ED 3501

Lesson Plan

Name: Miss. Szumlas Grade/Subject: Grade 2 Social Studies/ Art Topic: Bridge Art
Date: November 21-22, 2017 Length of Lesson: 2 Hours

General Social Studies

Learning General Outcome 2.1 Canadas Dynamic Communities
Outcomes Students will demonstrate an understanding and appreciation of how geography, culture,
language, heritage, economics and resources shape and change Canadas communities.
Art
An individual experience
Opportunity should be provided for the child to experience: pride in achievement, valuable
group activities, a sense of worth, practice in making decisions.
A visual experience
Opportunity should be provided for experiences that: contribute to the childs development
of perceptual awareness in natural and manufactured forms.

Specific Social Studies

Leaning Students will:
Outcomes 2.1.1 appreciate the physical and human geography of the communities studied:
acknowledge, explore and respect historic sites and monuments (CC, LPP, TCC).
2.1.3 investigate the cultural and linguistic characteristics of an Inuit, an Acadian and a
prairie community in Canada by exploring and reflecting upon the following questions for
inquiry:
What are the cultural characteristics of the communities (e.g., special symbols, landmarks,
languages spoken, shared stories or traditions, monuments, schools, churches)? (CC, LPP,
TCC)
Art
Component 3- Appreciation: Students will interpret artworks literally.
Color variation is built on three basic colors
Tints and shades of colors or hues affect the contrast of a composition.
Component 10 (i)- Purpose 1: Students will record or document activities, people and
discoveries.
Knowledge gained from study or experimentation can be recorded visually.
Component 10 (i)- Purpose 5: Students will create an original composition, object or space based
on supplied motivation.
Outside stimulation from sources such as music, literature, photographs, film, creative
movement, drama, television and computers can be interpreted visually.

Learning Students will:

Objectives 1. be able to identify important facts about the High Level Bridge and transfer them to the
corresponding worksheet.
2. show an appreciation for art by recreating the High Level Bridge through their own
interpretation.

Materials Worksheets (21) plus some extras for those who finish early
Pencil, ruler, water color crayons, newspaper, water cups (1 for each student), paint brushes,
water color paper
Word document with facts

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Word document with exemplars for students

Black construction paper (need to get more in the morning)
Music on YouTube: https://www.youtube.com/watch?v=qVn2YGvIv0w
Go Noodle Video on Focus: https://app.gonoodle.com/channels/empower-tools/strengthen-
your-focus?s=Search&t=breathing%20focus
Procedure Assessment Methods
Reset
Introduction Observe which students
(30 min.) Students will join me at the meeting area. They will be introduced to are able to recall facts.
the High Level Bridge by learning some facts about it. I will read Need to remind them of a
some facts to them, they will tell me what facts they remember from fact versus an opinion.
the reading. They will then be provided a worksheet where they will Provide reinforcement
be expected to write a minimum of 4 facts they learned (I will provide and guidance where
keywords on the board). We will split the reading into two portions required.
and read each portion twice.

*Need to prepare water before class.

Body of
Lesson Activity #1- Students will be introduced to the water color art project Check ins I will walk
(55 min.) that we are going to do. around while the students
are working to ensure
We will do the project step-by-step, (I will create one to show them): they understand
Each student needs newspaper that they will cover their desk with. instructions, are on task,
They will then get paper when they look ready with a pencil on their and I will provide support
desk. where needed.
1. Use a ruler to divide our page, I will draw this on the board as
well. It should be about a line at 1/3 near the bottom. The line
should be light (dont push too hard).
2. Then come back together, now we need to decide whether we
want to have the coulees or water under the bridge. I will
draw examples on the board.
3. Next, we will look at colors that mix and colors that do not
mix (if they mix we will get blacks, browns, greens, etc.).
Warm colors: red, orange, yellow, pink, peach etc.
Cool colors: green, blue, purple, violet, etc.
Put these colors on the board ask for student input.
4. Then I will demonstrate which way we need to color and
different ways to color. Horizontal, the darker colors you
choose will be the color they see the most but we want to mix
so dont put as much, how hard they push, how they can
scatter their coloring (on board), etc.
-Do a focus break depending on how long this has taken.
5. Students can go color. I will put on music, if I cant hear the
music it is too loud.
6. When they are done coloring, sit, raise hand.
7. I will demonstrate how much water they need on their brush
(too much water will wreck their paper) and how to paint
(horizontally). *Need clean water when they start using a
new color (can share at their tables. Same water for same
colors.)
8. When they are done sit, raise hand.
-Class #2-
9. Each student needs newspaper that they will cover their desk

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with to avoid getting glue all over their desks. I will place
black construction paper at each table. The students will need
to take out their scissors and a glue stick. We will start by
designing our train tracks, then regroup and discuss possible
ideas for the frame of the bridge. The students will go to their
desk and arrange their bridges on top of their project. They
will not be allowed to glue until after they have watched an
example of how we are going to glue (order of glueing i.e.,
vertical legs, then crosses, and lastly, the main horizontal
track).
10. Once students are finished they can do the sponge activity.

Closure -Tell me (or a partner) 3 facts you learned about the High Level Observe student
(5 min.) Bridge. responses.
-Tell your partner something special about your project, something
you did really well.

Sponge Quiet Bins These will be set up on the floor around the classroom Observe to ensure
Activity 1) Coloring Station students are on task and
2) Reading Station not disrupting others who
are still working.