Radial design plates Indirect lesson

Grade Level : 1st Grade

Duration: 2 class periods
Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work
Enduring Understanding: Creativity and innovative thinking are essential life skills
that can be developed.
VA:Cr1.2.1a Use observation and investigation in preparation for making a work of
art.
Anchor Standard 3: Refine and complete artistic work.
Enduring Understanding: Artist and designers develop excellence through practice
and constructive critique, reflecting on, revising, and refining work over time.
VA:Cr3.1.1a Use art vocabulary to describe choices while creating art.
Anchor Standard 2: Organize and develop artistic ideas and work.
Enduring Understanding: Artists and designers balance experimentation and safety,
freedom and responsibility while developing and creating artworks.
VA:Cr2.2.1a Demonstrate safe and proper procedures for using materials, tools, and
equipment while making art.
Purpose:
The purpose of this lesson is to provide closure to the radial design spider web
lesson and to provide students with the opportunity for more independent practice
at radial design.
Objectives:
Students will be able to create a radial design using shapes.
Students will plan a design by laying out shapes in a design before gluing them
down.
Students will be able to use tools safely to cut out at least 2 shapes on their own.
Students will be able to follow directions.
Students will be able to describe characteristics of a radial design.
Materials:
Paper Plates, precut colored paper shapes, glue sticks, colored paper, and scissors
Anticipatory Set:
Students will sit on carpet.

The teacher will ask students to think about what they know about radial design
from the spider web lesson. Teacher will ask students what the three important
parts of a radial design are. (A radial design must have a center, must be the same
on all sides, and must grow outward.) They will have an opportunity to share what
they previously learned.
Teacher will then show students the paper plate they will be receiving. Each paper
plate will have a hexagon pre-glued in the center. The teacher will tell students that
at their tables there are precut shapes. The students will have to create a radial
design on the plates with at least 4 levels and with at least 2 shapes they cut out on
their own. Students should lay out the design on their plates WITHOUT GLUE. When
they think they have made a radial design, they can raise their hands to be
checked. Students will be told that about half way through the class, they will come
back to the carpet for a discussion on what they have found.
Students will then be given their paper plates and can go to their seats.
An opportunity for students to explore a concept, find patterns, create
understandings:
Students will explore the concept of radial design. Since they are not going to be
told explicitly how to make a radial design, they will have to experiment with the
shapes and rely on their previous knowledge to complete the project. If they do not
do the design correctly, they will have to examine what they do not understand
about the project in order to fix their design or ask for help fixing their design.
Metacognition opportunities:
Students will plan out their design before gluing it down. They will have to think
about their prior knowledge to complete their project. Before students ask if their
design is correct to glue down, they will have to check with the teacher. Students, at
this point, will have to decide if they are on track or not. Midway through, students
will also have the opportunity to share their designs and explain their process with
their peers, which also means they will be explaining their thought process.
Opportunities to apply learning to new situations:
First grade students will be talking about shapes in their math classes. In this
exercise, they will have the opportunity to meet math standards such as being able
to differentiate between shapes by number of sides and building shapes to show
their knowledge of defining attributes of the shapes.
Checking for understanding:
When students think they have a radial design, they can raise their hands for their
plates to be checked. Students will be asked how they know their design is radial.
Half way through the lesson, the students will be called back to the carpet and
students who were successful will show their plates and explain how they got to
their solution. When they have successfully made a radial design they may glue
their design down and then free draw until everyone is done.
Closure:

When everyone is finished, students will

gather back on the carpet and the teacher
will show the sample project and summarize
and answer any final questions.

Assessment:
4- I got it! I can teach radial design to a
friend and I can define the characteristics of
radial design in new ways. I am focused.
3- I get it! I can create a radial design that
follows the characteristics of radial design. I
am on task
2- I almost have it. I just need a little practice. I may have forgot some of the
characteristics of radial design. Sometimes I am unfocused.
1-I am trying! I need extra help remembering
anything about radial design. I am having difficulty
staying focused.
Adaptations/differentiation:
Students with autism will have the two shapes they need to cut out on their own pre
drawn. They will also have the first two levels of their radial designs drawn out for
them. They will need to match the shapes to the first two lines of radial design, and
then they can do the second two on their own. They have a paraprofessional with
them who may assist them as needed. We will speak about the lesson at the
beginning of class.
Other students in the class have behavioral problems and problems with transitions,
ect. These students will receive extra attention to be reminded to stay on task. If
needed, we will have to use the schools PBIS (Positive behavior Intervention and
Support) system. Students all start on ready to learn. Students on ready to learn are
behaving responsibly, respectfully, and safe. Students who misbehave badly are
given one warning. If they need to be talked too again, they will move their magnet
down to Think about it. At this point they will have to fill out a think about it sheet
that is on the desk by the PBIS chart. They will have to take this form home to get it
signed by their guardian. Further warnings will result in the student getting a
consequence, such as staying in from recess or writing an apology letter. Finally, if
the student is still not cooperating, they get an ODR, meaning they will have to go
down to the office to speak to the principle Ms. Hayworth. Students who behave well
can receive a tiger paw.