PHYSICAL SCIENCE in ART Bundle – Science in Art Lessons – Art Activities for 1st and 2nd

Item description

This PHYSICAL SCIENCE in ART Bundle for First and Second Grade includes:

·      MUSIC, LIGHT, and COMMUNICATION art projects

·      Art lessons about famous artists and artworks

·      Elements of Art worksheets

·      Drawing activities

·      Extra drawing and coloring pages

o   Perfect for Grade 1 and 2 teachers looking to explore Science subjects through Art and include more creativity across the curriculum.

PLEASE NOTE: These are NOT Science Units. They are Art Units that can be used in Science class or taught as stand-alone units of Art.

FOR STUDENTS

MUSIC in ART – 4 Lessons (8 pages in color and b/w)

LIGHT in ART – 4 Lessons (7 pages in color and b/w)

COMMUNICATION in ART – 4 Lessons (7 pages in color and b/w)

• Observe and analyze famous artworks.

• Learn new art vocabulary and basic Elements of Art.

• Practice art skills and techniques with a variety of materials.

• Express themselves creatively with the end of unit Art Project.

• Reflect on the creative process and assess their own learning.

o   Pages can be printed and stapled together like a book or distributed individually during each lesson. All pages are available in color, b/w (black and white), and in the Unit Presentation.

TEMPLATES: 4 Sun Catcher Templates (4 pages in b/w)

CLASSROOM RESOURCES

Extra materials (poster, flashcards, presentation) are included to support differentiated instruction and meet the special needs of each student.

ELEMENTS of ART FLASHCARDS (15 pages, 30 flashcards, in color)

·      Lines, shapes, forms, colors, and value

·      Can be printed and used as flashcards or for creating a word wall.

SEE, THINK, WONDER POSTER (in color and b/w)

·      Encourage students to observe and analyze a work of art.

·      Promote creative and critical thinking skills.

POWERPOINT PRESENTATION (each unit has a 16-slide presentation)

·      Includes all the pages in this unit to project on an interactive whiteboard in full color.

·      Each artwork is enlarged for easy viewing.

·      Each step of the art project is enlarged to help students focus on the step-by-step art-making process.

·      Can be easily uploaded to Google Slides.

TEACHER RESOURCES

TEACHER NOTES (3 units of 12 pages)

·      Includes: List of Materials, Art standards and objectives, Science connections, Key Vocabulary Teaching Tips, and Step by Step Suggestions.

·      The easy “print and teach” design is perfect for ALL teachers at ANY level of art experience.

····· MUSIC in ART Unit ·····

Lesson 1: Artworks and Elements of Art

·      Students will observe three Cubist artworks by Pablo Picasso, Juan Gris, and Maria Blanchard.

·      Students learn about shapes and forms.

Lesson 2: Forms in Instruments

•       students trace, color, cut, and glue shapes and forms of musical instruments.

Lesson 3: Picasso Guitar

·      Students use collage to create a guitar sculpture inspired by Pablo Picasso.

Lesson 4: Review and Reflection

·      Students review key art vocabulary and concepts and reflect on the art-making process.

····· LIGHT in ART Unit ·····

Lesson 1: Artworks and Elements of Art

·      Students will observe details of stained glass windows designed by Marc Chagall and Romare Bearden.

·      Students learn about value, the lightness and darkness of a color.

Lesson 2: Light and Dark

·      Students color stained glass window designs with light and dark colors.

Lesson 3: Sun Catcher

·      Students use translucent materials to create a paper light catcher.

Lesson 4: Review and Reflection

·      Students review key art vocabulary and concepts and reflect on the art-making process.

····· COMMUNICATION in ART Unit ·····

Lesson 1: Artworks and Elements of Art

·      Students will observe and analyze abstract art by Wassily Kandinsky.

·      Students learn about expressive lines, shapes, and colors.

Lesson 2: Feelings in Art

·      Students use lines, shapes, and colors to show feelings through abstract art.

Lesson 3: 3D Kandinsky

·      Students use colored construction paper (and other optional materials) to create lines and shapes for a 3D abstract artwork.

Lesson 4: Review and Reflection

·      Students review key art vocabulary and concepts and reflect on the art-making process.

