Rylee John

Tree Of Life
Gustav Klimt
Grade: 3rd
Utah State Core Standard(s):
Academic Utah Core Standard:
Standard 2
Students will understand cultural factors that shape a community.

Identify the elements of culture (e.g. language, religion, customs, artistic expression, systems of
exchange).

Artform-specific Utah Core Standard:

Strand: RESPOND (3.V.R.)
Students will understand, evaluate, and articulate how works of art convey meaning for the
observer as well as the creator

Standard 3.V.R.1:
Contemplate about the processes an artist uses to create a work of art, and determine
messages communicated by an image.
Learning objectives/Goals:
Students will be able to develop their own Tree Of Life and explain how their visual art piece
represents a personal meaning to them.
Essential question:
How does exploring and creating a tree represent a meaningful message to your life?
Assessment:
Formative: Monitoring students work during the process of creating their Tree Of Life.
Scaffolding around the room/computer screen and asking and answering any questions that
students have.
Summative: Evaluating students visual art piece at the end of the completion of the project.
Looking at their details of color, swirls of branches, and unique sense of painting their tree.
Asking students to share their experience on how they used different techniques to create their
Tree Of Life.
Lesson structure and procedures:
Engage: The lesson begins with showing the students all of our materials will be using in
our virtual zoom class. Showing the students what the final product will look like and explaining
to the class on how important a tree can be to someone or something.
Student’s Role: Calls up prior knowledge and develops a need to know. Students identify
problems to solve.
Teacher’s Role: Asking questions, assess prior knowledge and provide information needed for
Explore phase.
Anticipated Time Frame: 5 Minutes
Explore: Once we have demonstrated what our art piece will look like for today, we will then
go into detail on who created this art pieces and the meaning behind his beliefs of his painting. I
will share my screen on zoom and show my PowerPoint on Gustav Klimt. His famous paintings
bought him great and meaningful value to his life. Sharing details on how this painting reflects
his life in a positive way.
Student’s Role: Explores hypothesizes and predicts, records observations and ideas, seeks
possibilities by thinking creatively.
Teacher’s Role: Makes open suggestions, questions and probes students. Models when needed
and provides feedback.
Anticipated Time Frame: 5 Minutes
Explain/Summarize: After students have made their own observations and ideas about the
painting, I will then demonstrate the experiment to the class.
Students participate in a visual arts activity creating their own Tree Of Life. I will walk through
step by step over zoom on how to create the art piece.
Student’s Role: Clarifies understandings discovered, shares understandings for feedback, forms
generalizations, and seeks new explanations.
Teacher’s Role: Asks for evidence and clarification from students, enhances or clarifies student
explanations, uses students’ experiences as a basis for explaining new concepts, provides new
vocabulary, and evaluates student explanations.
Anticipated Time Frame: 5-10 Minutes
Elaborate/Extend: Once the discussion about Gustav Klimt has finished. I will demonstrate to
the class what our activity of the day will be. This activity will challenge students to apply
concepts and skills to their knowledge of a Tree of life. This activity will allow each student to
explore their own views of what the a Tree of Life looks like to them by representing shape and
color.
I will answer any questions and clarify any misunderstanding before moving on.
1. Gather all materials ready to go in front of you on a hard surface.
2. Mix your liquid glue and water into a bowl
3. Rip your tissue paper into small pieces
4. Place each tissue paper onto the white cardstock paper
5. Brush the glue water onto each tissue paper
6. Once dry, we will begin to paint our tree
Student’s Role: Applies new knowledge by performing related tasks, asks questions, plans and
carries out new project.
Teacher’s Role: Provides feedback, asks questions, enhances or clarifies explanations, offers
alternative explanations, and evaluates explanations.
Anticipated Time Frame: 10-15 Minutes
Evaluate/Assess: Evaluate students’ process skills and understanding of concepts they have
learned. Having a handful of students share their artwork with the whole class and explain why
and how they see their Tree Of Life.
Student’s Role: Demonstrates an understanding of a skill or concept, evaluates his or her own
progress and knowledge, answers open-ended questions by using observations, evidence, and
previously accepted explanations.
Teacher’s Role: Observe and assess students as they apply new concepts and skills, asks open-
ended questions, and allow students to assess their own learning and skills.

Instructional strategies:
Each student working at their own pace and their own art ability to create a Tree Of Life. This
can be shown in many different forms by size, shape, and source of color. Using the imagination
to create what you sensed from how Gustav Klimt represented in his painting.

Learning activities:
Students have gained a knowledge on how a tree impacts the environment around us. By
exploring and creating your own view of the Tree Of Life and how to transform that on paper is
very powerful to understand the impacts of color and shape.
Resources and materials:
White paper 
Tissue paper in warm colors (orange and tan) 
Paint (black, white, brown) 
Paintbrush
Water container and water
Liquid glue

Technology:
Computer, Document Camera, and PowerPoint

Differentiation:
Gifted/Talented: Early finishers will be asked how their drawing of the Tree of Life is
represented and how they used their materials. The students will then research more about
Gustav Klimt and then be asked to search for more clues that they could potentially add to their
art piece.

English Language Learners: Every slideshow that the students see in the class represents a
picture. Each picture can help every student figure out what each slide is talking about. I will be
walking and talking around to each zoom room and be making clear eye contact with each
student as much as possible. Students may draw something similar to their own sense of
understanding as well.

Special Education: Students may choose where to sit in the room they are watching zoom in to
help listen and learn best. Students will be asked if they would like to use a different sheet of
paper to create their activity on. This could be printer paper, notebook paper, etc. This gives
the students an option to have a choice in every part of this lesson. I want each student to feel
comfortable and welcome in every step.
Classroom management:
Using verbal and motion prompts when ready to move on
Scaffolding around the classroom
Given materials one at a time when each student shows they are ready to listen and work on
their artwork.

Follow-up activity to the lesson:

A warm up activity for the next day would be asking the students to draw and also describe
what a Tree Of Life looks like. Giving them materials to work on while they describe their own
definition’s and artwork in their journals.