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Grade 2 Visual Art Sample Unit
Learning Objectives Checklist for Unit 3: Making Sense of Things
The checklist that appears below is the same checklist that appears at the beginning of the Grade 2 Visual Art
section of the curriculum guide. The objectives that are checked are those that are selected for teaching and/or
reinforcement in the Grade 2 Sample Unit. Note that some objectives are addressed more than once in the
sample unit and that other objectives are better addressed in other visual art units.
The students will:
√ know that line, colour, texture, shape, form, and space are called the elements of visual art
classify a large variety of lines using own words (e.g., wavy, jagged)
understand that secondary colours are created when you combine two primary colours
understand that the same colour can be light or dark
classify different kinds of textures using own words (e.g., rough, smooth, soft)
classify different kinds of shapes using own words (e.g., rounded, lumpy, square)
recognize basic forms such as cubes and spheres
know that forms have space all around them
√ classify different kinds of patterns using own words (e.g., striped, dotted, mixed up)
√ identify examples of contrast in own surroundings and in art works
√ become increasingly aware of details in the appearance of plants, animals, people, and objects
√ explore size relationships by measuring
understand the difference between two dimensions and three dimensions
√ understand that people, animals, and objects look different from different points of view
√ compare differing ideas in art works, including own and peers’ visual expressions
√√ understand that ideas for visual expressions come from many different sources
√√√ make basic decisions about own methods and materials
√ develop co-ordination and skills in using simple visual art tools and materials
√√ understand that reflection and discussion help them learn and make decisions about own art works
√√ understand that own visual images communicate non-verbally
become aware of the variety of art works throughout the world and in different eras
become aware of the variety of art works in Saskatchewan and Canada, including the works of First
Nation and Métis artists
view the work of artists from various cultural groups
√ begin to understand that art works are created for a variety of reasons
begin to understand that art tells something about the society in which it was created
realize that they will not see everything in an art work at first glance
realize that everyone does not respond the same way to a work of art
know that libraries, art galleries, and the Internet are sources of information about artists and their
work
respond to art works verbally and non-verbally
√√√√ describe the visual environment and visual information in own daily lives
know that, from earliest times, human beings have changed the natural environment
know that people in own community participate in visual art in a variety of ways
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Common Essential Learnings Objectives Checklist for Grade 2
The objectives already checked are those that are selected for teaching and/or reinforcement in the Grade 2
Sample Unit. Note that some objectives are addressed more than once.
The students will:
√ discuss ideas using their own language (C)
summarize their understanding (C)
summarize important understandings (C)
√ listen for various purposes (C)
√√√√√ gradually incorporate the vocabulary of visual art into their talk and writing (C)
recognize common visual symbols (C)
√ use the language of estimation (N)
transfer knowledge of mathematical concepts to everyday applications (N)
imagine and discuss a situation or event from the perspective of another person or living thing (CCT)
develop awareness of and begin to understand the feelings and needs of others (CCT)
√ develop ways to record her/his observations and understand the value of accurate recordkeeping
(CCT)
√ use all of the senses to explore, experiment, create, and interact with the environment (CCT)
√√√√ recognize, reproduce, and create patterns of all types (e.g., movement, number, or word patterns;
patterns found in nature) (CCT)
√ begin to understand that many problems have more than one solution and that there are often several
ways to accomplish a task, and/or achieve a goal (CCT)
√√ contribute to group ‘brainstorming’ and/or other activities for generating many ideas (including drawing
ideas, manipulating concrete objects, acting ideas out using people and things) (CCT)
recognize and describe similarities and differences they observe (CCT)
√ design and construct original objects that are useful and/or personally meaningful (CCT)
examine their immediate experiences with technology in the home and in the school (TL)
√ explore the relationships between the natural and constructed worlds (TL)
explore the impact of technological change on their immediate environment (the natural and
constructed world) (TL)
explore how technology has affected family and community life, past and present (TL)
explore the distribution and uses of technology in the community (TL)
take turns and participate actively or contribute to task (PSD)
√√ appreciate the contributions of others (PSD)
√ begin to develop the ability to follow a process and use basic co-operative skills/abilities when
engaging in co-operative learning and other types of small group endeavours (PSD)
explore and develop appreciation for natural environments in own community (PSD)
demonstrate their achievements in a wide range of appropriate ways (IL)
identify their own learning needs and interests (IL)
co-operate with each other in order to enhance their understanding (IL)
co-operate with and help each other in order to enhance their understanding through sharing
information (IL)
discover how their efforts can affect their learning (IL)
focus on and complete learning tasks (IL)
√ work and communicate with others as a means to meeting learning goals (IL)
Refer to Objectives for the Common Essential Learnings (1991) for a more complete listing of C.E.L.s objectives.
