Core Knowledge Unit Format



The Elements Art

Grade Level or Special Area: Art/Language Arts

Written by: Betsy Ray, College Lane Elementary, Hobbs, New Mexico; Denise Young, Coronado Elementary, Hobbs, New Mexico

Length of Unit: 8 lessons (8 days)

ABSTRACT

A. Students will be introduced to four elements of art; line, shape, color, and texture. These elements will be taught using Core Knowledge based literature. Students will be exposed to various types of literature such as fables and stories and will experience the elements of art during direct instruction and hands-on art activities.

OVERVIEW

B. Concept Objectives

1. Learn and develop the essential skills and technical demands unique to visual art. K-4 1-VA (adapted from)

2. Understand the visual art by seeking connections and parallels among art disciplines as well as other content areas. K-4 3-VA (adapted from)

3. Develop an awareness of the strategies and skills necessary to comprehend information that is read, heard, and viewed. K-4 1-VA (adapted from)

C. Content from the Core Knowledge Sequence

1. 1st Grade Art: Elements of Art (pp. 31-32)

a. Color

i. Know that red, yellow, and blue are commonly referred to as the primary colors, and the mixing of two primary colors create secondary colors.

b. Line

i. Identify and use different lines, straight, zigzag, curved, wavy, spiral, thick and thin.

c. Shapes

i. Recognize basic geometric shapes: square, rectangle, circle, triangle, and oval – in nature and man made objects.

d. Texture

i. Describe qualities of texture.

2. 1st Grade Language Arts (p. 24)

a. Predict what will happen in stories, justify predictions and discuss confirmation of predictions.

b. Demonstrate familiarity with a variety of fictions and non-fictions selections in including read-a-loud works and independent readings.

3. 1st Grade Language Arts Fiction (p. 25)

a. The Talking Eggs

b. Anansi and the Moss Covered Rock

c. Dog in the Manger

d. The Tale of Peter Rabbit

D. Skill Objectives

1. Identify and make art using different materials K4 VA. A1

2. Identify the elements of design (line, color, shape, texture) as found in the environment and art K4 VA. A2

3. Identify and explain the similarities and differences regarding concepts used in arts disciplines such as texture, line, color, and shape K4 VA. A2

4. Talk about, practice or show understanding of the connections between visual arts and other content areas. K4 VA. B3

5. Demonstrate familiarity with a variety of types of books and selections K4 1C 1.3

6. Self monitor comprehension by questioning, retelling and summarizing K4 1A 1.5

BACKGROUND KNOWLEDGE

E. For Teachers

1. Hirsch, E.D. Jr. and Wright, Souzanne A, Core Knowledge Teacher Handbook Series Grade 1

2. Evans, J. and Skelton, T., How to Teach Art to Children

F. For Students (Identify topics introduced in previous units or grade levels that provide students with necessary prior knowledge.)

1. Kindergarten elements of art: line. Students identify and use different lines: straight, zigzag, curved, wavy, thick, and thin. (p. 14 from CK Sequence)

2. Kindergarten elements of art: color. Students observe how colors can create different feelings and how certain colors can seem “warm” (red, orange, yellow) or “cool” (blue, green, purple) . (p. 14 from CK Sequence)

RESOURCES (Provide a list of key resources-literature selections, activity books, AV materials, etc.-that are critical in teaching this unit.)

A. Book -Harold and the Purple Crayon by Crockett Johnson (Lesson 1).

B. Book -The Talking Eggs by Robert D. San Souci (Lesson 2).

C. Book – The Shape of Things by Dayle Ann Dodds (Lesson 3).

D. Book – Anansi and the Moss - Covered Rock retold by Eric Kimmel (Lesson 4).

E. Book – Mouse Paint by Ellen Stoll Walsh (Lesson 5).

F. Fable – Dog in the Manger. What Every First Grader Needs to Know by E.D. Hirsch (Lesson 6).

G. Puppy pattern Available URL:

H. Rabbit pattern Available URL:

I. Book – Feed Matisse’s Fish by Julie Appel and Amy Guglielmo (Lesson 7).

J. Book – Tale of Peter Rabbit by Beatrix Potter (Lesson 8).

I. LESSONS

Lesson One: Line

A. Daily Objectives

1. Concept Objective(s)

a. Learn and develop the essential skills and technical demands unique to visual art. K-4 1 –VA (adapted from)

b. Understand the visual arts by seeking connections and parallels among art disciplines as well as other content areas. K-4 3-VA (adapted from)

c. Develop an awareness of the strategies and skills necessary to comprehend information that is read, heard, and viewed. K-4 1-VA (adapted from)

2. Lesson Content (p. 31)

a. Identify and use different lines, straight, zigzag, curved, wavy,

spiral, thick and thin.

