StandardBasedLessonPlan

Lori Watson
Space Pastel
Aged 7-8/2nd Grade
Standard:
MDE Visual Arts Standard/s: ART.VA.II.2.1 Demonstrate how materials, techniques and
processes can be used creatively to communicate ideas., ART.VA.III.2.1 Develop a visual
vocabulary, ART.VA.V.2.4 - Demonstrate connections between the visual arts and other
curriculum (science) through student artwork.
Objectives:
The Learner will (short description): Explore the use of chalk pastel to create light and dark
values to shade spheres, cylinders and cones to indicate an imaginary light source.
Learning Target: I can use chalk pastels to show how light and shadow turns circles into
spheres (planets), and rectangles into cylinders and triangles into cones (rockets).
Assessment Strategy Statement: Formative Assessment - At the start of class #2, students will
repeat the steps we used to compose our circles on our paper and add light and shadow to
create spheres. At the end of 3rd or 4th, and final class, students will pair and share, to point
out the shapes they used to create their solar system and talk about how they made the rocket
they added to get them out into space.
Behavior Management:
Expectations/Grouping/Room Arrangement:
Room Arrangement and Expectations Students will sit in mentor teacher assigned seats and are
expected to follow her classroom rules and behavioral expectations.
Materials will be compiled in front of the class and distributed by that weeks table captains.
Session1)Studentswillbeginwithabriefreviewofarocketvideoaswellasimagesfromspace.We
willdiscussandidentifycolor,shapes,textures,depthandlightsourcewhiletheartteacher
demonstratespasteltechniquesthatwillimitatethesecharacteristics.Studentswilldrawalong,first
onpracticepaperthenonfinal,creatingtheirowncompositionsusingthesetechniques.
Session2)Studentswillreviewthestepslearnedinthefirstclassandwillfinishtheirbackgroundsto
completion.Wewillendtheclasswithapresentationaboutanddiscussionofshapestheycanuseto
createarockettotakethemintoouterspace.
Session3)Studentswillquicklyreviewrocketsandtheirshapes,thenwillcomposetheirrockets
usingvariousshapesrectangles,trianglesandconesonaseparatepieceofpaper.Theywillcutit
outandaddwindowswithpeople,aliens,astronauts,etc.Theywillidentifyanappropriatelocation
ontheirbackground,willadherethespaceship,andaddlightandshadowtocompletethescene.

Anticipatory Set and Motivation:

Prior knowledge, previous related concepts or processes:

Knowledge:Ouruniverseisinfinite,consistingofmanyplanets,stars/suns,galaxies,nebulaandso
on.Planetscanvaryincolorandsurfacebasedonthematerialsitconsistsof;rock,sand,dirt,water,
gases,etc.andcanhaveringsofgasesorasteroidsaroundit.Withexpandingknowledgeof
technology,theideaofspacetravelintothisnewfrontiermaybeinthenotsodistantfuture.What
willthefutureofspacetravellooklike?

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Understandthat:Usingourknowledgeofspaceandbyunderstandingtheproperuseofmedium,
shape,textureandlighting,anddepthwecancreateimaginedsolarsystems.Throughresearchof
existingspacetravelandbyusingourimaginations,wecandesignourownrocketsorspaceships.

Bibliography, books, art reproductions, artifacts:

"How To get to Mars" is a clip from the IMAX documentary "Roving Mars" from 2006. This
is an edited short version 1:09 minutes.
https://www.youtube.com/watch?v=XRCIzZHpFtY
Collection of images of solar systems with planets and space matter, in a Powerpoint.
Your visual example of the assignment below:

Anticipatory Set - Introductory statement or start of lesson:

Model the Process:
Criteria - Requirements/limitations of the project:
Solar Pastel - 18 x 12 construction paper in dark blue, dark purple or black.
Rocket 9 x 12 construction paper in gray tones.
Chalk pastels, sharpies, glue
5 tables of 6 students
Vocabulary:
Spheres, cylinders, cones forms we will use to create our solar system and rockets.
Composition the arrangement of our planets on our paper / background
Value select a range of light to dark colors to create form
Blending Using our finger tips or Q-tips, to blend values and create light and shadow
on our spheres
Materials: Solar Pastel
Practice paper 4.5 x 4 piece of dark blue, dark purple or black construction paper
Solar Pastel Background - 18 x 12 construction paper in dark blue, dark purple or
black.
Rocket 9 x 12 construction paper in gray tones. Circle, rectangle, triangle
templates.
Pencils, chalk pastels, sharpies
Task Analysis: (Demonstration, guided practice, and/or independent practice). Describe the
specific lesson strategy/strategies:
Tasks will be broken down into manageable chunks so students can stay enthusiastic
and on-task.

