Lindsey Peterson

Moving Lines

Third Grade Lesson Plan

Third Grade
Project Description:

Objectives:

After this lesson, the students will be able to define and

identify diagonal lines, parallel lines, vertical lines, and
wavy lines.
By completing this lesson, the students will be able to use
their rulers and measure out one inch increments and
incorporate measuring into art.
During this lesson, the students will work on their fine
motor skills by using scissors to cut out strips of paper.
Upon completing this lesson, the students will have created
their own individual projects incorporating slight
manipulation of lines to show movement in art.

Visual Arts Standards Addressed:

Anchor Standard #1:

o Generate and conceptualize artistic ideas and work
Anchor Standard #2:
o Organize and develop artistic ideas and work
Anchor Standard #3:
o Refine and complete artistic work

Materials needed:

Other Standards Addressed:

Engage collaboratively in exploration and imaginative play

with materials.
Explore uses of materials and tools to create works of art or
design.

Vocabulary:

Students will
create a
personalized
piece of art
displaying how
the
manipulation of
lines can show
movement in
art.
The students
will create their
art by
completing a
series of steps
while still
maintaining
their
individuality.

One sheet of
white
construction
paper, 8 x12
One sheet of
black
construction
paper, 12x18
Ruler
Pencil and eraser
Markers,
assorted colors
Glue sticks
Scissors

Diagonal line: A diagonal line is made out of a straight line

that's set at an angle instead of straight up or across.

Vertical line: A vertical line is one the goes straight up and

down.
Parallel line: Two lines are parallel when placed on a plane they
will never meet because they extend at the same angle.
Horizontal: A horizontal line is one that is flat or level, parallel to the horizon.

Wavy line: A wavy line is one curving alternately in opposite directions.

Manipulation: To adapt or change.
Movement: The act, process, or result of moving.

Pedagogy:

Students will begin the project by drawing diagonal lines across their 8x12 white piece
of paper.
They will then use their assorted colors of markers to color in those lines with whatever
colors they choose as long as no two of the same color sections are right next to each
other.
Upon completing coloring each of the different sections, the students will then use their
ruler as a measurement tool to mark off every across their paper at both the top and
bottom of their paper.
After measuring, the students will again use their ruler to connect both the top and bottom
markings to create straight vertical lines.
Using their pencil, the students will then number each of the vertical sections from 1-24.
The students will then cut on all 23 vertical/parallel lines they just created working on
their fine motor skills and hand-eye coordination.
Once all the lines were cut out, the students will create two piles. In one pile the students
will place strips numbered 1-12, and in the second pile the students will place strips
numbered 13-24.
The students will then locate strip #12.
Glue strip #12 down like a horizontal line across the black 12x18 piece of construction
paper.
The students will then work backwards using #11 next down through #1 working with the
top half of their paper. *Each strip that is glued down has to have one side overlap and
the other side a finger space in between.
Next they repeat the process using strips 13-24. The students will now work down their
paper starting with strip #13 and working their way up to strip #24. *Same rule applies.
Once every strip of paper is glued down the project is complete.
The finished projects show how straight lines can bend and move by slowly altering their
placement on the black paper.
Each project will be unique and beautiful in its own way, while still showing how lines
can be manipulated to show movement.

Assessment:

I will gather the classs attention once the entire class has finished their artwork.
I will wander about the class randomly choosing students finished products and ask the
students to draw with the finger in the air, how that particular students lines are flowing
and moving.

I will verbally test the students on what each of the different lines, (diagonal, vertical,
parallel, horizontal, and wavy) are and what classifies them as such.