Lesson Title: Symmetry with Paint

Big Idea: Patterns/Symmetry

Class Periods Required: This lesson will be broken into 2, 30 minutes periods
Grade Level /Month: Kindergarten, March-April
Lesson Overview/Summary: In this lesson children will explore the big idea of symmetry as
they squirt paint onto pieces of paper and fold them in half. Children will look for patterns in
their pieces and the class will discuss what symmetry means and how butterflies have symmetry.
After the paint dries, children will cut out butterfly shapes and make small butterflies.
Key Concept (s): Working with colors and paint. Exploring the make-up of paint and how
manipulating it can make something new. Symmetry means the same on both sides. Butterflies
have symmetry.
Essential Questions (Found on the national visual arts standards chart):
How do artists and designers learn from trial and error?
How does refining artwork affect its meaning to the viewer?
How does engaging in creating art enrich peoples lives?
Art Standards:
Creating: Kindergarten: Through experimentation, build skills in various media and approaches
to art- making.
Presenting: Kindergarten: Select art objects for personal portfolio and display, explaining why
they were chosen.
Responding: Kindergarten: Interpret art by identifying subject matter and describing relevant
details.
Connecting: Kindergarten: Create art that tells a story about a life experience.
Core Academic Standards (Common Core State Standards and Missouri State Standards)
STRAND I: Product/Performance
1. Select and apply two-dimensional media, techniques, and processes to communicate ideas and
solve challenging visual art problems
D. Demonstrate a simple print-making technique (e.g., stamping, thumb or hand prints, objects)
STRAND I: Product/Performance
2. Select and apply three-dimensional media, techniques, and processes to communicate ideas
and solve challenging visual art problems
A. Uses scissors with control
STRAND I: Product/Performance
3. Communicate ideas about subject matter and themes in artworks created for various purposes
C. Create original artwork that communicates ideas about the following themes: Outdoors (e.g.,
seasons, nature)

STRAND II: Elements and Principles (EP)

1. Select and use elements of art for their effect in communicating ideas through artwork
E. Identify and use color
Math: Geometry: Identify and describe shapes.
CCSS.Math.Content.K.G.A.2
Correctly name shapes regardless of their orientations or overall size.
Content Areas Integrated:
1. Visual Art
2. Science
3. Math
Identify & define common vocabulary/concepts that connect the art form with the other
identified subject area(s):
Symmetry, shape, colors, reflection
Procedure:
Day one:
1. Each child will receive 3, 4x6 white pieces of paper.
2. Each child will receive 3 small condiment cups: one with blue, one with yellow, and one
with red paint. They will also receive 3 Q-tips.
3. Tell the children that they can put dots of the colors all over one sheet of their paper using
the Q-tips. Suggest that the children only put 3-8 dots of each color on their paper.
4. Once the children have all of the dots they would like on their paper, tell them to fold
their paper in half. (Depending on how much experience the children have with folding
paper, the teacher may need to demonstrate what an even fold looks like.)
5. Have children push on their paper to spread the paint around.
6. Have children open the paper and talk with the people at their table about what they
notice and see in their piece. Talk whole group about the noticings. Try to encourage the
conversation about how the pieces are the same on both sides. If appropriate talk about
the word symmetry.
7. Have children create two more symmetrical pieces.
Day two:
1. By day two, the class will have talked about butterflies in science and made the
connection that butterflies have symmetry.
2. Tell children that they are going to get to make butterflies out of the symmetrical
paintings they made the previous day.
3. Have children pick one piece to use for their butterfly project.
4. Show children how they can fold their pieces back on the line and cut the paper in a
design they choose.

5. Have children glue on a popsicle stick in the middle to be the butterflys body. Children
can add a face or other things to their butterflies if they would like.
What prior knowledge will this lesson require/draw upon?
How to use scissors, how to use glue, that butterflies have symmetry in them, names of colors,
how to fold paper in half.
What activities will you use to engage students in imagining, exploring, and/or
experimenting in this lesson?
Students will have the opportunity to choose which colors they use in their paintings and what
butterfly shape they cut out. They will be able to create a butterfly how they want, whether that is
based off of a butterfly theyve seen in real life, a butterfly theyve seen in a book, or butterfly
from their imagination. Children will be able to experiment because they are given 3 pieces of
paper. Children will also have the opportunity to create more than pieces of work and try
different things with their symmetrical pieces during their choice time.
How will this lesson encourage students to solve problems in divergent ways?
Children may have to adjust the amount of paint they use in each piece if they want their piece to
look a certain way (if paint squirts out all over table when they fold their piece in half, they will
have to problem solve and figure out what they can change so it wont do that). Children will
have the opportunity to cut out a symmetrical shape to create a butterfly; it may require several
tries to get it right.
What opportunities/activities will students be given to revise/reflect and improve their
understandings and their work?
The children will get three pieces of paper to perfect and experiment with their work. They will
also be able to reflect on all of their pieces and pick the one that they like the most. If a child is
unhappy with the butterfly they make, they will have at least two other paintings to use to try
again and revise their work.
What opportunities/activities will you provide for students to share their
learning/understanding/work in this lesson?
Children get to share with their table members and whole group after they initially unfold their
pieces of paper with the paint on it. The children can also choose to have their butterflies
displayed in the classroom.
How will you adapt the various aspects of this lesson to differently-abled students?
Children who are quick to finish their paintings and master the skills quickly will have the
opportunity to try more than 3 paintings. Children who really want a challenge can even use
different colors of paint. Children who make a butterfly with ease will be challenged to make
something else with symmetry. I will assist children who need extra support with things such as
cutting, or folding paper. I can also demonstrate in small groups to children who need more
direct instruction.