The objectives are available on Saskatchewan Learning’s website: www.learning.gov.sk.ca and were distributed
to schools in Incorporating the Common Essential Learnings and the Adaptive Dimension: A Resource Package
(1991).
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Unit 3: Making Sense of Things – Lesson 2
A Sample Unit Time: 25 minutes
Time: 8 weeks Components: Cultural/Historical
Creative/Productive
Teacher Note: Supplies/Resources
The following sample unit has been developed from
the Starter List of Activities provided for Grade 2. • Books on camouflage in nature
The purpose is to illustrate how the suggested • Saskatchewan Arts Works slides #1 (low
activities for all the units can be developed into contrast) and 17 (high contrast)
more detailed lesson plans, incorporating the
Common Essential Learnings and the grade 2 Learning Objectives
learning objectives.
Students will:
Mini-unit: A Sense of Order • identify examples of contrast in own
surroundings and in art works
Sample Topic: Decorated Objects • describe the visual environment and visual
information in own daily lives
Lesson 1 • gradually incorporate the vocabulary of visual
art into their talk and writing (C)
Time: 25 minutes • recognize, reproduce, and create patterns of all
types (e.g., movement, number, or word
Component: Cultural/Historical patterns; patterns found in nature) (CCT).
Learning Objectives Procedure
Students will: 1. Discuss camouflage in nature. Ask students for
examples. Look at pictures. For what purposes
• classify different kinds of patterns using own in nature does an animal/plant stand out? For
words (e.g., striped, dotted, mixed up) what purposes is it better for the animal/plant to
• describe the visual environment and visual be concealed?
information in own daily lives
• recognize, reproduce, and create patterns of all 2. Lead the discussion to the idea that in art you
types (e.g., movement, number, or word can make things stand out using contrast.
patterns; patterns found in nature) (CCT).
3. Show the students Saskatchewan Art Works
Procedure Slides #1 and 17. Which work shows more
contrast?
1. Divide students into small groups. Give each
group the following list:
Teacher Note:
• a pattern created with shapes Two 25-minute lessons such as Lessons 1 and 2
• a pattern created with lines can easily be combined into one 50-minute
• a pattern created with colour lesson.
• a pattern created with texture
• a pattern created with forms.
Lesson 3
2. Have the groups find in the classroom examples
of each of the patterns on the list. Time: 50 minutes
3. Discuss the groups’ findings. Introduce the idea Component: Creative/Productive
that patterns are created when something is
repeated (e.g., a shape or a colour). Can the Supplies/Resources
students see any other ways to classify or sort
the patterns other than the ways on the list? • Varying shades of solid-colour black/dark grey
and white/beige paper
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• Scissors, glue Lesson 4
• Saskatchewan Art Works slide #1
Time: 25 minutes
Learning Objectives
Components: Cultural/Historical
Students will: Critical/Responsive
• make basic decisions about own methods and Supplies/Resources
materials
• develop co-ordination and skills in using simple • Materials for creating a display of tea cups/mugs
visual art tools and materials (the students decide, but the teacher has
options available, such as table cloths or a book
• gradually incorporate the vocabulary of visual
shelf that could be emptied of books)
art into their talk and writing (C)
• Books on china patterns and/or factories
• recognize, reproduce, and create patterns of all
types (e.g., movement, number, or word
Learning Objectives
patterns; patterns found in nature) (CCT)
• design and construct original objects that are
Students will:
useful and/or personally meaningful (CCT).