3. Skill Objective(s)

a. Identify and make art using different materials K-4 VA.A1

b. Identify the element of design (lines) as found in the environment and art. K-4 VA.A2

c. Identify and explain the similarities and differences regarding concepts used in arts disciplines such as line. K-4 VA.A2

d. Talk about, practice or show understanding of the connections between visual arts and other content areas. K-4 VA.B3

B. Materials

1. Copy of book Harold and the Purple Crayon

2. Flip book made of construction paper for line book. (appendix 1A see instructions)

3. Wipe/chalk board.

4. Markers or chalk.

C. Key Vocabulary

1. Line: a continuous mark drawn by a pen, pencil, or crayon.

D. Procedures/Activities (List the steps in how the teacher proceeds when teaching this lesson. Include procedures for integrating subjects—where appropriate—motivating activity to introduce the lesson, additional activities and assignments that will lead to student learning. Provide step-by-step directions through the use of brief action statements i.e., Brainstorm possibilities; read (book title); record responses.)

1. Read Harold and the Purple Crayon to students. Discuss types of lines seen in the book, and how the lines are used.

2. Write the words for various types of lines on board: straight, zigzag, curved, wavy, spiral, thick, and thin.

3. Give each student a flip book and have students label each section with the types of lines (words written on board).

4. Students will lift each flap and draw the line for the word written on the flap.

E. Assessment/Evaluation

1. Observe student work. Check to see if students accurately matched the lines to the line word.

Lesson Two: Line (Day 2)

A. Daily Objectives

2. Concept Objective(s)

a. Learn and develop the essential skills and technical demands unique to visual art. K-4 1-VA (adapted from

b. Understand the visual art by seeking connections and parallels among art disciplines as well as other content areas. K-4 3-VA (adapted from)

c. Develop an awareness of the strategies and skills necessary to comprehend information that is read, heard, and viewed.

3. Lesson Content

a. Line

i. Identify and use different lines, straight, zigzag, curved, wavy, spiral, thick and thin.

a. Predict what will happen in stories, justify predictions and discuss confirmation of predictions.

Demonstrate familiarity with a variety of fictions and non-fictions selections in including read-a-loud works and independent readings

4. Skill Objective(s)

a. Identify and make art using different materials K4 VA. A1

b. Identify the elements of design (line) as found in the environment and art K-4 VA. A2

c. Identify and explain the similarities and differences regarding concepts used in arts disciplines such as shapes. K-4 VA. A2

d. Talk about, practice or show understanding of the connections between visual arts and other content areas. K-4 VA. B3

e. Demonstrate familiarity with a variety of types of books and selections K-4 1C 1.3

f. Self monitor comprehension by questioning, retelling and summarizing. K-4 1A 1.5

F. Materials

1. copy of egg pattern (Appendix 2-A)

2. glue

3. black construction paper

4. pastel chalk (not chalkboard chalk)

5. scissors

6. white crayon

7. laminator

8. copy of book The Talking Eggs

G. Key Vocabulary

1. widow: woman whose husband has died

2. cross: grumpy

3. sharp: smart

4. two-peas-in-a-pod: an expression used to compare likenesses

5. trail-train dresses: a dress with fabric that trails on the floor behind the dress

6. plaited: braided

7. corkscrew: a spiral shaped instrument used to pull a cork out of a bottle

8. bramble bush: a bush with thorns

9. mortar: a bowl made of stone used to crushed items into a powdery substance

10. pestle: hand held object used to grind the items in a mortar.

