Erica Barr PS1

Lesson
Title/Focus

Classroom Textures

Date

November 30, 2015

Subject/Gra
de Level

Grade 1/2 Art

Time
Duratio
n

60 min

Unit

Lines and Textures

Teacher

Erica Barr

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Students will represent surface qualities of objects and forms.

A. Texture is a surface quality that can be captured by rubbings or markings.

LEARNING OBJECTIVES
Students will:
1. Students will discover new textures in the classroom.
2. Students will represent textures using crayon rubbings.

ASSESSMENTS (Formative)
Observations:

Key Questions:
Products/Performan
ces:

Use of different lines to decorate toques.

Ability to create texture using tissue paper.
Using color to enhance work.
How many different styles of lines can you make?
What kind of texture does tissue paper have?
A toque made from paper, decorated with lines made from yarn,
and topped with a tissue paper pom-pom.

LEARNING RESOURCES CONSULTED

Alberta Program of Studies

MATERIALS AND EQUIPMENT

20 11x15 Sheets of White Paper
Crayons
1 Exemplar

PROCEDURE
Prior to lesson
Attention Grabber

Assessment of
Prior Knowledge

Expectations for
Learning and
Behaviour
Transition to Body

Have exemplar created to show students. Have enough copies of

toque cutout and tissue paper and supplies at the ready.
Introduction (15min)
Time
Do: Start drawing different kinds of lines on the board,
silently.
Say: What am I doing? Right! And what do we wear to
1min
keep warm outside? Thats right! Today we are going to
be making our own toques with some very cool designs
on them!
Ask: Pointing to each different line on the exemplar sheet,
What kind of line is this? Continue through each line.
- Straight
- Hills
1min
- Zig Zags
- Lightening
- Dashes
- Slanted
Students will work together or by themselves to find at least 10
textures within the classroom. They will then transfer these
textures to their papers through the use of crayon rubbings.
Teacher will review describing words with students, and give
13 min
directions on how to go about the classroom.
Ask: Can anyone tell me what a describing word is?

Adapted from a template created by Dr. K. Roscoe

Erica Barr PS1

Examples:
o Rough
o Smooth
o Prickly
o Soft
o Wrinkly
o Fuzzy

Say: Okay boys and girls. To help us understand more

textures, we are going to take a texture walk!
Teacher will take students out into the hallway to feel 3
different textures. Students will not touch the texture until told
to by the teacher.
1. Glass Window
2. Christmas Tree
3. Fabric Bulletin Board
Key Questions:
What does it feel like?
Is it warm or cold?
Hard or soft?
Rough or smooth?
Does the first texture feel the same as the second? The
third?
Body (40min)
Learning Activity
#1
Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:
Feedback From
Students:
Transition To Next
Lesson

Time

Texture Rubbings
Teacher will show exemplar and explain how students are to go
about the classroom.
Guidelines:
When you get your paper, write you name on the back.
You must have at least 10 different textures.
You must use dark colored crayons except for black.
When you have found all of your textures, you will
outline each texture with a black crayon. Please share.
Students will then work on their own or with peers to find
textures and transfer them to their papers. The teacher will
watch for sharing and good group behavior.
Closure (10min)
Ask: Who found over ten textures? Over 15? Over 20? Wow,
did you know there were that many textures here in our
classroom?

Time

Ask: What was one cool texture you found in our classroom?
Say: Now, we need to clean up before we go home today.
Could the person who brought the supplies to the table, please
return them? Then please sit quietly back down at your desk.

*A five-minute buffer is left for the lesson.

Sponge
Activity/Activities

Students will work on their early bird book once they have completed their
project.

Adapted from a template created by Dr. K. Roscoe

Erica Barr PS1

Reflections from the

lesson

Adapted from a template created by Dr. K. Roscoe