Art Lesson Plan

First Name

Maud Rina

Last Name

Nishimoto

UH Email

maudrina@hawaii.edu

Date

10/25/2014

Semester

Fall

Year

2014

Grade
Level/Subject

1st Grade/ Art

Lesson Duration

Title

60 minutes
A Tree in All Seasons

Lesson Overview
Students will create an artwork of a tree that depicts the different seasons of the year. The
artwork will be created using art materials such crayons, watercolor and paint. In the lesson,
students will learn about primary colors. They will also learn how to mix primary colors to
create secondary colors. Through the artwork students will show which colors represent each
season.

Central Focus (Enduring Understandings)

Primary colors are red, yellow and blue. They are called primary colors because they can not
be created by mixing other colors. However, mixing two primary colors will create secondary
colors; orange, violet and green.
Colors can represent many objects. Seasons can be represented through colors. This can be
seen in the changes in colors leaves go through as the seasons change throughout the year. In
summer, leaves are bright green. In fall, leaves can be red, brown, orange or yellow. In fall,
trees are bare but some of the branches are covered in snow. In spring, new leaves are light
green and fruit breading trees have flowers. The different leaves colors are often used to
represent each season.

Essential Question(s)

Why do we need to understand the seasons of the year?

What are primary colors?
Why is it important to understand primary color?
What are secondary colors?
How are secondary colors created?
What changes do trees go through in each season?
What colors represent each season?

Content Standard(s)/Benchmark
Standard 1: VISUAL ARTS: Understand and apply art materials, techniques, and
processes in the creation of works of art and understand how the visual arts
communicate a variety of ideas, feelings, and experiences
Topic

How the Arts are Organized

Benchmark
FA.1.1.1

Use various types of art media

Sample
Performance
Assessment (SPA)

The student: Uses various types of art media (e.g., watercolor,

crayons and paint)

Topic

How the Arts are Organized

Benchmark
FA.1.1.2

Use the elements of line, shape, form, texture, color, and the
principles of repetition and variety in artwork using a variety of
art mediums

Sample
Performance
Assessment (SPA)

The student: Creates original artwork that incorporates the

elements of art and the principles of design. In this lesson,
students will create a picture of a tree.

Topic

How the Arts are Organize

Benchmark
FA.1.1.4

Demonstrate how mixing primary colors can create secondary

colors

Sample
Performance
Assessment (SPA)

The student: Mixes primary colors to form secondary colors and

describes the process (e.g., yellow paint and blue paint create
green paint) then use them to paint the original work of a tree.

Prior Academic Knowledge and Student Assets

Students are able to identify different colors by name. They are able to provide examples of
objects for each color. Through their previous lesson Language Arts of the different season,
they have knowledge of what kinds of changes occur during each season including the leaves
of trees. They also know the order in which each season occurs. If a teacher were to pick a
season, students are able to name the order other seasons occur chronologically. Although
Hawaii do not experience each season and most trees in Hawaii do not change as the season
changes, students were previously presented with pictures of a tree but in different seasons.
Students were able to make the connection that seasons like fall and spring, occurs in other
countries or state but not in Hawaii.

Academic Language Demands

Primary Colors- red, blue, yellow

Horizontal

Secondary Colors- purple, green orange

Vertical

Season- fall, Autumn , summer, spring, winter

Nature

Instructional Strategies and Learning Tasks

Strategies
Lesson will begin after Morning Business
Teacher will
Teacher will invite students to sit on the
mat in the back of the class to introduce
the lesson.

Students will
Students will move from their seats to the
mat.

Ask the students to recall the previous

lesson on seasons. Generate a discussion
about what happens to trees in each
season. Pay close attention to colors of
leaves and description of trees.
Prompt:
What do trees look like in
Summer?Fall?Winter?Spring?
Why do trees appear this way? What
happen to their leaves?

Students will share knowledge on what

occurs as seasons change. They will
share a wide range of information such
as; animals fur changes color in winter,
farmers plant seeds in spring, animals
grow in summer, etc.
Regarding trees, students will share
leaves colors during each season. They
will also describe trees appearance and
provide evidence why trees look this way.

Note: Students will share a variety of facts

about each season. Explain to students
that the focus is on trees. Refer to tree
picture if necessary.
Teacher will then show the students a
Students will turn to their partner and
sample of the art project they will be
describe the artwork. After 1-2 minutes,
doing. Have students discuss the artwork. they will share what they observed in the
artwork.
Prompt: (Buddy Buzz)
What do you see in the picture?
What do you notice about the tree? the
leaves?
Discuss how each section of art piece
represent a season.
Note: Provide students 1-2 minutes to
discuss artwork.
Have the students examine the artwork
again. This time, focus students attention
to the colors they see in the picture.
Prompt:
What colors do you observe in the
picture?

