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Katie MorrisPauline CentralLesson Title: 1st Grade Tornado Safety CollagesLesson Objectives:The students will learn about tornadoes and tornado safety tips.The students will cut geometric shapes from construction paper.The students will tear organic shapes from construction paper.The students will create a mixed media artwork depicting a house, a tornado, and a tornado safety tip.Resources: FEMA for kids, , Teacher example, John Steuart Curry’s Tornado Over Kansas and Alexis Rockman’s Blue Tornado.Vocabulary:Elements of Art: Line, Shape, Color, Texture, Value, FormShape: Geometric, Organic, Square, Rectangle, TriangleColor: Warm, CoolTornado, Safety, InteriorMaterials:Paper: 9x12 inch gray construction paper, 6x9 inch black construction paper, NewspaperPrimary colored tempera paint and brushesDrawing: Pencils, Erasers, Crayons, Color SticksScissors, GlueProcedure: This lesson will take 2, 40-minute class periods.Day 1: The teacher will assess students’ prior knowledge of tornadoes and tornado safety procedures. The teacher will review tornado drill procedures for school and share a list of tornado safety tips for home:Stay alert about dangerous weather.Have a plan for what to do in a tornado.Go to a basement or interior room.Stay away from windows.If you can’t get inside, find a ditch, lie down, and cover your head.If you are in a car, get out and seek shelter.The class will briefly view and discuss 2 artworks featuring tornadoes: John Steuart Curry’s Tornado Over Kansas and Alexis Rockman’s Blue Tornado. The teacher will explain the assignment to the students and demonstrate the process. The teacher will ask the students to think of geometric shapes that are sometimes used to draw houses. After the students answer, the teacher will show how squares and rectangles can be painted to make the base of houses and newspaper can be cut into triangles and glued on the paper to form a house. Newspaper can also be used to cut doors and windows.Day 2: The teacher will review the material covered on day 1 and show the students images of tornadoes. The students will observe the shape of the tornadoes shown. The teacher will show the students how to tear a piece of black construction paper into a tornado shape. If the students cannot tear the tornado in one piece, multiple pieces can be put together to form a tornado. After the tornadoes are glued to the background, the students will use a white writing utensil to copy their safety tip on top of their tornado. Any remaining time will be spent adding details to their backgrounds with crayon or color stick.KSDE Visual Arts StandardsStandard 1: Understanding and Applying Media, Techniques, and ProcessesBenchmark 1: The student explores a variety of art media, techniques, and processes.Benchmark 4: The student employs media, techniques, and processes to communicate through works of art.Benchmark 5: The student demonstrates the safe and correct use of simple materials and tools.Standard 2: Using Knowledge of the Elements of Art and the Principles of DesignBenchmark 1: The student recognizes key elements* and key principles* used in works of art.Benchmark 2: The student responds to art works based on the use of key elements* and key principles*.Benchmark 3: The student applies key elements* and key principles* in creating works of art.Standard 3: Creating Art Works Through Choice of Subjects, Symbols, and IdeasBenchmark 1: The student identifies visual images, subjects, and symbols in works of art.Benchmark 2: The student incorporates images, subjects, and symbols into art works.Standard 4: Understanding the Visual Arts in Relation to History and CulturesBenchmark 2: The student discusses different purposes for which art is created.Standard 5: Reflecting Upon and Assessing the Characteristics and Merits of ArtBenchmark 1: The student describes characteristics evident in art works.Benchmark 2: The student describes and shares opinions about works of art.Standard 6: Making Connections Between the Visual Arts and Other DisciplinesBenchmark 3: The student identifies connections between the visual arts and non-art disciplines. ................
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