Lesson 1 - LearningThroughMuseums

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Day 1: Interpreting a Painting ● Time Allotment 45 minutes ● Materials • Reproduction of The Herring Net, 1885 • Map of the state of Maine or the United States Materials for each student: Copy of Art Reader organizer ● Advance Preparation • Prepare to display the reproduction of The Herring Net in the classroom for student viewing. • Review the Background Information section of this lesson about The Herring Net. ● Vocabulary atmosphere din landscape mood respect reverence schooner ● Procedure 1. Have students take a close look at The Herring Net and have students complete the Art Reader organizer. Make sure that students take at least two minutes (and even up to five minutes) to look at the painting before they start to make notes. 2. After students have completed their organizers, begin discussion by asking them to describe what they see or recognize in the image. Explain that the herring is a kind of fish. 3. Ask students to discuss the mood of the painting. What elements does the artist include to create that mood? Ask how the artist uses color to contribute to the mood of the painting. Ask what other elements the artist uses to communicate. 4. Explain that the painting shows a place off coast of the Atlantic Ocean. Make a list of what students know about the Atlantic Ocean. Then ask what they see in the painting that they could add to the list. Keep track of this list on the chalkboard. 5. Ask students: What are the people in the painting doing? Are the men fishing for recreation or is it their job? What elements in the painting lead you to this conclusion? 6. Use a map of Maine or the United States to show the state’s long coastline. 32 • <strong>Lesson</strong> 2: Oceans and Rivers ‒ Northeast Environments
Day 2: Writing about the Ocean ● Time Allotment 60–75 minutes ● Materials Materials for each student: 8 ½ x 11 paper (for Ocean Life Research Report) Colored pencils List of websites students can use to find information about animal and plant life of the Atlantic (see Background Information section) Copy of Ocean Research organizer ● Advance Preparation • Look for books in the school library about oceans. • Make arrangements for library time or computer access for student research activity. If computer access is not available for students, print out research materials from the Web ahead of time to distribute in class. ● Vocabulary illustrate ocean research habitat ● Procedure 1. Discuss the role of the ocean as a habitat. Ask students to list the animals that live in the sea. Keep track of the list on the board. 2. Give students the Ocean Research organizer. It guides them to conduct research about animal life in the Atlantic Ocean. Give students a list of Web sites to visit to help focus their research. Include sources listed in the Background Information section of this lesson as well as any additional sites that are appropriate. 3. Allow students a short amount of time—approximately 5 minutes—to do some initial research before choosing one animal or plant living in the ocean to focus on. Have students use the Ocean Research organizer to guide their work and then write an Ocean Life Research Report on a separate page. 4. Students will include a drawing of their animal in the Ocean Life Research Report. Provide colored pencils for students to use. 5. Once students have competed their Ocean Life Research Report they can present a summary of the information to the rest of the class and share their knowledge. Then they can set up an exhibit of their drawings with captions that tell what is special about the animal. 6. Create a pictorial word wall that includes words that students found during their ocean research and pictures they draw to illustrate the words. Art Institute of Chicago • 33
Page 1: Understanding Environments and Valu
Page 4 and 5: CITY OF CHICAGO Richard M. Daley Ma
Page 6 and 7: Curriculum Overview The Art Institu
Page 8 and 9: 8 • Understanding Environments an
Page 10 and 11: Lesson 1 The Southeast: Picturing,
Page 12 and 13: Additional Web sites • The U.S. D
Page 14 and 15: Day 2: Interpreting a Poem and a Pa
Page 16 and 17: ● Procedure 1. Ask students what
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• In Train Station, Walter Elliso
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4. Make a three-column chart on the
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● Advance Preparation • Keep th
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Lesson 5 Art Reader (1/2) ILS25A: I
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Lesson 5 Illustration Planner ILS25
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Lesson 5 Letter Writing Organizer I
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Lesson 6 Inferring Values Summary I
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Relevant Information: • Born and
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● Vocabulary dignity infer loom r
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● Advance Preparation • Prepare
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Lesson 6 Inferring Values ILS1B: I
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Lesson 6 Write to Communicate Value
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Lesson 7 How to Read Symbols Summar
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• Unlike Bedcover Entitled “Map
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Chart: Symbols organizer. They can
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6. Ask students to explain their ma
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Lesson 7 Symbols Show and Tell ILS2
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Lesson 7 Summarize What You Learned
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Lesson 7 Map Maker ILS17B: I can us
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120 • Lesson 7: How to Read Symbo
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Lesson 8 A Visit to the Art Museum
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For teacher-guided museum tours, yo
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Day 3: Reflection about Field Trip
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128 • Understanding Environments
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Art Institute of Chicago Understand
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Lesson 1 - LearningThroughMuseums

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