(All Artworks are in the Public Domain or have a Creative Commons License)

How you can use this resource:

·      In Science class to preview, review, or extend basic Science vocabulary and concepts OR In Art class as a stand-alone art lesson to teach new art vocabulary and techniques.

·      You can use it in whole class OR small groups OR centers.

·      Class time may vary from 3 to 5 hours to complete each unit.

Some options may include:

– 4 weeks with one hour of Art a week

– 1 week with one Art lesson a day.

These units can also be used for:

o After School Enrichment

o Summer School activities

o ESL support

o Substitutes

The complete number of pages and slides:

21 Lesson pages (color and B/W), 30 Flashcards (color), 4 Template (B/W), 36 Teacher Notes pages (color), 1 See, Think, Wonder Poster (color and B/W), 45 Slides of PowerPoint Presentation (color)

CREATIVITY across THE CURRICULUM

This Physical Science and Arts integration resource covers the National Art Standards and supports the Science Study of SOUND, LIGHT, and COMMUNICATION (as well as Energy and Matter and Forces and Motion) by highlighting important Next Generation Science Standards (NGSS) and State Science standards, (NSES):

NGSS – Waves and Applications Technologies

1-PS4 -1 – Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

1-PS4-3 – Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).

1-PS4-4 – Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Examples of devices could include a light source to send signals, paper cup and string “telephones,” and a pattern of drum beats. Assessment does not include technological details for how communication devices work.

NGSS – Matter and its Interactions

2-PS1-1 – Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Observations could include color, texture, hardness, and flexibility.

2-PS1-2 – Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.

TEKS – Matter and Energy

SCI.1.5.A – The student knows that objects have properties and patterns. The student is expected to: classify objects by observable properties such as larger and smaller, heavier and lighter, shape, color, and texture.

SCI.2.5.A – The student knows that matter has physical properties and those properties determine how it is described, classified, changed, and used. The student is expected to: classify matter by physical properties, including relative temperature, texture, flexibility, and whether material is a solid or liquid.

SCI.2.5.C  – The student knows that matter has physical properties and those properties determine how it is described, classified, changed, and used. The student is expected to: demonstrate that things can be done to materials such as cutting, folding, sanding, and melting to change their physical properties.

TEKS – Force, Motion, and Energy

SCI.1.6.A – The student knows that force, motion, and energy are related and are a part of everyday life. The student is expected to: identify and discuss how different forms of energy such as light, thermal, and sound are important to everyday life.

SCI.1.6.C – The student knows that force, motion, and energy are related and are a part of everyday life. The student is expected to: demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.

SCI.2.5.D –  The student knows that matter has physical properties and those properties determine how it is described, classified, changed, and used. The student is expected to: combine materials that when put together can do things that they cannot do by themselves such as building a tower or a bridge and justify the selection of those materials based on their physical properties.

SCI.2.6.A – Force, motion, and energy. The student knows that forces cause change and energy exists in many forms. The student is expected to: investigate the effects on objects by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter.

VA SOL – Force, Motion, and Energy

1.2.a – The student will investigate and understand that objects can move in different ways. Key ideas include objects may have straight, circular, spinning, and back-and-forth motions.

1.2.b – The student will investigate and understand that objects can move in different ways. Key ideas include objects may vibrate and produce sound.

2.2.a –The student will investigate and understand that different types of forces may cause an object’s motion to change. Key ideas include forces from direct contact can cause an object to move.

VA SOL – Matter

1.3.a – The student will investigate and understand that objects are made from materials that can be described by their physical properties. Key ideas include objects are made of one or more materials with different physical properties and can be used for a variety of purposes.

1.3.b – The student will investigate and understand that objects are made from materials that can be described by their physical properties. Key ideas include when a material is changed in size most physical properties remain the same.

1.3.c – The student will investigate and understand that objects are made from materials that can be described by their physical properties. Key ideas include the type and amount of material determine how much light can pass through an object.

2.3.b – The student will investigate and understand that matter can exist in different phases. Key ideas include solids, liquids, and gases have different characteristics.

You may also be interested in:

LIFE SCIENCE in ART

EARTH and SPACE SCIENCE in ART

Or the SCIENCE in ART Full Year Curriculum Bundle with all 3 bundles