• make basic decisions about own methods and
Procedure
materials
1. Divide the class into three groups. Group 1 • begin to understand that many problems have
uses only shades of white/beige paper. Group 2 more than one solution and that there are often
uses only shades of black/dark grey paper. several ways to accomplish a task, and/or
Group 3 uses black and white paper. achieve a goal (CCT)
• contribute to group ‘brainstorming’ and/or other
2. Review the idea that patterns are created when activities for generating many ideas (including
something is repeated. drawing ideas, manipulating concrete objects,
acting ideas out using people and things) (CCT)
3. Have the students create patterns by cutting • work and communicate with others as a means
and gluing shapes onto a piece of paper, using to meeting learning goals (IL).
the paper assigned to their group. Group 1
Preparation
glues light shapes onto light paper; group 2
glues dark shapes onto dark paper; group 3
Ask each student to bring from home one tea cup
glues light shapes onto dark paper or vice
or mug with a pattern. Along with the tea cup/mug,
versa. Each student decides on the kind of
ask students to come with the following information,
shape and pattern he/she wants to create (e.g.,
if possible: where it was made (check stamp on the
triangles, circles, torn shapes).
bottom), whether it was handmade or made in a
factory, how they would describe the pattern in the
decoration. Some parents might have books on
Teacher Information:
china patterns or factories that they would be willing
Patterns can be formal or informal. Some
to lend the students for a display.
students may want to glue their shapes in a formal
order and others may choose a random order. Procedure
Although students are not expected to know the
difference between formal and informal patterns at 1. Ask students for their ideas about how the tea
this age, they will intuitively choose one or the cups/mugs could be displayed in the classroom.
other. Brainstorm and create a list.
4. When most of the students have completed their 2. As a group, choose one of the ideas and create
patterns, conduct a discussion. How do the the display. Display also any books that are
groups differ? Which patterns show up the available on china designs or china factories.
most? Use the word “contrast”. How might an
artist use contrast? 3. Have a brief discussion about which were
factory-made versus handmade, where the
5. Look at Susan Andrews Grace’s “Baby Shirt cups/mugs were made according to the stamps
Quilt” (Saskatchewan Art Works slide #1). In on the bottoms, and similarities the students see
this work, the artist has intentionally used low in the designs.
contrast. Why do the students think she might
have done this?
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Lesson 5 Learning Objectives
Time: 25 minutes Students will:
Components: Cultural/Historical
• make basic decisions about own methods and
Critical/Responsive
materials
Supplies/Resources • understand that reflection and discussion help
them learn and make decisions about own art
• Mug and tea cup display works
• Books on tea cup design or china factories • gradually incorporate the vocabulary of visual
art into their talk and writing (C)
Learning Objectives
• recognize, reproduce, and create patterns of all
types (e.g., movement, number, or word
Students will:
patterns; patterns found in nature) (CCT).
• begin to understand that art works are created Procedure
for a variety of reasons
• describe the visual environment and visual 1. In this lesson, students create their own mug or
information in own daily lives tea cup designs. Begin by having them review
• contribute to group ‘brainstorming’ and/or other the various designs in the display.
activities for generating many ideas (including
drawing ideas, manipulating concrete objects, 2. Have students imagine that they are decorators
acting ideas out using people and things) (CCT) in a factory and they are creating a new
• explore the relationships between the natural decoration pattern for a mug or tea cup – any
and constructed worlds (TL). pattern they like. Have them practise creating a
few different patterns on newsprint.
Procedure
3. Next, have students examine profiles of the
1. Have students work in small groups of four or various shapes of mugs and tea cups in the
five. Ask each group to study the display and display. Encourage them to choose a shape
look for different ways to classify the designs. they like and draw it on a piece of paper. They
can draw the mug or tea cup whatever size they
2. Have each group choose one of their like – a realistic size, oversize, or miniature.
classifications to present to the rest of the class.