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Students will draw along with the instructor, step-by-step, to create spheres after
identifying their light source and other space matter stars and star clusters, space
dust, far away galaxies and comets.
Students will watch instructor demonstrate construction of a rocket using cylinders,
cones and triangles then work on their own.
The Lesson:
Sequence of Instruction including Problem Solving and Aesthetic Choices:
Class Session #1
o Settle Class 2 minutes
o Watch NASA video 1:08 minutes
Today were going on a journey into outer space. Were going to
hitch a ride on a rocket headed towards Mars. Put on your space
helmets, strap yourselves into your chairs and hold on tight because
here we go!!!
Play video: "How To get to Mars" is a clip from the IMAX
documentary "Roving Mars" from 2006. This is an edited short
version 1:08 minutes.
https://www.youtube.com/watch?v=XRCIzZHpFtY
While the video plays: As of right now, humans are not able
to travel to Mars, but with a future of advanced technology,
the idea of space travel into this new frontier, may be in the
not-so-distant future. What will the future of space travel
look like? Will we be able to take regular trips into outer
space and visit other planets someday for a vacation?
o Review Powerpont presentation (we are now floating around in outer space),
ask questions and discuss (10 minutes)
Slide #1 Introduction
What do you see as we travel into outer space?
Are the planets in these pictures circles or spheres? What is
the difference between a circle and a sphere? Adding light
and dark value to circles, will create an elusion. It will make
it look 3 dimensional on a flat surface.
Planets can vary in color based on the materials it consists of;
rock, sand, dirt, water, gases, etc. and can have rings of gases
or asteroids around it.
Slide #2 - Composition
Can anyone tell me what it means to compose shapes on paper
or create a composition?
Can I get a volunteer to come up and point to the sun or light
source in one of these compositions? Show us which side of
our planets is facing the sun? How do you know that is where
the light is hitting the planet? If we just look at the lightest
part of the planet and we squint our eyes, we can begin to see
a shape for the area that is being hit with light. What shape is
it? (lift slide screen and outline shapes of light and shadows)
Which one of these planets is closest to us? How do you
know? It can be hard to tell just by size of the planet because
planets are all different sizes.

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Slide #3 - Depth
Is it easier or harder to tell which planet is closer to us in these
pictures? Why?
Slide #4 Rings
A planetary ring is a disk or ring of dust, moonlets, or other
small objects (like astroids) orbiting a planet or similar body.
The most notable planetary rings in the Solar System are
those around Saturn, but the other three gas giants (Jupiter,
Uranus and Neptune) also possess ring systems.
Slide #5 Our Sun
The sun is a star and the most important source of energy for
life on Earth and possible for other planets in far off galaxies.
The stars that we see in the sky at night, are distant suns. The
Sun is a nearly perfect spherical ball of hot plasma made up of
helium, oxygen, carbon, neon and iron.
Slide #6 Space Dust and Comets
Space dust or nebula, consists of dust (possibly remnants of
exploded planets and sun) particles traveling through space.
It can be very colorful. 40,000 tons of space dust, like this, is
said to fall into the earths atmosphere each year. Basically,
40,000 elephants of space dust per year.
Comets are balls of ice and dust and, when near the sun,
create tail of gas and dust particles pointing away from the
sun.
Slide #7 Galaxies
Galaxies are systems of millions and millions of stars, along
with gas and dust, and are held together by gravitational
attraction. We live in the Milky Way Galaxy and is made up
of many solar systems. We are just one solar system of many
in the Milky Way.
Slide #8 Stars
Stars are what? Distant Suns! What do they look like when
they are far away? What can you observe about the stars in
these pictures.
Slide #9 Color and texture
Space can be very colorful. Chalk pastels will be the medium
well use to create our planets and space matter.
o Get paint shirts on, and pass out materials (table captains first so they can
pass out materials while everyone else gets shirts on) (5 minutes)
o Demonstration and student draw along go back to beginning of presentation
(22 minutes)
Slide #2 Composition
On Practice Paper:
o Write name on back in pencil
o Use circle template to draw a circle in the middle, in
pencil

