACCOMODATIONS:
There are no students in this class with special needs requiring modifications. Preferred seating, repeated directions and reteaching will be used as necessary.
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
The students loved this lesson. Every student was involved and working, and they really didn’t want to stop. They were very proud of their coral reef and bragged to the other class about their project. This lesson was not hard to prepare for, and kept the interest of every child in the classroom for the entire class period (that doesn’t happen too often in fifth grade).
I really thought that I would have to guide the students more when creating their coral and reef animals, but they really were creative. The finished product was absolutely adorable, and other teachers came into my room to see it. The class went a little over 50 minutes, and I had to rush them along. When I do this lesson in the future, I will be more flexible with time, so that they can take as much time as they want. I will definitely use this lesson every year.
REFERENCES:
http://debretts.oz-net.com/gust/gbreef.htm
Copycat Magazine, Mar/Apr, p. 28-31, 2000
www.unitedstreaming.com (Coral Reefs: A Vanishing Treasure)
GALLERY
|
EXHIBITS |
K-12 |
STUDENT TEACHERS | HOME
|