They should: 4. Have them decorate their mug or tea cup using
• describe their classification (e.g., designs art materials of their choice. They can paint,
with flowers, designs with red in them, mugs, draw or cut/glue a pattern. They can use one of
handmade mugs/cups, gold rims) the patterns they created earlier in the lesson, or
• tell how many of the cups/mugs fit the come up with a new one. Remind students of
classification the group selected. all the decisions they will make as they create
their tea cups or mugs: size, shape, type of
3. As a class, discuss the various classifications. pattern, colour, and possibly more.
As many of the designs will probably be related
to nature in some way, discuss how nature is 5. Discuss the designs created by the students.
often used as a starting point for designs. Ask What similarities and differences do they see in
students why they think this might be. the kinds of patterns created? What degrees of
contrast did the students apply? Is there a
Lesson 6 range, or did most of the students choose high
contrast?
Time: 50 minutes
6. Display the tea cup/mug designs.
Component: Creative/Productive
Supplies/Resources Teacher Note:
A sample assessment form for the
• Paper in various sizes and colours creative/productive activities in this mini-unit can
• Paint, markers, crayons be found on page 9. Teachers might wish to use
• Glue, scissors it with Lessons 3 and/or 6.
• Fabric scraps
• Books on tea cup design or china factories
5
Mini-unit: A Sense of Purpose • become increasingly aware of details in the
appearance of plants, animals, people, and
Sample Topic: Cats objects
• explore size relationships by measuring
Lesson 1 • understand that people, animals, and objects
look different from different points of view
Time: 25 minutes • use the language of estimation (N)
• appreciate the contributions of others (PSD).
Component: Cultural/Historical
Preparation
Supplies/Resources
Ask a parent to bring an especially friendly pet cat
• A storybook about a cat such as Mister Got To to the classroom for the lesson. If this is not
Go and Arnie by L. Simmie possible, refer to the books on cats. Make sure to
gather plenty of pictures for students to examine.
Learning Objectives
Procedure
Students will:
1. Have students examine the cat (or books) for as
• describe the visual environment and visual many visual details as possible. As the students
information in own daily lives notice physical details, discuss cat behaviour
• listen for various purposes (C). and why the cat’s body is designed the way it is.
Keep a list of all the things students see. Be
Procedure sure to include observations from various points
of view (e.g., include the bottoms of the cat’s
1. Read the students a storybook about a cat. feet, inside the ears, the tip of the tail).
Encourage students to notice lines, colours,
2. View the illustrations. Has the illustrator textures, shapes, and form. Encourage
included details to give the cat character? What students to measure in order to compare sizes
is the effect? of the cat’s body parts (e.g., the length of the tail
compared to the length of the body).
3. Have students describe in as much detail as
possible the physical characteristics of cats. 2. Compare the list from this lesson (based on
Make a list. Save the list for reference later in observation) with the list from the previous
the mini-unit. lesson (based on memory). Which has more
detail?
Lesson 2
3. Have the students compare and contrast two
Time: 50 minutes different cats – the real cat and a picture of
another cat, or two different pictures of cats.
Components: Creative/Productive Have the students record as many things as
Cultural/Historical they can that are different about the two cats.
Supplies/Resources
Teacher Note:
• A real cat The above activity is an introductory drawing
• Books on cats activity from Appendix B. This illustrates how the
• A large sheet of poster paper activities from the appendices can be integrated
• Various art materials, fabric scraps, found into lesson plans.
objects
Learning Objectives 4. Explain to students that when they want to draw
something, it helps to “look”. The more you
Students will: know, the more you are able to draw.
• know that line, colour, texture, shape, form, and 5. Create a cat poster, where each student
space are called the elements of visual art contributes a drawing of a part of the cat’s body,
along with a bit of information about cat
behaviour. Once students decide which part of
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the cat they are going to draw (e.g., a cat’s ear) • begin to develop the ability to follow a process
encourage them to look closely at the cat or cat and use basic co-operative skills/abilities when
pictures. They can choose whatever materials engaging in co-operative learning and other
they want. It is probably most convenient for types of small group endeavours (PSD).
students to work on separate pieces of paper
and then glue them onto the poster, rather than Preparation
to work directly on the poster paper.
The day before the lesson, give students the
Lesson 3 following homework assignment: ask them to think
of a story or anecdote about a cat they know. This
Time: 25 minutes can be their own pet cat, someone else’s cat, or a
cat from a storybook.
