Name: Gretchen Schreiber

DAILY PLAN
Lesson Title: Making Planets with Water Color Techniques Grade Level: 5

S & S Statements:
This is part 1 of a 2-part lesson that will have the solar system as an underlying theme. The students have
been learning about the solar system, specifically the size of planets, how a star is born, and gravitational pull.

Concepts and Skills

Concepts: warm and cool colors, representation of atmosphere and surface of planets.
Skills: Mixing colors and students will demonstrate successful use of at least three of the following watercolor
paint techniques: wet on wet, dry brush, lifting with tissue paper, sponge, masking with tape, and wax
resist.

Vocabulary: Emphasis, organic shapes, geometric shapes, narrative, additive, subtractive.

Purpose of Lesson (Overall Lesson Objective):

Students will apply their knowledge of planets to effectively illustrate the surfaces and atmospheres of at
least three planets using watercolor paint. Student will manipulate watercolor paint by mixing colors and
using wax resist, lifting with tissue paper, dry brush, sponge, masking with tape, wet on wet, and salt on wash
techniques.
Objectives:
-Students will demonstrate their understanding of planet temperatures through their color choices of warm
and cool color families.
-Students will demonstrate their understanding of the atmospheres and surfaces of planets through their
choice of appropriate water color paint technique.
-Students will explore at least three of the water color techniques demonstrated in class in order to show
their understanding of the expressive possibilities of each technique.

Assessment Criteria:
-Effective representation of planet temperature.
-Effective representation of planet atmosphere and surface.
-Expressive use of at least three water color techniques.

Teaching Resources Needed to Support the Lesson:

Prepared example of finished project.
Prepared examples of water color techniques.
Written step by step instructions on each technique.
Visual references of the planets and their properties.
Art Materials Necessary for the Lesson:
Watercolor paper (if available, otherwise plain white construction paper), water color paints and brushes,
water cups, salt, crayons), masking tape, scissors, a few sheets of tissue
paper, sponges, newspaper.

Teacher Directed Activities Student Activities

Introduction: Introduction
-explain the difference between cool and warm colors -think about which colors are warm and which
and what happens when cool colors mix with warm colors are cool.
colors (ask class if anyone can name the cool and warm -think about what happens when colors mix
colors) -participate in demonstration of mixing cool colors
-ask for class participation as to what happens when with cool colors and cool colors with warm colors
cool and warm colors mix (turn to brown) -brainstorm different properties different planets
-ask for student volunteers to demo what happens have.
when yellow and purple mix, and what happens when
red and yellow mix. Development
-ask students to describe the physical properties of -watch techniques or participate in demonstration
some of the planets (temperate, surface, atmosphere). -completely fill three squares, demonstrating one
-show example of finished product watercolor technique per square. If they finish
-indicate the different patterns that the planets have. early, they can make more than one.
-ask student to provide examples of a warm and a cool
color Conclusion
-ask student to name one way to manipulate water -Clean up (wash brushes, wash out and put away
color. cups, wipe down tables, wash hands), put away
samples with names on them.
Development:
-show examples of 7 watercolor techniques
-demonstrate using student volunteers
-provide students with three squares of watercolor
paper. If they finish all three techniques during the class
period, they can make additional planets.
Conclusion
-By the end of the class, students will have at least three
squares that demonstrate at least three of the water
color techniques demonstrated in class. These will be
turned into planets in the next lesson.
-Leave 5 minutes for cleanup (wash brushes, wash out
and put away cups, wipe down tables, wash hands), and
store samples on drying rack.

Critical Comments and Reflections:

(Problems, successes, differentiated learners, and what to think about for next lesson)
-Strengths:
-Students were excited about the different techniques that they learned and most students completed more
than the required number of samples.
-Students were creative and explorative with their techniques. Some students came up with dynamic patterns
with the masking techniques or combined multiple techniques to create more complex samples.

-Weaknesses:
-I performed the demonstrations in one group, but this was ineffective because some of the students had
trouble seeing and the students in the back were distracting each other.
-I asked the students to participate in the demonstrations, and since there were 7 different techniques that
they needed to be taught, I had different students working on the samples for different techniques at the
same time. Although this saved time, I realize that this was ineffective because the students weren’t able to
pay attention to multiple processes at the same time.
-I split the students into pods so that they could share supplies, but they ended up distracting each other.

-Changes necessary for subsequent lessons

-Split demonstrations into two separate groups to avoid distraction and to allow for better visibility.
-Have each technique demonstration performed separately so that each skill is thoroughly understood.
-Keep students at individual desks to avoid students getting off task.

-Adaptation needed for at least three students in need of special assistance:

-I could add model magic or modeling clay to the paintbrushes for students with functional difficulties.
-There was one student who worked significantly slower for the others. Since this was a two-part project, I
could allow him to take his samples home to complete them, or finish them the following class day.
-One student in the class got frustrated easily, so I could pair him with one of the students who are motivated
and have positive attitudes so that they can help him along.