H. Procedures/Activities

1. Before reading The Talking Eggs, chose a selection (one or two pages) from the middle of the story

2. Read selection to students

3. Ask students what more they want to know about the selection read

4. Write student responses (usually questions) on the board

5. Begin reading the story

6. Pause frequently to allow students to self monitor their comprehension by reviewing the student responses written on the board

7. After reading the story, have a class discussion to determine if all students’ responses/questions were answered.

8. For the art activity, students will trace the egg pattern (Appendix 2-A) with a white crayon onto black construction paper.

9. Students will use white liquid school glue to draw lines (straight, wavy, spiral, zigzag, curved, thick, and thin. (Hint: tell students to start at the top and work their way down).

10. Place eggs on a drying rack to dry

11. Once eggs are dry, students will use pastels to color between the lines

12. Laminate the eggs for a stained glass effect.

I. Assessment/Evaluation

1. Observe completed eggs.

Lesson Three: Shapes (Day 1)

A. Daily Objectives

2. Concept Objective(s)

a. Learn and develop the essential skills and technical demands unique to visual art. K-4 1-VA (adapted from)

b. Understand the visual art by seeking connections and parallels among art disciplines as well as other content areas. K-4 3-VA (adapted from)

c. Develop an awareness of the strategies and skills necessary to comprehend information that is read, heard, and viewed.

3. Lesson Content

a. Shapes

i. Recognize basic geometric shapes: square, rectangle, circle, triangle, and oval – in nature and man made objects.

4. Skill Objective(s)

a. Identify and make art using different materials K-4 VA. A1

b. Identify the elements of design (shape) as found in the environment and art K-4 VA. A.2

c. Identify and explain the similarities and differences regarding concepts used in arts disciplines such as shapes. K-4 VA. A2

d. Talk about, practice or show understanding of the connections between visual arts and other content areas. K-4 VA. B3

J. Materials

1. Copy of book Shape of Things

2. Square, Circle, rectangle, oval, triangle die cuts in various colors from construction paper.

3. Glue

4. Pre-folded 12X18 construction paper (Appendix 3-A see instructions)

K. Key Vocabulary

1. Geometric shape: precise and sharply defined shape such as a triangle, square, or circle.

2. Organic shape: Shape that is irregular in outline, often found in nature.

L. Procedures/Activities

1. Read Shape of Things to students. Discuss types of shapes seen in the book and how the shapes are used.

2. Ask students what shapes are represented in the book, write responses on board.

3. Explain to students that not all shapes are geometric; some are organic (found in nature). Discuss organic shapes and draw examples of organic shapes ( trees, clouds, flowers) on the board.

4. Give each student pre-folded construction paper.

5. Provide students with one each of the following shapes: square, circle, rectangle, triangle and oval.

6. Instruct students to glue a shape on each section created by folds in the paper.

7. Have students label each shape (remind students that the shape words are written on the board).

8. One section will be left blank, Instruct students to draw an organic shape on this section and then label as organic.

M. Assessment/Evaluation

1. Observe completed work. Check to make sure students correctly labeled shapes.

Lesson Four: Shapes (Day 2)

A. Daily Objectives

2. Concept Objective(s)

a. Learn and develop the essential skills and technical demands unique to visual art. K-4 1-VA (adapted from

b. Understand the visual art by seeking connections and parallels among art disciplines as well as other content areas. K-4 3-VA (adapted from)

c. Develop an awareness of the strategies and skills necessary to comprehend information that is read, heard, and viewed.

3. Lesson Content

a. Shapes

i. Recognize basic geometric shapes: square, rectangle, circle, triangle, and oval – in nature and man made objects

4. Skill Objective(s)

a. Identify and make art using different materials K-4 VA. A1

b. Identify the elements of design (shape) as found in the environment and art K-4 VA. A.2

c. Identify and explain the similarities and differences regarding concepts used in arts disciplines such as shapes. K-4 VA. A2

d. Talk about, practice or show understanding of the connections between visual arts and other content areas. K-4 VA. B3

e. Demonstrate familiarity with a variety of books and selections. K-4 1C 1.3

f. Self monitor comprehension by questioning, retelling and summarizing. K-4 1A 1.5