Component: Creative/Productive
Procedure
Supplies/Resources
1. Have students work in groups of three. Ask
• The students’ poster them to take turns telling each other their story
or anecdote.
Learning Objectives
2. Have students in the group come up with words
Students will: to describe each cat’s character, based on the
story. They might use words such as grumpy,
• understand that reflection and discussion help funny, wild, brave, greedy, bossy, or
them learn and make decisions about own art unpredictable
works
• discuss ideas using their own language (C) 3. On a piece of paper, have students in the group
• gradually incorporate the vocabulary of visual print each cat’s name with the descriptive words
art into their talk and writing (C). beneath it.
Procedure 4. Post the lists. Briefly summarize the range of
cats and characteristics the students have
1. Discuss the students’ poster. Ask the following described.
questions:
Lesson 5
• What did we learn about the way cats look?
• How did studying the way cats look affect our Time: 50 minutes
work on the poster?
• How many details about cats can we see in Component: Creative/Productive
the poster?
Supplies/Resources
• Does having a good look at something help
us when we go to draw it?
Various art supplies
Lesson 4
Learning Objectives
Time: 25 minutes
Students will:
Component: Creative/Productive
• understand that ideas for visual expressions
Supplies/Resources come from many different sources
• understand that own visual images
• Foolscap or note paper for each small group communicate non-verbally
• use all of the senses to explore, experiment,
Learning Objectives create, and interact with the environment (CCT).
Students will: Procedure
• understand that ideas for visual expressions 1. Have students draw or paint the cat in their
come from many different sources story. Ask them to include one or more details
in their drawing/painting that show their cat’s
• appreciate the contributions of others (PSD)
personality. Remind them to refer to the
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descriptive words their group listed in the
previous lesson.
2. Display the cat pictures.
3. Have each student write on a file card the cat’s
name and its characteristics (e.g., Brave
Sylvester or Sylvester the Brave Cat). Collect
the cards for next lesson.
Lesson 6
Time: 25 minutes
Component: Creative/Productive
Supplies/Resources
• The students’ works
Learning Objectives
Students will:
• compare differing ideas in art works, including
own and peers’ visual expressions
• understand that own visual images
communicate non-verbally
• develop ways to record her/his observations and
understand the value of accurate recordkeeping
(CCT).
Procedure
1. As a group, match the file cards with the correct
drawing/painting. As each drawing/painting is
located, place the card next to it. Use the
lesson as a reflective activity to discuss
characteristics expressed through the works.
Teacher Note:
A sample student-teacher conference
assessment form for Lesson 6 can be found on
page 10.
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Sample Creative/Productive Component Assessment Form
Grade 2 Sample Unit - Making Sense of Things
Mini-unit: A Sense of Order
This form provides a quick summary of the student’s participation and learning in the creative/productive
component during this mini-unit (Lessons 3 and 6).
Student’s Name: _______________________________________ Date: ___________________________
Yes No
Lesson 3
Understood that the purpose of the activity was
to explore contrast
Applied basic understanding of “pattern” to
the activity
Made own choices about paper size and
means of creating a pattern
Contributed to the group discussion about the
completed or near-completed projects
Comments:
Lesson 6
Practised creating decoration patterns
Made own choices about size and materials
Showed commitment to completing the
task
Contributed to the discussion about the student
projects
Has a basic understanding of “contrast” and
“pattern”
Comments:
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Sample Student-Teacher Conference Assessment Form
Grade 2 Sample Unit - Making Sense of Things
Mini-unit: A Sense of Purpose
This form may be used to assess understanding of the importance of accurate observation. The form may be
used to assess individual students in formal or informal conferences during or after Lesson 6.
Student’s Name: _______________________________________ Date: ___________________________
Tell me three interesting things you learned about the way cats look.
Tell me how our study of the way cats look helped you when you drew a cat in the poster and in your own cat
drawing.
What is your favourite thing to draw?
If you were going to draw your favourite thing right now, what might you do to help you learn more about what it
looks like?
Comments:
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