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o Select 3 pieces of chalk pastels 1 light, 1 medium, 1

dark.
o Rules of chalk do not create extra chalk dust or blow
chalk at others. We will blend the values together
using our fingers or Q-tips.
o We will create a range of values from light to dark
colors to show how the light fades from light to
shadow to create form / turn our circles into spheres.
Lightest color oval where the brightest light
is hitting the planet.
Medium color crescent shape under the oval
Dark color fill in remaining area
o We will follow the shape of our planets with our
pastel
Select Final Paper:
o Write name on back
o Were going to be drawing 3-5 circles on our paper to
create an interesting composition. Think about your
skill level and whether or not you work slowly or
quickly. If youre a beginning drawer, you may want
to stick to 3 circles. If youre advanced, you may
want 5. Through the use of color and the use of light
and dark value, we can turn these simple circles into 3
dimensional spheres.
Are our planets going to look good if we put them all close
together or layer all of them on top of each other? No, spread
them out.
Should our planets be all one size? They can be but it would
probably be more interesting if you varied the sizes.
Slide #3 Depth
You may, if youd like, overlap one planet over the other to
show depth.
Clean-Up (5 minutes)
Class Session #2
o Settle Class 2 minutes
o Get paint shirts on, and pass out materials (table captains first so they can
pass out materials while everyone else gets shirts on) (5 minutes)
o Demonstration and student draw along (25 minutes)
Go to slide #2 review light source
Pick one circle to be your sun or light source - small x.
Draw a small, light arrow in pencil to show what direction the light
will hit your planet.
Draw small xs on your other planets to show where the light will
hit and be brightest.
Review steps for shading and shade 2/3 or 4/5
o Go to slide #5 demo how to render the sun
o Go to slides 6, 7, 8 to show how to render other space matter and use these to
fill in space around our planets
o Clean up (5 minutes)

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o Review space travel, rockets and space shuttles. (7 minutes)

Class Session #3
o Settle Class (2 minutes)
o Review space travel, rockets and space shuttles (2 minutes)
o Demo drawing rockets and space shuttles, cut out, adding windows and other
details in sharpie, adding color and shading with pastels.
o Get paint shirts on, and pass out materials (table captains first so they can
pass out materials while everyone else gets shirts on) (5 minutes)
o Work time with assistance from circulating teacher for background and
rockets (30 minutes)
o Adhere rocket to background with teacher. (30 seconds each as completed)
o Perform assessment (5 minutes)
Check for Understanding:
Questions relating to criteria, technique, process sequence, vocabulary and problem solving:
I will:
encourage students to ask questions after each demonstration and will walk around the
room during work time to assist those needing help.
encourage students to volunteer answering the questions listed in my Sequence of
Instruction
ask the students to recall the steps we used for each process
Practice, Monitor and Adjust:
Strategies to help multiple students:
ask advanced students who finish early, to assist others and give encouragement.
write steps on the board and pin up examples.
Accommodations/Differentiation:
Accommodations or differentiation for cognitive, physical or cultural barriers:
allow the option of fewer planets in their composition requirement so they can keep up with
the class.
re-teach steps when needed
ask advanced students who finish early, to offer assistance and give encouragement.
post vocabulary words on board
Clean-up:
Ask table captains to collect supplies and student work.
Closure:
Statement to re-emphasize learning or set a clear ending to the class period:
Re-emphasize key learning:
o You created your own solar system scene using techniques of pastel and blending
light to dark values to create spheres, cylinders, and cones.
o You put together shapes, lines and colors to create a unique composition.
o You designed a rocket to take you into outer space.

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Assessment Description:
Description of Formative OR Summative Assessment:
I will:
ask the students to recall the sequence of a complicated processes, calling on different
students.
ask students to identify our vocabulary words when I ask them questions about what
their work or when talking about their work
have students turn and talk about their work upon completion. Describe their
composition or talk about the shapes they used to construct their spaceship.