Art Educator: Brittany Gibson Project title: Wax Resist Patterns Grade Level: 1/2 Estimated # of students: Approx.

23 per class Pennsylvania Visual Arts Standards: 9.1.3 A Visual Arts: Color, Form/Shape, Line, Space, Texture, Value 9.1.3 B Visual Arts: paint, draw, craft Project Hypothesis and Significance: Students are going to hear the book, Pattern Fish by Trudy Harris, and learn all about pattern by creating their own pattern on a animal, reptile, fish, etc. of their choice using crayon. They will then go over this pattern by using watercolor, learning about wax resist. Lesson and Learner Outcomes: -Students will know the definition of a pattern -Students will create a pattern on a creature -Students will understand wax resist and a crayons resistance to water -Students will use watercolor to shade the color of their animal Essential Questions: -What is a pattern? -What are some examples of some animals, insects, reptiles, etc. that have patterns? -What is texture? -What are some patterns that were shown in our book? -Why is it that a crayon resists water? Materials needed for Lesson: Crayons, Watercolor palettes, mixing trays, 18x12 watercolor paper, water, Pattern Fish Educator Materials: Pattern Fish, Crayons, Teaching sample, pencil, crayons, watercolor palette, mixing tray, water, 18x12 white watercolor paper Learner Materials: Crayons, watercolor palettes, mixing trays, 18x12 white water color paper, water, pencils, erasers Educator Resources: Pattern Fish, by Jayne Harvey Vocabulary: Pattern, Texture, Resist

Lesson Sequence: Teacher Actions: -Gather students on the carpet

Learner Actions: -Students will sit on the carpet quietly

-Introduce the book to the students This is -Students will raise their hands and tell a book that is all about patterns, can anyone what a pattern is tell me what a pattern is? (30 seconds) -Ask the students, What are some examples of some patterns? (1 minute) -Tell the students to pay very close attention to the patterns in the story -Read the book to the students (5 minutes) -Ask students, what are some of the patterns that we saw in the book? (2 minutes) -Students will listen as the book is being read to them -Students will raise their hands and give examples of some patterns that they saw in the book -Students will raise their hands and give examples of color, shape, number, size, etc. patterns

-Ask the students, What are some animals, -Students will raise their hands to give or bugs, or insects, any kind of creature, examples that has a pattern on it? (1 minutes) -Show the students the teaching sample and -Students will sit and listen introduce the lesson to the students (3 minutes) -Ask the students, What do you think will happen if I put watercolor paint on top of crayon? -Give the students a demonstration of what will happen when you put water color on top of crayon (2 minutes) -Ask the students why do they think that the watercolor did not mix with the crayon, then explain to them what wax resist is (2 minutes) -Students will raise their hands and give guesses of what they think will happen

-Students will sit and listen

-Students will raise their hands and give answers to why they think the crayon resisted the watercolor, and will sit and listen to why

-Introduce the lesson, explain to students -Students will sit and listen quietly that they will be working on the crayon part today, and the watercolor will be saved for next week (4 minutes) -Send students to their tables by number -Students will wait for their table to get called, and begin working -Students will continue to work and raise their hands when help is needed

-Walk around and help students as needed, have a computer available for students who need help drawing a certain animal (15 minutes) -Give students a 5 minutes cleanup warning -Wait for students to sit quietly and ready to go. Call individual tables to line up

-Students will begin to clean up their tables collectively -Students will sit at their tables with their heads down, ready to go