N. Materials

1. Copy of the book Anansi and the Moss Covered Rock (any Anansi book will work).

2. Spider Pattern (Appendix 4-A & 4-B)

3. Small construction paper shapes (square, triangle, and rectangle) of various colors (Appendix 4C)

4. Four 18 x 2 inch strips of black construction paper per student.

5. Glue

6. Scissors

7. Wiggle eyes

O. Key Vocabulary

1. Yams: A type of potato

2. Made off: To steal

3. Single: One

4. Tender: Soft

P. Procedures/Activities

1. Before reading Anansi and the Moss Covered Rock, chose a selection (one or two pages) from the middle of the story

2. Read selection to students

3. Ask students what more they want to know about the selection read

4. Write student responses (usually questions) on the board

5. Begin reading the story

6. Pause frequently to allow students to self monitor their comprehension by reviewing the student responses written on the board

7. After reading the story, have a class discussion to determine if all students’ responses/questions were answered.

8. Give each student a copy of the spider body and head (Appendix 4-A & 4-B).

9. Students will cut out oval and circle (Appendix 4-A &4-B)

10. Student will glue head onto body.

11. Students will fold black construction paper accordion style and cut in half to create eight legs for the spider and glue to back of body.

12. Allow students to choose a variety of colored shapes to glue to body of spider.

13. Glue wiggle eyes to circle.

Q. Assessment/Evaluation

1. Observe completed work. Check to make sure students followed directions correctly.

Lesson Five: Color (Day 1)

A. Daily Objectives

1. Concept Objective(s)

a. Learn and develop the essential skills and technical demands unique to visual art. K-4 1-VA (adapted from

b. Understand the visual art by seeking connections and parallels among art disciplines as well as other content areas. K-4 3-VA (adapted from)

c. Develop an awareness of the strategies and skills necessary to comprehend information that is read, heard, and viewed

2. Lesson Content

a. Color

i. Know that red, yellow, and blue are commonly referred to as the primary colors, and the mixing of two primary colors create secondary colors.

3. Skill Objective(s)

a. Identify and make art using different materials K-4 VA. A1

b. Identify the elements of design (shape) as found in the environment and art K-4 VA. A.2

c. Identify and explain the similarities and differences regarding concepts used in arts disciplines such as shapes. K-4 VA. A2

d. Talk about, practice or show understanding of the connections between visual arts and other content areas. K-4 VA. B3

K. Materials

a. Copy of book Mouse Paint

b. 3 laminated heart die-cuts (heart frame w/center missing) per student.

(see example Appendix 5-A)

c. One red, yellow, and blue permanent marker per student.

d. One metal brad per student.

e. Hole punch

L. Key Vocabulary

1. Primary colors: Colors that cannot be made by mixing other colors together (red, blue, yellow)

2. Secondary colors: The color (orange, green, purple) that results from mixing two primary colors.

M. Procedures/Activities

1. Give each student three hearts and markers

2. Students will color one heart red, one yellow, and one blue.

3. Place hearts in following order: red, yellow, blue (stacked one on top of the other).

4. Punch a hole through the bottom of this stack and fasten a brad through the hole.

5. Have students to overlap half of red heart with half of yellow heart.

6. Have students to hold up to light to observe the mixing of yellow and red to create orange.

7. Repeat same procedure with yellow/blue and red/blue.

N. Assessment/Evaluation

1. Observation

Lesson Six: Color (Day 2)

A. Daily Objectives

1. Concept Objective(s)

a. Learn and develop the essential skills and technical demands unique to visual art. K-4 1-VA (adapted from

b. Understand the visual art by seeking connections and parallels among art disciplines as well as other content areas. K-4 3-VA (adapted from)

c. Develop an awareness of the strategies and skills necessary to comprehend information that is read, heard, and viewed

2. Lesson Content

a. Color

i. Know that red, yellow, and blue are commonly referred to as the primary colors, and the mixing of two primary colors create secondary colors.

3. Skill Objective(s)

a. Identify and make art using different materials K-4 VA. A1

b. Identify the elements of design (shape) as found in the environment and art K-4 VA. A.2

c. Identify and explain the similarities and differences regarding concepts used in arts disciplines such as shapes. K-4 VA. A2

d. Talk about, practice or show understanding of the connections between visual arts and other content areas. K-4 VA. B3

e. Demonstrate familiarity with a variety of books and selections. K-4 1C 1.3

f. Self monitor comprehension by questioning, retelling and summarizing. K-4 1A 1.5

B. Materials

1. Copy of fable Dog in the Manger

2. Puppy pattern (Appendix 6-A)

3. One each per student: red, yellow, blue, orange, purple, green, and black

construction paper (9x11)

4. Glue

5. Pencil

6. Scissors

7. Example of completed puppy from pattern to aid students in completing project

correctly

C. Key Vocabulary

1. Plow: a large tool used to turn dirt in order to prepare to plant seeds for large

crops. - usually attached to large animal such as oxen.

