Sensational+Seasons

=Seasonal farm landscapes= Students will have visited the farm landscape four times throughout the year, recording their observations during four seasons. The drawings will incorporate their knowledge of farms from our visits, their exposure to the seasonal landscapes of Grant Wood and Claude Monet, and their knowledge of landscape art and its elements of color and perspective developed at the Museum. The final project will be individual student books containing their landscape drawings and text. By [|Jamie Barnhill]
 * A lesson plan for grade K Visual Arts Education**

Learn more

 * [|Fine Arts Museum of San Francisco] Has Grant Wood images under the Imagebase
 * [|Sheldon Memorial Art Gallery] Lincoln, NE museum
 * [|American Studies Program] the online museum has a Grant Wood gallery

Related pages

 * [|Hickory Museum of Art]: Hickory was the first city in the Southeast to establish a museum of American art. The collections include contemporary folk art, American paintings and prints, studio glass, pottery, and more.
 * [|Asheville Art Museum]: Through works of art in permanent and special exhibition, students will learn about the rich history of visual arts in North Carolina.
 * [|Asian action I: Character details]: Students will use drawing and writing to study characters in Asian art, focusing on the potential stories hinted at by the many details depicted in the art examples. This lesson draws on the richly detailed and expressive human and animal characters depicted in the arts of Asia. Is there a reason why Durga has so many arms? What about Ganesha and that elephant head?

Related topics

 * Learn more about [|Grant Wood], [|arts], [|drawing], [|farms], [|fine art], [|hands-on], [|landscapes], [|paintings], and [|sketching].

Help
Please read our [|disclaimer] for lesson plans.

Legal
The text of this page is copyright ©2008. See [|terms of use]. Images and other media may be licensed separately; see captions for more information and [|read the fine print].

Print

 * [|Print]

Share

 * [|Email]
 * [[image:http://www.learnnc.org/lp/library/images/delicious.png caption="Delicious" link="http://del.icio.us/post?url=http://www.learnnc.org/lp/pages/3860&title=Seasonal%20farm%20landscapes"]] [|Delicious]
 * [[image:http://www.learnnc.org/lp/library/images/digg.png caption="Digg" link="http://digg.com/submit?url=http://www.learnnc.org/lp/pages/3860&title=Seasonal%20farm%20landscapes"]] [|Digg]
 * [[image:http://www.learnnc.org/lp/library/images/facebook-share-icon.gif caption="Facebook" link="http://www.facebook.com/sharer.php?u=http://www.learnnc.org/lp/pages/3860&t=Seasonal%20farm%20landscapes"]] [|Facebook]
 * [[image:http://www.learnnc.org/lp/library/images/stumbleit.gif caption="StumbleUpon" link="http://www.stumbleupon.com/submit?url=http://www.learnnc.org/lp/pages/3860&title=Seasonal%20farm%20landscapes"]] [|StumbleUpon]

Learning outcomes
Students will:
 * Observe, record, and monitor the seasonal effects on a farm landscape throughout an entire year.
 * Examine how weather affects plants and animals.
 * Make connections between real world, their own reading and writing, and technology.
 * Construct their own books.
 * More effectively use color and perspective in their landscape drawings.

Time required for lesson
10 hours

Materials/resources

 * paper
 * pencils
 * colored pencils
 * craypas
 * crayons
 * tempera paint
 * card stock (for front and back cover of student book)

Technology resources

 * Microsoft PowerPoint
 * word processing software
 * digital camera

Pre-activities
Students should have been exploring the relationship between color and feeling in their own painting with tempera paint and in the works of other artists, including Grant Wood and Claude Monet. Students should have been examining the relationship between the seasons and plants and animals both in and out of the classroom.

Farm visits

 * 1) In a whole group, students will examine the fall paintings of Grant Wood from websites or a [|PowerPoint presentation]. Focus the conversation on:
 * what time of year the painting represents and how you can tell
 * how the artist shows what is in the foreground, middleground, and background
 * how the color relates to the mood/feeling of the painting
 * 1) Students travel to their predetermined landscape (in our case a farm next to our school) to draw the second in a series of four drawings. Teachers should encourage the students to use color to add expression, and add details that may suggest a foreground, middleground, and background. Teach the children to use a view finder (A viewfinder is a 4 inch square piece of matboard with a 1 inch square in the middle. The hole in the middle is used to focus on specific aspects of the landscape.)
 * 2) Use the digital camera to take photos of the landscape. The digital photos can then be used for several purposes:
 * cut a color copy of the landscape into sections for the students to piece back together
 * when displaying the children’s sketches, include the photos in the display
 * 1) Back in the class, post the sketches up for all to view. Ask children to describe their drawing and have children ask questions of their classmates. Ask if there are parts of the landscape that:
 * indicate the season
 * may change over time
 * 1) After their sketches are completed at the landscape location using craypas and colored pencils, the students use tempera paints to recreate the image. The recreated paintings should focus on the use of color and the layers within their landscape.
 * 2) The next day, the students use their drawings and write a text to accompany their drawings. The student writing can be fictional or non-fictional.
 * 3) Repeat Steps 1–6 in the spring and summer and collect their work in a folder that will be their landscape portfolio.

Building a book

 * 1) Explain to the students that their work will now be bound in a self-created book. Once all four seasons are represented in drawings, paintings, and writings, children can choose the work they want included in their book.
 * 2) Students create covers and titles for their books. The covers can include new drawings or incorporate a drawing they did of one of the seasons. The format of the book should follow the progression of the seasons and their trips to the farm.
 * 3) Students read completed books to the class. Invite other classes to visit your room for an art display, ‘Seasonal Landscape: Drawings and Paintings from all the Seasons’ where students can share their work.

