Jessica Ryan Ray



Jessica Ray

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STEAM

LESSON TITLE

Paint Blasters/Paint Grenades

Grade 4-5

1-40 Min. class

GENERAL LESSON OBJECTIVE

Students will be able to:

1. Describe and review the 3 states of matter (Solid, Liquid, and Gas)

2. Measure solids and liquids accurately.

3. Create a unique work of art using the paint blasters

4. Hypothesize the about the reaction that occurs when mixing baking soda and vinegar

5. Identify Jackson Pollock as an experimental and abstract expressionist painter and make a connection between his style and their own unique paintings.

6. Collaboratively create art.

7. Engineer Paint Blasters using provided instructions and materials.

VIRGINIA ART STANDARDS OF LEARNING VISUAL ARTS

The student will:

4.1,5.1 The student will use steps of the art-making process, including brainstorming, preliminary sketching, planning, and reflecting, to generate ideas for and create works of art.

4.3 The student will use imaginative and expressive imagery to create works of art.

5.9 The student will use contemporary media to create works of art.

MATERIALS

TEACHER

News paper, Blow dryer, garbage bags, paper towels

STUDENT

18 x 24 White paper 50lb

Pencils

Scissors

Paint

Baggies (Snack Size, 1 per student)

Toilet paper roll (2 squares per student)

Baking Soda (1 TBSP per student)

Vinegar (1/4 C. per student)

ADVANCED ORGANIZATION

Tear toilet paper into 2 square pieces. Mix paint and vinegar.

VOCABULARY

Matter- the substance of which any physical object consists or is composed

Solid-firm, hard, or compact in substance

Liquid-composed of molecules that move freely among themselves but do not tend to separate like those of gases

Gas-a substance possessing perfect molecular mobility and the property of indefinite expansion, as opposed to a solid or liquid

Chemical Reaction-a rearrangement of the atoms or molecules of two or more substances that come into contact with each other, resulting in the formation of one or more new substances.

Abstract Expressionism-Term applied to a movement in American painting that flourished in the 1940s and 1950s, sometimes referred to as the New York School. They were linked by a concern with varying degrees of abstraction used to convey strong emotional or expressive content.

Jackson Pollock- Born January 28th 1912- August 11th 1956, known was an influential American painter and a major figure in the abstract expressionist movement. Well known for his unique style of drip painting

ANTICIPATORY SET- 5 min Think Pair Share TPS Review question: what are the states of matter? Ask students to Hypothesize what they thing will be the outcome of mixing baking soda (solid) with vinegar (liquid)?

TEACHING MOTIVATION- 5 Min INPUT/DEMO/DIRECTIONS/CHECKING

INPUT- Ask students to consult their group with ideas and outcomes. Quickly discuss the proposed results. MODELING-Today we will learn about the states of matter by conducting and experiment that involves all 3 states of matter. The results will create a unique, abstract, and experimental work of art collaboratively with a partner. DEMO- Divide into groups of two and put both names on the paper. Demonstrate the project after explaining the steps to creating the paint blasters. Steps –1 Take a square or two of toilet paper and place 1 tablespoon of baking soda into the center. 2 Fold in the edges to create a small bundle or package of the baking soda (no baking soda should spill out) 3 Take snack baggie and fill with ¼ cup of vinegar paint mixture. 4 Take all materials baggie, baking soda packet, and paper. 5 Place the paper on the grass. 6 One at a time open the closed vinegar filled baggie halfway and drop baking soda packet into the baggie and immediately close it. 7 Shake baggie a few times then drop it on the paper and watch the explosion. 8 Pick up baggie making sure to drip some of the paint around the painting to imitate Jackson Pollock’s style and making a more interesting piece. 9 Have student lift paper up and drip excess paint off in the grass; this also creates an interesting effect. 10 repeat with second student. CHECKING- Who can review the steps for us?

ACTIVITY

Day 1

GUIDED PRACTICE– Give instructions on how to create paint blasters

DISTRIBUTION/SUPPLIES- Students get supplies

INDEPENDENT PRACTICE- 20 Min.-Students will create paint blasters. Students and teacher go outside and complete the experiment/paintings.

CLEAN UP/CLOSURE-10 Min – Clean up supplies and review questions like what are the three states of matter. Who is the artist we learned about? How is your painting like that of Jackson Pollock?

EVALUATION/STUDENT

Students will be evaluated on their ability to follow instructions to create a paint blaster.

RUBRIC Superior Satisfactory Minimal

Paint blaster Successful and creative Successful Did not follow instructions

MODIFICATIONS/ SELF EVALUATION OF LESSON/REFLECTIONS

The lesson could be modified to individual paintings. Once dry the student could use pens or markers to create creatures or designs out of the drips and splatters.

REFERENCES, BIBLIOGRAPHY, RESOURCES







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