2. Oxen: large cow-like animal used for farming

3. Budge: to move

4. Stingy: selfish or greedy

D Procedures/Activities

1. Read fable The Dog in the Manger

2. Discuss the moral of the story

3. Give each child the ear pattern (Appendix 6-A) and allow them to choose which color of construction paper they would like to use

4. Trace and cut shapes

5. Repeat process with each pattern piece until all patterns are completed.

6. Glue pattern pieces onto black construction paper starting with the ears, legs, tail, head, body, nose, and spots.

7. Give each student two large wiggle eyes to glue onto head.

E Assessment/Evaluation

1. Observe completed project

Lesson Seven: Texture (Day 1)

A. Daily Objectives

Concept Objective(s)

a. Learn and develop the essential skills and technical demands unique to visual art. K-4 1-VA (adapted from

b. Understand the visual art by seeking connections and parallels among art disciplines as well as other content areas. K-4 3-VA (adapted from)

c. Develop an awareness of the strategies and skills necessary to comprehend information that is read, heard, and viewed

Lesson Content

a. Texture

i. Describe qualities of texture.

Skill Objective(s)

a. Identify and make art using different materials K-4 VA. A1

a. Identify the elements of design (shape) as found in the environment and art K-4 VA. A.2

b. Identify and explain the similarities and differences regarding concepts used in arts disciplines such as shapes. K-4 VA. A2

c. Talk about, practice or show understanding of the connections between visual arts and other content areas. K-4 VA. B3

B. Materials

1. Copy of book Touch the Art: Feed Matisse’s fish

2. material: velvet, satin, corduroy cut into two inch squares

3. sandpaper cut into two inch squares

4. small wooden squares ( can purchase at craft store)

5. pre-made flip book with five flaps

C. Key Vocabulary

1. Texture: an artwork’s real or implied surface quality, such as rough, smooth,

slippery, etc.

D. Procedures/Activities

1. Read Touch the Art: Feed Matisse’s Fish

2. Allow students to touch texture in book after reading

3. Ask students what textures are represented in the book, write responses on the board.

4. Show examples of texture material collected for the lesson. Explain to the students that they will be making a texture flip book and they will place examples of these textures in their book.

5. Give each student a pre-made flip book (Appendix 7-A).

6. Guide students in labeling each flap with the following: Soft, Smooth, Rough, Bumpy, and Hard.

7. Give each student one each of texture materials; instruct the students to place the correct texture under the flap with the correct label.

E. Assessment/Evaluation

1. Observe completed work. Check to make sure students correctly placed textures under the correct labels.

Lesson Eight: Texture (Day 2)

A. Daily Objectives

1. Concept Objective(s)

a. Learn and develop the essential skills and technical demands unique to visual art. K-4 1-VA (adapted from

b. Understand the visual art by seeking connections and parallels among art disciplines as well as other content areas. K-4 3-VA (adapted from)

c. Develop an awareness of the strategies and skills necessary to comprehend information that is read, heard, and viewed

2. Lesson Content

a. Texture

i. Describe qualities of texture

3. Skill Objective(s)

a. Identify and make art using different materials K4 VA. A1

a. Identify the elements of design (line) as found in the environment and art K-4 VA. A2

b. Identify and explain the similarities and differences regarding concepts used in arts disciplines such as shapes. K-4 VA. A2

c. Talk about, practice or show understanding of the connections between visual arts and other content areas. K-4 VA. B3

d. Demonstrate familiarity with a variety of types of books and selections K-4 1C 1.3

A. Materials

1. Copy of book The Tale of Peter Rabbit

2. Rabbit pattern (Appendix 8-A) copied onto a 81/2 X11 piece of tag board

3. Texture material from Lesson 7 Day 1(cut into 2 in. squares)

4. Glue

5. Jumbo Cotton balls (one per student)

6. Scissors

B. Key Vocabulary

1. Sand-bank: a ridge of sand that forms a mound.

2. fir-tree: pine tree

3. mischief: trouble

4. currant: a type of berry

5. implored: begged, make an effort

6. sieve: a wire mesh or metal utensil used for straining.