Students will name the colors they see in

the picture.
Red, Yellow, Blue, Green, Orange, Violet
and Brown.

Teacher will then share to the class that

she only used three different colors to
create the art piece. She will then ask the
students if they can name the three
colors.

Students will turn to their partner and try

to guess the three colors. They will also
explain why they chose the three colors.

Prompt: (Buddy Buzz)

Talk to you partner and discuss what were
the three colors that used to create this
artwork and explain.
Introduce primary colors. Provide
definition. Explain how the artwork was
created using only three colors. Also
explain how the other colors observed in
the picture was achieved. Introduce
secondary color. Have students repeat
definition for primary and secondary
colors. Asses students understanding by
asking to provide examples of each.

Students will listen to definition of primary

and secondary colors. After learning the
definition, students will name primary and
secondary colors. Students will repeat
definition of primary and secondary colors.
They will also give examples.

Definition:
Primary colors- are colors that cannot be
created by combing other colors.
Secondary colors- are colors that are
created by combing two different primary
colors.
Have students return to their seats.
Display sample artwork somewhere
visible for all students to use as a
reference.

Students will return to their seats.

Teacher will provide students with

watercolor paper and brown crayon.

Students will receive watercolor paper and

gown crayon.

Instruct students to fold watercolor paper

in half. Ask to students to fold paper
hamburger fold. Demonstrate to
students how to fold paper.

Students model after teacher.

Leaving the paper folded, fold the paper

one more time. Do a hotdog fold this
time.

Students model after teacher.

Note: Open the folded paper to show

students what it should look like.

Before instructing students to draw a tree, Students will follow step by step
model how the tree will be drawn. Tell
instructions on how to draw tree.
students that it will be done step by step
and altogether.
Draw a tree:
1. Open your paper and lay it flat on your
table.
2. Look at the second section or column.
Find the center of this column from top
to bottom and left to right. We will
draw our tree trunk starting at the
middle of the second column.
3. Take your brown crayon and starting
at the center of the second column,
draw a large letter J. Make sure that
end of the letter J goes down to edge
of the paper
4. Do the same task to the third column.
This time drawing a backwards J.
5. We will now draw branches. To draw
branches, extended the top end of the
letter J horizontally to the left of the
paper.
6. Then, draw another line slightly about
the horizontal line and have it merge
towards the previous line as it gets
closer to the end. (Explain how
branches are thick on one end and
skinnier on the other)
7. Perform the same step to the other
side of the trunk.
8. To draw other branches, draw another
line slightly above the first branch
drawn. Extend line close to the end of
the paper. Draw another line next to it
and have it merge as well to create
branches. (Perform the same step with
other branches)
9. Each branch, also has smaller
branches. Draw short dark line coming
off of the big branches. Draw a few on
each branch.
10. Lastly, color all the white spaces in
tree trunk as well as the branches. Be
sure to color it dark.

Provide students time to finish coloring

before beginning next block of instruction.

Finish coloring tree.

Teacher will demonstrate how secondary

colors are achieved using watercolors by
mixing two primary colors.

Students will listen and pay attention. Ask

questions if there are any.

Teacher will give a short lesson on how to Students will listen and pay attention.
use watercolor as well as brush.
Teacher will begin with the first column of
the folded paper. Using a wet on wet
technique, paint the entire first column
blue.

Students will model after teacher.

Note: Wet on Wet technique of

watercoloring will be used throughout the
lesson.
Still in the first column, using yellow
Students will model after teacher.
watercolor, color over the blue watercolor Students will also answer questions.
at about half way through the column from
the top of the paper.
Prompt:
What color did we combine and what is
the result?
What season do you think this column
represent? why?(Buddy Buzz)
Moving on to the second column. Color
the entire column, red. then, using yellow
watercolor, color over red color about half
way through the column from the bottom
of the paper.
Prompt:
What color did we combine and what is
the result?
What season do you think this column
represent? why?(Buddy Buzz)
Note: Instruct students to clean brush if
needed as they switch colors.

Students will model after teacher.

Students will also answer questions.

For the third column, direct students

Students will model after teacher.
attention to sample artwork. Notice how
the top of the third column is a lighter
blue. Starting from the bottom of the paper
with a blue watercolor, paint about half
way through the column. Have students
rinse their brush. Without dipping their
brushes in watercolor, spread some of the
blue color from the bottom half of the third
column to the top.
On the last section, color the whole
section yellow. Using blue, color about
half way through same column from the
top.