Assessment
Students should be assessed via the [|student portfolio checklist].

=Seasons change= This lesson introduces students to the characteristics of the changing seasons and allows students to see how plants, animals, and people adapt to the changes. By [|Beth Herron]
 * A lesson plan for grades K–1 English Language Arts**

Related pages

 * [|Letter recognition with Alphabet Band and Express]: This activity will reinforce letter recognition along with letter order. Students will watch a video, listen to stories and play CD games on the computer to aid in recognition of alphabet letters, sounds and order.
 * [|Butterfly cycle]: Students will understand the life cycle of the butterfly and create various art activities that would model metamorphosis.
 * [|Bugs, bugs, bugs]: This lesson integrates writing and the study of insects by creating an innovation to the text of the book How Many Bugs in a Box? by David A. Carter

Related topics

 * Learn more about [|calendars], [|language arts], [|listening comprehension], [|phonemic awareness], [|read-alouds], and [|seasons].

Help
Please read our [|disclaimer] for lesson plans.

Legal
The text of this page is copyright ©2008. See [|terms of use]. Images and other media may be licensed separately; see captions for more information and [|read the fine print].

Print

 * [|Print]

Share

 * [|Email]
 * [[image:http://www.learnnc.org/lp/library/images/delicious.png caption="Delicious" link="http://del.icio.us/post?url=http://www.learnnc.org/lp/pages/3239&title=Seasons%20change"]] [|Delicious]
 * [[image:http://www.learnnc.org/lp/library/images/digg.png caption="Digg" link="http://digg.com/submit?url=http://www.learnnc.org/lp/pages/3239&title=Seasons%20change"]] [|Digg]
 * [[image:http://www.learnnc.org/lp/library/images/facebook-share-icon.gif caption="Facebook" link="http://www.facebook.com/sharer.php?u=http://www.learnnc.org/lp/pages/3239&t=Seasons%20change"]] [|Facebook]
 * [[image:http://www.learnnc.org/lp/library/images/stumbleit.gif caption="StumbleUpon" link="http://www.stumbleupon.com/submit?url=http://www.learnnc.org/lp/pages/3239&title=Seasons%20change"]] [|StumbleUpon]

Learning outcomes
Students will:
 * Identify characteristics of the different seasons.
 * Recognize that plants, animals, and people adapt to the changing seasons in different ways.
 * Sort long ‘e’ vowel patterns into two groups.
 * Create a season wheel that illustrates characteristics of each season.

Time required for lesson
60 minutes

Materials/resources

 * [|Season To Season] by Christine Price (or any other books about the changing seasons)
 * pictures of different nature scenes (possibly from calendars)
 * two large construction paper circles for each child
 * crayons or markers
 * brads

Pre-activities

 * Help students recall the names of the four seasons and list them on the board.
 * Discuss characteristics such as temperature, weather conditions, and how animals, plants and humans respond to these changes.
 * Show students the pictures of different nature scenes and have them categorize them according to which season might be pictured and why.

Activities

 * 1) Discuss the meaning of the word “cycle” and relate this to the seasons of the year. Have students name other things that occur in cycles. Students might suggest such things as days of the week, time, or even life cycles of certain animals.
 * 2) Introduce the book Season To Season by showing the front cover. Ask students:
 * What season do you think is shown on the cover? Why?
 * Use your senses to tell what you might see, feel, hear, smell, or taste if you were in that picture.
 * 1) Introduce the word “adapt” and ask students to listen for how plants and animals adapt to the changing seasons as you read the story. During the story, take time to discuss cause and effect relationships within the story. Ask questions such as:
 * What is causing the trees to bud?
 * Why are the snakes all together in the cave?
 * 1) After reading the story, write the headings plants, animals, and people on the board. Have students list how each adapted to the different seasons.
 * 2) Call attention to the word ‘season’ on the board. Ask students what vowel sound they hear when they say the word and what letters make that sound. Then do the same thing for the word ‘tree’. Call attention to the two different vowel pairs that make the long ‘e’ sound.
 * 3) Now have students make two columns on a piece of paper with the words ‘Season’ and ‘Tree’ at the top. Go back to the story and have volunteers read each page of the story and look for words that follow the long e patterns. Students should write them under the correct column on their paper.
 * 4) Students are now ready to create a Season Wheel. Give each student two construction paper circles. Illustrate on the board how to divide the circles into fourths. On one paper circle, have the students list the seasons, in order, on the outside edge of each section. Then under each season, have the students illustrate or draw symbols that characterize that particular season.
 * 5) Demonstrate how to cut one-fourth of the second paper circle out. This circle will be placed on top of the first and a brad stuck through the center of the two circles. The students will now be able to turn the top circle to view the different seasons.

Assessment
Students will: Refer to the [|Rubric] for a more detailed explanation.
 * Demonstrate an understanding of long ‘e’ vowel patterns by placing words from the story into the appropriate columns.
 * Correctly place pictures and descriptive words under correct seasons.(Pre-Assessment)
 * Tell one way plants, animals, and people adapt to the changing seasons.
 * Illustrate pictures to go along with the appropriate seasons.

Supplemental information
Teachers might also want to explain to the students that our seasons are caused by the tilt of the earth on its axis. More advanced students could research this and write a report for the class.

Comments
Additional follow up activities: Have students write a paragraph about their favorite season using descriptive words from board and explain why. Place descriptive words on index cards along with the names of the seasons and have students sort the cards under the correct season. Keep a running list of the two vowel patterns discussed in the lesson on a chart and have students add to it as they find other words that fit.