7. trembling: shaking

8. twitched: moved jerkily

9. scuttered: moved with a clattering, scurrying sound.

10. flopped: fell down heavily and noisly

11. fortnight: two weeks

12. chamomile: a sweet-smelling herb

C. Procedures/Activities

1. Read The Tale of Peter Rabbit

2. Review textures

3. Give each student one copy of rabbit pattern and have students cut out pattern

4. Students glue squares of textured materials onto rabbit to create collage

5. Give each student one cotton ball to use as rabbit tail-glue

D. Assessment/Evaluation

1. Observe completed work

CULMINATING ACTIVITY (Optional)

E. “Art Show” Display all student art work from unit in room and invite parents, school staff, and peers to the “Art Show”. Encourage the students to dress their best because they will be art guides during the art show and will be explaining the elements of art displayed in their art work.

1. HANDOUTS/WORKSHEETS – N/A

BIBLIOGRAPHY (Provide complete bibliographic information and when available, addresses, ISBN numbers and telephone numbers i.e., Hirsch, Jr. E.D. What Your First Grader Needs to Know. New York: Dell Publishing, 1991, ISBN 0-385-31026-9

F. Hirsch, Jr. , & Wright, S. Core Knowledge Teacher Handbook Series Grade 1.

Charlottesville, Virginia: Core Knowledge Foundation, 2004. 1-890517-70-4.

B. Johnson, C. Harold and the Purple Crayon. USA.: Harper Collins Publishers, 1983. 0-06-022935-7.

C. Souci, R. D. The Talking Eggs. New York: Dial Books for Young Readers, 1989. 0- 0-8037-0619-7.

D. Dodds, D.A.. The Shape of Things. Massachusetts: Candlewick Press, 1994. 156402698-1.

E. Kimmel, E. A. Anansi and the Moss-Covered Rock. New York: Holiday

House,1988. 0-8234-0689-X.

F. Walsh, E.S. Mouse Paint. Singapore: Voyager Books-Harcourt, Inc., 1989. 0-15-200118-2.

G. Appel, J. & Guglielmo, A. Feed Matisse’s Fish, New York: Sterling Publishing Co., 2006. 10: 1-4027-3568-5.

H. Potter, B. The Tale of Peter Rabbit. U.S.A.: Scholastic inc., 1986. 0-590-41101-2.

I. Evans, J. & Skelton, T. How to Teach Art to Children. U.S.A.: Evan-Moor, 2001.

1-55799-811-6.

J. Puppy pattern Available URL:

K. Rabbit pattern Available URL:

Appendix 1A

Each student will need one piece of white construction paper approximately 16 ¼ x 12 inches. You will need to fold the paper in half length wise and cut seven slits approximately 2 ¼ inches wide up to the fold line creating eight flaps.

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Appendix 2A

Cut and make egg pattern for students to trace.

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Appendix 3A

Each student will need one 12x18 inch piece of white construction paper that has been folded in half length wise and then folded into thirds.

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Appendix 4-A

Teacher will copy on colored construction paper. Each student will need one copy.

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Appendix 4-B

Teacher will copy on colored construction paper. Each student will need one circle.

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Appendix 4-C

Teacher will copy on colored construction paper in order to provide students with different colored shapes. See shapes on following page.

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Appendix 5-A

The teacher needs to die-cut three hearts out of black construction paper for each student. The die-cut heart needs to have an open center to allow students to color on the clear laminated area in order to create a transparent colored surface. Each die-cut will be laminated.

Example:

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Appendix 6-A

Teacher will copy one puppy per student on 9x11 inch white construction paper.

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Appendix 7-A

Teacher will need to fold one 12x15 piece of white construction paper in half. Then, cut five 3 inch flaps up to the fold line.

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Appendix 8-A

Teacher will need to enlarge pattern to fit on a 12x18 piece of construction paper.

[pic]

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Square

Fold line

Rectangle

Triangle

Circle

Oval

Organic

Students will color in the missing center on the laminating film.

Fold line

Label here

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