Students will model after teacher.

Students will also answer questions.

Prompt:
What color did we combine and what is
the result?
What season do you think this column
represent? why?(Buddy Buzz)
When students are finished, have them
Students will clean their areas.
clean their area and provide assistance to
clean other students area as well.
Students may also work on their QT
book.
*Let watercolor dry over night*
Once watercolor has dried. Students will
create leaves on trees using their thumb
print.
* Review primary and secondary colors*
* Review trees appearance for each
season and discuss changes on leaves*
* Review what each column in their
artwork represents and what color they
should use to make leaves*

Students will review the primary and

secondary colors. They will share how a
tree looks in each season and describe
its leaves. They will also discuss what
color they should use to create leaves for
each column of their artwork.

Teacher will demonstrate how to mix

primary colors to make secondary colors
to be used to make leaves on tree.

Students will model after teacher.

Note: Have students create extra green.

Some will be turned to lighter green
After a discussion on what color the
Thumb print dark green leaves on tree in
leaves should be, model thumb printing the first column of the paper.
leaves on tree in the first column. Teacher
will use dark green to thumb print leaves
on summer column of artwork. Remind
students to thumb print on branches.
Note: Have students wipe their thumbs as
they switch colors.
Discuss leaves colors in fall. (Buddy Buzz)
Using orange, red and some yellow,
thumb print few leaves on tree and some
on the ground or falling off the tree.

Using orange, red, and yellow paint,

students will thumb print a few leaves on
trees branches. They will also thumb print
some leaves falling off the tree as well as
on the ground.

*Discuss the difference in the amount of

leaves on the tree in summer and in fall.
To create snow on trees, thumb print
Students will use white paint to thumb
white paint on some of the branches in the print snow on the broaches of the tree as
third column. Do the same on the bottom well as the bottom of the tree.
of the tree. Thumb print a few drops of
snow falling from the sky and off the tree.
Using the left over green from earlier, add
in some yellow to the green paint to create
a lighter green. Use this color to thumb
print leaves on the last column for spring.
Give the students the option to add dots
of red for fruits.
Allow artwork to dry

Students will mix a small amount of yellow

paint, together with the green paint to
create light green. Students will then use
this to thumb print leaves on the last
column of the artwork. They may add in
fruits if they wish.

Assessment
A Tree in All Seasons Rubric
ME(meets with
Excellence)

MP (meets with
Proficiency

DP (developing
proficiency)

WB (well below
proficiency)

Colors

Student
demonstrate
knowledge of
primary and
secondary colors
by mixing them
accurately and
using them on
artwork.

Student
demonstrate
knowledge of
primary and
secondary colors
by mixing them
correctly and used
them on artwork
with some errors.

Student made
some mistake in
mixing the primary
colors and
secondary colors
and did not use
them correctly on
artwork.

Students did not

mix primary and
secondary colors
correctly and used
them on artwork
incorrectly.

Craftsmanship

Artwork is finished
and is beautifully
and carefully
created.

Artwork is finished
with minor flaws
and good effort.

Artwork is finished
with minimal effort
and is carelessly
done.

Artwork is
unfinished and is
messy.

Use of Media and

Equipment

Student
demonstrate
respectful use of
tools and
materials.

Student
demonstrate some
respect for art tools
and materials.

Student
demonstrate little
or no respect for
art tools and
materials.

N/A

Following
Directions

Student followed
all directions
carefully.

Student followed
most of the
directions and
missed a few.

Student followed
some directions
and missed most
of them.

Student did not

follow directions at
all.

Differentiation and Accommodations

TYPE OF LEARNER

ELL/MLL

Struggling

Accelerated

List the type of accommodation or differentiation (learning

environment, content, process, or performance task) and
describe how you will differentiate.
Have ELL/MLL students share the words for primary and
secondary colors in their native language.

Monitor closely and provide necessary assistance without

interfering with students personal artwork. Provide students
with detailed step by step instruction.
For students who finish early, have them assist in the clean up
process. They may also work on their Quiet Time or QT
book.
Follow students individualize plan.

504/IEP

Materials
Watercolor Paper / Construction Paper
Watercolor (1 set per student)
Brown Crayons
Paint (Red, Yellow and Blue)
Brush
Containers for water
Paper Towels
Newspaper / Scrap paper (to cover work space)
Picture of a tree in different season