Introduction:

For my “Three Component Arts Education Lesson” I have chosen to create a lesson for
grade two students. I have decided on the unit “Learning to See” and the mini-unit “The
Constructed Environment”. For my topic I have chosen “The Zoo (Animals of the World)”. I
have ensured in my fifty minute lesson that all three component areas are covered. To include the
component “Creative/Productive”, students will explore ideas as they brainstorm things like zoo
animals, colours, textures and patterns. This could also involve expression and reflection as
students are able to express their thoughts and make connections to prior knowledge. Students
will also work on their development of skills and abilities as they use their creativity to produce
their own pictures from their understanding of the information presented.

To incorporate the idea of “Critical /Responsive” I thought I could get students to analyze
animal pictures in the book and be able to pick things out. By doing this they would be providing
thought out responses to art while they create a web as a group. Also, after creating their own
picture they could discuss aspects of their own work. They could explain why and how they did
certain things the way they did. By introducing new things to students you help them to develop
new understandings, meanings and vocabulary.

As a way to incorporate the “Cultural/Historical” component, I thought I could show

animal pictures by different artists to the students (preferably Saskatchewan or Canadian artists)
and we could discuss how where the artist is from might play a role or influence aspects of their
creations. Even by discussing animals that we have within our prairie culture here in
Saskatchewan is going to differ between animals you might find in Africa or Australia.

I thought it would also be interesting to look at some of the animals in the zoo and
discuss where they comes from and pinpoint them on a map of the world so we get an
understanding of animals all around the world. I think for this lesson it is also important to tell
students that if it was not for zoos we would not necessarily get to see every animal that we can
see there because they come from so many different places.
 GRADE 2 ARTS EDUCATION- VISUAL ART

UNIT 2: Learning to See MINI-UNIT: The Constructed Environment

TOPIC: The Zoo (Animals of the World) TIME: 50 minutes

BREIF DESCRIPTION OF LESSON ACTIVITY:

 This activity should help students develop a better understanding of color, texture and
pattern as they examine zoo animals from about the world. Students will listen to a quick
story, analyze pictures in the story, create a book of zoo animals and finish by looking at
where they come from.

VISUAL ART LEARNING OUTCOMES: COMMON ESSENTIAL LEARNINGS

 Know that line, colour, texture, shape, OBJECTIVES:
form, and space are called the elements  Communication: Expression of oneself
of visual art. several ways (verbally, physically,
 Classify different kinds of textures emotionally).
using own words (e.g., rough, smooth,
soft)  Critical and Creative Thinking:
 Classify different kinds of patterns Reflecting and analyzing different
using own words (e.g., striped, dotted, images.
mixed up)
 Become increasingly aware of details in  Personal and Social Values and Skills:
the appearance of animals Using skills to respond to things
 Compare differing ideas in art works personally and with others. Working
 Make basic decisions about own with others to express thoughts,
methods and materials opinions, values and skills.
 Understand that reflection and
discussion help them learn and make
decisions about own art works.
 Become aware of the variety of art
works throughout the world and in
different eras
 View the work of artists from various
cultural groups
 Respond to art works verbally and non-
verbally

SUPPLIES: RESOURCES:
 White board or chalk board  Hoban, T. (1985). A Children’s Zoo.
(marker/chalk) New York, NY: Greenwillow Books.
 Pencils, pencil crayons, crayons or  Bennett, S. (2006). The Crafter’s
markers. Design Library: Animals. Cincinnati,
 Map of the World OH: David & Charles Book. (Animal
individual pictures to put on map as
well as the images for the animal
 booklet)
 Zoo Animal Booklet ( homemade)
COMPONENT(S):
 Creative/ Productive Component
 Critical/Responsive Component
 Cultural/ Historical Component

STEP-BY-STEP PROCEDURE:
1.) Tell students that “today we are going to be looking at different zoo animals and also
discussing where they come from.” Ask students if they have ever been to a zoo and if so,
what kinds of animals they saw.

2.) Read students a story called, “A Children’s Zoo”. Be sure to ask students questions as
you go through the book. (This book has realistic pictures of animals as well as a basic
description of them including color, texture, patterns or how they move.)

3.) When the story is complete, go back through the book (looking at the pictures) and
create a web with students. (See attached web) The Web will include zoo animals and
different characteristics about each one.

4.) After students have brainstormed about the animals, have them complete a “Zoo Animals
from Around the World” booklet. The booklet will involve them coloring the animals’
pictures accordingly as described. They will also write brief information about the
animals on the lines provided for them. (See attached booklet).

5.) If you have lots of time you could get students to share their pictures.

6.) As a closure have discussion with students. Ask students questions like: would you see
some of these animals in Saskatchewan or even Canada if there weren’t zoos? It is
important to tell students that if it was not for zoos we maybe would not have the
opportunity to see some of these special animals. What kind of animals do we see in
Saskatchewan? (Could show pictures of animals that live in Saskatchewan created by
Saskatchewan artists). Explain that common animals that we see here are most likely
going to differ from common animals we may see in Africa or Australia.

7.) To end lesson, expose a map of the world to students. Have little pictures of animals
created ahead of time and have students place the picture of the animal on where they
come from. (Students may need assistance as this may be a new experience or concept to
them). (Great learning experience or introduction to the world and maps).
 LESSON RESOURCES REFERENCED IN MINI-UNIT:

1.) Hoban, T. (1985). A Children’s Zoo. New York, NY: Greenwillow Books

 I had borrowed this book from the Regina Public Library so I do not have it to hand in as
a resource. The middle picture shows a chart that was at the end of the book. This chart
would be very useful as a tool in creating the zoo animal web.

2.) Bennett, S. (2006). The Crafter’s Design Library: Animals. Cincinnati, OH: David &
Charles Book.
(*Individual animal pictures to put on map as well as the images for the animal booklet)

SUPPORTING DOCUMENTATION

 Sample “Zoo Animals Web” to create with students.

 Assessment Tool/Rubric
 “Zoo Animals From Around the World” Booklet
ASSESSMENT TOOL/RUBRIC

 Could use the “Grade 2 Visual Art: Learning Objectives Checklist”.

o Make a checklist of the objectives addressed in this particular activity and observe
students and make notes as lesson carries on.
 Assess participation and involvement in the activity and class discussion.
 By listening to responses in closure discussion you can learn more about what the
students learned and what they got out of the activity.

Checklist:

 Know that line, colour, texture, shape, form, and space are called the elements of visual
art.

 Classify different kinds of textures using own words (e.g., rough, smooth, soft)

 Classify different kinds of patterns using own words (e.g., striped, dotted, mixed up)

 Become increasingly aware of details in the appearance of animals

 Compare differing ideas in art works

 Make basic decisions about own methods and materials

 Understand that reflection and discussion help them learn and make decisions about own
art works.

 Respond to art works verbally and non-verbally