Date: Teacher: Subject: Grade: Unit:

10/2016 Ms. Price Art Kindergarten 2/2 Weeks

Unit Title:
Textured Clay Fossils
Unit Big Idea:
Clay, texture
Standards to address in Unit:
MEANING and CREATIVE THINKING

VAKMC.2 Formulates personal responses.

a. Generates visual images by manipulating art materials.

CONTEXTUAL UNDERSTANDING

VAKCU.1 Identifies artists and offers ideas about what art is and who artists are.

b. Identifies artists in his/her community (e.g. architects, landscape

architects, painters, photographers, interior designers, educators, museum
docents, and product designers).

PRODUCTION

VAKPR.1 Creates artworks based on personal experience and selected themes.

b. Identifies and creates artworks emphasizing one or more elements
(e.g., color, line, shape, form, texture, space, value).

VAKPR.2 Understands and applies media, techniques, and processes of two-

dimensional works of art (e.g., drawing, painting, printmaking, mixed media) using tools
and materials in a safe and appropriate manner to develop skills.

g. Identifies texture (rough, smooth, hard, soft) as the way something

feels, and uses it to create a variety of art.

VAKPR.3 Understands and applies media, techniques, and processes of three-

dimensional works of art (e.g., ceramics, sculpture, crafts, and mixed-media) using tools
and materials in a safe and appropriate manner to develop skills.

b. Creates ceramic forms using modeling, rolling, pinching and texture

d. Demonstrates that shapes can be put together to make new shapes or
forms.

ASSESSMENT and REFLECTION

VAKAR.1 Discusses his or her own artwork and the artwork of others
a. Shows an interest in art.
c. Uses art terms with emphasis on the elements of art: space, line,
shape, form, color, value, texture.

VAKAR.2 Uses a variety of approaches to understand and critique works of art.

d. Compares and contrasts artworks based on subject, theme, and/or

elements.

CONNECTIONS
VAKC.1 Applies information from other disciplines to enhance the understanding and
production of artworks.

a. Explores universal concepts (pattern, balance, etc.) and creates

artworks inspired by ideas from literature, science, music,
and/or math.

VAKC.2 Develops life skills through the study and production of art.

a. Takes care in craftsmanship.

Assessments:
Diagnostic: Formative: Summative:
Essential Question Ticket Out The Door Project Based: Artwork
Major Unit concepts and vocabulary:
Clay ceramics, Texture real, Form 4. 5.
kiln, texture, slab implied, rough,
smooth,

Student Supplies: Teacher Supplies:

Lizella clay Teacher Sample
Newsprint place mats Fossil books
plastic plants *Technology - Brain Pop Fossil Video
Sea shells
Plastic dinosaurs
Clay tools
Getting students ready to learnOPENING

Step 1: Teacher and students talk about what they will learn and do
(Communication of Learning Intentions)
Review the Essential Question & Standards:
What is clay?
What is form?
What is texture?

Students will be creating a textured clay slab fossil.

Step 2: How will you know when they have gotten it? (Communication of Success
Criteria)
Students will have a completed slab fossil with 2-3 different real textures that they
have created using a stamping into slab technique.
Students will have created an implied texture using paint/glaze that will age the
fossil.

Step 3: Get the students interested (Build Commitment and Engagement)

Week 1
Teacher will show students the Brain Pop video about Fossils. They will discuss what
a fossil is and where is it found. Teacher will use this information to bridge
information about how clay is found in the earth.
Students will look at texture board to identify the difference between real and
implied texture.
Students will watch teacher demonstration and feel/smell the clay and identify how
 it smells like it came from the earth.

Week 2
Teacher will review facts from the week before about fossils, clay, and clay
vocabulary.
Teacher will demonstrate making a clay fossil.
Week 3
Teacher will review facts from the week before about fossils, clay, and clay
vocabulary.
Teacher will demonstrate how to create an implied texture using paint/glaze.

Step 4: Give students new information (Teacher Presentation Strategies)

Use technology to show movie
Texture board
Demonstration
Lecture
PERIOD

Step 5: Have students use the new information (Guided Practice )

WORK

Week 1
Students will use clay to practice rolling a ball/sphere and to create whatever they
want by putting shapes together to create new shapes. Exploring the clay will
do the work
students to

prepare them to create fossils the following week.

Releasing
make sense of CLOSING

Step 6: Make sure they can do it (Summary)

Teacher will observe and assist where necessary. Monitoring students so that they do not
stamp all the way through their clay slabs.

Step 7: Have students practice at home (Independent Practice)

EarlFini Helping students

Have students go home and try to identify examples of form that they use in their
y or sh their learning

everyday lives.

If a student finishes early or needs an extra challenge

Have students find a texture in the classroom to use to create a clay texture stamp
that we can add to our class sets of texture stamps (ie: bottom of sneaker).